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GENERATIVE AI SYLLABUS STATEMENT SAMPLES

The syllabus statements collected here were identified by KSC faculty members during a workshop on AI syllabus statements in the Fall of 2023. These statements were chosen because they include a range of stances that faculty may choose to adopt when directing students about the use of AI in their classrooms. Those stances are "Specified / Delimited Use," "Ethical Use," and "No / Highly Restricted Use."

The syllabus statements samples were collected as a part of a larger project headed by Lance Eaton (see full resource here). 

If you have drafted a syllabus statement that you are willing to share with your faculty colleagues, please email molly.parsons@keene.edu and it will be added to this resource.  

AI Syllabus Statements

Eng 1510 | Ohio University | Paul Shovlin

Development as a writer requires personal investment and practice. Chat GPT and AI platforms are tools that good writers may rely on in some situations. Part of your development as a writer entails critically considering different occasions and developing a rationale for the appropriate use of AI writing tools. In this class, we ask that you keep an open line of communication with the instructor regarding the use of AI writing tools. It is important to consult your instructor BEFORE using them in an assignment. If, in consideration with your instructor, you do use Chat GPT or other AI tools, cite them in your Works Cited page and be prepared to argue a rationale for the appropriateness of their use. These are matters of concern because over reliance on technology can impede the growth of your writing skills and offset the learning outcomes for the course.

HSC 100 Introduction to Social Services; HSC 200 Theories & Methods of Social Services | Volunteer State Community College | Bryan Saums

The purpose of assignments in this course is for you to demonstrate your writing and critical thinking skills while providing you with opportunities to grow as a communicator, thinker, and scholar. Writing skills, along with the course concepts you learn while writing, will help you develop as a person and valued employee who will succeed in your future career(s). I may sometimes incorporate the use of generative artificial intelligence (AI) tools like ChatGPT into your lessons and assignments. In these cases, AI is a valuable tool for learning. However, in instances where you are not specifically told to use AI, I ask you to embrace the challenges of learning, scholarship, and personal growth and write without using AI. Please let me know if you have any questions about the use of AI in this class.

First Year Writing | Regis University | Loretta Notareschi

Scholarship and Outside Sources

As scholars, we have an obligation to share with our readers the sources and tools we used in creating our scholarship. This is both because it is dishonest to portray other people’s ideas as our own and because it is helpful to our audience to put our work in the context of the greater scholarly conversation. Readers may be curious to learn more about our subject; they may want to verify our information; or they may even want to create their own scholarship inspired by ours. In all cases, they will need to know what our sources were.

To this end, every paper should have two features indicating our reliance on outside sources:
 

The first should be in-text parenthetical citation paired with a Works Cited list (in APA or MLA style); or Footnotes/Endnotes and Bibliography (in Chicago Style) with the authors, titles, publishers, dates, and URLs (if appropriate) of each source. This is for sources we have quoted directly (which should be in quotation marks), those we have paraphrased in our own words, and those that we have used for background information. All sources for the text should be properly introduced, with their connection to our own ideas clearly stated.

 

The second should be an Artificial Intelligence Disclosure, which should contain the following statements:

I did not use artificial intelligence in creating this paper.

or

I did use artificial intelligence in creating this paper, namely ____________ (ChatGPT, Bard, etc.). I used it in the following ways (check which of the following acceptable uses were utilized):

  • Brainstorming help
  • Outlining help
  • Background information
  • Grammar/spelling/punctuation/mechanics help
and

I affirm I did not generate text with artificial intelligence and directly copy it into my paper.

 

Why is it important not to directly copy words from an AI engine into our texts? There are multiple reasons: first, this would be considered plagiarism (which means presenting others’ words as if they were our own); second, AI engines are notoriously unreliable on facts—anything they assert must be checked against reliable sources; third, AI engines reproduce biases and prejudices from their source material—it is incumbent on us to check and correct for bias; and finally, using AI to generate text may rob us of the chance to develop our own thinking on a subject. Think about it this way: the point in education is not to generate text artifacts. Rather, the point is to help us develop our own ability to think critically. Writing is a means to critical thinking, and we must do our own writing to cultivate our own true, not artificial, intelligence.

HI 371, Baseball as American History | Bentley University | Chris Beneke

A Few Words about Generative AI (e.g. ChatGPT)

Writing is integral to thinking. It is also hard. Natural language processing (NLP) applications like ChatGPT or Sudowrite are useful tools for helping us improve our writing and stimulate our thinking. However, they should never serve as a substitute for either. And, in this course, they cannot.

