The Syllabus Statement: Addressing GenAI Use in Your Course
Written by Jill Ballard
August 15, 2023 • 5 minute read
It’s certainly moving fast.
With the rapid adoption of Generative AI (GenAI) technologies, institutions across the US are grappling to set appropriate policies and guidelines. At the course level, stating specifics for student GenAI use has become an increasingly essential component in the course syllabus. The reality is students are using GenAI tools widely, both accessing the technology directly and through integrations with other tools, which presents significant implications for teaching and learning.
While GenAI use may be addressed to some extent by USF’s Honor Code, determining clear parameters for your course will help assure that students are using it responsibly. Explicitly stating expectations also creates a space for an open discussion, which supports learning and strengthens academic integrity overall.
Providing guidelines for student GenAI use is not a one-size-fits-all proposition, and as the technologies continue to change, your usage expectations will require revision too.
To begin, connect with your Associate Dean to review foundational GenAI guidelines at your school, department, and/or program levels.
- Example, last updated fall 2023: Rhetoric & Language Department, AI Policy and Guidelines
From there, frame guidelines to fit your specific course, addressing when and how students can use (or not use) GenAI tools. GenAI use is contextual and should align with your course’s learning processes and expectations for source attribution. And keep in mind, your guidelines may need to be flexible enough to address specific assignments, which allow for GenAI tools to be used differently than in most instances.
In your syllabus statement, provide:
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A brief description of GenAI and associated tools.
Although most students have a general grasp of GenAI or know the application ChatGPT, it's important to have a shared understanding of what GenAI entails specific to your course.
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Clear guidelines for GenAI use, including limitations and consequences.
While such expectations may not be completely enforceable, they will challenge students to use GenAI tools wisely. Reference the links below for syllabus statement examples:
- Derek Bok Center for Teaching and Learning, Harvard University: Illustrated Rubric for Syllabus Statements about Generative Artificial Intelligence
- Lance Cummings / iSophist: Developing Your Default GenAI Policy
- Temple University: Sample Syllabus Statements for the Use of AI Tools in Your Course
- The Institute for Learning and Teaching (TILT), Colorado State University: Sample Syllabus Statements for the Use of AI Tools in Your Course
- University of Michigan: Course Policies & Syllabi Statements
- University of Texas, Austin: ChatGPT and Generative AI Tools: Sample Syllabus Policy Statements
- University of Tennessee: Generative AI Tools in Coursework, Suggested Course Syllabus Statements
At USF, adding a syllabus statement to address GenAI is becoming the norm—and this includes you. View this list of examples and consider adding your own syllabus statement to this shared document:
GenAI Syllabus Statement Examples at USF
2023-2024 Faculty Learning Community from the CTE
The Tracy Seeley Center for Teaching Excellence is launching a faculty learning community (FLC), Pedagogy for the Age of AI: Responding to and Learning From AI-generated Content, co-facilitated by Chris Brooks and Nicole Gonzales Howell, faculty in the College of Arts and Sciences. This FLC will explore and support better practices for academic GenAI use.
- Chronicle of Higher Education: Caught Off Guard by AI
- Turnitin: Why you need to include AI writing in your honor code and curriculum
Return to the GenAI Main page | Read the next article: Rethinking Summative Assessment