Artificial Intelligence: Syllabus Considerations, Best Practices, & Academic Integrity

Policy last updated December 2025

Background

The purpose of this document is to provide clear guidance on the responsible and effective use of generative artificial intelligence (AI) by faculty and students at Fairleigh Dickinson University. Specifically, this document aims to establish a university-wide understanding of AI and its applications in academic work, address academic integrity concerns related to AI-generated content, define what is expected of students and faculty, and ensure compliance with university policies and regulations

In service of these aims, the following guiding principles for AI at Fairleigh Dickinson University were developed by the Committee for Artificial Intelligence in Teaching and Learning (CAITL), serve as a foundation for university-wide decision-making, and provide guidance for students and faculty on the use of AI in academic work:

Guiding Principles for Artificial Intelligence at FDU

  1. To promote a transparent and collaborative campus environment, we should strive to establish a safe and welcoming space for our students to voice their desires, fears, and goals in using Generative AI tools in their courses. 
  2. Successfully integrating AI requires that both faculty and students are equipped with the knowledge to use it ethically and in compliance with the FDU academic integrity policy. 
  3. Students should, when appropriate, bolster their confidence and understanding in using Generative AI tools to promote lasting knowledge. Research indicates that when and how students use AI has a significant impact on learning outcomes. 
  4. Students will always remain as the creators of their own work. While Generative AI can be a powerful tool, students cannot claim that Generative AI tools are co-authors of any of their work. 
  5. Faculty should have a clear and defensible policy about Generative AI in their course.

This document is not intended to provide AI governance, policy on the use of FredGPT, or guidance on AI-specific pedagogy.  For additional information on these topics, please refer to the FDU Center for Artificial Intelligence.

Considerations for AI Policy Creation

Creating clear policies around AI use is essential to maintaining academic integrity and setting student expectations. As faculty design their courses and assignments, it is crucial to consider the role of AI and communicate their expectations clearly to students. The following considerations are intended to guide faculty in developing AI policies for their classes, ensuring consistency and transparency across the university.

  • Acceptable Level of Use: To what extent can I use AI in this course?
  • Academic Integrity: How can AI be used responsibly in this course?
  • Student Responsibility: What is the student responsible for?
  • Instructor Responsibility: How will the instructor assess the students’ work?
  • Rationale: How and why was the policy determined?

AI Syllabus Statement Templates

To facilitate the integration of AI policies into your syllabus, we provide customizable syllabus excerpts and examples that can be tailored to your course needs. These resources help ensure that students receive clear guidance on the use of AI in your class, including when it is permitted and how to properly cite AI-generated content. Note that you have the flexibility to establish varying AI policies for different assignments, allowing you to adapt the use of AI tools to suit your pedagogical goals. Be sure to communicate these policies clearly to your students to promote transparency and understanding.

General AI Use

  • Level 1: Not Allowed
    • “All generative artificial intelligence tools are strictly prohibited in this class. You are expected to complete all of your work without the use of any generative AI tools. Students turning in work violating this policy will be subject to all academic and disciplinary procedures associated with plagiarism and cheating.”
  • Level 2: Allowed Under Certain Circumstances
    • “Use of generative AI tools is permitted in this course only with explicit permission from the instructor. Students are expected to engage with AI in a thoughtful and critical manner, and to clearly acknowledge AI-generated content. The use of AI tools is not a substitute for students’ own work and creativity, and students are expected to maintain academic integrity and adhere to university policies regarding AI use.”
  • Level 3: Encouraged
    • “Generative AI tools are encouraged in this course. You are invited to thoughtfully integrate AI into your learning process, and are expected to use these tools ethically and responsibly. Collaborate with peers and instructor to explore innovative applications of AI that support your academic goals.”

Group Project Assignments

  • Level 1: Not Allowed
    • “AI tools are not permitted for group projects. All work must be original and created by the group members.”
  • Level 2: Allowed Under Certain Circumstances
    • “AI tools may be used for group projects with prior permission from the instructor. Groups must indicate when AI tools have been used and provide evidence of their own contributions.”
  • Level 3: Encouraged
    • “AI tools are encouraged as a collaborative resource for group projects. Groups are expected to work together to integrate AI tools into their project, and to reflect on their use of AI in their final submission.”

Writing Assignments

  • Level 1: Not Allowed
    • “AI tools are not permitted for writing assignments. All work must be original and written by the student.”
  • Level 2: Allowed Under Certain Circumstances
    • “AI tools may be used for writing assignments with prior permission from the instructor. Students must obtain approval before using AI tools and follow specific guidelines for their use.”
  • Level 3: Encouraged
    • “AI tools are integrated into the writing process and are expected to be used to support and enhance student writing. Students will learn to use AI tools effectively and critically in their writing assignments.”

Art Assignments

  • Level 1: Not Allowed
    • “AI tools are not permitted for any portion of the creative or critiquing process. All texts must be created by the student and submitted as their own work.”
  • Level 2: Allowed Under Certain Circumstances
    • “AI tools may be used for specific tasks with prior permission from the instructor, such as brainstorming, drafting, or editing or products. Students must clearly document their use of AI tools and ensure that they understand the art created.”
  • Level 3: Encouraged
    • “AI tools are integrated into the art curriculum and are expected to be used to support and enhance student learning. Students will learn to use AI tools to brainstorm, draft, and edit their creations.”

