University of Michigan-Ann Arbor

Language models generalize and summarize existing knowledge based on probability predictions of word sequences rather than copying it verbatim, and so it may be impossible to identify their use with certainty. While detection tools like Turnitin or GPTZero may report probability of AI authorship, they are easily circumvented and cannot provide definitive proof of cheating. False positives and negatives are possible, and even likely. U-M does not recommend the use of AI-detection technology at this time given their high error rate.

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Detection tools are imperfect, and currently no software is able to detect AI-generated text with 100% certainty. AI detection tools can be used to identify situations where further inquiry into the use of AI-generated text may be needed. They should not be considered a definitive measure for cheating.

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Detection tools are imperfect, and currently no software is able to detect AI-generated text with 100% certainty. AI detection tools can be used to identify situations where further inquiry into the use of AI-generated text may be needed. They should not be considered a definitive measure for cheating.

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Align with the university’s principles for honesty, candor, openness, and integrity in scholarship and research, including appropriate disclosure and citation where AI has been used.

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U-M does not currently provide a campus wide plagiarism checking system in the teaching and learning context. Use of these tools has not gained broad support on campus, thus the lack of a funded campus-wide offering. Typically, instructors engage students in education about plagiarism and use an honor code. In February 2024, the Office of the Vice President for Research (OVPR) announced that it had licensed the iThenticate tool for researchers to assess their own work for originality, but this tool is not to be used for evaluating student work. OVPR is working diligently to expand the University of Michigan's institutional license for iThenticate. Once all of the details are finalized, they 

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will share this important information broadly with the U-M research community.

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U-M does not currently provide a campus wide plagiarism checking system in the teaching and learning context. Use of these tools has not gained broad support on campus, thus the lack of a funded campus-wide offering. Typically, instructors engage students in education about plagiarism and use an honor code. In February 2024, the Office of the Vice President for Research (OVPR) announced that it had licensed the iThenticate tool for researchers to assess their own work for originality, but this tool is not to be used for evaluating student work. OVPR is working diligently to expand the University of Michigan's institutional license for iThenticate. Once all of the details are finalized, they 

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will share this important information broadly with the U-M research community.

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Detection tools are imperfect, and currently no software is able to detect AI-generated text with 100% certainty. AI detection tools can be used to identify situations where further inquiry into the use of AI-generated text may be needed. They should not be considered a definitive measure for cheating.

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An instructor within LSA who believes academic misconduct has occurred may choose either Instructor Resolution: Resolve the matter directly with the student Appropriate when: the incident is not egregious and merits no consequence greater than a zero on the assignment, though the student may be required to do additional, remedial work (e.g., rewrite a paper). SAA Resolution: File a complaint to the Office of Student Academic Affairs, who will resolve the case.  Appropriate when: the sanction may result in the student failing the course or more severe sanction, the student has a previous finding of responsibility, or the student is suspected of falsifying or misrepresenting academic documents

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. Examples of academic misconduct include, but are not limited to: cheating, plagiarism, inappropriate collaboration, falsification of data, records, or documents, and aiding and abetting dishonesty. Deadlines: The complaint for any alleged instance of academic misconduct should be filed as soon as practical from the date of occurrence and should be submitted within 2 months of the date of the incident. Privacy: Materials related to a formal complaint of academic misconduct or an instructor's report of a resolution will be maintained by the Office of Student Academic Affairs in compliance with the privacy expectations under the Family Educational Rights and Privacy Act (FERPA). While a mis

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conduct case is pending, with either Instruction Resolution or SAA Resolution: The student is presumed to not be responsible for the alleged misconduct and the student may continue to attend class and receive grades. The instructor may NOT impose any penalty or require any remedial work until the case has been resolved. The student may NOT change registration in the course (e.g. drop the course or change the grading option to Pass/Fail). If the term ends and a final grade must be reported while a case is pending, the instructor should use the grade NR (No Report). NR is a temporary, neutral grade that may be used in special circumstances where a final grade is not yet able to be reported. Th

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e student may not receive credit for the course in which the alleged misconduct occurred and may not graduate. Note: Students found responsible for academic misconduct with either resolution are not eligible to drop or choose pass/fail grading for the course.