Think of the help you get from NLP apps as a much less sophisticated version of the assistance you can receive (for free!) from a Bentley Writing Center tutor. That person might legitimately ask you a question to jump-start your imagination, steer you away from the passive voice, or identify a poorly organized paragraph, but should never do the writing for you. A major difference here, of course, is that an NLP app is not a person. It’s a machine which is adept at recognizing patterns and reflecting those patterns back at us. It cannot think for itself. And it cannot think for you.

With that analogy in mind, you will need to adhere to the following guidelines in our class.
 

Appropriate use of AI when writing essays or discussion board entries

  • You are free to use spell check, grammar check, and synonym identification tools (e.g., Grammarly, and MS Word)
  • You are free to use app recommendations when it comes to rephrasing sentences or reorganizing paragraphs you have drafted yourself
  • You are free to use app recommendations when it comes to tweaking outlines you have drafted yourself
Inappropriate use of AI when writing essays or discussion board entries
  • You may not use entire sentences or paragraphs suggested by an app without providing quotation marks and a citation, just as you would to any other source. Citations should take this form: OpenAI, chatGPT. Response to prompt: “Explain what is meant by the term ‘Triple Bottom Line’” (February 15, 2023, https://chat.openai.com/).
  • You may not have an app write a draft (either rough or final) of an assignment for you

 

Evidence of inappropriate AI use will be grounds for submission of an Academic Integrity report. Sanctions will range from a zero for the assignment to an F for the course.

I’m assuming we won’t have a problem in this regard but want to make sure that the expectations are clear so that we can spend the semester learning things together—and not worrying about the origins of your work.

Be aware that other classes may have different policies and that some may forbid AI use altogether

All Courses | University of Delaware | Kevin R. Guidry

The Center for Teaching & Assessment of Learning at the University of Delaware has developed four sample syllabus statements at https://sites.udel.edu/ctal/advanced-automated-tools/#syllabus-language. Additional text for most of these recommendations is included at that webpage, including an acknowledgement of Spencer Ross's sample citation language for GPT-3.

Use prohibited Students are not allowed to use advanced automated tools (artificial intelligence or machine learning tools such as ChatGPT or Dall-E 2) on assignments in this course. Each student is expected to complete each assignment without substantive assistance from others, including automated tools.

Use only with prior permission Students are allowed to use advanced automated tools (artificial intelligence or machine learning tools such as ChatGPT or Dall-E 2) on assignments in this course if instructor permission is obtained in advance. Unless given permission to use those tools, each student is expected to complete each assignment without substantive assistance from others, including automated tools.

Use only with acknowledgement Students are allowed to use advanced automated tools (artificial intelligence or machine learning tools such as ChatGPT or Dall-E 2) on assignments in this course if that use is properly documented and credited. For example, text generated using ChatGPT-3 should include a citation such as: “Chat-GPT-3. (YYYY, Month DD of query). “Text of your query.” Generated using OpenAI. https://chat.openai.com/” Material generated using other tools should follow a similar citation convention.

Use is freely permitted with no acknowledgement Students are allowed to use advanced automated tools (artificial intelligence or machine learning tools such as ChatGPT or Dall-E 2) on assignments in this course; no special documentation or citation is required

University of Pennsylvania | Holly Fenandez-Lynch on Twitter

You may use AI programs e.g. ChatGPT to help generate ideas and brainstorm. However, you should note that the material generated by these programs may be inaccurate, incomplete, or otherwise problematic. Beware that use may also stifle your own independent thinking and creativity.

You may not submit any work generated by an AI program as your own. If you include material generated by an AI program, it should be cited like any other reference material (with due consideration for the quality of the reference, which may be poor).

Any plagiarism or other form of cheating will be dealt with severely under relevant Penn policies.

