Foothill College AI Guidelines for Teaching and Learning

Foothill College recognizes that emerging artificial intelligence (AI) technologies are transforming teaching, learning, and scholarship. Aligned with the California Community Colleges Chancellor's HUMANS framework, these guidelines encourage innovation while advancing equity, integrity, privacy, accessibility, and student success. AI should support human judgment and be used transparently and responsibly.

How These Guidelines Work

These guidelines supplement existing Foothill College policies and procedures related to academic integrity, student conduct, privacy, accessibility, and information security. AI use does not replace or supersede those existing requirements.

Syllabus AI Expectations

Faculty are strongly encouraged to include a statement in their syllabus or course materials that clearly communicates expectations for AI use. Expectations should align with course learning goals and may vary by assignment. Instructors are also encouraged to provide reminders about AI expectations on specific assignments when appropriate.

To promote transparency and reduce misunderstandings, syllabus policies should communicate:

Whether, when, and how students may use AI tools in the course;
How instructors may authenticate student work and verify demonstration of learning;
The process for addressing potential academic integrity concerns;
Any grading consequences associated with unauthorized AI use or other academic integrity violations; and
Whether and how the instructor uses or does not use AI to develop course materials, provide feedback, or review student work.

Student Use of AI

Instructors will set course- and assignment-specific expectations for AI use. Students are responsible for following instructor guidance. If expectations are unclear, students should seek clarification and limit AI use to support functions that do not replace their own thinking, analysis, authorship, or demonstration of learning.

Students should use AI in ways that are transparent, appropriate to the course, and consistent with learning expectations. Students should not represent AI-generated or AI-assisted work as their own when such use is not permitted or disclosed. Students remain responsible for demonstrating their own understanding and learning, and for the accuracy, quality, originality, and integrity of all submitted work.

Where appropriate, courses may also support students in developing the skills to critically evaluate and use AI tools in academic, professional, and civic contexts.

Sample Syllabus Statements

These sample statements focus primarily on student expectations for AI use. Faculty may adapt the language to align with course goals, disciplinary expectations, and specific assignment requirements.

AI Use Allowed with Transparency

AI tools may be used to support your learning, such as brainstorming, outlining, studying, or revising. Your work should reflect your own thinking and voice. You are responsible for all submitted work, including verifying accuracy, sources, and citations. If AI meaningfully informs your work, clearly disclose how it was used.

AI Use Limited

Your work should reflect your own thinking. AI tools may be used for preparation or editing, such as brainstorming or proofreading after drafting. AI may not be used to generate ideas, analysis, or content that you submit for credit. If you use AI, include a brief note describing the tool and how it was used.

AI Use Not Allowed

AI tools may not be used to complete assignments, discussions, or assessments. All work must be your own and demonstrate your individual understanding. You may be asked to explain your work, describe your process, or provide drafts, notes, or other evidence of authorship.

AI Integrated into Learning

AI tools may be used for specific assignments as directed by the instructor. You should identify which parts of your work are AI-assisted and explain how the tool was used. You are responsible for reviewing, verifying, and taking ownership of all submitted content.

Completing Your Syllabus AI Policy

The sample statements above address student AI expectations. To more fully align with these guidelines, instructors should also include course-specific information about authentication of student work, academic integrity procedures, grading consequences, and instructor use or non-use of AI. These elements may be included within the AI statement or elsewhere in the syllabus.

Authenticating Student Work: I may ask students to explain their work, submit drafts or notes, describe their process, participate in conferences or discussions, or provide other evidence that demonstrates their understanding and authorship.

Academic Integrity Process: If there is a concern about unauthorized AI use or another academic integrity issue, I will review the concern using available evidence and communicate with the student before determining next steps. Academic integrity concerns will be addressed consistent with Foothill College policies and procedures.

Grading Consequences: Work that violates the course AI policy or academic integrity expectations may receive a reduced score, no credit, or other grading consequence as described in the course syllabus or assignment instructions.

Instructor Use or Non-Use of AI: I will communicate whether I use AI, do not use AI, or use AI only for limited purposes in developing course materials, providing feedback, or reviewing student work. When AI is used, instructor judgment and human oversight remain central.

Evaluation of Student Work

Instructors should use human judgment when evaluating the authenticity of student work and avoid relying solely on AI detection tools, which may produce inaccurate or biased results. When questions arise, instructors are encouraged to consider multiple sources of evidence, such as the student's process, prior work, and direct communication.

Approaches that center dialogue and learning are recommended. Instructors should exercise care to ensure that academic integrity concerns are addressed fairly and without making unfounded assumptions.

Privacy, Accessibility, Equity, and Transparency

Faculty and students should use AI in ways that protect privacy, support accessibility, and promote equitable access. Confidential or identifiable student information should not be entered into AI systems except as permitted by applicable laws, district procedures, and approved technology agreements.

Foothill College recognizes that AI tools may support accessibility, language development, study skills, and confidence for many students. At the same time, unequal access to paid tools, bias in AI systems, and over-reliance on automation may create new inequities.

When AI use is encouraged or required, instructors should provide clear guidance and reasonable alternatives when appropriate. Students should not be disadvantaged for choosing an approved non-AI pathway when one is available and consistent with course learning outcomes.

Faculty should model transparency and academic integrity in their teaching. Clear communication helps build trust, supports academic integrity, and reinforces that AI supports, rather than replaces, instructor judgment and presence. Faculty are encouraged to communicate whether they use AI, do not use AI, or use AI only for limited purposes in developing course materials, providing feedback, or reviewing student work.

Example Faculty Disclosure

AI was used to help brainstorm or refine elements of this assignment. Final decisions and content were reviewed and approved by the instructor.

Disclosures may vary based on the level of AI use but should reflect that human oversight remains central.

Resources

AI Policy Bot - helps guide faculty in the development of syllabus language.
AI Syllabus Policies - examples and guidance from the AI Hub.
AI Use Labeler - helps clearly communicate student AI expectations for each assignment.
AI Assignment Supports - AI Hub page for the AI Use Labeler and disclosure tools.
Chancellor's Office AI Guidance & Policy
My AI Process & Disclosure - helps students disclose their AI use.