State the purpose
Identify acceptable tools, required disclosure and how students must verify AI-assisted work.
Faculty Resources · Teaching Toolkit
Artificial Intelligence
Set clear expectations, protect student and institutional information, and keep human judgment responsible for consequential decisions.
Set an AI policy for my course
Decide what is allowed, what must be disclosed and what remains independent student work.
↓Design an assignment with or without AI
Align the assignment with the learning you actually need students to demonstrate.
↓Respond to suspected unauthorized AI use
Review expectations, evidence and student process before reaching a conclusion.
↓Use AI as an instructor
Use AI for brainstorming and drafting while verifying the result and protecting data.
↓Set course expectations
Name the boundaries
Specify the stages or tasks where assistance is allowed and what independent work must remain.
Explain why
Explain why independent performance matters for the learning outcome and make the expectation visible in the assignment.
Suggested college guideline: submitting AI-generated work may be treated as an academic-integrity issue when the instructor has not approved its use. Course- and assignment-specific expectations should make the allowed use clearer for students.
Design around evidence of learning
- Make the learning outcome explicit.
- Decide whether AI use supports or interferes with that outcome.
- Ask for process evidence when process matters: notes, drafts, sources, decisions or reflection.
- Use authentic and observable tasks when appropriate.
- Tell students how AI assistance should be disclosed or cited.
If you suspect unauthorized AI use
Review the expectation
Start with the course and assignment rules the student was given.
Review the work and process
Look at drafts, sources, revision history, notes and other relevant evidence.
Talk with the student
Use a non-accusatory conversation to understand how the work was produced.
Use the normal process
If the evidence supports an academic-integrity concern, follow the college’s established process.
Do not treat an AI-detector score as proof. Detector results can be wrong and should not replace evidence, conversation or faculty judgment.
Using AI in teaching
Brainstorm
Generate examples, discussion prompts, alternative explanations or starting points for lesson planning.
Draft and revise
Use AI to generate a first draft of instructions, rubrics or practice material, then revise it with your disciplinary judgment.
Teach AI literacy
Ask students to critique AI output, verify claims, examine sources and discuss appropriate use.
Responsible use
Do not put protected student or institutional information into an unapproved AI service.
Verify facts, citations, calculations and policy claims rather than treating generated output as authoritative.
Keep a qualified person responsible for grading, accommodations and other consequential decisions.
Be transparent with students when AI materially affects course content or expectations.