Clear communication about course activities supports effective teaching and student success. In the case of generative artificial intelligence (GenAI), instructors may have varying perspectives on its use for academic activities. GenAI tools should be used only with the explicit permission of each instructor, and then only in the ways allowed by that instructor. But different expectations and guidelines for students' AI use across their courses can cause confusion, potentially leading to inadvertent academic misconduct.
To encourage clear communication about the use of GenAI for coursework, a team of educational developers from around the university has developed sample syllabus statements you can customize for your next course.
Reflecting on AI Uses in Your Course
Before drafting your GenAI syllabus statement, reflect on the course goals and expected learning outcomes. Could students' use of AI support their learning? If so, how? If not, why?
Your GenAI syllabus statement should include the following elements:
- Transparency about why GenAI use is or is not encouraged in the course
- Clear expectations for how students are permitted to use GenAI
- Encouragement for students to contact you if they have questions about GenAI use
Sample GenAI Syllabus Statements
Below are sample GenAI statements you can edit to include in your syllabus.
If students are PERMITTED to use GenAI in your course (short version)
Given that the learning goals of this class are [add examples from your class, such as learning to use technology tools to complete tasks], in this course, students are welcome to explore innovative tools and technologies for [provide an example from your course such as data analysis or presentation design], including generative artificial intelligence (GenAI). Students are permitted to use GenAI tools for most course assignments, except for [specify any assignments on which the use of GenAI is prohibited, e.g., essays, coding assignments, reflection assignments]. Your written assignments, including [add examples of assignments, such as discussion posts or essays], should be your own original work.
If I suspect that you have used GenAI on an assignment for which it is prohibited, I will ask you to explain your process for completing the assignment in question. Submission of GenAI-generated content as your own original work is considered a violation of Ohio State’s Academic Integrity policy and Code of Student Conduct because the work is not your own. The unauthorized use of GenAI tools will result in referral to the Committee on Academic Misconduct.
If students are PERMITTED to use GenAI in your course (extended version)
Given that the learning goals of this class are [add examples from your class, such as learning to use technology tools to complete tasks], in this course, students are welcome to explore innovative tools and technologies for [provide an example from your course such as data analysis or presentation design], including generative artificial intelligence (GenAI). Students are permitted to use GenAI tools for most course assignments, except for [specify any assignments on which the use of GenAI is prohibited, e.g., essays, coding assignments, reflection assignments]. Your written assignments, including [add examples of assignments, such as discussion posts or essays], should be your own original work.
GenAI can be a helpful resource for drafting creative content, brainstorming ideas, creating a “reverse outline” from a rough draft, and enhancing productivity. Yet it is essential to approach its use thoughtfully and ethically. If you use GenAI for any of your assignments, please include the following statement with each assignment:
- Application Used: Specify the GenAI application or tool you used (e.g., Copilot, ChatGPT, Claude AI, Gemini).
- Intended Purpose: Describe the purpose for which you used GenAI (e.g., idea generation, content creation).
- Quality of Initial GenAI Output: Evaluate the initial output generated by GenAI. For example, was it accurate, biased, coherent, and/or relevant?
- Iteration and Refinement: Explain how you revised prompts or adjusted parameters to refine the GenAI output. Did you experiment with different input prompts to improve the output?
- Incorporation in Completed Assignment: Reflect on how you incorporated the GenAI-generated content into your assignment. How did you edit, adapt, or combine it with other ideas?
While GenAI can be a valuable tool, academic integrity remains paramount. You are responsible for developing and articulating your own ideas, so addressing how GenAI contributed to those ideas (as you would for any sources you use) is centrally important to your learning. Attribute GenAI-generated content with proper citations and avoid plagiarism. Additionally, consider the accuracy of information incorporated in your assignment and the ethical implications of using GenAI in educational contexts. You are responsible for ensuring that the information you submit based on a GenAI query does not contain misinformation, unethical content, or violate intellectual property laws.
If I suspect that you have used GenAI on an assignment for which it is prohibited, I will ask you to explain your process for completing the assignment in question. Submission of GenAI-generated content as your own original work is considered a violation of Ohio State’s Academic Integrity policy and Code of Student Conduct because the work is not your own. The unauthorized use of GenAI tools will result in referral to the Committee on Academic Misconduct.
Privacy Considerations
Students should familiarize themselves with the Office of Technology and Digital Innovation's Security and Privacy Statement on Artificial Intelligence and the Terms of Use for the GenAI service they use, as well as the service’s expectations around data privacy and use. Students should not share private or sensitive information about themselves or others with GenAI services. In accordance with the Security and Privacy Statement on Artificial Intelligence, members of the university community should not enter institutional data above the S1, or public, level into unvetted AI tools. See a list of university-approved AI tools, which includes Microsoft Copilot.
If students are NOT PERMITTED to use GenAI in your course
Given that the learning goals of this class are [add examples from your class, such as developing your ability to use writing to articulate your scientific findings, and building your awareness of issues related to publishing and scientific writing], the use of generative artificial intelligence (GenAI) tools such as [add examples of GenAI platforms such as Copilot or ChatGPT, writers aids like Grammarly, or translation platforms such as Google Translate] is not permitted in this course. Any use of GenAI tools for work in this class may therefore be considered a violation of Ohio State’s Academic Integrity policy and Code of Student Conduct because the work is not your own. If I suspect that you have used GenAI on an assignment for this course, I will ask you to explain your process for completing the assignment in question. The unauthorized use of GenAI tools will result in referral to the Committee on Academic Misconduct.
Highlighting Expectations for Specific Course Activities
The Committee on Academic Misconduct (COAM) recommends that instructors also use standard Academic Integrity Icons to promote transparent expectations for how students complete academic activities. The integrity icons were developed for the Carmen Course Template by Ohio State Online staff and Dr. Lisa Cravens-Brown, who created the AI-specific icons.
If you have some assignments and activities that permit GenAI use, but others that prohibit it, these icons can be useful to call out your expectations in the syllabus and on assignment instructions.
| Icon | GenAI Use For Activity or Assignment |
|---|---|
| Student use of generative artificial intelligence is permitted. |
| Student use of generative artificial intelligence is not permitted. |
See all of the Academic Integrity Icons in AI Teaching Strategies: Transparent Assignment Design.
University Resources on GenAI
The landscape of GenAI is rapidly evolving. Stay tuned in by engaging with Ohio State resources and learning opportunities.
Upcoming Events
The Drake Institute and partner units across the university offer various workshops and opportunities to connect around GenAI in education. Register for one or more of these Spring 2025 events.
- January 10 | Getting Started with Generative Artificial Intelligence: Considerations and Strategies
- February 4 - April 15 (bi-weekly) | Spring 2025 Book Club - Teaching with AI: A Practical Guide to a New Era of Human Learning
- February 6, 10, 13, & 17 | AI-Infused Course Design Institute | Submit your Course Design Institute Application by January 23.
Browse more opportunities on the Drake Institute Workshops and Events page.
On-Demand Resources
To learn on your own time, explore articles on GenAI in the Teaching and Learning Resource Center.
- AI Considerations for Teaching and Learning
- AI Teaching Strategies: Transparent Assignment Design
- AI Teaching Strategies: Having Conversations with Students
You may also want to bookmark the Artificial Intelligence at Ohio State website for the latest updates on GenAI at the university.