Generative artificial intelligence tools are increasingly embedded into everyday productivity tools and continue to automate critical academic tasks (note taking, video creation, audio generation, slide development, deep research). To prepare students for their academic pursuits and for their futures, instructors should clarify their own expectations about (1) if, (2) how, and (3) when these tools can be used in a course.
Students may use generative AI tools to support or to inhibit their learning. Faculty, from different disciplines and within disciplines, approach generative AI from varying perspectives. There is no one size fits all approach to generative AI use in a course.
Our students look to you, their course instructor, for clarity on your expectations of and rationale for generative AI use in your course. The more you can do to clarify expectations with students, the better the experience will be for all. Since expectations vary significantly across courses, consider regularly reinforcing your specific expectations during class and on assignments to ensure students understand the boundaries and rationale for AI use in your course.
A syllabus statement is one way to establish clear expectations. As you consider your own approach, look to your professional organizations for guidance and consider how generative AI tools are incorporated into professional settings, where students will end up after university. How can we prepare students to be critical evaluators of generative AI in your disciplinary contexts?
As you develop your own policy and position, keep in mind that reliable detection of AI use is not possible. Yes, you can probably catch simple or lazy AI use based on obvious tells, but more complex and sophisticated uses of generative AI are extremely difficult to identify as they often mix human work with AI generated work. If you plan to use an AI detecting tool, be aware of the risk of harm a false positive can create for a student and the additional stress this approach puts on students to prove their work is their own. Additionally, over-reliance on detection tools can erode trust between you and your students that is essential to the learning process.
Also consider your own uses of generative AI. Students are particularly attuned to and frustrated by situations they see as hypocritical, where faculty use generative AI but ban it in course work. If this scenario describes your situation, it is doubly important that you articulate why you are choosing to ban AI in the course.
WCU AI Perspectives
At West Chester University, we have a non-binding Generative AI Guiding Framework with six recommendations.
Follow Institutional Policies
Student relevant policies include the Acceptable Use Policy and the Academic Integrity Policies
Protect Sensitive Data
Students should be careful about sensitive information they put into AI tools
Consider Equity in Access and Skills
Students have different AI tool access and experiences
Verify AI Accuracy
AI tools make mistakes and incorporate bias in generated products
Be Transparent
Students thrive with relationships that develop and maintain trust and credibility
Keep Informed
Students should build AI literacy
We encourage you to incorporate these ideas in the AI policy you create.
Two Approaches
With these considerations in mind, you have two big picture approaches for communicating your generative AI expectations, (1) an overall course policy and/or (2) individual assignment policies.
Overall Course Policy
When it comes to developing a course AI policy, Perkins, Furze, Roe, and MacVaugh (2024) created a five level AI Assessment Scale, which provides different types of acceptable AI use — ranging from none at all to full AI integration in creative and novel ways.
Inspired by their scale and considering the WCU Generative AI Guiding Framework, we articulated the following:
| Level of Use | Description | Simple Statement |
|---|---|---|
| Full AI | Generative AI tools may be used freely throughout the course with acknowledgment of use. Proper acknowledgment ensures academic integrity and demonstrates understanding of the source and influence of generative AI tools on their work. Explain to students why you are allowing generative AI in the course and how you would like them to acknowledge tool use. Work with students to help them understand the boundaries and suitable applications of these tools to ensure their responsible and ethical use in accordance with the course objectives and guidelines. | Generative Artificial Intelligence (AI) tools may be used in this course so long as you 1. Acknowledge when and how you used them (a) Include the name of the tool and a brief description of how you used it. Examples of how to do this in different scenarios are at the bottom of the WCU Generative AI Guiding Framework. (b) When in doubt, err on the side of acknowledgment. (c) Proper acknowledgment ensures academic integrity and demonstrates understanding of the source and influence of generative AI tools on your work. 2. Verify the accuracy of AI outputs (a) You are responsible for what you submit under your name, even if you used AI to create part or all of it. (b) Be cautious about using AI answers regarding subjects you do not know well. AI tools make mistakes that appear accurate to novices in the subject. (c) Don’t assume AI tools are using accurate sources. You need to double check that the sources are real and say what AI says they say. If I suspect you used Generative AI and you did not acknowledge that use, I reserve the right to withhold a grade until I have had a conversation with you. |
| Use AI with Permission | Generative AI tools may be used with instructor permission with acknowledgment of use. Explain to students why you believe this varied approach works best in your course. For example, some assignments may benefit from AI-assisted brainstorming or drafting, but they require transparency and instructor oversight. | Generative Artificial Intelligence (AI) tools may be used for specific assignments with prior permission. To request permission, (add your specific directions here). When use is allowed, you are required to provide clear citations or acknowledgment that include the tool name and source. Examples of how to do this in different scenarios are at the bottom of the WCU Generative AI Guiding Framework. For each assignment, I will provide an explanation of the rationale behind allowing or disallowing the use of generative AI tools. Failure to acknowledge the use of generative AI tools may be considered a violation of the WCU academic integrity policy. You are still responsible for what is submitted, no matter how it is created. |