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What an SAA Resolution is A faculty or staff member within LSA who believes academic misconduct has occurred may file a formal complaint of academic misconduct with the LSA Office of Student Academic Affairs who will determine if misconduct has occurred. Important: The instructor should not impose any penalty or require remedial work until the case has been resolved. Once a case has been filed with the Office of Student Academic Affairs, it may not be withdrawn without the approval of the Assistant Dean. Barring unforeseen circumstances, cases will be resolved within the academic term (and typically within three weeks) in which the incident occurs. SAA Resolution Procedures Reporting academi

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c misconduct Instructor reports a possible case of academic misconduct to SAA using the Report of Suspected Misconduct form Prior to the Academic Misconduct Meeting SAA sends an email to the student stating that an instructor has reported what they believe to be a possible case of academic misconduct. The email also includes a link to set up an Academic Misconduct Meeting.  Once an appointment is scheduled, SAA sends a confirmation email which contains evidence about the allegations of misconduct.  The Academic Misconduct Meeting will determine whether the student is responsible, or not, for the alleged misconduct. An accused student should prepare for the Academic Misconduct Meeting by revi

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ewing the information provided, asking any clarifying questions, and show up ready to present any of their own relevant information, read any statement, and/or ask further questions.  During the Academic Misconduct Meeting The Coordinator of Academic Integrity or designee will describe the allegations made, detail the supporting evidence, and review the range of college-level sanctions (e.g. disciplinary probation, suspension, or expulsion). This is an opportunity for the student to be heard and to present their side of the incident. The student should be ready to present any relevant material, read a statement, and/or ask questions. Typically, in each meeting a representative of the LSA Stu

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dent Honor Council participates, though they do not advocate for or against the student. Students should notify the Office of Student Academic Affairs if they will have a support person in attendance at the meeting. In certain circumstances, the Coordinator of Academic Integrity may give the student the opportunity to ask questions of the accusing party, either by exchanging written questions or by asking questions during a subsequent meeting. This additional step will be completed prior to the Coordinator or designee’s final decision. The meeting between the accused student and the Coordinator of Academic Integrity or designee may be virtual or in-person. Making a decision The Coordinator o

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f Academic Integrity or designee determines whether a violation of the LSA Community Expectations of Academic Integrity has occurred and if the student is responsible for academic misconduct. The standard of review is preponderance. This means that the student is not considered responsible unless the evidence demonstrates that it is "more likely than not" that academic misconduct has occurred. The student will be informed by letter, with an email copy to the instructor(s), of the decision and sanction(s), if any, to be imposed. If a student is found not responsible for academic misconduct, the instructor(s) will grade the student accordingly.

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If a student is found responsible for academic misconduct: Course-level sanctions: appropriate grade penalties for the misconduct will be left up to the instructor based on syllabus grade policies or department policies, if applicable. College-level sanctions: The student may be assigned college sanctions by the Office of Student Academic Affairs. Examples of these sanctions include:  Disciplinary probation - students are placed on probation for one year. As part of this process, a notation is placed on the student's unofficial transcript. This notation serves as a warning and reprimand that the student has been found responsible for academic misconduct. After that one year period, the notat

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ion is removed provided no further violations of academic misconduct have occurred. Reflective Essay - the student must write an essay about their experience, share what they have learned from it, and discuss how they intend to incorporate LSA Community Expectations into their personal and academic life moving forward. Suspension - the student is ineligible to enroll at the university for one semester and a permanent notation is added to their transcript. In order to re-enroll in future terms, the student must write a petition for reactivation at least two weeks prior to the start of the term they wish to enroll. Expulsion - The student is permanently removed from the university.

