Draft a GenAI policy that fits your course.
Review and adapt the final draft before adding it to your course.
Generative AI disclosure: Claude was used to support the initial development of this activity, including content drafting, interaction development, and interface design. All content, interactions, and design decisions were reviewed, revised, and finalized by the author. The activity draws on the University of Oregon’s current GenAI policy guidance and is intended as a starting point for developing course policy language—not a substitute for checking applicable department, school, or college requirements.
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Tell us about your course.
Different disciplines and course activities may call for different approaches to AI. Select one or more areas that best describe your course, and we’ll use them to offer relevant starting points later. You’ll be able to review and adjust any suggestions before adding them to your policy.
How would you like to begin?
This is a style choice, not a tested one — some instructors begin by acknowledging the growing use of generative AI in academic and professional settings before explaining how it may—or may not—be used in their course. Choose an opening that fits your voice, or begin directly with the policy.
What are your course expectations for generative AI use?
Compare the three approaches
You can revise your selection before finalizing.
What does “allowed with specific limitations” mean in your course?
Choose how the limits work in your course, then identify expectations for specific uses. More than one may apply.
Set expectations for common uses
Select any uses students may use GenAI for throughout the course unless an assignment states otherwise.
Select any uses students may not use GenAI for unless an assignment explicitly provides an exception. Leave a use unselected in both lists if it will vary by assignment.
Would you like to add expectations about AI tools or uploaded materials?
You may identify which AI tools students should use, set boundaries around uploading course materials or other people’s work, or add your own instructions. Select any that apply.
What may students submit, and when should they disclose GenAI use?
Using GenAI during the work process is not the same as including AI-generated content in submitted work. Open each question below to decide what may appear in submitted work and when students should tell you they used GenAI. Choosing most answers in question 1 moves you on to question 2.
Things to consider
This includes AI-generated text, images, code, audio, video, translations, analyses, or other material incorporated into what a student submits.
Things to consider
How should students acknowledge and document GenAI use?
Decide how students should acknowledge AI-generated content when it is permitted in submitted work and whether they should document how GenAI influenced their work process. Choosing most answers in question 1 moves you on to question 2.
Would you like to address students who choose not to use GenAI?
Some students may have limited access to GenAI tools or may prefer not to use them. If GenAI use is optional in your course, you can clarify that students can complete the course without it.
Why did you choose this approach?
Connecting your GenAI expectations to what students are meant to learn can help students understand the reasoning behind the policy and make decisions in situations it does not explicitly address.
Select any reasons that reflect your approach. We’ll combine them into a brief rationale you can review and edit, or you can skip this section.
About these choices: These four objectives are UO’s Core Education Methods of Inquiry. Cultural Literacy is a separate Core Education requirement and is not included in this list. UO does not prescribe one specific relationship between the Methods of Inquiry and generative AI. Select only the objectives formally associated with your course and that your policy is intended to support.
Would you like to address how you may use GenAI in this course?
UO guidance encourages instructors to model the transparency they expect from students and respond candidly to questions about their own use of GenAI.
Would you like to create an AI statement for a specific assignment?
AI expectations may differ across assignments or tasks. You can create a short statement that clarifies how your course policy applies to one assignment and add it directly to the assignment instructions.
Which tool will students use?
When an assignment requires GenAI, UO asks you to think about privacy, security, accessibility and cost before students are on the hook for it. Your answer changes what the policy promises them.
Syllabus-Ready AI Policy
A short version of your policy, sized to fit your syllabus. It covers what students may and may not do. Your full policy, posted as a Canvas page, adds the explanations, examples, and student support, such as sample AI-use log details.
Next: your full Canvas policy
Everything you built, including the explanations and examples, like sample AI-use logs, that help students apply it. Syllabus language usually works best when it's short, so consider posting this as a Canvas page and linking to it from your summary.Full Canvas AI Policy
The same expectations in full, with explanations, examples, and guidance. Post it as a Canvas page.
Syllabus-Ready AI Policy
Your complete policy is short enough to go straight into your syllabus, so there is no separate shortened version or Canvas page.
Your answers are saved only in this browser — nothing leaves your device. To keep editing elsewhere, download a Word copy.
What went in — and where to revisit itChange any answer and both versions rewrite themselves.
Left open for now
For you — not part of your policy
Before you use this draft
This builder is one tool for working through course-level GenAI decisions and drafting language you can adapt. It is not a substitute for reviewing current University of Oregon guidance or for using your own judgment about what fits your course and learning objectives.
Before adding this draft to your syllabus, review the UO Artificial Intelligence Resource Guide for current guidance, teaching practices, sample policies, privacy considerations, academic-integrity information, and other resources that continue to evolve. You should also check with your department, program, school, or college about any additional expectations or specific language that may apply to your course.
If you have questions about suspected academic misconduct or possible grade penalties, consult the Office of Student Conduct and Community Standards guidance before acting.
Explore UO AI guidance and teaching resources ↗ (opens in a new tab) Review academic misconduct guidance ↗ (opens in a new tab)Revisit expectations during the term
A syllabus statement works best when it is reinforced as students encounter actual assignments and tools. Consider revisiting your expectations after the first week and at a few relevant points during the course.
You might use:
- a discussion prompt about what students have tried;
- a short announcement or recorded update;
- a reminder within assignment instructions;
- a midterm check-in after students have applied the policy; or
- a live conversation in a synchronous course.
Each time, reinforce three things: what GenAI use is appropriate for the work, what students remain responsible for doing, and why those expectations support the intended learning.
Keep the conversation open. Students may not raise questions about GenAI on their own. Revisit your expectations throughout the course and regularly invite questions about how they apply.
Never copied, printed, downloaded, or exported with your policy.