Samples of Schulich faculty GenAI statements

Artificial Intelligence (AI) Policy Tools like Generative Artificial Intelligence (GenAI) can assist students in this course with a variety of activities. That said, it should not be used to substitute for student intellectual effort. York University’s policy on GenAI is as follows: “At York, the Senate Academic Conduct Policy prohibits the undocumented or unreferenced use of GenAI by students, while further allowing instructors to restrict the use of GenAI tools. Note that by default, any documented use of GenAI is not a breach of academic integrity unless explicitly prohibited by the instructor.” For each of the course deliverables in this course, we include specific guidance about whether GenAI is permitted as a tool and, if permitted, in what capacity. If you are unsure whether the use of GenAI is appropriate, please check with your instructor, directly. Students are encouraged to visit this websiteLinks to an external site. for guidance on how to cite the use of GenAI. If GenAI is permitted for a given assignment, you are ultimately responsible for the accuracy and completeness of the citations you use in their work.

GenAI Policy: Students are required to use Generative AI such as ChatGPT or Microsoft Co-Pilot to complete their research for this assignment. This technology allows students to synthesize the reams of data available and needed for this assignment. It can also be used as a tool to critically analyze a company’s commitment to sustainability. The outline of the process by which students engaged AI must be integrated into the section of the assignment. For instance, for the materiality issues identified, students must explain how they used GenAI in their research to identify the three issues they felt were most material for the company. They must demonstrate how they weaved in course concepts to prompt AI properly. Regardless of how students used GenAI to support your analysis, any conclusions drawn must be developed by you, the student. Students are strongly discouraged to ask GenAI to fulfill an assignment learning outcome directly. For instance, students should refrain from asking GenAI to “identify the cognitive, normative, and regulatory forces that discourage the company from embedding sustainability”. Students who do this tend to perform very poorly on the assignment. GenAI is a resource, it is not meant to substitute for intellectual thinking that comes with fulfilling the assignment expectations. That’s the job of the student. Students are permitted to use any available GenAI platform. As always, any third party information gleaned by the student and used in the report must be properly cited and referenced. It is therefore insufficient to use GenAI as a reference. Students are encouraged to visit this website. for guidance on how to cite the use of GenAI. Students are ultimately responsible for the accuracy and completeness of the citations you use in their work. Important note: Students are not permitted to use GenAI to write the report.

Academic Integrity and Artificial Intelligence Tools At York, the Senate Academic Conduct Policy prohibits the undocumented or unreferenced use of GenAI by students, ​while further allowing instructors to restrict the use of GenAI tools. ​Note that by default, any documented use of GenAI is not a breach of academic integrity unless explicitly prohibited by the instructor.” In this course, all assessments (including midterm examination, technical quiz, and final examination) and other submitted work (including responses to annual report questions and lab questions) must reflect your own independent work. The use of artificial intelligence (AI) programs, applications, or tools (for example, ChatGPT or similar systems) is strictly prohibited in any form on assessments and submitted work. This means you may not use AI to: Generate answers, explanations, responses, or solutions Draft or rewrite your work Check, edit, or “improve” your writing or responses Provide hints, outlines, or structure for your work Simply put: Do not use AI tools for assessments or submitted work in this course. Why? Because assessments are designed to measure your own understanding, skills, and effort. In this course, using AI undermines that purpose and constitutes academic misconduct

AI Use and Disclosure: Students are expected to use various generative AI tools in assignments and exercises throughout the course. In assignments, you must always disclose the ways you're using AI, the tools you're using, your methods for fact-checking and verifying sources, and samples of prompts. Your work is expected to be of the highest academic and professional quality and should demonstrate your insights, personality, voice and subject matter expertise. 'AI slop', writing/content that is generic, dull, verbose, filled with cliches and similar to what you might find with a simple prompt request or by doing search will negatively affect your grade.