Research Project Assignments

  • Level 1: Not Allowed
    • “AI tools are not permitted for research project assignments. All research and analysis must be conducted by the student, and all work must be original.”
  • Level 2: Allowed Under Certain Circumstances
    • “AI tools may be used for research project assignments with prior permission from the instructor to assist with data analysis, organization, and visualization. However, students must clearly document their use of AI tools and ensure that they understand the methods and results.”
  • Level 3: Encouraged
    • “AI tools are encouraged and integrated into the research project curriculum. Students are expected to use AI tools to support and enhance their research, including literature reviews, data analysis, and visualization, and to critically evaluate the output.”

Coding and Programming Assignments

  • Level 1: Not Allowed
    • “AI tools are not permitted for coding and programming assignments. All code must be written by the student and submitted as their own work.”
  • Level 2: Allowed Under Certain Circumstances
    • “AI tools may be used for specific tasks with prior permission from the instructor, such as debugging or code optimization, but not for generating code. Students must clearly document their use of AI tools and ensure that they understand the code they submit.”
  • Level 3: Encouraged
    • “AI tools are integrated into the coding and programming curriculum and are expected to be used to support and enhance student learning. Students will learn to use AI tools to generate, debug, and optimize code, and to critically evaluate the output.”

Use of AI for Recording, Summarizing, & Organizing Course Materials

  • Level 1: Not Allowed
    • “AI tools may not be used to record, transcribe, summarize, or organize any course materials, including lectures, class discussions, readings, or instructor-provided documents. Students must take their own notes and engage directly with course content. Any submission or study material produced using AI in violation of this policy may be treated as an academic integrity issue and subject to disciplinary procedures.”
  • Level 2: Allowed Under Certain Circumstances
    • “Students may use AI tools to record, summarize, or organize course materials only with explicit permission from the instructor. Approved uses may include generating study notes, summarizing dense readings, or creating organizational aids. Students must acknowledge when AI tools have been used and remain responsible for verifying the accuracy of AI-generated summaries or notes. AI tools may not be used to bypass required engagement with course content.”
  • Level 3: Encouraged
    • “AI tools are encouraged for recording, summarizing, and organizing course materials in this class. Students may use AI for tasks such as transcription, note-taking support, summarization, and creating study guides. Students are expected to use these tools ethically, verify accuracy, and maintain active engagement with the course. AI-assisted study materials should supplement, not replace, students’ own comprehension and critical thinking.”

Academic Integrity

Academic integrity is a fundamental value at our institution, and the use of AI tools does not exempt students from upholding this value. While AI can be a powerful tool for learning and research, it is essential to use it in a way that is transparent, honest, and respectful of intellectual property. This means properly citing AI-generated content, acknowledging the role of AI in research and writing, and not using AI to plagiarize or misrepresent others’ work. By maintaining academic integrity, students demonstrate their commitment to learning, critical thinking, and intellectual curiosity, and prepare themselves for success in their academic and professional careers. This can be achieved through:

  • Establish clear guidelines and policies
  • Define what plagiarism with AI means in your course
  • Promote transparency
  • Emphasize the ethical use of AI as appropriate

If you suspect a violation, follow FDU plagiarism policies as defined in the FDU Academic Integrity Policy.

Citing AI in Coursework

It is essential that students properly cite the role of generative AI in their work. Although AI does not create content in the same way as human authors, recognizing its contribution to their research and ideas is vital for maintaining academic integrity and transparency.  Examples of generative AI citations are shown here:

AMA Style

APA Style

  • (2025). ChatGPT (version date) [Large language model]. https://chat.openai.com/chat

MLA Style

  • (2025). ChatGPT (version date) [Large language model]. https://chat.openai.com/chat.

Chicago Style

  • Text generated by ChatGPT, OpenAI, January 1, 2025, https://chat.openai.com/chat.

Privacy and Data Security Considerations

When utilizing AI tools, follow all policies outlined in the FDU Data Security Policy on GenAI.  Always ensure Federal Educational Records Privacy Act (FERPA) compliance by prioritizing privacy and data security by refraining from sharing work that contains student identifiers.

Graduate Programs in the Allied Health Fields

Graduate programs in the allied health fields may develop discipline-specific AI policies in addition to university guidelines.  Graduate programs in the allied health fields are tasked with preparing professionals with the clinical and professional skills necessary to protect and serve the public.  To ensure competency in this regard, and to meet accreditation standards, the University must verify that students can independently showcase these skills, written and practical, during their training. Students are encouraged to carefully examine syllabi and consult with their instructors about the ethical or appropriate use of AI, as program needs will vary.

Committee Members

This document was created by the Committee for Artificial Intelligence in Teaching and Learning comprised of the following members:

  • Christopher Stubbs (Director, FDU Center for Artificial Intelligence)
  • Michael Lever (Assistant Prof of Hospitality & Sports Tourism)
  • Erika Oak (Assistant Prof of Psychology & Counseling)
  • Vaniah Howell (Assistant Prof of Animation, SOA)
  • Gurjot Singh (Associate Professor of Math and CS)
  • Omotara Adewale (Lecturer in Nursing)
  • John Albanese (Clinical Assistant Professor, PA Program)
  • Jen Sipila (Vice Provost for Academic Affairs and Executive Director of Lifelong Learning)
  • Manish Wadhwa (Associate Provost of Academic Applications and Technology)
  • Christine Jansen (Research and Instruction Librarian)
  • Sandra Selick (Assistant Provost Center for Teaching, Learning, and Assessment)
  • Agie Markiewicz-Hocking (Assistant Provost for Academic Affairs)