It’s important to have clear AI policies. These policies require thinking through questions related to AI and learning. For instance, policies should consider the range of AI tools students might use; Grammarly has more academic guardrails than a broad-use chatbot like ChatGPT. You need to know something about AI, make informed decisions about uses, and then convey the policies clearly.

Use these scenarios and questions below to guide your creation of a syllabus statement. Once you consider the different options, you can use or edit some of the samples. (You can also use the parameters in the questions to prompt a chatbot to help with the drafting.) [Note as well that these materials are in draft form, released to be of use quickly; if you have suggestions, please use our contact form to share them.]

Types of activities

You should first consider broad categories of activities that might be impacted by AI. These broad categories are likely to be part of many classes, and students will need guidance on their overall use throughout the term.

Learning enhancement & accessibility

Some AI tools can increase access and help students develop learning skills. Consider how these potential uses might support or work against teaching aims, and then account for them in the syllabus language.

Are students allowed to use AI as a learning enhancement? (e.g., Grammarly, Duolingo, Khan Academy AI Tutors, Language translation tools).
Are AI-powered accessibility tools allowed? For students with disabilities, AI tools may enhance accessibility (e.g., speech-to-text). Are there any exceptions for these use cases?
Are there specific learning aid tools that are encouraged or not allowed?
What documentation requirements are there for the use of these tools?

Non-graded/informal uses

Students may want to use AI outside of class with peers or for non-graded class activities. Consider these informal and potential peer or study-oriented uses, and then account for them in the syllabus language

Can AI be used for study groups and peer collaboration?
Can AI be used for reading comprehension assistance (e.g., summarizing and explaining documents)?
Can AI be used for submitted work in a non-graded context (e.g., journals, discussion forums, blog posts)?
What documentation requirements are there for non-graded/informal uses?

Research

Because research calls for multiple steps and processes, consider various research-based activities, and then account for them in the syllabus language.

Can students use AI to develop topics, research questions, and keywords?
Can AI be used to gather research information?
Can AI be used to assist with the reading and processing of sources?
Can AI be used to assist with citation of research sources?
How should students document their use of AI for research?

Composition: Prewriting & brainstorming

For writing-related activities, consider how AI might be used for invention or prewriting, and then account for these uses in the syllabus language.

Can students use AI to develop and refine topics?
Can students use AI to create research questions?
Can students use AI to summarize or synthesize documents?
Can AI be used to create outlines?
What expectations are there for documenting AI use for prewriting?

Composition: Drafting

Drafting materials is closely linked with thinking. Consider how AI uses might benefit or hinder thinking activities, and then account for these uses in the syllabus language.
Is copying and pasting of AI-generated material into drafts allowed?
Is revision of AI-generated materials required for drafts?
Are there limits on the amounts of AI-generated content that can be used?
Can AI be used to shorten, distill, or expand drafted materials?
What expectations are there for documenting AI use for drafting?

Composition: Revising & Polishing

Consider the role of revision in thinking and the ways AI might be used to save labor or assist with aspects of revision, and then account for these uses in the syllabus language.

Is AI allowed in the revision process?
Can AI be used to reorganize written projects?
Can AI be used to combine sentences and revise for concision?
Can AI be used to change the style or tone of writing?
Can AI be used to polish and proofread language?
Can AI be used to improve the formatting of documents?
Can AI be used to assist with citation?
What expectations are there for documenting AI use for revision?

Course categories

The policies you develop for types of activities will inform a good deal of the information provided to students. However, you should also consider how overall approaches to your course might impact AI use policies.

Courses where no AI is allowed

Although banning AI seems like a clear scenario, students still need guidance, and some of the uses above should be accounted for. Consider any exceptions to disallowing AI use and what information students might need for clarity.

Are students allowed to use AI as a learning enhancement or for accessibility (e.g, Grammarly, Duolingo, Khan Academy AI Tutors, Language translation tools)?
Are there any limits on built-in AI in common tools (e.g., word processors, spreadsheets, design tools)? How will students be expected to use tools with built-in AI?
What AI use/non-use documentation requirements are there for submitting work?

Courses where AI is allowed on a case-by-case basis

It may be helpful to allow or disallow AI use based on specific projects or course activities. For case-by-case uses, consider how and when information will be shared with students, and then account for this in course planning and syllabus language.

Are learning enhancement & access, non-graded informal, and research uses above allowed in general or are they also allowed case-by-case?
How will acceptable uses be spelled out in detail for specific assignments?
When will information about acceptable uses be provided?
How should students document their use of AI?

Courses with no limits on AI use

If you place no limits on the use of AI, consider how varied AI use might impact students who choose not to use AI and how AI use might impact learning outcomes, and then account for these impacts in the course design and syllabus language.

Are students allowed to forgo the use of AI in the class, and do grading rubrics reflect differences based on using or not using AI for assistance with projects?
Are there guiding principles for AI use in the class?
Will learning outcomes for class activities be aligned with AI use?
How will AI-assisted work be evaluated?
What expectations are there for documenting AI use for projects?

