As of June 2023, unauthorized use of AI is now specifically covered by the UC Student Code of Conduct (for more information, see AI/Machine-Generated Content).

Looking for text you can include in your syllabus? Consider these options:

Sample 1 (Source: Old Dominion University)

Submitting work containing any content generated by artificial intelligence (AI) when not explicitly directed to do so by the instructor will be considered an act of academic dishonesty.

Sample 2 (Source: Montclair State University)

Use of Artificial Intelligence (AI) to produce or help content, when an assignment does not explicitly call or allow for it without proper attribution or authorization, is plagiarism.

Sample 3 (Source: University of Cincinnati)

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). Learning to use AI responsibly and ethically is an important skill in today’s society. Be aware of the limits of conversational, generative AI tools such as ChatGPT:

Quality of your prompts: The quality of its output directly correlates to the quality of your input. Master “prompt engineering” by refining your prompts in order to get good outcomes.
Fact-check all of the AI outputs. Assume it is wrong unless you cross-check the claims with reliable sources. The current AI models will confidently reassert factual errors. You will be responsible for any errors or omissions.
Full disclosure: Like any other tool, the use of AI should be acknowledged. At the end of your assignment, write a short paragraph to explain which AI tool and how you used it, if applicable. Include the prompts you used to get the results. Failure to do so is in violation of academic integrity policies.

Any student work submitted using AI tools should clearly indicate what work is the student’s work and what part is generated by the AI. In such cases, no more than 25% of the student work should be generated by AI. Here are approved uses of AI in this course. You can take advantage of a generative AI to:

Fine tune your research questions by using https://labs.packback.co/question/. Enter a draft research question. The tool can help you find related, open-ended questions.
Brainstorm and fine tune your ideas; use AI to draft an outline to clarify your thoughts. Please provide your prompt and output with your submission if you use generative AI for this.
Check grammar, rigor, and style using a tool such as Grammarly or the built-in Microsoft Editor.

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 specifically not 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.

For other policy examples, consider the following resources:

University of Delaware's Center for Teaching & Assessment of Learning has four syllabus text suggestions based on whether AI is prohibited, needs instructor permission, or needs attribution.
Additional classroom policies for AI generative tools are available in a Google Doc started by Lance Eaton where faculty can add their syllabus text.
Building an AI Policy for Your Course (from UC CEAS)