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A student who has been found responsible for academic misconduct may submit a written appeal to the LSA Academic Judiciary Committee (AJC), a committee composed of both undergraduate students and faculty members from the College of LSA. Note: If students submit an appeal request, college- and course-level sanctions remain in place while it is pending. If an appeal is based on discrimination or other prohibited behavior, students must also file a report with the Equity, Civil Rights & Title IX Office (ECRT). The appeal process will pause until that matter is resolved. Procedures The student must submit an appeal within two weeks from the date of the resolution letter. The appeal must state wh

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at is being appealed: the finding of academic misconduct, the college sanction imposed, or both. The appeal must also state and describe in detail at least one of the following grounds for appeal: The procedure was violated in a way that seriously compromised the investigation and/or conclusions. There is significant new evidence not reasonably available at the time of the meeting with the Coordinator of Academic Integrity or designee. The college sanctions are excessive relative to the violation. Appeals are not granted unless one or more of the above criteria are met and supported by evidence.  Making a decision A member of the AJC will decide whether the appeal has sufficient grounds to m

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ove forward. If it does not, the appeal process ends and the Office of Student Academic Affairs' decision stands. There is no further appeal opportunity. If it is determined that grounds for an appeal have been met, a panel of AJC members will review your case alongside evidence from the instructor and documentation of how the Office of Student Academic Affairs reached its decision. After reviewing the appeal, the AJC may: Reverse the finding of responsibility (overturn the original decision), or Uphold the finding of responsibility. If it's upheld, the Committee may recommend that the Office of Student Affairs keep the sanction as is, reduce it, or increase it. Students will be notified of

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the outcome by email.

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If a student registered in another school is accused of misconduct in an LSA course: SAA's authority includes deciding whether or not the alleged action is a violation of Academic Integrity and whether course-level sanctions may be applied if the student is found responsible for misconduct. Course-level sanctions are left up to the instructor. SAA will recommend a sanction or sanctions to the School or College in which the student is registered, but that School or College has the responsibility for imposing any recommendation or additional sanction it determines appropriate.

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Instructors are disciplinary experts responsible for what is taught, appropriate pedagogies, and assessment methodologies. GenAI may influence all three, and as such, instructors need flexibility to allow or disallow the use of GenAI tools. If the latter policy is adopted, instructors should be aware that U-M does not currently support the use of surveillance and plagiarism detection tools as they cannot be reliably counted upon. Further, clear policies have to be formulated regarding punitive measures and how they may be enforced. If GenAI tools are allowed, the instructor should be clear which tools are allowed and in what capacity.

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Teaching in the presence of ubiquitous GenAI tools should be considered a dynamic endeavor and necessitates flexibility. Approaches and expectations will vary by instructor, course, assessment, and activity. To ensure transparency, it is critical that expectations are clearly articulated in the syllabus and continually reinforced when assignments are given. Instructors should align their course policies with their college’s academic misconduct policies.

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Teaching in the presence of ubiquitous GenAI tools should be considered a dynamic endeavor and necessitates flexibility. Approaches and expectations will vary by instructor, course, assessment, and activity. To ensure transparency, it is critical that expectations are clearly articulated in the syllabus and continually reinforced when assignments are given. Instructors should align their course policies with their college’s academic misconduct policies. Instructors are disciplinary experts responsible for what is taught, appropriate pedagogies, and assessment methodologies. GenAI may influence all three, and as such, instructors need flexibility to allow or disallow the use of GenAI tools. I

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f the latter policy is adopted, instructors should be aware that U-M does not currently support the use of surveillance and plagiarism detection tools as they cannot be reliably counted upon. Further, clear policies have to be formulated regarding punitive measures and how they may be enforced. If GenAI tools are allowed, the instructor should be clear which tools are allowed and in what capacity. It is also important to point out to students that although AI-generated content may appear reliable and factual, that is not always the case, and that inaccuracies, untruths, and false citations may be missed if one is overly reliant on the tools. Syllabus Language GenAI is changing rapidly, and n

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ew tools will become available. Course policies therefore need to be provisional and subject to change. Several principles can guide instructors to develop course policies appropriate for their contexts: Protect cognitive dimension of learning: GenAI should enhance, not hinder, learning. Responsibility for content: Students are responsible for all content (ideas, facts, citations), however the work is generated. (Note: Chat GPT can generate untrue, biased, inaccurate, and hallucinatory content.) Require ethical transparency: Students should be transparent about how they use GenAI and adhere to standards of academic integrity. Explain academic misconduct: Instructors should distinguish betwee

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n allowed and disallowed uses of GenAI, including how, when, and why GenAI may (not) be used. Course policies might fall into one of three categories: Specific uses of GenAI are encouraged (generating ideas, editing, translating, outlining) Specific uses of GenAI are allowed if students clearly distinguish between their original work and GenAI output (highlighting output, tracking changes in GenAI output) Any use of GenAI constitutes academic misconduct.