Example Syllabus Language

Note that these are only some variations on the type of language that might appear in a syllabus. Depending on instructors’ approaches to the questions and scenarios above, the policies and language will need to be adjusted.

Learning enhancement & accessibility	ALLOWED USES: You are allowed to use certain AI-driven tools as learning enhancements, such as Grammarly, Duolingo, or Khan Academy AI Tutors. You can also use AI tools to increase accessibility–for instance, language translation tools or media transcription tools (e.g., Google Translate). These tools can help improve your understanding and support your learning, but it’s important to understand that they are only supplements to your own work and thinking. CONFIRMATION REQUIRED BY INSTRUCTOR:For tools not listed here, please check with me before using them to ensure they align with the course’s expectations. In addition to learning enhancement & accessibility, be sure to confirm with me guidelines for other uses of AI. STUDENT DOCUMENTATION REQUIRED:You are required to document any use of these tools with each submitted project. This documentation should include a short statement listing the tools you used and describing how they were used. This will ensure transparency in how you are utilizing these resources to support your learning.
Non-graded & informal use	ALLOWED USES: You are allowed to use AI-driven tools for non-graded or informal purposes, such as during study groups, peer collaboration, or for personal learning enhancement. AI tools can be used for activities like reading comprehension assistance or for generating ideas when working on non-graded assignments (e.g., journals, and blog posts). These tools can help clarify your understanding, but they should not replace your active participation in the learning process. CONFIRMATION REQUIRED BY INSTRUCTOR: While AI tools are allowed for non-graded activities, they should not create new content that replaces your own original work, even in informal settings. The goal is to support your learning, not to let the tool do the work for you. If you’re unsure whether a specific tool aligns with these expectations, please check with me. In addition to non-graded and informal uses, be sure to confirm with me guidelines for other uses of AI. STUDENT DOCUMENTATION REQUIRED: You are not required to document AI tool use for non-graded or informal work unless otherwise specified. However, transparency is encouraged. For your own reflection, it may be helpful to track which tools you used and how they supported your learning, as this could inform future graded work.
Research	ALLOWED USES: You are allowed to use AI-driven tools to assist with certain stages of your research process. This includes using AI to brainstorm topics, keywords, and research questions, generate responses to research queries, and assist with reading and processing sources. AI tools can also help document your research activities, such as organizing notes or creating bibliographies. These tools are meant to support your research process but should not replace your critical analysis or independent thought. CONFIRMATION REQUIRED BY INSTRUCTOR: AI tools are allowed for research, but they must not replace your core research activities. For example, while you may use AI for reading comprehension or organizing sources, the final analysis and conclusions must be your own. If you are unsure whether a specific tool or use of AI fits within these guidelines, please check with me. STUDENT DOCUMENTATION REQUIRED: You are required to submit a statement detailing the different ways you used AI throughout the research process with each submitted project. This statement should include:The specific AI tools usedHow the tools contributed to your research processThis documentation will ensure transparency in how AI was integrated into your research process and support accountability in your academic work.
Composition: Prewriting	ALLOWED USES: You are allowed to use AI-driven tools for prewriting and brainstorming activities. This includes using AI to help develop and refine topics, create research questions, summarize or synthesize documents, and generate outlines. These tools can be helpful during the invention phase of your writing process but should not replace your independent thinking or the creation of original content. CONFIRMATION REQUIRED BY INSTRUCTOR: AI tools may support your prewriting and brainstorming, but they should not create content that becomes part of the final submission without your own significant revision and input. For instance, while you may use AI to help organize thoughts or create outlines, the final structure and argument must be your own. Please consult me if you are uncertain whether a particular tool aligns with course expectations. STUDENT DOCUMENTATION REQUIRED: You are required to submit a statement detailing the different ways you used AI during the prewriting or brainstorming phase with each writing project. This statement should include:The specific AI tools usedHow the tools assisted in developing topics, creating research questions, summarizing/synthesizing materials, or outliningAny additional ways the AI tools supported your composition processThis documentation ensures transparency in your use of AI and helps maintain accountability in your creative and intellectual efforts.
Composition: Drafting	ALLOWED USES: You are allowed to use AI-driven tools during the drafting process to assist with specific tasks, such as creating lists, generating information to support your drafts, and shortening, distilling, or expanding content. However, AI-generated material should only be a supplement to your own writing, not a replacement for it. The use of AI must still align with the course’s expectations of original thought and critical engagement. CONFIRMATION REQUIRED BY INSTRUCTOR: Copying and pasting AI-generated material directly into drafts is discouraged unless you are using it as a starting point for significant revision and further development. Any AI-generated content must be thoroughly revised and integrated with your own writing. There are limits on the amount of AI-generated content you can use in your drafts. No more than 15% of the draft should consist of AI-generated material, and it must be clearly marked and revised in alignment with your original thought process. STUDENT DOCUMENTATION REQUIRED: You are required to submit a statement detailing how AI was used during the drafting process with each project submission. This statement should include:The specific AI tools usedThe type and amount of content generated by AIHow AI was used to assist in shortening/expanding draftsA reflection on how AI-generated content was revised to fit your own voice and the project’s requirementsThis documentation ensures transparency in your drafting process and helps maintain accountability in your intellectual work.