Social Media Marketing | UMass Lowell | Spencer Ross

The beta release of Dall-E-Mini in July 2022 and ChatGPT in November 2022 are among many tools using artificial intelligence. There is a good possibility that using tools like these are going to become an important skill for careers in the not distant future (https://www.theguardian.com/commentisfree/2023/jan/07/chatgpt-bot-excel-ai-chatbot-tech). In the meantime though, it's going to take a while for society to figure out when using these tools is/isn't acceptable. There are three reasons why:

 

Given these (important) ethical caveats, some scholars in computational sciences debate if the hype over AI-based tools-- especially as "automated plagiarism" tools-- should be heeded at all (https://irisvanrooijcogsci.com/2023/01/14/stop-feeding-the-hype-and-start-resisting/). For the time being, I'm tentatively, pragmatically augmenting my academic integrity policy with a policy regarding a responsible use of AI-based tools in my class. This policy was developed from a response by ChatGPT-3 (2023) and edited on critical reflection by me:

Academic integrity is a core principle at UMass Lowell and it's vital that all students uphold this principle-- whether using AI-based tools or otherwise. For my class, a responsible use of AI-based tools in completing coursework or assessments must be done in accordance with the following:

  • Work created by AI tools may not be considered original work and instead, considered automated plagiarism. It is derived from previously created texts from other sources that the models were trained on, yet doesn't cite sources.
  • AI models have built-in biases (ie, they are trained on limited underlying sources; they reproduce, rather than challenge, errors in the sources)
  • AI tools have limitations (ie, they lack critical thinking to evaluate and reflect on criteria; they lack abductive reasoning to make judgments with incomplete information at hand)
    1. You must clearly identify the use of AI-based tools in your work. Any work that utilizes AI-based tools must be clearly marked as such, including the specific tool(s) used. For example, if you use ChatGPT-3, you must cite "ChatGPT-3. (YYYY, Month DD of query). "Text of your query." Generated using OpenAI. https://chat.openai.com/"
    2. You must be transparent in how you used the AI-based tool, including what work is your original contribution. An AI detector such as GPTZero (https://gptzero.me/) may be used to detect AI-driven work.
    3. You must ensure your use of AI-based tools does not violate any copyright or intellectual property laws.
    4. You must not use AI-based tools to cheat on assessments.
    5. You must not use AI-based tools to plagiarize without citation.

  • Violations of this policy will be dealt with in accordance with UMass Lowell's academic integrity policy. If you are found in violation of this policy, you may face penalties such as a reduction in grade, failure of the assignment or assessment, or even failure of the course. Finally, it's your responsibility to be aware of the academic integrity policy and take the necessary steps to ensure that your use of AI-based tools is in compliance with this policy. If you have questions, please speak with me first, as we navigate together how best to responsibly use these tools.

    ChatGPT-3. (2023, January 10). "Write a syllabus policy about the academic integrity of students using ai-based tools." Generated using OpenAI. https://chat.openai.com/

     

ENGR 1100 - Fundamentals of Computation | University of Colorado Denver | Kate Goodman

Special Note on AI: Utilizing ChatGPT or other AI tools is becoming more common. While I would prefer you not use these tools and instead commit to the productive struggle that is learning, I recognize that these tools are not going away. Rather than ban them, we will treat them similarly to other resources you use. This means you MUST follow the four points above.

  1. Give notice that you used the AI tool, which one you used and how you used it in the comments of your code.
  2. Rigorously test and alter the program to suit the assignment and your understanding.
  3. You must understand any code you submit and be prepared to explain it to me
  4. All comments should be your own words. Sample code with the appropriate credit statement will be shown in class.

 

Eng 1510 | Ohio University | Paul Shovlin

Development as a writer requires personal investment and practice. Chat GPT and AI platforms are tools that good writers may rely on in some situations. Part of your development as a writer entails critically considering different occasions and developing a rationale for the appropriate use of AI writing tools. In this class, we ask that you keep an open line of communication with the instructor regarding the use of AI writing tools. It is important to consult your instructor BEFORE using them in an assignment. If, in consideration with your instructor, you do use Chat GPT or other AI tools, cite them in your Works Cited page and be prepared to argue a rationale for the appropriateness of their use. These are matters of concern because over reliance on technology can impede the growth of your writing skills and offset the learning outcomes for the course.

Introduction to Public Policy | Universidad del Rosario | Juan David Gutiérrez

Guidelines for the use of AI in university courses

Additionally, this is short statement that may be included in syllabi: «In this course, the use of artificial intelligence systems is allowed as long as such use complies with four rules: (1) Informed use: that the student knows how the system works, its limitations and risks: (1) Informed use: that the student knows how the system works, its limitations and risks. (2) Transparent use: that the students report the used tool and how they used it. (3) Ethical use: that they do not pass off as their own the text generated by the system and that they apply citation rules (e.g., APA rules for ChatGPT). (4) Responsible use: that all information obtained through the system is checked against other reliable sources and that no personal or confidential information (their own or others’) is entered into the system when making queries. For more detailed guidance on these rules, see the ‘Guidelines for the use of artificial intelligence in university contexts (version 5.0)‘.»