You are not only allowed but expected to use AI for this case analysis. You may use AI to help with your analysis and writing. However, you are solely responsible for the end result. If the AI fabricates a number or introduces a logical gap, you are the one losing points, not the AI. Here is my general philosophy toward AI, which I have shared with you in class: The current paradigm of ChatGPT, Gemini, Claude, and similar tools is based on foundational models trained to do everything. That means a model can argue convincingly that your company should enter industry X right now, and it can argue just as convincingly that your company should absolutely not enter industry X. It can (and with good prompting will) do whatever you ask it to do. That means you need to know what you want to get out of it. If you read industry reports about a certain industry, you will see that each sometimes comes to a different conclusion and covers different aspects. The AI can do both. As it relates to this assignment, we have focused on a specific way of approaching internal and external analysis in class. The expectation is that you approach this case analysis based on our class frameworks.

The use of large language models (LLMs) as an educational aid is encouraged. You are responsible for the content of any work submitted in OMIS 4000. The use of LLMs, such as but not limited to: Perplexity, Claude, Gemini, ChatGPT, to generate answers and/or code, is permitted but should be reviewed and revised before submission. LLMs are known to hallucinate: they generate content with factual errors, misinterpretations of abstract concepts, and incorrect or fabricated citations. Please be aware of this and use responsibly. LLMs are great productivity hacks but are not a substitute for real understanding.

The Use of AI Technologies in This Class TL/DR: You might decide to use AI in the course. However, be aware of its limitations, particularly its potential to perpetuate biases. Carefully curate and verify the information it provides. Cite every use. Any unauthorized use of ChatGPT (or other AI tools) on assessments is considered to be a breach of academic honesty. “At York, the Senate Academic Conduct Policy prohibits the undocumented or unreferenced use of GenAI by students, while further allowing instructors to restrict the use of GenAI tools."" 📘 AI USE POLICY This policy is designed to help you use AI tools ethically, creatively, and confidently while building your professional communication skills. In this course, you’ll build real-world written assignment(s) and AI tools like ChatGPT, Copilot, Grammarly, etc. can support your learning but they should never replace your own work. If you use AI for any part of an assignment, you must fill out the short reflection at the end of this policy. Please avoid putting personal or sensitive information (like your name, job details, or contact info) into any AI platform. If you’re ever unsure what’s okay, just ask me! I’m here to help you use these tools ethically, safely, and effectively. 🟢 Green Light – Good to Use These uses are encouraged because they help you learn and think more clearly: Brainstorm ideas – Use AI to get unstuck or explore different ways to start. You can ask AI to ask you useful questions to help you explore new angles, like a coach that helps you think deeper, not just faster. Fix grammar or tone – Use it to polish something you already wrote. These are ways professionals use AI, too, just remember to check it for accuracy and revise it to sound like you. 🟡 Yellow Light – Use with Caution These uses are okay only if you rewrite the content in your own words. Always be honest about your use. Get ideas for the major project – Use AI to get some ideas going, but you must use your own approach. AI can provide suggestions for the topic of your group assignment, but it may make a bad choice - i.e., one that is prohibited (see list of prohibited films in the assignment) or one that is just a bad choice. Be sure to use your own judgement or ask for help. Create sample practice questions for the exam(s) – this is great for students but be sure to check on the correctness of the answers as AI makes mistakes, has unknown biases and may hallucinate. Ask for feedback or edits – Let AI help with suggestions, but you make the final changes. 👍 Tip: It’s okay to let AI help you think, but the final words should be your own. 🔴 Red Light – Not Allowed These are against course rules and may count as academic dishonesty. Submitting AI-written work without changing it – Don’t copy and paste from ChatGPT or Grammarly, etc. Using AI for discussion posts – These must show your own thinking and voice. Letting AI do a full assignment for you – That’s not learning. Pretending AI work is your own – This includes anything submitted in this course. 🚫 If AI writes the work for you, you’re missing the chance to grow, and it may count as cheating. 📝 AI Use Reflection If you use any AI tool for your work, please answer these short questions as part of your assignment. Not sure if your AI use counts? Here’s an example: “I asked ChatGPT to give me ideas for my elevator pitch, then I rewrote it using my own words and story.” That’s okay, just be honest and reflect on it! What tool did you use, and for what part? How did you change or revise the AI content to make it your own? How did AI help you learn or feel more confident? What didn’t work or didn’t help? 🌐 Access? All students have access to Copilot. If you don’t know how to access or aren’t sure how to use them, that’s okay! Just talk to me and we’ll work on it together. You’ll still be able to succeed in this course. 🎓 What AI Is Good At (And Where It Struggles) ✅ What AI Is Good At Brainstorming Ideas - Helps you get unstuck or explore options for writing, projects, and creative work. Drafting & Rewriting - Turns rough thoughts into clearer writing. Helps reword, summarize, or expand. Learning Help - Explains tricky concepts, breaks down topics step-by-step, and answers questions like a tutor. Organizing & Planning - Makes outlines, schedules, templates, and checklists easier to create. ⚠️ Where AI Struggles Hallucinations - AI sometimes makes up facts, citations, or names. Always double-check sources and details. Math Mistakes - It can mess up multi-step math, logic puzzles, and calculations, even basic ones sometimes! Live or Recent Info - Unless connected to the web, AI doesn’t know what’s happening right now (news, prices, trends). Sensitive or Personal Topics - Not safe for legal, medical, or personal advice. Never share private details. Academic Research - Don’t trust it to create real citations or summarize journal articles without checking them yourself. Long or Ongoing Projects - AI works best in short bursts. It can lose track of complex or multi-part projects unless you remind it what you're working on. Revisiting Old Work - If you don’t paste or reference something again, AI might not remember it — even if you worked on it earlier. Big Tasks Without Structure - AI can get messy or vague with large, open-ended tasks unless you break them down into clear steps or sections. 🧠 Pro Tip: Use AI Like a Thinking Partner, Not a Shortcut - It’s best at helping you think better, not think for you. ALWAYS Fact Check! 🧰 Best Practices for Working with AI: How to Get the Most Out of ChatGPT (and Other AI Tools) 🧠 Use AI as a Thinking Partner, Not a Shortcut AI is best for: Getting unstuck Exploring options Polishing your own ideas Supporting your thinking, not replace it. 🔑 Be Clear, Specific, and Purposeful The more information you give, the better the response. Say what you're working on Explain your goal Include your role, audience, and tone Ask the AI to ask questions 🎯 Keep Audience and Purpose in Mind Let AI know: Who you are (student, teacher, job seeker, etc.) Who it's for (instructor, hiring manager, classmates, etc.) What the tone should be (professional, friendly, reflective, etc.) This helps tailor the response more effectively. 📝 AI Prompt Template (Use This!) “I’m [your role] working on [project or task]. I need help with [specific goal]. The audience is [who it’s for], and I want it to sound [tone or purpose]. I’d like the response to be [length, format, or style — e.g., ‘short paragraph,’ ‘bullet points,’ ‘in plain language,’ etc.]. Please avoid [anything you don’t want — e.g., ‘formal language,’ ‘jargon,’ or ‘repetition’]. Here’s what I have so far: [paste your draft]. Can you [what you want the AI to do]? Ask any questions you need to to give me the most useful result possible.” 🔄 Ask for Edits or Try Again The first answer isn’t always the best. You can say: “Can you make it more casual?” “This is too long. Can you shorten it?” “Can you give me three versions to choose from?” 📚 Break Big Projects Into Parts AI works best with small, focused tasks. Try: “Help me outline the introduction paragraph.” “Does this paragraph support my main points?” “What would be a good preview sentence based on my skillset?” ⚠️ Review Everything Before You Use It AI can: Make up facts or sources Miscalculate math Miss important context You are the final editor. Always check for accuracy and voice.

