Academic Integrity Syllabus Statements

Including a statement on academic integrity in your course syllabus emphasizes the importance of academic integrity from the outset of the course. Such statements communicate academic integrity expectations clearly and help guide students in meeting them.

They can also direct students to relevant policies, resources, and academic supports at 91��ɫ, helping students better understand academic integrity expectations and access available services.

This page includes sample syllabus statements that can be incorporated into course syllabi and/or posted on eClass throughout the term to reinforce academic integrity expectations. These statements can also act as a springboard for discussion throughout the term. You can incorporate the statements directly, or use the statements on this page as examples to create your own that reflect the needs of your course, discipline and students.

Syllabus statements on this page are grouped in three categories:

General syllabus statements for undergraduate and graduate courses

Syllabus statements related to the use of Generative Artificial Intelligence (GenAI)

Syllabus statements for specific types of academic misconduct

General Statements for Graduate and Undergraduate Courses

These statements are applicable to a range of undergraduate and graduate contexts.

Syllabus Statement for Undergraduate Courses

Academic integrity is a fundamental and important value of 91��ɫ and an essential part of maintaining a fair and honest learning environment. Students in this course are responsible for understanding and upholding academic integrity in all of their academic activities. To better understand expectations, familiarize yourself with the Senate Policy on Academic Conduct.

To learn more about how to demonstrate academic integrity in your courses and to access related resources and support, visit the Academic Integrity website. If you are unsure about course expectations, ask questions early and seek clarification before submitting work.

Syllabus Statement for Graduate Courses

The Faculty of Graduate Studies (FGS) at 91��ɫ is committed to upholding a culture of academic excellence and academic integrity. Graduate students are expected to demonstrate honesty and responsibility in all of their academic endeavours, including writing, research, and publishing. A key expectation for you as a graduate student is to apply scholarly citation practices to properly acknowledge the words and ideas of others, and to acknowledge your own work in order to avoid engaging in self-plagiarism. Graduate students should understand the ethical implications of using generative artificial intelligence (GenAI) and are encouraged to seek clarification from your instructors/advisor/thesis or dissertation supervisor about the potential use of these tools in graduate work.

When conducting research, students are expected to demonstrate integrity in ways that align with best practices in research, for example, by avoiding improper research practices, dishonesty in publication, abuse of confidentiality, and by ensuring that research data is not fabricated or falsified.

To help familiarize you with academic integrity expectations, graduate students are expected to complete the Faculty of Graduate Studies Open Access Graduate Academic Integrity Resource which explains the importance of academic integrity and provides instruction on how to avoid engaging in different types of academic misconduct. For more information about academic integrity expectations at 91��ɫ, please review the Senate Policy on Academic Conduct.

Sample Syllabus Statements Regarding the Use of GenAI

The following sample syllabus statements are intended to help instructors communicate expectations regarding the use of generative AI (GenAI) in their courses. When selecting or adapting a statement, consider whether and how students may use GenAI in course assessments (e.g., no use permitted, use permitted in some contexts, or use encouraged/required). Instructors should also consider how students will be expected to acknowledge, cite, or otherwise document their use of these tools.

Option 1:

The use of generative artificial (GenAI) tools in the preparation or completion of homework, assignments, tests, exams or any other form of assessment in this course is not permitted. Using AI-based tools tools for any part of an assessment may be treated as a breach of cheating as outlined in 91��ɫ’s Senate Policy on Academic Conduct.

Option 2:

In this course, assessments are designed to support the development and independent demonstration of your knowledge and skills. The use of generative artificial intelligence (GenAI) tools in the preparation or completion of work submitted for assessment is not permitted. Unauthorized use of these tools may constitute a breach of academic integrity under 91��ɫ’s Senate Policy on Academic Conduct.

If you are unsure whether a particular tool or use is permitted, ask for clarification before submitting your work.

Note: If you do not permit the use of GenAI in your course, consider discussing alternative strategies students can use when they are struggling to complete assessments or meet deadlines. Clear guidance can help students make informed decisions and reduce confusion about course expectations. Examples may include:

Requesting an extension or communicating with the instructor early
Submitting partially completed work rather than unauthorized work
Using approved supports and non-generative tools (e.g., citation managers, planning tools, writing supports)
Accessing academic and wellness resources at 91��ɫ
Attending office hours or seeking assignment clarification

Use the core statement, then select the options that best reflects the expectations in your course.

Core Statement

In this course, the use of generative artificial intelligence (GenAI) tools is permitted in ways that support learning and align with course expectations. The use of these tools should aim to deepen your understanding of course material rather than replace your own thinking and efforts. Assessment guidelines will provide information about whether and how GenAI tools may be used, as well as expectations for acknowledging or documenting their use.

Select one of the following options.

