Communicating Generative AI Use with your Students
Overview of Generative AI
Generative AI tools, such as ChatGPT, Claude, and Microsoft Copilot, can create writing, computer code, and images with minimal human input. These tools have been used for:
- Creating outlines, bullet points, and graphics for presentations.
- Writing coherent prose in multiple languages.
- Critiquing and editing text.
- Providing explanations, literature review ideas, and summarizing texts.
- Suggesting responses for tests or discussion posts.
- Translating text and creating computer code.
- Assisting with formulas in applications like Excel.
Guidance and Updates Regarding the Continued Approach to Generative Intelligence Tools
UCalgary’s guidance for the use of artificial intelligence tools for teaching & learning and research is available online.
Setting Expectations on Generative AI use in your Courses
Providing clear guidelines for generative AI use in assignments helps ensure both academic integrity and purposeful learning. The example clauses below illustrate different approaches to AI use—ranging from fully AI-free tasks to assignments with limited or integrated AI involvement.
Each clause is designed not only to clarify what is permitted or prohibited, but also to explain how these choices align with the course’s intended learning outcomes and goals. Where AI use is restricted, the emphasis is on fostering independent skill development directly related to course objectives.
In every case, transparency, responsibility, and adherence to the defined boundaries are essential for supporting meaningful progress and fair assessment. The course examples below demonstrate how these guidelines can be tailored to reflect the unique learning goals of different academic fields.
Each example follows a structured format to support clarity and intentional learning design:
By combining clear expectations with pedagogical reasoning, these examples aim to guide both instructors and students in making informed, ethical, and learning-centered choices about generative AI.
You may decide to allow various levels of generative AI use in your course. These can range from “AI-free assignments,” to “AI-scaffolded assignments,” to “AI-integrated assignments.” You may choose to adopt these approaches at the course level, or for specific assignments within the course.
Please feel free to modify a statement to best suit your pedagogical needs – your department head or associate dean may be able to provide guidance specific to your unique discipline and context. Consider the following options:
- including clear language in your course outline to help students understand expectations for generative AI use in assignments.
- ensuring guidelines specify what is permitted, what is not permitted, and how these choices support learning and course outcomes.
- encouraging students to ask questions if they are unsure about the instructions or whether their planned approach aligns with what is being asked.
For example, if you ask students to cite their use of generative AI, provide examples and/or opportunities to review their citing approach.
This supports ethical AI use and strengthens students’ ability to use tools properly within their work by creating a clear, supportive avenue for seeking clarity before an assignment is submitted. Open, proactive communication helps ensure responsible, transparent, and effective AI use while maintaining academic integrity and meaningful learning.
Below is an example of guidance you might include in your outline:
AI-Free Assignment
Course Outcome
Communicate ideas clearly and persuasively in writing, demonstrating independent thought and academic integrity.
Purpose for Learning
This assignment develops your ability to express original ideas, structure arguments, and revise your writing through your own effort. It supports skill-building in critical thinking and communication without external assistance.
| Permitted | Not Permitted |
| Use only human-authored sources explicitly approved by the instructor | Any AI system for idea generation, outlining, paraphrasing, translating, grammar checks, or editing |
Alignment with Course Outcome
The assignment ensures that students demonstrate a personal command of writing and reasoning, which is essential for evaluating individual progress in communication and critical thinking.
AI-Scaffolded Assignment
Course Outcome
Demonstrate effective planning and revision strategies to improve the clarity, organization, and coherence of academic writing.
Purpose for Learning
This assignment allows for structured and defined support from AI tools at the planning and post-draft stages, helping students clarify their approach and engage in meaningful revision, while preserving the integrity of the core writing process.
| Stage | Permitted AI Use | Not Permitted |
| Before drafting | Brainstorming topics, outlining sections, organizing a writing schedule | Generating thesis statements, arguments, or full paragraphs |
| After complete draft | Receiving feedback on structure, coherence, and alignment with the rubric | Rewriting content or grammar correction via AI suggestions |
Alignment with Course Outcome
Using AI to support pre- and post-writing processes encourages students to build habits of effective planning and revision, which are essential to mastering the outcome of writing improvement.
AI-Integrated Assignment
Course Outcome
Work collaboratively with digital tools to design, complete, and evaluate a complex task, demonstrating ethical and informed tool use.
Purpose for Learning
This assignment encourages the responsible and transparent use of AI tools throughout all phases of a project. Students learn to plan strategically, troubleshoot problems, and reflect on their work while maintaining control over the output and ethical standards.
| Stage | Permitted AI Use | Not Permitted |
| Plan | Generate a timeline, explore topic areas, structure initial goals | Having AI choose the entire topic or define learning objectives for you |
| Do | Generate code variations, translate key terms, simulate data for testing | Submitting unedited AI-generated answers or analysis |
| Review | Solicit feedback on argument strength, clarity, or completeness | Concealing use of AI or omitting fact-checking |
Alignment with Course Outcome
Integrating AI across all stages mirrors real-world digital collaboration. Students learn to manage technological tools effectively and ethically, demonstrating the digital fluency targeted by the course outcome.