Policy on the use of GenAI tools For the purposes of the group project for this course, Gen AI tool(s): Can be used for: • Research and brainstorming a topic • Knowledge acquisition and comprehension • Spell checking including ‘cleaning up’ your document before submitting. This should not impact the substance or authorship of the work. Cannot be used for: • Higher-level learning skills such as application, analysis, synthesis, evaluation, recommendations with a supporting rationale The use of GenAI tools for the purposes of the deliverables in this course must be disclosed. For this purpose, you need to submit a brief statement of the purpose of using AI in the context of the specific deliverable along with the complete sequence of the prompts/questions used. The above must be included in your deliverable as a separate appendix. Using AI without disclosure will be considered plagiarism. Because the output generated by AI apps is evolving and it is not without problems, you are strongly advised to check it for relevance and accuracy and ensure correct citation/referencing (APA citation style preferred). Links to sources must be clickable. The use of GenAI tools should aim to expand your understanding of course material and deepen your learning instead of serving as a replacement for your efforts. While the AI app can be your assistant, your still need to be in control and you are responsible for the final product. Keep a record of your interactions with AI tools for the purposes of this deliverable. You may be asked to present it as evidence that your use of GenAI was in accordance with the policy guidelines provided here. Additional information and guidance can be found here: https://www.yorku.ca/unit/vpacad/academic-integrity/ai-technology-academic-integrity/

