James D’Annibale, Director of Academic Technology
Written with help from ChatGPT to organize examples and bring consistency to the structure and tone.
*Academic Technology would like to thank the following Dickinsonians for their contributions to this page whether through direct edits or constructive conversations: Dr. Renee Cramer, Dr. Amy Steinbugler, Dr. Michel Kozimor, Dr. Kirk Anderson, Dr. Howard Rosen, and many more colleagues*
Introduction
This document provides a set of sample syllabus statements designed to help faculty consider and communicate their policies on generative AI in their courses. These examples reflect a range of pedagogical approaches — from full integration of AI tools to complete prohibition — and are intended to spark ideas, not dictate policy.
This is a small sample of the many possible approaches faculty might take. Please be aware that we are not pushing for or against GAI use. We’re offering ideas and suggestions for various ways to address this issue, recognizing that the diversity of opinions and diversity of pedagogical needs ought to be respected. The real push here is that we owe it to our students to be transparent with our students and help them understand the “why” of the decisions we’re all making.
Faculty may adopt one of these statements as-is, adapt parts of several, or use them as inspiration to craft their own. The intention is not to present “correct” policies, but to support clear, intentional, and transparent communication with students about AI use.
These samples were generated with assistance from the AI Syllabus Statement Builder GPT. The GPT was created by Academic Technology Director James D’Annibale, and is based on guidance developed by Academic Technology and the Center for Teaching, Learning, and Scholarship at Dickinson College. Wherever AI use is permitted, you will notice an emphasis on pedagogical transparency — making expectations and reasoning visible to students — as well as a consistent encouragement for student reflection and dialogue around AI use.
Research on pedagogical transparency has shown that when students clearly understand the purpose, tasks, and evaluation criteria of assignments, they experience greater academic confidence, stronger learning outcomes, and improved metacognitive awareness (Winkelmes, M. (2013). Transparency in Teaching: Faculty Share Data and Improve Students’ Learning. Liberal Education 99(2).). In this context, we extend the concept of transparency to a contemporary challenge: helping students navigate the appropriate use of generative AI tools. By making expectations and rationales explicit, instructors may reduce the likelihood of inadvertent academic integrity violations in this evolving landscape.
The structure of each example includes clearly marked sections for prohibited uses, transparency, rationale, responsible use, and notes, making it easier to compare and adapt different approaches to meet your course goals.
Contents
AI use is allowed for all assignments. Prior approval is required.
AI is allowed through guided prompting from faculty.
AI for Drafting After Student-Created Analysis/Conclusions.
AI allowed for planning, not writing.
AI use is allowed for all assignments. Prior approval is required.
Generative AI tools (such as ChatGPT, DALL·E, or similar technologies) may be used in this course, but only with prior approval. Students who wish to use AI on any assignment must first consult with the instructor and propose how the tool will support their work. This proposal will be reviewed in relation to the assignment’s learning objectives. If a group of students — or the class as a whole — shares a common idea for using AI, an individual meeting is not required; instead, we will discuss the proposal as a learning community. Only after an agreement is reached may AI be used in the approved way.
Prohibited Uses:
There are no blanket prohibitions beyond the requirement for prior approval. However, unapproved or unacknowledged AI use may be considered a violation of academic integrity.
Transparency:
Students who receive approval to use AI in an assignment must submit a Panopto video along with their final work. In this video, students must show their interaction with the AI tool and narrate their process — including how they prompted the AI, how they iterated on its responses, and how the tool contributed to their thinking or final product.
Rationale:
This course invites students to experiment with generative AI tools as part of a broader exploration of how digital technologies intersect with learning, writing, and critical thinking. Rather than prescribing specific uses, this policy encourages students to propose ways in which AI might support their learning or creative process. The approval and reflection components are designed to ensure that any AI use meaningfully supports course objectives rather than circumventing them. By requiring students to articulate their plans in advance and document their process through a narrated Panopto recording, the course emphasizes intentionality, transparency, and metacognition — key elements of ethical and effective engagement with emerging technologies.
Responsible Use:
Students who are unsure how to use AI productively or would like help brainstorming possibilities are encouraged to consult with Dickinson’s Academic Technology staff. They can offer guidance on how to explore AI tools in ways that align with the course’s expectations and academic integrity.
