AI Statement Guide: Setting Expectations

Stating Course Expectations for AI: Getting Started

Before you add an AI use statement to your syllabus, it's important to strive for realistic expectations that are sustainable over the semester. 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 completely exclude AI use. Transparency is critical as AI challenges us to rethink how we deliver and review student work. Students and faculty must be transparent about their expectations regarding their use of AI tools. Statements must adapt 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.

Levels of Permitted Use of AI

The diversity of FIT's curriculum necessitates different approaches to using Generative Artificial Intelligence (AI), 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 AI use in your courses. Including an AI statement in your syllabus is essential, even if using AI is prohibited. Furthermore, sharing the rationale for your expectations with students ensures they understand how to meet student learning outcomes responsibly.

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

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

Express clearly that AI use is forbidden, provide an explanation for the restrictions, and consider how you will hold students accountable.
Be precise about what constitutes AI use.
Design assignments that emphasize process and reflection.
Consider accessibility when limiting assistive AI technologies.
See examples

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 AI 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 completely exclude AI use. 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 AI 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: AI in Action

The Impact of AI on Work in Higher Education Educause

Guidance for Students

Student Guide to AI from Barnard College

Citing Generative AI Sources - covers APA and MLA styles