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Grading: AI should not be the sole basis for a grade or high-impact academic decision. Faculty remain responsible for evaluation and should consider transparency, consistency, accessibility, and opportunities for human review.

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Student work: Do not upload identifiable student work, grades, accommodations, or advising information unless the service is approved for the information and the use is consistent with FERPA and course expectations.

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Teaching in the presence of ubiquitous GenAI tools should be considered a dynamic endeavor and necessitates flexibility. Approaches and expectations will vary by instructor, course, assessment, and activity. To ensure transparency, it is critical that expectations are clearly articulated in the syllabus and continually reinforced when assignments are given. Instructors should align their course policies with their college’s academic misconduct policies. Instructors are disciplinary experts responsible for what is taught, appropriate pedagogies, and assessment methodologies. GenAI may influence all three, and as such, instructors need flexibility to allow or disallow the use of GenAI tools. I

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f the latter policy is adopted, instructors should be aware that U-M does not currently support the use of surveillance and plagiarism detection tools as they cannot be reliably counted upon. Further, clear policies have to be formulated regarding punitive measures and how they may be enforced. If GenAI tools are allowed, the instructor should be clear which tools are allowed and in what capacity. It is also important to point out to students that although AI-generated content may appear reliable and factual, that is not always the case, and that inaccuracies, untruths, and false citations may be missed if one is overly reliant on the tools. Syllabus Language GenAI is changing rapidly, and n

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ew tools will become available. Course policies therefore need to be provisional and subject to change. Several principles can guide instructors to develop course policies appropriate for their contexts: Protect cognitive dimension of learning: GenAI should enhance, not hinder, learning. Responsibility for content: Students are responsible for all content (ideas, facts, citations), however the work is generated. (Note: Chat GPT can generate untrue, biased, inaccurate, and hallucinatory content.) Require ethical transparency: Students should be transparent about how they use GenAI and adhere to standards of academic integrity. Explain academic misconduct: Instructors should distinguish betwee

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n allowed and disallowed uses of GenAI, including how, when, and why GenAI may (not) be used. Course policies might fall into one of three categories: Specific uses of GenAI are encouraged (generating ideas, editing, translating, outlining) Specific uses of GenAI are allowed if students clearly distinguish between their original work and GenAI output (highlighting output, tracking changes in GenAI output) Any use of GenAI constitutes academic misconduct.

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Use approved ITS AI Services.

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Only use university data classified as Low with AI services that do not have a contract or data agreement with U-M.

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Google Gemini can be used for certain kinds of sensitive data, as detailed in the Sensitive Data Guide to IT Services. You can access Gemini via the web app at https://gemini.google.com or mobile app (Android and iOS). Learn more about Google Gemini features, access and support resources. Gemini Notebook Google Gemini Notebook (formerly NotebookLM) is an AI-powered research and note-taking assistant available to all University of Michigan faculty, staff, and students. (Sponsored affiliates, alumni, and retirees do not have access to Gemini Notebook.) Using Google's Gemini models, Gemini Notebook lets you upload your own sources, such as documents, PDFs, and Google Docs, and interact with the

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m through summaries, questions, audio overviews, flashcards, AI-assisted exploration, and more. It is especially helpful for synthesizing large amounts of information across uploaded materials. Google Gemini Notebook can be used for certain kinds of sensitive data, as detailed in the Sensitive Data Guide to IT Services. You can access Gemini Notebook via the web app at https://notebook.google.com or mobile app (Android and iOS).  Learn more about Google Gemini Notebook features, access, and support resources.

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ITS AI Services include the safeguards required by HIPAA. Accordingly, you may use these services with Protected Health Information (PHI). Check the ITS AI Service entry in the Sensitive Data Guide to IT Services for a list of the data types that are permitted to be used with ITS AI Services.

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ITS AI Services include the safeguards required by HIPAA. Accordingly, you may use these services with Protected Health Information (PHI). Check the ITS AI Service entry in the Sensitive Data Guide to IT Services for a list of the data types that are permitted to be used with ITS AI Services.

