AI Course Policy Guide: Setting Expectations

Stating Course Expectations for AI

This page is designed to guide you in deciding what kind of course policies best suit your courses. Here, you will find examples, related tools and content to assist you in that process. Feel free to contact the Office of Faculty Development if you wish to discuss your goals in setting up your course policies.

Levels of Permitted Use of GAI

The diversity of FIT's curriculum necessitates different approaches to using Generative Artificial Intelligence (GAI), and students need to know the extent to which AI is allowed in every class. The levels outlined below can help you draft course policies that clearly state your expectations for the use of GAI in your courses. Including a GAI statement in your syllabus is essential, even if using GAI is prohibited. Furthermore, sharing the rationale for your expectations with students ensures they understand how to meet student learning outcomes responsibly.

Design GAI-focused learning outcomes and assignments.
Address disciplinary uses of GAI.
Clarify that these policies apply to this course only.
Provide guidelines for proper use, citation, and prompt acknowledgment

Explain situational and acceptable uses of GAI tools
Discuss the risks and/or benefits of AI.
State clear rationales, instructions, and restrictions for GAI use.
Provide guidelines for proper use, citation, and prompt acknowledgment.

Express clearly that GAI use is forbidden and provide an explanation for the restrictions.
Be precise about what constitutes GAI use.
Design assignments that emphasize process and reflection.
Consider accessibility when limiting assistive GAI technologies.

Before you add an AI statement to your syllabus, it's important to strive for realistic expectations that are sustainable over the semester. Begin by reflecting on the skills necessary to complete your course(s) and how AI can add depth and understanding to their efforts. Connecting skill development with tools like GAI may offer clarity in developing a statement that works for you. As with any assistive technology or reference materials, consider how you want students to confirm what they have done with AI and how it was used. The statement must be concise and enforceable, especially if you choose to exclude AI use completely. Statements must be adaptable to the evolving conditions that impact how students generate work. In all cases, please keep the course learning outcomes in mind to support the best results.

Adapted from: California Community College Chancellor’s Office- Vision Resource Center (November 7, 2023) Vision 2030: Generative AI in Higher Education Webinar 2 of 4: Generative AI as a Tool for Teaching and Learning.

Academic Resources

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Academic Integrity

Familiarize yourself with some of the common GAI tools students frequently use. All content generated needs to be checked. Note that some of these tools fabricate

FIT Academic Integrity Policy

The Ethics of Creative AI - a detailed exploration in many settings and circumstances.

Academic Integrity Policies in the Age of Artificial Intelligence - Academic Senate for California Community Colleges resource document

Faculty Reports on AI in Higher Education

Report from the FIT Faculty Senate Ad Hoc Committee on AI

SUNY FACT2 Guide to Optimizing AI in Higher Education

Possible AI Syllabus Statements from Brandeis Center for Teaching and Learning

Guidance for Students

Student Guide to GAI from Barnard College

Citing Generative AI Sources - covers APA and MLA styles