• The Honor Code policy
• Examples of behaviors that violate the Honor Code.
• Share your obligation (and student's obligation) to report an Honor Code violation.
• Your potential grade penalty (Typical grade penalties are a zero for the assignment or one letter grade lower as a final grade.)

• Faculty members are required to report potential violations of the Honor Code to the Office of Student Conduct and Academic Integrity.
• When a student is uncertain as to whether conduct would violate the Honor Code, it is their responsibility to seek clarification from the appropriate faculty member.

• Academic Integrity Tutorial [video]

• Instructor’s office hours

• The Purdue Online Writing Lab

• Student Success Center

• The Writing Center

• University Libraries: Citation Basics

• I will practice personal and academic integrity;
• I will respect the rights and dignity of all persons;
• I will respect the rights and property of others;
• I will discourage bigotry, while striving to learn from differences in people, ideas and opinions;
• I will demonstrate concern for others, their feelings and their need for conditions which support their work and development.

The Center for Teaching Excellence has compiled a number of resources for faculty including best practices involving the inclusion of a syllabus statement that establish's the expectations that govern the use of artificial intelligence in a classroom.

Below is information provided by CTE as well as an adaptation of ChatGPT and Generative AI Tools: Sample Syllabus Policy Statements by UT Austin’s Center for Teaching and Learning. 

Find all this information as well as additional resources from CTE directly here.  Each section contains several possible ways of framing the instructor’s intent. Due to the nuance of generative artficial intelligence, the categories do not stand alone, so you may find areas of overlap. To that end, these statements are intended to spur your own thinking, and so you are welcome to use, edit, or adapt any of the selections below for your own purposes.

No use of generative Artificial Intelligence tools permitted

[4 Sample statements]

1. This course assumes that work submitted by students – all process work, drafts, brainstorming artifacts, final works – will be generated by the students themselves, working individually or in groups as directed by class assignment instructions. This policy indicates the following constitute violations of academic honesty: a student has another person/entity do the work of any substantive portion of a graded assignment for them, which includes purchasing work from a company, hiring a person or company to complete an assignment or exam, and/or using generative AI tools (such as ChatGPT).
   
   
2. In this course, every element of class assignments must be fully prepared by the student.  The use of generativeArtificial Intelligencetools for any part of your work will be treated as plagiarism. If you have questions, please contact me.
   
   
3. All assignments should be fully prepared by the student. Developing strong competencies in the skills associated with this course, from student-based brainstorming to project development, will prepare you for success in your degree pathway and, ultimately, a competitive career. Therefore, the use of generativeArtificial Intelligencetools to complete any aspect of assignments for this course is not permitted and will be treated as plagiarism. If you have questions about what constitutes a violation of this statement, please contact me.
   
   
4. This course assumes that work submitted for a grade by students – all process work, drafts, brainstorming artifacts, final works – will be generated by the students themselves, working individually or in groups as directed by class assignment instructions. This policy indicates the following constitute violations of academic honesty: a student has another person/entity do the work of any substantive portion of a graded assignment for them, which includes purchasing work from a company, hiring a person or company to complete an assignment or exam, and/or using generativeArtificial Intelligencetools (such as ChatGPT).

Generative Articial Intelligence is permitted in specific contexts and with acknowledgment

[6 sample statements]

1. The emergence of generative AI tools (such as ChatGPT and DALL-E) has sparked interest among many students in our discipline. The use of these tools for brainstorming ideas, exploring possible responses to questions or problems, and creative engagement with the materials may be useful for you as you craft responses to class assignments. While there is no substitute for working directly with your instructor, the potential for generativeArtificial Intelligencetools to provide automatic feedback, assistive technology and language assistance is clearly developing. Please feel free to reach out to me well in advance of the due date of assignments for which you may be using generativeArtificial Intelligencetools and I will be happy to discuss what is acceptable.
   
   
2. In this course, students shall give credit toArtificial Intelligencetools whenever used, even if only to generate ideas rather than usable text or illustrations. When usingArtificial Intelligencetools on assignments, add an appendix showing (a) the entire exchange, highlighting the most relevant sections; (b) a description of precisely whichArtificial Intelligencetools were used (e.g. ChatGPT private subscription version or DALL-E free version), (c) an explanation of how theArtificial Intelligencetools were used (e.g. to generate ideas, turns of phrase, elements of text, long stretches of text, lines of argument, pieces of evidence, maps of the conceptual territory, illustrations of key concepts, etc.); (d) an account of whyArtificial Intelligencetools were used (e.g. to save time, to surmount writer’s block, to stimulate thinking, to handle mounting stress, to clarify prose, to translate text, to experiment for fun, etc.). Students shall not use AI tools during in-class examinations, or assignments unless explicitly permitted and instructed. Overall, AI tools should be used wisely and reflectively with an aim to deepen understanding of subject matter.
   