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Understand that in most cases, the data you share is not private and will be accessible by external parties hosting the GenAI-based tools. Do not share information that is considered private, or sensitive, such as credit card information, personal details such as ID numbers or addresses, and so on.

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Data shared with ITS AI Services by you will not be used to train the AI models made available by the U-M through the ITS AI Services.

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Data shared with ITS AI Services by you will not be used to train the AI models made available by the U-M through the ITS AI Services.

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Provide persistence of user prompt history across sessions with the ITS AI services.

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We do not sell or license your personal information collected here. To operate the ITS AI Services, however, we must share your prompt data with the cloud vendor utilized to host the ITS AI services. 

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Crash reports and debugging logs

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What Information We Collect ITS AI Services collect your input into the AI applications when you directly provide it to us, such as when you log in, enter prompts or questions, and upload documents. ITS AI Services also capture some information about you automatically when you use the services. Automatically collected information may include: The Internet domain you use Your device’s IP address Your Internet Service Provider Your Cell Phone Service Provider The type of cell phone The type of browser The date and time of visit The address of the website that linked to ITS AI Services Information about your role at the U-M and other related HR and student data via Single Sign On. Crash reports

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and debugging logs How We Use Personal Information The University of Michigan uses information about your interactions with ITS AI Services to: Monitor performance and make improvements to functionality and user experience. Provide support for questions about using the web applications or troubleshoot issues. Enforce token quota limitation and enable internal billing. Provide persistence of user prompt history across sessions with the ITS AI services. We use de-identified and/or aggregated information to: Monitor trends on the use of the tool to inform the product roadmap. Monitor application performance to inform improvements to the application, such as device and browser compatibility, ap

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plication features, etc. Develop projections for future usage and anticipate service costs. The use of personal information collected by this service is safeguarded through several mechanisms, including Information Assurance and U-M policies, such as Privacy and the Need to Monitor and Access Records (SPG 601.11) and Institutional Data Stewardship Policy (SPG 601.12). With Whom We Share Personal Information We do not sell or license your personal information collected here. To operate the ITS AI Services, however, we must share your prompt data with the cloud vendor utilized to host the ITS AI services.  Specifically, we share your information with Microsoft Azure Services and Google. Learn

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more about Microsoft Azure’s privacy policy and Google's privacy policy. We require U-M’s service providers to keep your personal information secure and do not allow them to use or share it for any purpose other than providing services on our behalf.  In addition, you can choose to share your U-M Maizey experience with other U-M community members. We may also share your personal information when required by law, or when we believe sharing will help to protect the safety, property, or rights of U-M, members of the U-M community, and U-M guests.

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AI services that will be used with institutional data classified as Moderate, High, or Restricted should only be purchased by Procurement Services.

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Google Gemini can be used for certain kinds of sensitive data, as detailed in the Sensitive Data Guide to IT Services. You can access Gemini via the web app at https://gemini.google.com or mobile app (Android and iOS). Learn more about Google Gemini features, access and support resources. Gemini Notebook Google Gemini Notebook (formerly NotebookLM) is an AI-powered research and note-taking assistant available to all University of Michigan faculty, staff, and students. (Sponsored affiliates, alumni, and retirees do not have access to Gemini Notebook.) Using Google's Gemini models, Gemini Notebook lets you upload your own sources, such as documents, PDFs, and Google Docs, and interact with the

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m through summaries, questions, audio overviews, flashcards, AI-assisted exploration, and more. It is especially helpful for synthesizing large amounts of information across uploaded materials. Google Gemini Notebook can be used for certain kinds of sensitive data, as detailed in the Sensitive Data Guide to IT Services. You can access Gemini Notebook via the web app at https://notebook.google.com or mobile app (Android and iOS).  Learn more about Google Gemini Notebook features, access, and support resources.

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Ensure AI-generated computer code is always reviewed by a human.

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Conduct code reviews with professionally trained peers for all new or significantly changed applications, particularly those that maintain, process, transmit, or store data classified as Restricted or High.