You MAY use ChatGPT or any other AI agent, provided you... • Use quotations around all AI-generated content, attribute it properly and provide the full list of prompts in an Appendix, and • Adhere to York University’s guide on How to Cite Artificial Intelligence Tools for acceptable formats. • Note that you are ultimately responsible for the accuracy and completeness of the citations used in your work.

RULES regarding STUDENT USE OF "ARTIFICIAL INTELLIGENCE" in this Course Rules regarding student use of artificial intelligence in this course (including ChatGPT, Gemini, Copilot and the like, collectively “AI”) are as follows: 1. Students may use AI to obtain assistance in understanding conceptual materials and preparing for classes in this Course, OTHER THAN AS STATED IN ITEM 2 below. 2. UNDER NO CIRCUMSTANCES may any student use AI in any manner whatsoever to: (a) research, prepare for or deliver any part of a Group Case-Study Presentation in this Course, referred to under “Grading Option B” of “Deliverables at a Glance” below; or (b) answer or complete any part of either the Midterm or Final Exam in this Course (both of which will be closed-book, paper-based exams held in person, without access to mobile devices, computers or any other technological assistance). These rules will be strictly enforced. Any infringement of these rules will be considered an act of academic dishonesty (i.e., cheating) and will be addressed accordingly.

Generative AI Course Policy Students are allowed to use Generative AI tools (e.g., ChatGPT, Gemini, Copilot) as support tools, but not as replacements for their own thinking! Any use of AI must be transparent: (1) acknowledged at the end of the assignment and (2) properly cited (see York University’s guide on How to Cite Artificial Intelligence Tools Links to an external site.). Rules: AI may be used for idea generation, explanations, drafting, coding help, editing, or troubleshooting. Students must clearly state when and how AI was used in an “AI Use Statement” at the end of the assignment (e.g., “I used ChatGPT to help explain logistic regression and to refine paragraph structure.”). Do not submit AI-generated work as if it is entirely your own. You are responsible for understanding, verifying, and correcting all content produced with AI. AI cannot be used for exams, quizzes, and any assessments where outside assistance is specifically prohibited. Students are responsible for errors or misinformation produced by AI tools. Failing to disclose AI use will be treated as academic misconduct.

GEN AI STATEMENT Use of Generative AI Permitted for Some Assessments  For some assignments, the use of GenAI tools is permitted. Assessment guidelines will provide information on whether students can use these tools, how these tools may be used, and how to be transparent about their use.  DISCUSSION No Use of Generative AI Permitted The use of generative AI tools in the preparation or completion of discussion topics or responses is prohibited. The point of the discussion is to develop and express your own original thoughts. Obviously, gen AI violates the spirit and purpose of the assignment. TEAM ASSIGNMENT Use of Generative AI Permitted (within limits) In this course, a restricted use of GenAI is permitted, however students must: cite any AI-generated material ​(can refer students to the Library’s page on citing GenAI tools Links to an external site.) only use GenAI tools at preliminary stages (e.g., brainstorm assignment ideas​, produce an outline). You may not submit to your team as your finished contribution or include in your paper anything that has been simply produced by GenAI. This would be plagiarism and is a breach of the academic honesty policy. fact-check all GenAI output critically evaluate AI-generated content and properly integrate it with own ideas  submit an appendix that specifies:  which tool was used how this tool was used (e.g., generate ideas, research, explain concepts, summarize) how you integrated the output into your submitted work what you learned (about using GenAI, not a summary of the material in the document) In short, you may use GenAI as part of your research and development, but the final ideas must be your own. The purpose of these assignments is to develop skills to conduct analysis, synthesize ideas and evidence to an overarching purpose, and express your thoughts and insights. Merely paraphrasing AI fails to address the objectives of the assignments and is an act of plagiarism. Students are permitted to use GenAI, but these tools should be used thoughtfully and ethically, and their use should aim to expand your understanding of course material and deepen your learning.  Just because you are allowed to use GenAI does not mean you have to. GenAI can create an extra layer of complexity that may not be necessary or desirable. Indeed, an unsophisticated us of GenAI will have an adverse effect on your grade. So, some people may prefer not to use it. If you are unsure about how these restrictions apply, ask. These restrictions may be different from other courses. Be careful – an approved use in one course or assignment could be an academic honesty violation in another. Retain your assignment drafts or versions in case academic misconduct is suspected. There will be no excuses later. DO NOT USE GenAI AS A SHORT CUT. If you are in a situation in which the deadline is approaching, and you are afraid you cannot meet it, do not simply over-rely on GenAI. This is no excuse for a breach of academic honesty Instead: Ask for an extension. You will need valid, demonstrable evidence of rare and unforeseen circumstances. Do your best and submit anyway. Take the lower grade. It’s better than an academic honesty violation. Using such tools for any part of your discussion may be treated as a breach of cheating as outlined in York University’s Senate Policy on Academic Honesty Links to an external site.. In this course, specific permitted and illegitimate uses of GenAI have been specified. Where the use of generative AI is not permitted or is limited to specific usage, a usage that violates those expectations may be treated as a breach of academic honesty. For more information, please refer to York University’s Senate Policy on Academic Honesty Links to an external site..