   
3. It is a violation of university policy to misrepresent work that you submit or exchange with your instructor by characterizing it as your own, such as submitting responses to assignments that do not acknowledge the use of generative AI tools. Please feel free to reach out to me with any questions you may have about the use of generative AI tools before submitting any content that has been substantially informed by these tools.
   
   
4. In this course, we may use generative AI tools (such as ChatGPT) to examine the ways in which these kinds of tools may inform our exploration of the topics of the class. You will be informed as to when and how these tools will be used, along with guidance for attribution if/as needed. Any use of generative AI tools outside of these parameters constitutes plagiarism and will be treated as such.
   
   
5. Understanding how and when to use generative AI tools (such as ChatGPT, DALL-E) is quickly emerging as an important skill for future professions. To that end, you are welcome to use generative AI tools in this class as long as it aligns with the learning outcomes or goals associated with assignments. You are fully responsible for the information you submit based on a generative AI query (such that it does not violate academic honesty standards, intellectual property laws, or standards of non-public research you are conducting through coursework). Your use of generative AI tools must be properly documented and cited for any work submitted in this course.
   
   
6. To ensure all students have an equal opportunity to succeed and to preserve the integrity of the course, students are not permitted to submit text that is generated by artificial intelligence (AI) systems such as ChatGPT, Bing Chat, Claude, Google Bard, or any other automated assistance for any classwork or assessments. This includes using AI to generate answers to assignments, exams, or projects, or using AI to complete any other course-related tasks. Using AI in this way undermines your ability to develop critical thinking, writing, or research skills that are essential for this course and your academic success. Students may use AI as part of their research and preparation for assignments, or as a text editor, but text that is submitted must be written by the student. For example, students may use AI to generate ideas, questions, or summaries that they then revise, expand, or cite properly. Students should also be aware of the potential benefits and limitations of using AI as a tool for learning and research. AI systems can provide helpful information or suggestions, but they are not always reliable or accurate. Students should critically evaluate the sources, methods, and outputs of AI systems. Violations of this policy will be treated as academic misconduct. If you have any questions about this policy or if you are unsure whether a particular use of AI is acceptable, please do not hesitate to ask for clarification.

Students are encouraged to use generative Artificial Intelligence tools in coursework

[3 sample statements]

1. The use of generative AI is encouraged with certain tasks and with attribution: You can choose to use AI tools to help brainstorm assignments or projects or to revise existing work you have written. When you submit your assignment, I expect you to clearly attribute what text was generated by the AI tool (e.g., AI-generated text appears in a different colored font, quoted directly in the text, or use an in-text parenthetical citation).
   
   
2. Designers commonly use AI-content generation tools in their work. In this course, using AI-content generation tools is permitted and will be a normal and regular part of our creative process when it is used according to the below criteria. In this course, neglecting to follow these requirements may be considered academic dishonesty. (1) For each assignment, you are required to include a paragraph that explains what AI content- generation tool you used, the dates you used it, and the prompts you used to generate the content according to the MLA style guide. (2) During critique, it is important to describe the precedents you used and how any source content was transformed. When showing or presenting images or other content you generated using an AI-tool, cite that image or content following the MLA style guide. If you need help referencing your creative work, contact me to collaborate.
   
   
3. Students are invited to use AI platforms to help prepare for assignments and projects (e.g., to help with brainstorming or to see what a completed essay might look like). I also welcome you to use AI tools to help revise and edit your work (e.g., to help identify flaws in reasoning, spot confusing or underdeveloped paragraphs, or to simply fix citations). When submitting work, students must clearly identify any writing, text, or media generated by AI. This can be done in a variety of ways. In this course, parts of essays generated by AI should appear in a different colored font, and the relationship between those sections and student contributions should be discussed in cover letters that accompany the essay submission.

• The use of previous semester course materials is not allowed in this course. This applies to homework, projects, quizzes and tests. Because these aids are not available to all students within the course, their use by any individual student undermines the fundamental principles of fairness and disrupts your professor’s ability to accurately evaluate your work. Any potential violations will be forwarded to the Office of Student Conduct and Academic Integrity for review.
• The use of previous semester course materials is allowed in this course. Keep in mind that they may serve as helpful teaching tools, but they are not guidelines for how you should complete your work this semester.

How Students Cheat:

• Cell phone use for an academic advantage.
• Improper collaboration.
• Copying from a social study site like Chegg or CourseHero.
• Sharing test/quiz answers or papers in GroupMe.

Proactive Strategies:

• Create expectations for GroupMe and how or if it can be used in your class at the start of the semester.
• Create a list of preferred online resources, this list will guide students in a direction that encourages the use of acceptable resources.

Homework Strategies

• Be clear about whether it is a collaborative or individual assignment.
• Make the assignment meaningful explain why the assignment will assist the student with the course learning objectives.
• Utilize quizzing to mastery techniques ie: provide practice quizzes.

Exam Strategies

• Do not use practice problems, these are likely to be found online on websites like Chegg or CourseHero.
• See if previous exams are available on CourseHero, Chegg, or other social study sites.
• Use a question bank to create multiple versions of an exam and reorder questions on exams.
• Change test/quiz questions each semester.
• Create a seating chart. 
• Use color coded exams.
• Have students place all of their items at the front of the room.