Note:
Different courses at Dickinson College may have varying policies regarding AI use. This syllabus outlines the expectations for this course specifically.
AI is allowed through guided prompting from faculty.
In this course, students are not permitted to use generative AI tools (e.g., ChatGPT) independently for any graded assignments. However, the instructor will provide curated AI prompts to be used in specific learning contexts such as case studies, simulations, and course-specific tutoring exercises. These uses are designed to enhance engagement with course material and deepen understanding through structured AI interactions.
Prohibited Uses:
The following uses of generative AI are strictly prohibited:
- Submitting AI-generated work without acknowledgment.
- Using AI tools during quizzes, tests, or exams.
- Using AI to draft written assignments or responses.
- Any use of AI that undermines academic integrity or substitutes for student learning.
- Note: If you have an idea for a use of AI related to the prohibitions above, please meet with me so we can discuss it before you cross into any grey areas.
Transparency:
When AI use is permitted through instructor-supplied prompts, students must submit a transcript of their AI interaction along with the assignment. This ensures transparency and accountability.
Rationale:
This policy reflects a balanced approach to AI in education. The course leverages AI’s ability to generate customized simulations and case studies that enrich learning in this discipline. At the same time, unrestricted use of AI risks undermining students’ intellectual development. By curating specific prompts, the instructor ensures AI enhances — rather than replaces — the learning process.
Responsible Use:
Students interested in using AI for purposes such as organizing group projects, preparing for advising or office hours, or managing their academic workload are encouraged to consult Dickinson’s Academic Technology staff. They can offer guidance on using these tools effectively and ethically outside of graded assignments.
Note:
AI use policies differ by course and assignment at Dickinson College. Be sure to understand the guidelines provided by each instructor.
AI for Drafting After Student-Created Analysis/Conclusions
In this course, students are permitted to use generative AI tools (such as ChatGPT) as part of the writing process, provided that the core intellectual work remains the student’s own. Specifically, students may use AI to assist in drafting prose only after they have:
- Gathered and studied source materials independently,
- Created a detailed outline,
- Developed their own interpretation and argument structure.
- Documented how data or evidence supports their conclusions.
Before using AI, students must submit this preparatory work and meet with the professor to discuss their thinking, structure, and goals for the paper. This ensures the student is actively engaging with the material and not outsourcing critical thinking.
AI may then be used to help convert the student’s structured ideas into full sentences and paragraphs. In this model, AI functions solely as a tool for translating the student’s thoughts, facts, etc. into understandable language—not for idea development, research, or reasoning. Students retain full responsibility for the content, logic, and originality of their work.
Prohibited Uses
- Submitting AI-generated work without acknowledgment is strictly prohibited.
- Any use of AI beyond what is specifically permitted in this policy requires pre-approval from the professor.
Transparency
Students must disclose their use of AI at the end of each paper. Additionally, they are required to submit a separate video reflection using Panopto. In this video, students must explain the process by which they supplied the AI with their own analysis and how they iterated with the tool to produce the final draft.
Rationale
Writing itself is not a primary learning objective of this course. Therefore, this policy acknowledges the potential value of generative AI tools in helping students translate their independently developed ideas and analysis into clear, formal writing. Additionally, the policy is designed with inclusivity in mind, recognizing that students with various disabilities may face unique challenges in articulating their conclusions through conventional writing. By focusing on the student’s analytical process and the development of their own interpretations—rather than on the mechanical aspects of prose composition—this policy ensures that critical thinking remains the student’s responsibility, while allowing AI to assist with expression and structure.
Responsible Use
Students interested in using AI for purposes such as organizing group projects, preparing for advising or office hours, or managing their academic workload are encouraged to consult Dickinson’s Academic Technology staff. They can offer guidance on using these tools effectively and ethically outside of graded assignments.
Note
Different courses at Dickinson College may have varying policies regarding AI use. This syllabus outlines the expectations for this course specifically.
AI allowed for planning, not writing
Generative AI tools (e.g., ChatGPT) are permitted in this course for certain academic support activities, including but not limited to: brainstorming paper topics, developing research questions, identifying search terms, organizing project plans, or helping assess the relevance of sources. However, for writing assignments, students may not use AI once they begin creating a detailed outline. From that point through the final draft, all work must be entirely the student’s own. Students must submit a written plan for any intended AI use before proceeding, so that I can confirm it falls within course guidelines.