Artificial Intelligence ChatGPT and other AI generators can be useful for researching and writing assignments. Their use is permitted in this course (not for quizzes). However, you should be aware of their limitations: Factual errors: Assume the output is incorrect unless you check the claims with reliable sources. Mediocre analysis: A goal of this course is to refine your analysis skills to a high level. AI tools are not at this high level. Students who rely heavily on these tools are unlikely to meet or exceed expectations. Citation: These tools use existing sources without citation. Using their outputs puts you at risk of academic dishonesty. Be sure to cite the use of AI in accordance with York University's policies, available at https://researchguides.library.yorku.ca/c.php?g=679413&p=5316500

GenAI Policy: In this course, the use of GenAI tools including but not limited to: ChatGPT, Microsoft Copilot, Gemini, or DALL·E is not permitted. All assessments and assignments must be the product of your own intellectual effort and completed without the assistance of GenAI tools. This policy applies to all stages of course work, including quiz completion, research, outlining, writing, or editing. Violations will be treated as breaches of academic honesty. Rationale: The course requires reading a range of resources that should contribute to your understanding of the issues discussed in the course. By using AI to summarize the readings you lose nuance and often accuracy. One purpose of the course is to help cultivate critical thinking and analysis skills and this requires human interaction and effort.

Policies for Generative AI This policy guides the responsible use of AI tools to uphold academic integrity, foster personal intellectual growth, and ensure safe, ethical practice. Personal Work and Expression: Higher education cultivates ability to express original ideas. While AI tools can aid understanding, the value of education lies in developing your own voice and articulating unique perspectives. AI must not overshadow personal growth and expression. Purpose of Use: Use AI as a supplement to clarify concepts, enhance study, and locate information—not as a substitute for research, studying, or comprehension. Citation and Transparency: If AI is used, include the entire chat transcript as an appendix and cite it. Highlight relevant portions to maintain transparency and academic integrity. Reflection on AI Use: If you use AI, include an end-of-assignment addendum describing what you learned, how it helped, and limits or challenges encountered. Accuracy and Verification: AI can be inaccurate or outdated. Cross-verify AI outputs with reliable sources and cite those sources in your work. Limitations of Use: Limit AI use to research and concept understanding. Do not use it to complete assignments, or solve questions without verification and instructor guidance. Exams and Quizzes: AI use is strictly prohibited during exams or quizzes unless explicitly required. Violations may result in severe academic penalties. Ethics and Plagiarism: Do not present AI-generated work as your own. Treat AI contributions like any other source and cite appropriately. Student Responsibility: Use AI ethically and appropriately. Keep your own ideas at the forefront, respect tool limitations, and follow University and College of Business academic integrity policies. Instructor’s Discretion: Instructors may restrict or specify AI use for their courses consistent with University and College of Business policies. Privacy and Data Handling: AI tools have distinct privacy policies. Understand and comply with them; avoid sharing sensitive personal information.