Online Strategies:

• Set a time limit for completing the examinations.
• Utilize proctor services.
• Don't allow students to review their feedback until after exams are closed.
• Use open-book exams. Consider issues with cell phones and calculators, books, papers, Internet resources, etc.

Common Behaviors:

• Sharing work (in person or electronically).
• Not reporting violations.

Proactive Strategies:

• Explain what group work should and should not look like in your classroom. If you permit students to work together on an assignment, go a step further and explain what working together means. For example, you may assign a project with group work and a follow up report that has to be independently written. 

Common Behaviors:

• Attendance documentation.
• Creating a fake doctor's note.

Proactive Strategy:

• Utilize a combination of attendance taking strategies (TopHat, Reef, plus random checks).
• Make a note in your syllabus that you require documentation (doctor's note, obituary) to be submitted if a student requests to make up missed work.

How students plagiarize:

• Poor paraphrasing.
• Copying material and pasting it into their assignment.
• Purchasing a paper from another student or from an online source.

Proactive Strategies:

• Talk openly about what plagiarism is and how you will check for it.
• Help students understand and guard against plagiarism with online tutorials or helpful websites.
  • Purdue Owl
  • University libraries
  • plagiarism.org
  • Academic Integrity Tutorial
• Help SafeAssign be more accurate by uploading frequent course readings.
• Use written assignments as an opportunity to learn your student's voices. As a result you will be able to to detect when a student's voice may not be their own. 
• Assign papers on topics that can't be plagiarized - tie in current events, specific class topics, or unique perspectives.
• Give students some choice in the topic so they can find something that sparks their interest.
• Focus on the paper-writing process, not just the final product.
• Consider the use of honor pledges for essays.

Adapted from "Confronting Cheating" from University of California, Davis Office of Judicial Affairs. 

How to Respond:

• Submit written assignments through SafeAssign and report both students.
• In large group concerns encourage students to come forward and ask OSCAI to present to your class.

How to Respond:

• Gather information to explain your concern.
• Utilize the Office of Student Advocacy or the Office of Student Conduct and Academic Integrity to verify potentially falsified information.

How to Respond:

• Examine the SafeAssign report.
• Understand the nuances of SafeAssign.
• Consider Googling suspicious phrases.
• If you're concerned a student has not written their own work, ask specific questions related to high level concepts or terms.

Social study sites are websites like, Quizlet, CourseHero and Chegg. These sites allow students to upload, access, and share information from their classes. Essentially, they are digital test files that may be comprised of flashcards, course notes, PowerPoints, quizzes, or test materials. To best understand these sites it would be helpful to quickly Google search your course code.

Often students are able to access the different materials by either uploading their own material or paying a subscription service to view the content. Since each site crowd sources its information students have access to anything uploaded from previous semesters.

These sites provide ease of access to students who are looking to cut corners.

It is difficult to definitively answer if use of these sites is cheating. Students understand that copy/paste plagiarism and cheating are violations and considered unauthorized assistance. However, what they have difficulty in understanding is if use of the information in completing assignments, developing their notes or study guides, or exam preparation is “unauthorized”. Therefore, faculty need to set the guidelines for use of these sites for their course assignments, study prep and exams.

Use of these sites will only continue to grow. Therefore, it is paramount that we address how to utilize these websites effectively and in accordance with the Honor Code. Below are some strategies to address this issue:

• Post your course material and old tests on Blackboard or Office 365 Teams to create your own monitored social study site.
• Post only answers not questions to quiz and exam material. This still will help students identify subject matter they need to learn more about.
• Recollect tests after you hand them back for in class review. Students shouldn’t leave your class with a copy otherwise it gives them access to  upload them to social study sites.
• Include a statement about using these sites effectively in your course syllabus.
• Share that students cannot post quiz or test questions/answers to these sites as it may be a violation of our cheating: unauthorized access, use, or distribution policy.  

If you are trying to examine your current strategies and in need of assistance, please call to schedule a consultation with our staff.

University of Colorado - Boulder

• Break up the course into 20-30 minute components.
• Split students into groups for active learning.
  • Groups can present to the class on their findings and reflections.

• Have students sign their answer sheet. 
• Consider multiple forms of examinations. Shuffle the order of examination questions. 
• For departmental examinations, seat the discussion or lab sections together. The TA for each section can monitor that section for greater control. 

Adapted from Ohio University's Resources for Faculty

Give students one minute to reflect on two questions:

• What is the most important thing you learned today?
• What question still remains in your mind?

This activity helps students reflect on the class and identify where there is still confusion or they need more information. This information can be used by the instructor to know what information may need to be reviewed. 

• Split students into groups, give them a problem to solve that they don't have the knowledge to solve (yet). 
• Have them work together to make predictions.
• After the activity give a short lecture about the topic at hand - they will understand the topic more because they can apply the lecture to the activity.