 

Instructional Methods for Middle & High School | Warner Pacific University

The Use of Artificial Intelligence (AI) Tools in ED 576

Policy on the Use of Artificial Intelligence (AI) Tools in [insert course number] To ensure responsible and ethical use of AI tools, the following policy has been established:

  1. Permitted Use:
    1. AI tools are permitted in this course to enhance learning and supplement students' understanding of course material.
    2. Students are encouraged to explore various AI tools that align with the course objectives, with the understanding that the responsibility for their appropriate use lies with the students.
  2. Responsible Use Guidelines:
    1. AI as Support, Not Replacement: AI tools should augment the learning process, not replace original thinking. While these tools can support idea generation, fact-checking, or language revision, they must not substitute the individual's critical thinking, problem-solving skills, and thought process. Students should consider AI a tool for enhancement and refinement, but the essence of the work must come from their intellectual effort. This ensures that the final work retains originality and reflects the student's perspective and understanding.
    2. Ownership of Work: With the above understanding, students should maintain ownership of their work by actively engaging with the material, independently formulating ideas, and using AI tools to support their learning process.
  3. Academic Integrity:
    1. Plagiarism: Students must not use AI tools to generate or modify content with the intention of evading plagiarism detection. All sources, including AI tools, must be properly cited within the text and included in the bibliography.
    2. Authenticity: Students should use AI tools to augment their understanding and generate ideas, while ensuring that the final work reflects their own analysis, synthesis, and originality.
    3. Critical Evaluation: Students must critically evaluate the output of AI tools, considering potential biases and limitations, and corroborate information obtained from AI tools with other credible sources.
  4. Instructor Support:
    1. The instructor is available to provide guidance, clarification, and support to students regarding the appropriate use of AI tools in [insert course number].
    2. Students are encouraged to consult the instructor if they have questions or require assistance related to the responsible and ethical use of AI tools.
  5. Citation Guidelines:
    1. Direct quotes or paraphrased content generated by AI tools should be treated as any other source and attributed correctly. See https://apastyle.apa.org/blog/how-to-cite-chatgpt for further information.
    2. Students must acknowledge the use of AI in any work they submit for class. Text directly copied from AI sites must be treated as any other direct quote and properly cited. Other uses of AI must be clearly described at the end of the assignment. For example, a student might write:
      ""In this paper, I used the AI tool ChatGPT to generate some of the ideas for my argument. I have cited ChatGPT in the bibliography and included a note at the end of the paper explaining how I used ChatGPT."" (""Teaching and Learning at Cleveland State University,"" n.d.)

      By adhering to this policy, students will benefit from the responsible and ethical use of AI tools, promoting academic integrity, critical thinking, and enhanced learning outcomes. This policy provides a framework for the appropriate use of AI tools in ED 611A, while allowing flexibility for individual instructors to establish additional guidelines or requirements aligned with course objectives.

 

Suggested uses for AI

  1. Brainstorming and idea generation: Students can use AI tools to generate ideas, prompts, or potential research topics. For example, they can use AI-powered chatbots or text-generation tools to explore different angles or perspectives related to their assignments. However, they should ensure the final work reflects their analysis and synthesis of the generated ideas.
  2. Language enhancement and revision: AI tools can improve clarity, grammar, and written work style. Students can utilize AI-powered writing assistants or proofreading tools to identify errors, suggest edits, or provide alternative phrasing. However, students must review and incorporate these suggestions to align with their voices and maintain their original work's integrity. This might be done using a tool such as Grammarly.
  3. Fact-checking and information gathering: AI tools can assist students in finding relevant information, verifying facts, or identifying credible sources. Students can use AI-powered search engines or data analytics tools to gather supporting evidence or explore different perspectives. It is essential that students critically evaluate and corroborate the information obtained from AI tools before incorporating it into their assignments while also providing appropriate citations.
  4. Language translation and communication support: AI tools can aid students who are non-native speakers or need assistance in language translation. Students can use AI translation tools to enhance their understanding of academic texts or to communicate their ideas more effectively. However, they should ensure that they fully comprehend the translated content and make necessary adjustments to align with the requirements of their assignments.
  5. Data analysis and visualization: In research-focused courses, students might employ AI tools to analyze and visualize complex datasets. Students can use AI-powered data analysis tools or visualization software to gain insights from data and present their findings. It is crucial that students understand the underlying principles of data analysis and interpretation and can explain the results derived from AI tools in their own words.
In all these examples, responsible use of AI tools involves using them as aids or tools to enhance the student's work rather than relying on them as a substitute for critical thinking or originality. Students should exercise judgment, critically evaluate the output of AI tools, and take ownership of their final work by incorporating their analysis, ideas, and interpretations.

