This resource offers options and considerations for how to frame your course’s approach to generative AI on your syllabus and in assignment instructions, with sample language you can adapt or put in your own words and links to examples from U of T instructors. These statements may be applicable for both graduate and undergraduate level courses.
We recognize that some instructors may want to allow, or even encourage, their students to use these technologies, while others may want to curtail their use. In either case, clarity and transparency are key: be clear with students about what is, and is not, allowed in your course, and explain why, including how AI use supports or undermines the learning goals of the course or assignment. Because a written statement alone can leave students guessing how the rules apply to their work, it can also help to talk it through early in the term and invite questions.
After the recommended statement on course materials, the sample statements are grouped into two approaches: allowing AI use with conditions, and not allowing it. Many courses draw on both, for example by allowing AI on some assignments but not others. If you are providing students with an instructor-developed interactive AI tool, such as a course chatbot, refer to the student notice template, followed by additional considerations for instructors.
Use of Course Materials With AI tools
Whatever your approach to AI use, we strongly recommend including the statement below on your syllabus, in addition to your statement on AI use in coursework. It addresses a separate question: what students may do with course materials, rather than how they may use AI to complete their work:
Unless you have explicit permission from the instructor, you may not upload, copy, input, share, or otherwise provide course materials created or provided by the instructor, teaching assistants, or the University to a generative AI tool or service that has not been approved by the University of Toronto for this purpose. This includes, for example, lecture slides and notes, recordings or transcripts of lectures, assignment and test questions, solutions, rubrics, case materials, and other course content. If you wish to use course materials with a generative AI tool, use only a University-approved tool in accordance with University guidance and any additional instructions provided by your instructor.
Can Use Generative AI, With Conditions
One option is to permit generative AI use, with conditions you set, so that students can explore how these tools might support their learning while remaining accountable for the work they submit. Conditions can be broad (e.g., AI may be used on any assignment, as long as its use is documented) or specific (e.g., AI may be used for outlining but not for drafting).
In indicating on a syllabus and/or in assignment instructions that students may use generative AI, the instructor should decide how much students may use these tools and on which assignments. This is similar to telling students when, and how much, they may collaborate with their classmates, and when an assignment must be solely their own work. Be clear about where AI use is and isn’t allowed, but keep conditions simple where you can, since students are navigating AI rules in multiple courses.
Here are some suggested example statements that might be used, combined, or adapted for your course or assignments:
What generative AI can and cannot be used for:
- Students may use artificial intelligence tools, including generative AI, in this course as learning aids or to help produce assignments. However, students are ultimately accountable for the work they submit.
- Students may use artificial intelligence tools for creating an outline for an assignment, but the final submitted assignment must be original work produced by the individual student alone.
- Students may use artificial intelligence tools for critiquing and editing an assignment for purposes of revision, but the first draft must be original work produced by the individual student alone. New ideas introduced by the AI during the critique or editing process must be appropriately cited as generated by the AI tool.
- Students may not use artificial intelligence tools for [taking tests / writing research papers / creating computer code / completing major course assignments], but may use generative AI tools for [other assignments / gathering information from across sources to support their understanding].
- Students may use the following, and only these, generative artificial intelligence tools in completing their assignments for this course: … No other generative AI technologies are allowed to be used for assessments in this course. If you have any question about the use of AI applications for course work, please speak with the instructor.
How students should disclose and cite AI use:
- Students are expected to use generative artificial intelligence tools, such as Microsoft Copilot Chat, and must include with every assignment a short reflection on how they made use of generative artificial intelligence tools in the development of their assignment.
- Students may choose to use generative artificial intelligence tools as they work through the assignments in this course; this use must be documented in an appendix for each assignment. The documentation should include what tool(s) were used, how they were used, and how the results from the AI were incorporated into the submitted work.
- Any content produced by an artificial intelligence tool must be cited appropriately. Many organizations that publish standard citation formats are now providing information on citing generative AI (view the U of T Libraries Citation Guide for Artificial Intelligence Generative Tools).
- Course instructors reserve the right to ask students to explain their process for creating their assignment.
U of T Examples: Professor Danny Corral’s GenAI course policy permits AI as a learning and editing aid, with a short reflection on use. Professor Shirley Yeung’s syllabus statement uses a simple “can use / cannot use” table, with an example of an acceptable prompt. For assignment designs that integrate AI use, see Integrating AI Use examples.
Cannot Use Generative AI
Another option is to not permit generative AI tools for assessed work, so that assignments reflect students’ own thinking and skill development, particularly where the course’s learning outcomes depend on it. In indicating on a syllabus that students may not use generative artificial intelligence, the instructor should decide the extent of this restriction and which assignments it applies to.
Note that students may also use generative AI on their own to study (e.g., to explain concepts or quiz themselves), so it can help to make clear that your restriction applies to assignments and assessments, not to how students study. In addition, as generative AI tools become incorporated into commonly used systems (e.g., Google Docs, Microsoft Word), it will become increasingly important to be clear about what functionalities are allowed or disallowed in your course.