Prohibited Uses:
- Any use of AI in writing assignments beginning at the outlining stage and continuing through final submission.
- Any AI use that has not received prior approval from the instructor.
- Submitting AI-generated work that violates course expectations.
Transparency:
Students are required to submit a weekly reflection by class time on Friday detailing any AI use from that week. The reflection should explain how AI was used, how it contributed to their work, and what they learned from the experience.
Rationale:
This policy reflects the learning objectives of this course, in which the act of writing is essential to developing the skills and knowledge we aim to cultivate. While AI tools can provide useful support in early-stage tasks like brainstorming, research planning, or organizing materials, the core process of composition—from detailed outlining through final draft—must be done by the student. Writing in this course is not only a means of communication but also a central method of learning, thinking, and personal expression. These guidelines are designed to preserve that process and ensure that students engage fully with the intellectual work required by the course.
Responsible Use:
To support responsible and effective AI use, a session led by Academic Technology will be held early in the semester. This session will demonstrate appropriate use cases aligned with course expectations.
Note:
Different courses at Dickinson College may have varying policies regarding AI use. This syllabus outlines the expectations for this course specifically.
No AI use, with exceptions
The use of generative AI tools (such as ChatGPT, DALL·E, or similar technologies) is not permitted in this course. Students are expected to complete all coursework independently and without assistance from AI technologies.
Exceptions:
AI tools may be used only in the following specific contexts:
- As an approved accessibility accommodation communicated through the Access Plan document.
- For planning group projects.
- As an independent study aid (e.g., reviewing concepts or preparing for class), but not for generating assignment content.
Prohibited Uses:
All other uses of AI, including for brainstorming, drafting, editing, or generating submissions for course assignments, are strictly prohibited.
Rationale:
This course is designed to develop students’ foundational skills in critical thinking, academic writing, and independent analysis — core objectives of the First Year Seminar. Restricting the use of generative AI tools ensures that students engage directly with the cognitive and communicative challenges these assignments present. Writing is not only a means of expressing ideas but also a process of learning and discovery. When students rely on their own reasoning, drafting, and revising, they cultivate essential habits of mind, such as reflection, argumentation, and the ability to engage with diverse perspectives. While AI use is generally prohibited to preserve the integrity of these learning processes, limited exceptions are allowed for accessibility accommodations, project planning, and independent study support. These uses do not interfere with the core writing and thinking goals of the course and can help students manage their learning effectively.
Responsible Use:
While AI is not permitted to generate submitted coursework in this class (other than for exceptions listed above), students interested in using AI for purposes such as organizing group projects, preparing for advising or office hours, or managing their academic workload are encouraged to consult Dickinson’s Academic Technology staff. They can offer guidance on using these tools effectively and ethically outside of graded assignments. Additionally, upon submission of assignments the student must provide the chat transcripts.
Note:
Different courses at Dickinson College may have varying policies regarding AI use. This syllabus outlines the expectations for this course specifically.
No AI, no exceptions.
The use of generative AI tools (such as ChatGPT, DALL·E, or similar technologies) is strictly prohibited in this course. Students are expected to complete all coursework independently, without assistance from AI technologies.
Prohibited Uses:
No use of generative AI is allowed under any circumstances for any assignment or course-related activity.
Rationale:
This course is designed to develop students’ foundational skills in critical thinking, academic writing, and independent analysis — core objectives of the First Year Seminar. Prohibiting the use of generative AI tools ensures that students engage directly with the cognitive and communicative challenges these assignments present. Writing is not only a means of expressing ideas but also a process of learning and discovery. When students rely on their own reasoning, drafting, and revising, they cultivate essential habits of mind, such as reflection, argumentation, and the ability to engage with diverse perspectives. Banning AI in this course maintains the integrity of these learning processes and helps students build confidence in their own academic voice.
Responsible Use:
While AI is not permitted for any coursework in this class, students interested in using AI for purposes such as organizing group projects, preparing for advising or office hours, or managing their academic workload are encouraged to consult Dickinson’s Academic Technology staff. They can offer guidance on using these tools effectively and ethically outside of graded assignments.
Note:
AI use policies differ by course and assignment at Dickinson College. Be sure to understand the guidelines provided by each instructor.