A clear and detailed generative AI course syllabus statement is essential for setting explicit boundaries and establishing expectations of AI-use in your courses. Your course syllabus statement is a key tool for establishing the 6 core values of academic integrity in your courses.

Your syllabus statement should be tailored to your course’s specific needs, and you will likely find that you will set different boundaries for different courses as you identify the educational value of generative AI in each context.

To create a comprehensive syllabus statement, consider including this information:

• Introduction 
  • Clearly introduce the topic of generative AI and its potential role in the course. Explain the purpose of the syllabus statement in setting clear expectations for generative AI use. 

• Scope of Use 
  • Specify the extent to which generative AI is allowed or restricted in the course. Clearly outline the types of activities or assignments where generative AI tools can be utilized.
  • The scope of use may be any variation of the following:
    • Use Prohibited: The use of generative AI is prohibited for completing any learning activities or assessments.
    • Some use permitted: The use of generative AI may be allowed in specific instances in this course, each of which should be clearly articulated in the course syllabus and reinforced in the specific assessments and activity descriptions.
    • Unrestricted Use: Generative AI tools are allowed to be used for all learning activities and assessments. However, the expectations around properly citing the use of generative AI must be clearly outlined as well as the need to critically assess the generated content.

• Rationale
  • Explain the reasoning behind prohibiting or incorporating generative AI. Discuss how generative AI does or does not align with the course’s learning outcomes and supports students’ skill development 

• Student Responsibilities
  • If use of generative AI is allowed, detail what is expected of students when using generative AI tools. Emphasize the importance of ethical use, giving credit for AI-generated content, critically assessing AI generated content, and seeking instructor guidance when needed. 

• Provide Alternatives
  • If you have incorporated generative AI into your curriculum, alternative options should be provided to ensure equal learning opportunities if a student chooses not to use generative AI. 

• Repercussions
  • Clearly outline the repercussions of not following the course policies. Violations of this policy, if stated in your course syllabus, is a violation of Western’s academic integrity and scholastic offensive policies, and students should be aware of the consequences of this. 

Read the following example syllabus statement. Does this clearly fulfil all the suggested parts of a complete statement?

In this course, we recognize the potential benefits of generative AI to support your learning; however, there are some instances where the use of generative AI will detract from learning of key knowledge and skills, particularly skills where it’s important for you to accomplish a task unassisted. Each assignment will clearly outline the expectations and restrictions around generative AI use for that assignment. There are some learning activities and assignments where you are encouraged to use generative AI and there are others where AI-use is not allowed. However, there is no requirement in this course to use generative AI for the completion of any task. Any time you do use generative AI, you will be expected to properly cite its use, similar to the use of any other resources. You will also be responsible for addressing any inherent biases, inaccuracies, or other issues in the output. Violating the acceptable use of generative AI stated in your assignment requirements may result in academic penalties as laid out in Western University’s academic integrity and scholastic offensive policies.