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●​ The use of generative AI tools in peer review is discouraged. These tools struggle to assess novel and original ideas, may produce biased results, and have been shown to hallucinate. ●​ Secure AI platforms that are available through U-M ITS AI Services may complement the review process to address grammar, language, and writing clarity. If permitted by the funding agency (see below), certain AI tools may also be useful when analyzing data. ●​ Uploading, copying and pasting, or otherwise incorporating any part of another researcher’s grant application to a commercially available AI platform (e.g., chatGPT) is

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●​ Uploading, copying and pasting, or otherwise incorporating any part of another researcher’s grant application to a commercially available AI platform (e.g., chatGPT) is strongly discouraged. Such platforms lack sufficient privacy protections and may utilize submitted information, whether through prompts or otherwise, to train the models used in such services. This means that the submitted information could be disclosed through subsequent use of the platform by others. ●​ Please refer to the following guidelines to determine the appropriateness of using U-M ITS AI services: ○​ https://safecomputing.umich.edu/dataguide/service/75

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ITS is now offering a generative AI platform available to all active U-M faculty, staff, and students on the Ann Arbor, Flint, and Dearborn campuses and Michigan Medicine. These service offerings are equitable, accessible, and support everything from basic consumer usage to advanced research and experimentation.

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Regardless of the physical location from which you access or use the Services, which shall be limited to use within the United States, you will be considered to be accessing or using information technology of U-M.

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Adobe Firefly is available for free through the University of Michigan's enterprise Adobe Creative Cloud license to all University of Michigan faculty, staff, and students. Firefly is a family of creative generative AI models used to generate, edit, and refine visual and audio content. It is designed specifically for commercial safety and is built directly into Adobe applications like Photoshop, Illustrator, and Premiere, as well as being accessible as a standalone web tool.

مُحدِّد الأدلة: Captured source text; Other U-M AI Offerings (research locator context; actual captured line range below); Extracted text SHA256 c7010c47f8683762fc8ee63337cce319e7cfa766232915e9abf0e2e039d86eef; original binding lines 98–98; characters 2212–2691; excerpt offset 0–479

Regardless of the physical location from which you access or use the Services, which shall be limited to use within the United States, you will be considered to be accessing or using information technology of U-M.

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This list is for purely informational purposes. The University of Michigan does not endorse or support any of these specific external AI tools. There are many AI tools available and this is not an exhaustive list. 

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Google Gemini and Gemini Notebook are Google generative AI services available to all University of Michigan faculty, staff, and students. Google Gemini can be used to create new content and images, help brainstorm ideas, draft or summarize writing, explore complex topics, and assist with research and creative work. Gemini Notebook is an AI-powered research and note-taking assistant available to all University of Michigan faculty, staff, and students. Refer to the ITS Google Gemini & Gemini Notebook service page for more information on the U-M Google GenAI Services. 

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Google Gemini is a generative AI chat and image generation app available to all University of Michigan faculty, staff, and students. (Sponsored affiliates, alumni, and retirees do not have access to Gemini.) Like U-M’s GenAI services, Gemini can be used to create new content, generate and edit images (using Nano Banana), help brainstorm ideas, draft or summarize writing, explore complex topics, and assist with research and creative work. You can connect and use some Google Workspace services within the Gemini web app.

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Regardless of the physical location from which you access or use the Services, which shall be limited to use within the United States, you will be considered to be accessing or using information technology of U-M.

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ITS is now offering a generative AI platform available to all active U-M faculty, staff, and students on the Ann Arbor, Flint, and Dearborn campuses and Michigan Medicine. These service offerings are equitable, accessible, and support everything from basic consumer usage to advanced research and experimentation.

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ITS offers a generative AI platform available to all active U-M faculty, staff, and students on the Ann Arbor, Flint, and Dearborn campuses and Michigan Medicine. These service offerings, which include U-M GPT, U-M Maizey, and U-M GPT Toolkit, are secure, private, equitable, accessible, and free. They support everything from basic consumer usage to advanced research and experimentation.

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Regardless of the physical location from which you access or use the Services, which shall be limited to use within the United States, you will be considered to be accessing or using information technology of U-M.

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Our most accessible ITS AI service is U-M GPT, a conversational AI tool that provides access to popular hosted AI models such as Azure OpenAI, GPT-Image-1, and U-M hosted open-source large language models.