Option A: GenAI permitted for selected assessments

GenAI tools are permitted only for selected assessments or activities in this course. Students should review each assessment’s guidelines carefully to determine whether GenAI tools may be used and, if so, how that use should be acknowledged or documented.

For more information about academic integrity expectations at 91��ɫ, please refer to the Senate Policy on Academic Conduct.

Option B: GenAI permitted across course assessments

GenAI tools may be used across course assessments in accordance with assignment guidelines. Students are responsible for following the specific expectations for each assessment, including any requirements to acknowledge, cite, or document their use of GenAI tools.

For more information about academic integrity expectations at 91��ɫ, please refer to the Senate Policy on Academic Conduct.

Additional Guidance to Consider

Instructors may also wish to:

Provide students with citation resources and clarify when GenAI-generated content should be cited, such as when students paraphrase, quote directly, or incorporate information obtained through AI tools. Instructors can direct students to 91��ɫ Libraries resources such as:
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Encourage students to critically evaluate the accuracy, reliability, relevance, and appropriateness of AI-generated output within the context of the discipline or assignment before incorporating it into submitted work.

Consider limiting GenAI use to specific stages of the learning process (for example, brainstorming ideas, developing outlines, generating practice questions, or identifying areas for further research).

Optional Transparency and Reflection Tools

Instructors who wish to incorporate process documentation or reflective activities into assessments may adapt the following resources to suit their disciplinary context, learning outcomes, and assessment design.

Form	Description
1. AI-Based Tools: Declaration of Use (.docx format) AI-Based Tools: Declaration of Use (PDF format)	Records whether and how AI tools were used, including the extent and type of use in the assignment.
2. AI Use: Review and Reflection (.docx format) AI Use: Review and Reflection (PDF format)	Prompts students to explain how they evaluated, revised, and learned from AI-generated content.

Syllabus Statements for Specific Types of Academic Misconduct

The following syllabus statements address different forms of academic misconduct that may cause confusion for students. Expectations for academic work and collaboration may vary across courses and assessments. Students are encouraged to review assessment instructions carefully and consult their instructor or TA when unsure about course expectations or permitted forms of assistance.

Digital platforms such as Discord, WhatsApp, Reddit, CourseHero, OneClass, StuDocu, shared drives, and similar online spaces can support learning, communication, and collaboration among students. However, academic integrity concerns may arise when students share or access answers to assignments, quizzes, tests, or exams, distribute course materials without permission, or collaborate on work intended to be completed individually.

Students are responsible for ensuring that their participation in online spaces aligns with the expectations outlined for the course and specific assessment. If you are unsure whether a particular form of collaboration, sharing, or resource use is permitted, consult your instructor or TA before engaging in it.

For detailed information about expectations, please refer to 91��ɫ’s Senate Policy on Academic Conduct.

Unauthorized collaboration occurs when students work together on assessments without permission from the instructor, or beyond the level of collaboration permitted for the assessment. Expectations for collaboration may vary by course, instructor, or assignment.

Examples of unauthorized collaboration may include jointly completing individual assignments, sharing answers or completed work, or making unacknowledged substantive contributions to another student’s work. Even in courses or assessments where collaboration is encouraged, students are expected to follow the specific guidelines provided for that assessment.

If you are unsure whether collaboration is permitted, or what level of collaboration is acceptable, review the assessment instructions carefully and consult your instructor or TA.

For authorized resources and sources of help at 91��ɫ, please visit Academic Integrity Student Resources. For detailed information about expectations for academic integrity, please refer to 91��ɫ’s Senate Policy on Academic Conduct.

Plagiarism involves presenting another person’s words, ideas, work, or creative output as one’s own without appropriate acknowledgement. This can include published or unpublished materials, print or digital sources, and work created in a range of formats, including writing, images, data, presentations, musical works, and computer code.

Examples of plagiarism may include:

copying text without proper citation;
paraphrasing without acknowledging the original source;
patchwriting (revising another source too closely while retaining its structure or meaning);
submitting the same or substantially similar work for more than one course or assessment without permission (self plagiarism); or
incorporating unacknowledged material from other sources into submitted work.

To help avoid plagiarism, keep track of the sources you consult and ensure that all sources are cited appropriately. If you are unsure how or when to cite sources, consult your instructor, TA, the , or the Writing Centre.

Contract cheating occurs when a third party completes academic work on a student’s behalf and the student submits that work as their own. Third parties may include commercial services, online providers, tutors, friends, classmates, family members, or other individuals.

Contract cheating may involve purchasing assignments, having another person complete part or all of an assessment, or using services that substantially generate, rewrite, or complete academic work on a student’s behalf. These practices are considered serious breaches of academic integrity.

If you are unsure whether a particular form of assistance is permitted, consult your instructor or TA before using the service or submitting the work.

If you have any suggestions for additional statements, or if you would like assistance with adapting an existing statement, please contact academicintegrity@yorku.ca.