{"id":12249,"date":"2023-08-23T18:47:23","date_gmt":"2023-08-23T18:47:23","guid":{"rendered":"https:\/\/dev-tufts-provost.pantheonsite.io\/celt\/?page_id=12249"},"modified":"2026-03-02T16:36:51","modified_gmt":"2026-03-02T16:36:51","slug":"ai-syllabus-statements","status":"publish","type":"page","link":"https:\/\/provost.tufts.edu\/celt\/online-resources\/artificial-intelligence\/ai-syllabus-statements\/","title":{"rendered":"Developing Syllabus Statements for AI"},"content":{"rendered":"
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\"AI<\/p>\n

Generative AI is now part of many students\u2019 daily lives, and it is increasingly integrated into the tools they use to read, write, and complete the everyday tasks of learning. Students also encounter vastly different expectations around AI use as they move from course to course, or between internships and academic work. Clear, course-specific guidance helps students understand what is permitted, what is not, and, most importantly, why those boundaries matter for learning.<\/p>\n

Students benefit when you explain not just what the rules are, but why certain uses of AI might harm (or support) the specific learning outcomes of your course or an assignment (e.g., This example policy pairing allowable\/non-allowable uses with the learning rational<\/a>). When students can see that the goal is to protect skill development, critical thinking, and authentic learning, they\u2019re better able to make choices that follow the policy in meaningful ways.<\/p>\n

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When I posed the question, \u201cCan we come to a single, consensus class policy we all agree on?\u201d<\/em> several students said no. That moment, of disagreement, was a gift. It opened up a space to explore divergent opinions and values. -\u00a0Demian Hemmel, Ai in the Classroom<\/a><\/p>\n<\/blockquote>\n

AI guidance is most effective when it is reinforced through course design. Alongside a syllabus statement, consider adding assignment-level directions that clarify how the policy applies to that task, sharing brief explanations of the learning tradeoffs involved (e.g.,\u00a0CELT's Podcast How is AI Helping (or Hindering) Learning?<\/a>), and building in low-stakes opportunities for students to reflect on their process and learning. You can also revisit expectations during the term and, in some cases, refine them with student input on their experiences with AI use.<\/p>\n<\/div>\n<\/div><\/div>

Tufts Generative AI Usage Guidelines for Faculty, Staff, and Students<\/h3>\n
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In Spring 2026, Tufts AI Council<\/a> adopted Generative AI Usage Guidelines for Faculty, Staff, and Students<\/a> to provide shared language for responsible AI use across Tufts\u2019 diverse settings and to help community members think carefully about AI in their own contexts.<\/p>\n<\/div>\n<\/div><\/div>

Example AI Policies<\/h3>\n
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Below you\u2019ll find three example AI policy approaches restricting, direction & encouraging AI use. Each is followed by examples from Tufts. As you review them, consider:<\/p>\n