AI Syllabus Statements That Set Real Expectations: Beyond Permitted/Prohibited

End-of-lesson check

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1. Why do vague AI policies in syllabi typically fail to guide student behavior effectively?

   1. They conflict with university-wide academic integrity codes
   2. They are too long for students to read completely
   3. They are usually ignored by students who prefer to take risks
   4. They do not provide specific guidance about what is actually permitted in different contexts

2. According to the principles discussed, what makes an AI syllabus statement most useful for students?

   1. Using formal legal language to establish authority
   2. Listing all AI tools that exist at the time the syllabus is written
   3. Naming specific tools and the contexts in which each is allowed, allowed with citation, or prohibited
   4. Providing a general reminder to use good judgment

3. Why should an AI syllabus statement explicitly connect AI use policies to course learning outcomes?

   1. To satisfy accreditation requirements for documentation
   2. To give students additional reading material before exams
   3. To make the syllabus longer and more comprehensive
   4. To explain why the policy exists in terms students care about — how it supports their actual learning

4. A faculty member wants to create the strongest possible AI policy for their course. What combination of approaches is recommended?

   1. A detailed course-level policy that covers every possible scenario
   2. A brief statement referring students to the university honor code
   3. A prohibition of all AI tools with no exceptions
   4. A course-level statement plus assignment-specific instructions for each major assessment

5. What information should an AI syllabus statement include about the process for handling suspected AI-related academic integrity violations?

   1. A clear description of how violations will be investigated and what consequences apply
   2. A list of all detection tools the instructor plans to use
   3. A statement that the instructor will make all decisions unilaterally
   4. A promise to never use AI detection tools

6. Why can a single course-level AI policy never be fully comprehensive?

   1. Students will not read policies that are too detailed
   2. Different assignments have different learning objectives that warrant different AI use rules
   3. The university prohibits overly specific policies
   4. Faculty lack the expertise to evaluate AI tools

7. When an AI syllabus statement mentions that a tool like ChatGPT is 'allowed with citation,' what does this most directly require students to do?

   1. Use the tool only for brainstorming, not for producing final work
   2. Acknowledge the tool's contribution in their submitted work
   3. Never use the tool without instructor approval in advance
   4. Submit their entire interaction log with the AI tool

8. What is the primary value of providing concrete examples of acceptable and unacceptable AI use in an AI syllabus statement?

   1. It translates abstract policy into specific guidance students can apply to their actual work
   2. It satisfies requirements from the department chair
   3. It reduces the instructor's workload when handling integrity cases
   4. It makes the syllabus longer and appears more professional

9. An instructor is designing an AI policy and wants to address how it might change over time. What should the policy communicate to students about policy evolution?

   1. That students will be notified individually via email
   2. That the policy is permanent and will never change
   3. Where students should look for updated information when the policy changes
   4. That changes will only be announced on the first day of class

10. For a take-home exam in a course with an AI policy, what approach is most consistent with the principles discussed?

    1. Allow the same AI use as on weekly homework assignments
    2. Apply the course-level AI policy without modification
    3. Prohibit the exam from being taken at home
    4. Create assignment-specific instructions that may restrict AI use more than the general course policy

11. Why might two different disciplines (e.g., creative writing and computer science) require different AI syllabus statements?

    1. Students in different disciplines have different intelligence levels
    2. Faculty in different disciplines cannot agree on standards
    3. One discipline is more important than the other
    4. The learning outcomes and assessment methods differ in ways that affect what AI use is appropriate

12. What is the most accurate description of what an effective AI syllabus statement accomplishes?

    1. It provides a framework that guides student decisions about AI use while supporting learning objectives
    2. It satisfies legal requirements for course documentation
    3. It lists every AI tool that students might ever encounter
    4. It eliminates all possibility of academic dishonesty

13. An AI syllabus statement that only says 'Students must follow the university's academic integrity policy' fails because it lacks what element?

    1. Specificity about AI tools and use cases in the course context
    2. A signature line for students
    3. A threat of severe consequences
    4. Legal authority

14. When drafting an AI syllabus statement, why is it important to distinguish between different categories of AI use (allowed, allowed-with-citation, prohibited)?

    1. To create more work for students
    2. To confuse students who might otherwise cheat
    3. To satisfy accreditation standards that require three categories
    4. To provide nuanced guidance that reflects legitimate different use cases in learning

15. Which of the following would most likely undermine the effectiveness of an AI syllabus statement?

    1. Connecting AI policy to specific learning outcomes
    2. Stating consequences only in general terms without course-specific details
    3. Providing examples for typical assignments in the discipline
    4. Including specific tool names like ChatGPT or Claude