| AI Collaboration | AI may be used to help complete the task, including idea generation, drafting, feedback, and refinement. Students should critically evaluate and modify the AI suggested outputs, demonstrating their understanding. | Generative Artificial Intelligence (AI) tools may be used throughout the course to generate ideas and improve your original work but cannot be used to do the initial creation of an assignment. You are required to provide the original assignment before any AI improvements are made as an appendix to the assignment. Providing your original draft ensures academic integrity and demonstrates understanding of the source and influence of generative AI tools on your work. Failure to provide your original draft may be considered a violation of the WCU academic integrity policy. You are still responsible for what is submitted, no matter how it is created. |
| AI Planning | Generative artificial intelligence (AI) tools may be used to help students with pre-task activities such as brainstorming, creating structures, and generating ideas to improve work. Students may not include AI content in their final submissions. Explain to students your rationale for this approach and provide clear examples of what is acceptable with this policy. | Generative Artificial Intelligence (AI) tools may be used throughout the course only for pre-task activities such as brainstorming, structure creation, and idea generation. AI tools cannot be used to create assignments. Final submissions should show how you developed and refined the AI pre-assignment content. Submission of AI-generated work for this course will be considered a violation of the WCU academic integrity policy. |
| No AI | In situations where you believe it is crucial for students to create their own work independent of generative AI tools, be explicit in articulating this prohibition as well as explaining why it is in place. As you consider this approach, recognize that it is not possible to reliably detect AI-generated content. If you plan to use an AI detecting tool, be aware of the risk of harm a false positive can create for a student and the additional stress this approach puts on students to prove their work is their own. | The use of generative artificial intelligence (AI) tools is not permitted. (Explain why for your specific discipline and course context). Any submitted work may be reviewed for AI-generated content. Submission of AI-generated work for this course will be considered a violation of the WCU academic integrity policy. |
Individual AI Assignment Policy
Within the context of your course, it may make sense for AI to be used on some assignments, but not on others. If this is your situation, consider creating an AI use scale. A simple version has three levels, but more can be included.
You mark each assignment with the AI tool use level.
Please remember to use two forms of emphasis if you are using colors in your system to account for students who may be color blind. In the example above we have a different shape along with the color.
Here is a sample syllabus policy statement for this approach:
To support ethical, transparent, and pedagogically sound use of generative AI tools this course follows a three-tiered system for AI use on assignments. Each assignment will be marked with an AI Use Level as shown in the chart below.
| AI Use Level | Description |
|---|---|
| 🔴 Red 🔴 No AI Tool Use | You may not use any generative AI tools for this assignment. These assignments are designed to assess your individual understanding, creativity, or skill development without external assistance. |
| 🟨 Yellow 🟨 Use AI Tools with Instructor Permission | You may use generative AI tools only with prior approval and under specific guidelines provided by the instructor. These assignments may benefit from AI-assisted brainstorming or drafting, but they require transparency and instructor oversight. To request AI use, (form of contact) me with the name of tool you want to use and how you plan to use it. Please make sure to cite your use in your final product using the guidelines found at the bottom of the WCU Generative AI Guiding Framework. |
| ✅Green ✅ Use AI Tools | You are encouraged to use generative AI tools as part of your creative or analytical process. These assignments are designed to explore the affordances of AI, foster digital literacy, and encourage critical engagement with emerging technologies. Please make sure to cite your use in your final product using the guidelines found at the bottom of the WCU Generative AI Guiding Framework. |
Co-Creating AI Policies With Your Students
Thus far we assumed that you, the faculty, will be generating an AI course policy; however, you have another approach – generating an AI course policy with your students at the start of the course. Because students have a stake in the outcome, they are often more willing to abide by the established expectations.
Dr. Elizabeth Urban took this approach in Fall 2024 and shared her steps in a blog post and explained the process in greater detail on both an ODLI on Air podcast episode and as part of the AI in Action @ WCU webinar series in Spring 2025. If this approach intrigues you or is better aligned with your teaching philosophy, we encourage you to review these resources.
Additional Examples
TLC has a set of optional sample syllabus statements which includes statements used by your WCU peers and links to over 200 statements from different disciplines and institutions all over the world.
If you would like to discuss your syllabus statement in greater detail or are interested in feedback on a statement, you can always connect with an instructional designer or email us at TLC@wcupa.edu.