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ITS is now offering a generative AI platform available to all active U-M faculty, staff, and students on the Ann Arbor, Flint, and Dearborn campuses and Michigan Medicine. These service offerings are equitable, accessible, and support everything from basic consumer usage to advanced research and experimentation.

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ITS offers a generative AI platform available to all active U-M faculty, staff, and students on the Ann Arbor, Flint, and Dearborn campuses and Michigan Medicine. These service offerings, which include U-M GPT, U-M Maizey, and U-M GPT Toolkit, are secure, private, equitable, accessible, and free. They support everything from basic consumer usage to advanced research and experimentation.

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Regardless of the physical location from which you access or use the Services, which shall be limited to use within the United States, you will be considered to be accessing or using information technology of U-M.

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U-M GPT Toolkit is our most advanced and flexible service offering. It is designed for those who require full control over their AI environments and models. Access to the API gateway is available via the self-service portal.

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ITS is now offering a generative AI platform available to all active U-M faculty, staff, and students on the Ann Arbor, Flint, and Dearborn campuses and Michigan Medicine. These service offerings are equitable, accessible, and support everything from basic consumer usage to advanced research and experimentation.

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ITS offers a generative AI platform available to all active U-M faculty, staff, and students on the Ann Arbor, Flint, and Dearborn campuses and Michigan Medicine. These service offerings, which include U-M GPT, U-M Maizey, and U-M GPT Toolkit, are secure, private, equitable, accessible, and free. They support everything from basic consumer usage to advanced research and experimentation.

مُحدِّد الأدلة: Captured source text; U-M AI Tools (research locator context; actual captured line range below); Extracted text SHA256 c7010c47f8683762fc8ee63337cce319e7cfa766232915e9abf0e2e039d86eef; original binding lines 94–94; characters 1206–1595; excerpt offset 0–389

Regardless of the physical location from which you access or use the Services, which shall be limited to use within the United States, you will be considered to be accessing or using information technology of U-M.

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U-M Maizey is a tool that allows U-M faculty, staff, and students to enrich their GenAI experience based on a custom dataset they provide. This service empowers users to extract valuable insights, discover patterns, and gain deeper knowledge from the available datasets.

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Regardless of the physical location from which you access or use the Services, which shall be limited to use within the United States, you will be considered to be accessing or using information technology of U-M.

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Google Gemini is a generative AI chat and image generation app available to all University of Michigan faculty, staff, and students. (Sponsored affiliates, alumni, and retirees do not have access to Gemini.) Like U-M’s GenAI services, Gemini can be used to create new content, generate and edit images (using Nano Banana), help brainstorm ideas, draft or summarize writing, explore complex topics, and assist with research and creative work. You can connect and use some Google Workspace services within the Gemini web app.

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Google Gemini Notebook (formerly NotebookLM) is an AI-powered research and note-taking assistant available to all University of Michigan faculty, staff, and students. (Sponsored affiliates, alumni, and retirees do not have access to Gemini Notebook.) Using Google's Gemini models, Gemini Notebook lets you upload your own sources, such as documents, PDFs, and Google Docs, and interact with them through summaries, questions, audio overviews, flashcards, AI-assisted exploration, and more. It is especially helpful for synthesizing large amounts of information across uploaded materials.

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Google Gemini can be used for certain kinds of sensitive data, as detailed in the Sensitive Data Guide to IT Services. You can access Gemini via the web app at https://gemini.google.com or mobile app (Android and iOS). Learn more about Google Gemini features, access and support resources. Gemini Notebook Google Gemini Notebook (formerly NotebookLM) is an AI-powered research and note-taking assistant available to all University of Michigan faculty, staff, and students. (Sponsored affiliates, alumni, and retirees do not have access to Gemini Notebook.) Using Google's Gemini models, Gemini Notebook lets you upload your own sources, such as documents, PDFs, and Google Docs, and interact with the

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m through summaries, questions, audio overviews, flashcards, AI-assisted exploration, and more. It is especially helpful for synthesizing large amounts of information across uploaded materials. Google Gemini Notebook can be used for certain kinds of sensitive data, as detailed in the Sensitive Data Guide to IT Services. You can access Gemini Notebook via the web app at https://notebook.google.com or mobile app (Android and iOS).  Learn more about Google Gemini Notebook features, access, and support resources.

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