Here are some suggested example statements that might be used, combined, or adapted for your course or assignments:
- You may use generative artificial intelligence tools (e.g., ChatGPT, Gemini, Claude, etc.) for learning and practising the concepts in this course, but these tools may NOT be used for completing assignments in this course.
- The use of generative artificial intelligence tools and apps is strictly prohibited in all course assignments unless explicitly stated otherwise by the instructor in this course. This includes ChatGPT, Gemini, Claude, Microsoft Copilot and other AI writing and coding assistants. Use of generative AI in this course may be considered use of an unauthorized aid, which is a form of academic misconduct.
- This policy also applies to AI features built into other software (e.g., generative features in Grammarly, Microsoft Word, Google Chrome, or Google Docs), and to AI agents or browser tools that can complete tasks on your behalf, such as answering quiz questions or posting to discussion boards. Standard spell-check and grammar-check tools are permitted.
- Representing as one’s own an idea, or expression of an idea, that was AI-generated is considered an academic offence in this course.
- This course policy is designed to promote your learning and intellectual development and to help you reach the course learning outcomes. In this course, [e.g., developing your own analytical writing] is central to the learning outcomes, so it is important that you practice this skill yourself.
- If you are unsure whether a tool or feature is permitted, please ask before using it.
U of T Examples: For assignment designs that support limiting AI use, see Limiting AI Use examples.
Use of Instructor-Developed AI Tools
The two approaches above cover how students may use AI in their coursework. If you are also asking students to use an instructor-developed Interactive AI Tool, such as a course chatbot, include the notice below, whichever approach you take. For more guidance, see CTSI’s Generative AI for Teaching and Learning page, especially “Considering a Tool Outside the AI Kitchen?” and “What to Communicate to Students.”
Student notice template:
As part of your participation in this course you may be asked to use [insert name of tool], which is [describe tool—e.g., “a generative AI chatbot/ similar to ChatGPT or Microsoft Copilot, but specifically tailored to course content”; “an interactive AI tool that provides feedback on…”; “an AI tool that creates quizzes…” ] (“Interactive AI Tool”). The Interactive AI Tool is designed [and/or being developed] to [insert description—e.g., “assist students with understanding and engaging with course content”; “assists students in informally assessing their learning progress”; “assists students by creating alternative formats of learning materials”…]
Your use of the Interactive AI Tool will contribute to its development and, accordingly, it is important to note a few key points:
- Your use of the Interactive AI Tool is entirely voluntary and your decision to participate will not directly impact your grades or standing in this course.
- The Interactive AI Tool should be used for course-related purposes only.
- While it can be a valuable supplementary resource, it does not replace our Teaching Assistants or other existing learning supports and the accuracy and relevance of its outputs will vary. Do not rely on it for important course details like deadlines, assignment instructions, or exam details. Always check the course syllabus, Quercus announcements, and messages from your instructor or TAs for accurate and up-to-date information.
- Please refrain from including any personal or sensitive information in your prompts. The information you provide to the Interactive AI Tool may be used to develop and improve the Interactive AI Tool. Your conversations with the Interactive AI Tool are recorded [and linked to your UTORid; are not linked to your identity]. They may be used to improve the tool and may be reviewed by your instructor and the University team supporting the tool to check it is working properly.
- It is also important to understand that, from time-to-time, instructors may review or monitor chats to ensure the Interactive AI Tool is working properly or to support quality improvement. [Your interactions with the AI Tool are not continuously monitored]
- [Optional statement for instructors—include when there is a possibility of commercialization]: It is also important to understand that the Interactive AI Tool may be modified, expanded, or commercialized in the future and you will not be entitled to any compensation, credit, or any rights, title, or interest in or to the Interactive AI Tool any resulting or related products, services, or intellectual property.
Through your participation, you will be helping the University understand how educational, generative AI can enhance the learning experience in this course and across U of T. You may also be asked by your instructor to provide your impressions of using the Interactive AI Tool, which is also completely voluntary.
By using the Interactive AI Tool, you confirm you understand and agree to the above. If you have any questions about the Interactive AI Tool or anything above, please contact [insert reference to instructor].
Additional Considerations for Instructors
If you have included syllabus statements in previous offerings of the course, be aware that GenAI technology is advancing very rapidly, and the current state-of-the-art may be more sophisticated compared to when the course was last offered. Check that your syllabus statements are still appropriate in light of current capabilities.
Where possible, use University-supported generative AI tools in the AI Kitchen, which have been vetted for privacy and security. Cogniti and Microsoft Copilot Chat are free for all instructors and students; see CTSI’s Generative AI Tools page to compare options.
If you require or encourage a tool outside the AI Kitchen (e.g., personal ChatGPT, Claude, or Gemini accounts), students must be able to opt out, and you must provide a viable alternative for any required activity or assessment. Such tools may charge fees, may use student data for training, and may change their terms, pricing, or availability without notice during the term. For what to include on your syllabus when using a tool outside the AI Kitchen, see What to Communicate to Students. For broader considerations, see CTSI’s guidance on Tools Beyond the Academic Toolbox.