 

References

American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). https://doi.org/10.1037/0000165-000 Center for Faculty Excellence. (n.d.). Example policy statements for AI in higher education. In Teaching and Learning at Cleveland State University. Retrieved June 1, 2023, from https://pressbooks.ulib.csuohio.edu/teachingandlearning/chapter/statements/

Chan, C. K. (2023). A Comprehensive AI Policy Education Framework for University Teaching and Learning. ArXiv. https://doi.org/10.48550/arXiv.2305.00280

Google. (2023). Google Bard: Personal communication. Google Bard [Large Language Model]. Retrieved from https://bard.google.com

McAdoo, T. (2023, April 7). How to cite ChatGPT. Apa Style. Retrieved June 2, 2023, from https://apastyle.apa.org/blog/how-to-cite-chatgpt

OpenAI. (2023). ChatGPT (June 1 version) Retrieved from https://chat.openai.com/c/fd0e917d-1d96-4c32-bf353071c5367ca2

Stanford University Human-centered Artificial Intelligence (2023, March 9). AI will transform teaching and learning. Let’s get it right. HAI. Retrieved June 2, 2023, from https://hai.stanford.edu/news/ai-willtransform-teaching-and-learning-lets-get-it-right

Warner Pacific University. (2023). Warner Pacific University Catalog 2022-2023 [PDF]. Retrieved from https://www.warnerpacific.edu/wp-content/uploads/2022/06/catalog_2022_23_WPU_FINAL_web.pdf

Please note: This policy was drafted using the AI tool Google Bard to generate some of the ideas. (Google Bard AI language model, 2023). Additionally, AI tool ChatGPT was used to refine some of the language and provide feedback (OpenAI., 2023)

Theater Course | Small Liberal Arts College | Harmania on Reddit

“All work submitted in this course must be your own. Contributions from anyone or anything else- including AI sources, must be properly quoted and cited every time they are used. Failure to do so constitués an academic integrity violation, and I will follow the institution’s policy to the letter in those instances.”

University of Pennsylvania | Holly Fenandez-Lynch on Twitter

You may use AI programs e.g. ChatGPT to help generate ideas and brainstorm. However, you should note that the material generated by these programs may be inaccurate, incomplete, or otherwise problematic. Beware that use may also stifle your own independent thinking and creativity.

You may not submit any work generated by an AI program as your own. If you include material generated by an AI program, it should be cited like any other reference material (with due consideration for the quality of the reference, which may be poor).

Any plagiarism or other form of cheating will be dealt with severely under relevant Penn policies.

Social Media Marketing | UMass Lowell | Spencer Ross

The beta release of Dall-E-Mini in July 2022 and ChatGPT in November 2022 are among many tools using artificial intelligence. There is a good possibility that using tools like these are going to become an important skill for careers in the not distant future (https://www.theguardian.com/commentisfree/2023/jan/07/chatgpt-bot-excel-ai-chatbot-tech). In the meantime though, it's going to take a while for society to figure out when using these tools is/isn't acceptable. There are three reasons why:

 

Given these (important) ethical caveats, some scholars in computational sciences debate if the hype over AI-based tools-- especially as "automated plagiarism" tools-- should be heeded at all (https://irisvanrooijcogsci.com/2023/01/14/stop-feeding-the-hype-and-start-resisting/). For the time being, I'm tentatively, pragmatically augmenting my academic integrity policy with a policy regarding a responsible use of AI-based tools in my class. This policy was developed from a response by ChatGPT-3 (2023) and edited on critical reflection by me:

Academic integrity is a core principle at UMass Lowell and it's vital that all students uphold this principle-- whether using AI-based tools or otherwise. For my class, a responsible use of AI-based tools in completing coursework or assessments must be done in accordance with the following:

  • Work created by AI tools may not be considered original work and instead, considered automated plagiarism. It is derived from previously created texts from other sources that the models were trained on, yet doesn't cite sources.
  • AI models have built-in biases (ie, they are trained on limited underlying sources; they reproduce, rather than challenge, errors in the sources)
  • AI tools have limitations (ie, they lack critical thinking to evaluate and reflect on criteria; they lack abductive reasoning to make judgments with incomplete information at hand)
    1. You must clearly identify the use of AI-based tools in your work. Any work that utilizes AI-based tools must be clearly marked as such, including the specific tool(s) used. For example, if you use ChatGPT-3, you must cite "ChatGPT-3. (YYYY, Month DD of query). "Text of your query." Generated using OpenAI. https://chat.openai.com/"
    2. You must be transparent in how you used the AI-based tool, including what work is your original contribution. An AI detector such as GPTZero (https://gptzero.me/) may be used to detect AI-driven work.
    3. You must ensure your use of AI-based tools does not violate any copyright or intellectual property laws.
    4. You must not use AI-based tools to cheat on assessments.
    5. You must not use AI-based tools to plagiarize without citation.

  • Violations of this policy will be dealt with in accordance with UMass Lowell's academic integrity policy. If you are found in violation of this policy, you may face penalties such as a reduction in grade, failure of the assignment or assessment, or even failure of the course. Finally, it's your responsibility to be aware of the academic integrity policy and take the necessary steps to ensure that your use of AI-based tools is in compliance with this policy. If you have questions, please speak with me first, as we navigate together how best to responsibly use these tools.

    ChatGPT-3. (2023, January 10). "Write a syllabus policy about the academic integrity of students using ai-based tools." Generated using OpenAI. https://chat.openai.com/

     

CIE 413 | University of Maine | Edwin Nagy

You are likely to use generative AI such as ChatGPT this semester. As with other any other tool or resource, remember two important things:

  1. You are ultimately responsible for what you submit.
  2. In order to facilitate review of your work, provide appropriate references.
For generative AI, this may include prompts used, the specific AI used, and a short description of your methodology (how did you use it). We will have a chance to discuss use of generative AI in class.

Uncited use of generative AI will be considered a violation of academic honesty and reported through appropriate channels.

 

ENGR 1100 - Fundamentals of Computation | University of Colorado Denver | Kate Goodman

Special Note on AI: Utilizing ChatGPT or other AI tools is becoming more common. While I would prefer you not use these tools and instead commit to the productive struggle that is learning, I recognize that these tools are not going away. Rather than ban them, we will treat them similarly to other resources you use. This means you MUST follow the four points above.

  1. Give notice that you used the AI tool, which one you used and how you used it in the comments of your code.
  2. Rigorously test and alter the program to suit the assignment and your understanding.
  3. You must understand any code you submit and be prepared to explain it to me
  4. All comments should be your own words. Sample code with the appropriate credit statement will be shown in class.

 

All Courses | University of Delaware | Kevin R. Guidry

The Center for Teaching & Assessment of Learning at the University of Delaware has developed four sample syllabus statements at https://sites.udel.edu/ctal/advanced-automated-tools/#syllabus-language. Additional text for most of these recommendations is included at that webpage, including an acknowledgement of Spencer Ross's sample citation language for GPT-3.

Use prohibited Students are not allowed to use advanced automated tools (artificial intelligence or machine learning tools such as ChatGPT or Dall-E 2) on assignments in this course. Each student is expected to complete each assignment without substantive assistance from others, including automated tools.

Use only with prior permission Students are allowed to use advanced automated tools (artificial intelligence or machine learning tools such as ChatGPT or Dall-E 2) on assignments in this course if instructor permission is obtained in advance. Unless given permission to use those tools, each student is expected to complete each assignment without substantive assistance from others, including automated tools.

Use only with acknowledgement Students are allowed to use advanced automated tools (artificial intelligence or machine learning tools such as ChatGPT or Dall-E 2) on assignments in this course if that use is properly documented and credited. For example, text generated using ChatGPT-3 should include a citation such as: “Chat-GPT-3. (YYYY, Month DD of query). “Text of your query.” Generated using OpenAI. https://chat.openai.com/” Material generated using other tools should follow a similar citation convention.

Use is freely permitted with no acknowledgement Students are allowed to use advanced automated tools (artificial intelligence or machine learning tools such as ChatGPT or Dall-E 2) on assignments in this course; no special documentation or citation is required