Crafting an AI Course Policy: Worksheet

PLEASE MAKE YOUR OWN COPY - https://tinyurl.com/MYAIPOLICY

Purpose and Scope

1. Why is it important for students to produce original work in your discipline?
2. How is your discipline influenced by Artificial Intelligence? How is AI being used for personal productivity or in business and industry?
3. What types of authentic assignments can you design that teach appropriate use of AI?
4. What experiences can you design that replicate AI in the workplace or career?

Ethical Guidelines

5. What are some discipline-specific ethical considerations which show responsible development and application of AI?
6. What is the specific rationale of why the use of Artificial Intelligence by students is allowed or restricted in your course?
7. Describe an example of acceptable student use of Artificial Intelligence in your course.

Academic Integrity

8. Provide an example of student misuse of Artificial Intelligence in your course.
9. Describe the consequences of the misuse of Artificial Intelligence by students in your course.
10. How does your course policy align with the University Honor Code? (e.g. UF Honor Code 3a-3h)

Privacy and Protections

11. What AI tools will you be having students use and how does the tool collect personal data?
12. What protections are in place within the organization?

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Sources:

• Policy Questions: https://tinyurl.com/SAMPLE-AI-POLICY
• Sample Policy Using Policy Questions: AI_Policy_MCB3023.docx
  
• Sample Policies: Syllabi Policies for Generative AI Repository - Google Sheets 
• Sample Policies: Class Policies for AI Tools | Universities across the US/Abroad Examples Course Policies and Syllabi Statement – University of Michigan Generative Artificial Intelligence
• Privacy/Security: UF AI Governance
• Full Guidelines:  | AI | University of Florida 
• Policy Text: Responsible Use of Artificial Intelligence – Regulation and Policy Hub 
• Guidance for Instructors | AI | University of Florida
• Guidance for Researchers | AI | University of Florida 
• Artificial Intelligence (AI) - APA 7th edition - Citations - LibGuides at Justice Institute of British Columbia
• Navigating AI in K–12 Education: Educator and Administrator Insights on Implementation and Use | Review of Artificial Intelligence in Education 
• Disciplined for use of AI, student's parents sue | AP News
• Embracing Lawn Ornaments: A Starter Guide - UF/IFAS Extension Sarasota County (ufl.edu)
• Source: Justice Institute British Columbia - Library
• Center for Teaching Excellence, University of Florida
• Getting Started with AI series: Teaching Sparks - Creating an AI Policy

Contact:

Dr. Jennifer Parker

jenniferparker@ufl.edu

Lupita Eyde-Tucker

leydetucker@ufl.edu

Department Dialogue Activity

Example 1

Relevant and useful course content is essential for helping students see the value and purpose of what they are learning. When readings, activities, and assignments clearly connect to learning goals and authentic applications, students are more motivated, engaged, and able to transfer their knowledge beyond the classroom.

1. How do you feel about the use of chatbots/ generative AI to create materials?

2. How do we, as a department, feel about the use of Gen-AI to create public-facing materials?

3. What is the Gen-AI output that we're expecting when we’re creating public-facing materials? Consider the excerpts below.

Example 2

Engaging and relevant courses help students connect with the material, stay motivated, and see the value in their education. When students find the content meaningful and applicable, they are more likely to participate actively, retain information, and feel a sense of community and support within the learning environment.

4. What is our role in creating public-facing materials, and how do we position ourselves as experts?

5. How do we typically review public-facing materials, especially that are created in different teams?

6. Slightly aside, what do we consider public-facing materials?

Source: Activity courtesy of Melina Jimenez, UF Center for Teaching Excellence (mpjimenez@ufl.edu)

Additional References:

Baker, J. J., & Hawn, A. (2021). Algorithmic bias in education. International Journal of Artificial Intelligence in Education, 32, 1052-1092. https://doi.org/10.1007/s40593-021-00285-9

Boutelier, Craig, Parker, 2025. AI Balance Continuum. The Modern Adult Learning Lab. https://modernadultlearninglab.com

Center for Teaching Excellence, University of Florida, 2024-2026. Creating an AI Policy. Based on presentations by the Professional Development Team. https://teach.ufl.edu.

Flaherty, C. (2026, June 11). Why students aren't all in on AI and what they want from colleges. Inside Higher Ed. https://www.insidehighered.com/news/student-success/academic-life/2026/06/11/why-students-arent-all-ai-what-they-want-colleges

Mowreader, A. (2025, September 30). Students who lack academic confidence more likely to use generative AI for school. Inside Higher Ed. https://www.insidehighered.com/news/student-success/academic-life/2025/09/30/students-who-lack-academic-confidence-more-likely-use

Northern Illinois University, Center for Innovative Teaching and Learning. (n.d.). Class policies for AI tools. Northern Illinois University. https://www.niu.edu/citl/resources/guides/class-policies-for-ai-tools.shtml

Schwartz, H. L., & Diliberti, M. K. (2026). More students use AI for homework, and more believe it harms critical thinking: Selected findings from the American Youth Panel (RR-A4742-1). RAND Corporation. https://www.rand.org/pubs/research_reports/RRA4742-1.html

Silva, E. (2025, July 16). University students feel ‘anxious, confused and distrustful’ about AI in the classroom and among their peers. The Conversation.https://theconversation.com/university-students-feel-anxious-confused-and-distrustful-about-ai-in-the-classroom-and-among-their-peers-2586

Speri, A. (2026, March 10).“I wish I could push ChatGPT off a cliff”: Professors scramble to save critical thinking in an age of AI. The Guardian. https://www.theguardian.com/technology/ng-interactive/2026/mar/10/ai-impact-professors-students-learning 

Sozon, M., Alkharabsheh, O. H. M., Fong, P. W., & Chuan, S. B. (2024). Cheating and plagiarism in higher education institutions (HEIs): A literature review. F1000Research, 13, 788. https://doi.org/10.12688/f1000research.147140.2

Tatum, H. (2025, September 5). Teaching academic integrity in the era of AI. American Psychological Association. https://www.apa.org/ed/precollege/psychology-teacher-network/introductory-psychology/teaching-academic-integrity 

Yusuf, A., Pervin, N. & Román-González, M. Generative AI and the future of higher education: a threat to academic integrity or reformation? Evidence from multicultural perspectives. Int J Educ Technol High Educ 21, 21 (2024). https://doi.org/10.1186/s41239-024-00453-6