A syllabus is likely the first point of connection between faculty and students around a course. Here are some resources to get you started.
URI Recommended Syllabus Language for AI Use in Classes
Introduction
As generative artificial intelligence (AI) tools like ChatGPT, Claude, Gemini, and Copilot become more integrated into academic and professional work, it is increasingly important for instructors to define how and when these tools may be used in their courses. While AI can support creativity, revision, and problem-solving, it also raises important pedagogical questions about authorship, accuracy, and academic honesty.
As of July 2025, the University of Rhode Island does not have a university-wide policy governing the use of generative AI in coursework. Therefore, it is the responsibility of faculty to clearly articulate expectations for appropriate use within their courses, and to do so in a way that aligns with URI’s existing policies.
Two key references provide guidance:
- Academic Requirements – University Manual – See chapter 8, Academic Regulations, sections 8.27.10 – 8.27.22
- Student-Handbook-2025.pdf – See Appendix I – Academic Misconduct in the 2025 URI Student Handbook, subheader “Academic Honesty” section, beginning on pages 46-47
Faculty are strongly encouraged to include a clear statement on AI use in their syllabi, reinforce expectations in class, and consider varying their policies by assignment type. Below are three model syllabus statements that can be adopted as is, or adapted to reflect specific goals, assignment designs, or instructional approaches.
URI Recommended Syllabus Statements (3 options)
AI Use Not Permitted
In this class, it is essential that all submitted work reflects your own understanding and skills. The use of AI tools such as ChatGPT, Claude, or similar technologies is not permitted. This ensures that your submitted work genuinely represents your personal knowledge and capabilities. Any use of AI tools on submitted work in this course will be considered a violation of the university’s Academic Requirements in the University Manual (see 8.27.10 – 8.27.22).
AI Use Optional
For certain assignments, you can choose to utilize AI tools to assist you. When you do, it is crucial to clearly document which tool you used, the prompts or questions you provided, and how you used the AI-generated output. This is similar to collaborating with a peer, where it’s important to communicate each contribution to the project. However, you must also critically review and refine the AI’s output to ensure the final work accurately reflects your own understanding and meets the academic standards expected by the university. Failure to properly document or cite use of AI will be considered a violation of the university’s Academic Requirements in the University Manual (see 8.27.10 – 8.27.22).
AI Use Required
In parts of this course, you will be asked by your instructor to use AI tools as a resource to enhance your learning experience. You can use these tools to explore ideas, draft projects, and get feedback. It’s important to acknowledge your use of AI by mentioning the tool, your prompts, and any edits you made based on its suggestions. Think of AI like a creative partner that can offer new perspectives, while you remain the one responsible for ensuring the originality and quality of your work.
Guidance for Creating a Custom AI Policy for Your Course
If you choose to draft your own statement, consider these questions to help you develop a tailored AI statement for your class.
- What is the learning objective of the assignment or course?
Is the focus on independent writing, problem-solving, or critical thinking that could be undermined by AI?
- If you are considering supporting AI use in your class, which assignments could benefit from AI tools without compromising student learning?
For example, could AI be used for ideation, editing, code debugging, or summarizing?
- How will students be expected to disclose or cite AI use?
Do you want students to include a note or appendix describing how and where they used AI?
- How will you, as the instructor, support effective AI use throughout the assignment or semester?
Will you have discussions with your students about their use of AI, or provide written guidance or clear expectations if challenges to effective use arise?
- How will you assess student understanding?
Will you include in-class reflections, oral exams, or annotations to ensure students can explain their work?
Additional AI Syllabus Resources
In the spirit of providing additional support, as well as added examples of AI syllabus statements at other universities, the following digital resources are provided for your optional consideration.
Craft your syllabus
Use our syllabus template as a starting point.
The syllabus template will download to your computer as a .docx file.
Syllabus Statements (Scan QR code)
The syllabus template will download to your computer as a .docx file.
View syllabus statements webpage.
Check over your syllabus
Activities to encourage your students to read and absorb your syllabus
Why do a reciprocal interview?
The reciprocal interview helps students envision themselves in your class by prompting them to articulated their goals and aligning them with the course syllabus. The reciprocal helps to make the course (and syllabus) feel relevant to students.
Why do a scavenger hunt?
The scavenger hunt is a time-efficient way to help students sift through your syllabus and focus on the parts that will be crucial for their success. Depending on the size of the class it can also be a great way to show that you are interested in their success and to get them working as a team.
Syllabus Quick Tips
Please visit web.uri.edu/atl/design/syllabus/ for syllabus resources.
Set students up for success:
- Get to know your students: use a survey to ask them to share something about themselves that they would like you to know.
- Clearly articulate what it takes to be successful in your course (how much time outside of class, how to approach the material, how to “study”, etc).
- Encourage students to complete the AEC Academic Success modules to set themselves up for success in their courses.
- Clearly indicate which software/technology platforms students will need to use in your course and where to find them.
- Establish class conduct and communication expectations in collaboration with your students, including expectations regarding academic integrity, eating/drinking in class, and use of electronic devices in class.
- Be explicit, in writing, about what constitutes academic integrity in your course – common sources of confusion for example, are whether they can collaborate on homework/take-home tests, or look at (or share) exams from prior semesters, and what is considered acceptable use of AI tools like ChatGPT.
- Be explicit, in writing, about your policies regarding use/sharing of your course materials (e.g. posting course materials to a third party site like Chegg).
- Be explicit, in writing, about acceptable use of generative AI, including how to reference use.
- Clearly communicate class attendance/participation expectations.
- Students should communicate illness-related absence in advance of missed class/assignment/assessment.
- Explicitly communicate options for accommodating illness-related absences, including missed work/exams.
- If appropriate for your course, consider recording your class for later viewing. Students report that they find class recordings to be a helpful study resource, and this can also be helpful in the event of absences.
- See Grading for Equitable Learning from ATL for resources on Grading and Student Assessment
Note on Finals: students cannot be required to take three final exams on the same day – See 8.51.27 for details.
Academic Honesty
Students are expected to be honest in all academic work. A student’s name on any written work, quiz or exam shall be regarded as assurance that the work is the result of the student’s own independent thought and study. Work should be stated in the student’s own words, properly attributed to its source. Students have an obligation to know how to quote, paraphrase, summarize, cite and reference the work of others with integrity. The following are examples of academic dishonesty.
- Using material, directly or paraphrasing, from published/web sources (print or electronic, including ChatGPT) without appropriate citation
- Claiming disproportionate credit for work not done independently
- Unauthorized possession or access to exams
- Unauthorized communication during exams
- Unauthorized use of another’s work or preparing work for another student
- Taking an exam for another student
- Altering or attempting to alter grades
- The use of notes or electronic devices to gain an unauthorized advantage during exams
- Fabricating or falsifying facts, data or references
- Facilitating or aiding another’s academic dishonesty
- Submitting the same paper for more than one course without prior approval from the instructors
Students who engage in academic dishonesty should be reported through the Student Conduct process (see Report Academic Misconduct).