Composition: Revising	ALLOWED USES: You are allowed to use AI-driven tools to assist in the revision and polishing stages of your writing process. This includes using AI to reorganize sections of your projects, combine sentences, revise for concision, adjust style or tone, proofread language, and improve formatting. Additionally, AI can help with documentation activities such as organizing citations or formatting bibliographies. However, AI should only aid in improving your work, not replace your effort or original voice. CONFIRMATION REQUIRED BY INSTRUCTOR: AI tools are allowed to support the revision process, but the final responsibility for your writing’s clarity, style, and accuracy lies with you. AI-generated revisions must be carefully reviewed and integrated into your work with intentionality. For example, you may use AI for sentence combination or style adjustment, but the resulting text should reflect your voice and meet the assignment’s goals. STUDENT DOCUMENTATION REQUIRED: You are required to submit a statement detailing how AI was used during the revision and polishing stages with each project submission. This statement should include:The specific AI tools usedHow AI assisted in reorganizing, combining sentences, or revising for style, tone, concision, or proofreadingHow you evaluated and integrated AI revisions into your final draftA reflection on the balance between AI assistance and your own revisionsThis documentation ensures transparency in your use of AI and helps maintain academic integrity throughout your revision process.
Courses where no AI is allowed	ALLOWED USES: In this course, the use of AI-driven tools is not permitted for any part of the learning, writing, or research process. This includes tools commonly used for learning enhancement (e.g., Grammarly, Duolingo, Khan Academy AI Tutors, language translation tools) as well as AI that assists with generating or revising content. If you are using software that includes built-in AI functions (e.g., Microsoft Word’s grammar checker or predictive text in Google Docs), you should disable these features when working on course assignments. While these tools may be common, they should not interfere with your independent writing and revision processes. CONFIRMATION REQUIRED BY INSTRUCTOR: It is your responsibility to ensure that no AI-generated content is included in your work. If you have any questions at all about whether your learning activities are in line with this policy, please contact me to discuss. STUDENT DOCUMENTATION REQUIRED: You are required to submit a statement with each assignment confirming that no AI tools were used in the completion of the work. This statement should verify that the content reflects your own original effort and thinking. Any violations of this policy will be treated as academic dishonesty and subject to university guidelines.
Courses where AI use is allowed on a case-by-case basis	ALLOWED USES: In this course, AI tool use will be allowed on a case-by-case basis. This means that for certain assignments, AI tools may be permitted for use such as learning enhancement & accessibility (e.g., Grammarly, language translation tools), non-graded & informal activities, or research assistance (e.g., keyword generation, source summarization). However, specific instructions will be provided for each assignment to clarify whether AI can be used and to what extent. CONFIRMATION REQUIRED BY INSTRUCTOR: Acceptable uses of AI will vary depending on the assignment. Clear guidelines regarding AI use will be provided with each project or task. Do not assume AI is permitted for all activities. If you are uncertain whether AI is allowed or how it can be used for a specific assignment, please reach out to me for confirmation before incorporating it into your work. STUDENT DOCUMENTATION REQUIRED: For assignments where AI use is permitted, you are required to submit a statement detailing how AI was used. This statement should include:The specific AI tools usedA reflection on how AI supported the completion of the projectFor assignments where AI use is not allowed, you must provide a confirmation statement indicating that no AI tools were used in the creation of your work.
Courses with no limits on AI use	ALLOWED USES: In this course, there are no restrictions on the use of AI tools for learning, research, writing, or project completion. You are free to use AI in any capacity that supports your work, including brainstorming, drafting, revising, and even automating certain tasks. However, the use of AI should be aligned with the course’s learning outcomes and should enhance, rather than replace, your own intellectual effort. Students who choose not to use AI will not be penalized, and assignments will be graded based on the quality of the final product, not the tools used to create it. CONFIRMATION REQUIRED BY INSTRUCTOR: While AI use is unrestricted, it is important that AI tools are used responsibly and in ways that contribute to genuine learning. AI should not be used to bypass critical thinking or the development of key skills outlined in the course objectives. If you have questions about using AI for specific assignments, please consult with me. STUDENT DOCUMENTATION REQUIRED: You are required to submit a statement with each project detailing how AI was used. This statement should include:The specific AI tools usedA reflection on how the use of AI contributed to the project.This documentation will ensure transparency and help assess how AI use aligns with course goals and individual learning outcomes.