Delft University of Technology

Generative AI Guidelines for Students – Faculty of Mechanical Engineering *Written Statement A written statement consists of documentation in: • A pinned announcement in the Brightspace course environment. • The StudyGuide description of the course (26/27 onwards). Written statements must be placed in Brightspace by the first lesson (or equivalent) of the course. January 2026

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Generative AI Guidelines for Students – Faculty of Mechanical Engineering ** Acknowledgment When the use of AI is limited by your instructor, you must disclose how you have used generative AI in the creation of any product that contributes in some way towards a grade. The required form of acknowledgment may vary depending on the level of AI use permitted in the assessment, as determined by your instructor. Within the Mechanical Engineering faculty, we have developed two standard AI acknowledgments: a standard, and an in-depth variant. Your instructor will inform you as to which AI acknowledgement you should use. The acknowledgment should be placed at the end of your docume

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nt, or as an attachment to your report/presentation/other assessment product. It does not count toward the word limit of assessments. Acknowledgements: Standard: - I did not use any AI tools or technologies to create or assist with this assessment. - I acknowledge the use of [e.g., Copilot (https://copilot.cloud.microsoft)] to support the development of this assessment by: [Select one or more: Explaining concepts, Refining language, Assisting with programming and debugging, Acting as a brainstorming partner, Providing feedback, Other (please specify)]. In-depth: - I acknowledge the use of [e.g., Copilot (https://copilot.cloud.microsoft)] to support the

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development of this assessment by: [Select one or more: Explaining concepts, Refining language, Assisting with programming and debugging, Acting as a brainstorming partner, Providing feedback, Other (please specify)]. I entered the following prompts: • "What materials are suitable for a cantilever beam operating in a high-temperature, corrosive environment?" Use of output: • I used the output to create Table 2 and modified the output with information obtained from peer reviewed articles (see bibliography entry X, Y). January 2026

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juist oordeel omtrent de kennis, het inzicht en de vaardigheden van die student of van een andere student geheel of gedeeltelijk onmogelijk wordt gemaakt. Onder fraude wordt in ieder geval begrepen: het plegen van enige vorm van plagiaat, waaronder alle gevallen waarin wordt gesuggereerd dat het gaat om eigen werk terwijl dat niet het geval is, zoals het kopiëren van werk van anderen, of het gebruik van generatieve AI tools (zoals ChatGPT), en dit presenteren als eigen werk door opzettelijke misleiding alsook door slordigheid en/of onvolledig verwijzen. Tevens wordt onder fraude onder meer verstaan: a. een poging tot fraude; b. het tijdens het te

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ntamen in het bezit hebben van (digitale) hulpmiddelen waarvan de raadpleging niet uitdrukkelijk is toegestaan, zoals: spiekbriefje, (voorgeprogrammeerde) rekenmachine, mobiele telefoon, boek, syllabus, aantekeningen in boek(en) voor een openboektentamen,; c. het tijdens het tentamen afkijken bij anderen of, binnen of buiten de tentamenruimte uitwisselen van

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1. Fraud is taken to mean any act or omission by a student that makes it fully or partially impossible to properly assess the knowledge, insight and skill of that student or another student. Fraud is in any event understood to include the commission of plagiarism in any form; it should be clear that this includes all cases in which a student implies that the work in question is their own when this is not the case, such as copying the work of others, or the use of generative AI tools (e.g. ChatGPT), and presenting it as one’s own through deliberate deception or through carelessness or inadequate references. Fraud also includes among others the following: a

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. an attempt at fraud; b. being in possession, during an examination, of aids (digital or otherwise), the use of which has not been expressly permitted, such as: any notes, (programmable) calculator, mobile phone, book, syllabus, or notes added to books for open-book examinations; c. looking at the work of others during an examination or exchanging information or materials inside or

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9. When, within the context of group learning, the Board of Examiners determines that group fraud has been committed, the Board of Examiners may impose one or more sanctions, as referred to in section 8, upon every member of the group. 10. The Board of Examiners will only take a decision as described in section 7 and will only impose a sanction after the student in question has been given the opportunity of having a hearing (oral or in writing). A hearing is not deemed necessary if the Board of Examiners, following investigation, determines that there is no fraud case. Article 7a Invalidation in the event of an irregularity or suspected irregularity 1. Prior t

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o, during or after an examination the Board of Examiners may decide to declare the examination invalid

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9. Wanneer in het kader van groepsonderwijs fraude door de examencommissie is vastgesteld als groepsfraude, kan aan elke deelnemer van de groep door de examencommissie conform lid 8 één of meer sancties opgelegd worden. 10. De examencommissie neemt pas een besluit als in lid 7 genoemd en gaat pas over tot het opleggen van een sanctie nadat de examencommissie de student in de gelegenheid heeft gesteld schriftelijk of mondeling te worden gehoord. Het horen kan achterwege blijven als de examencommissie, na onderzoek, geen fraude vaststelt. artikel 7a ongeldig verklaren; ordemaatregel bij (vermoeden) onregelmatigheden 1. De examencommissie kan bepalen dat het tentamen

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ongeldig wordt verklaard in geval van geconstateerde of gegronde vermoedens van onregelmatigheden voorafgaand, tijdens of na afloop van een tentamen, zoals: a. grootschalige of georganiseerde fraude met voorbedachte rade die de tentamenresultaten onbetrouwbaar

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the organisation that could be used as evidence. 6. The Board of Examiners will give the student an opportunity to add written comments to the report that was prepared by the examiner or invigilator. 7. The Board of Examiners will, in the event of fraud, decide that no result will be awarded to the student for the examination in question or assessment given for the practical exercise, apart from in exceptional cases. In the event the result has been announced or registered before the fraud was determined, the Board of Examiners will make the decision to retract the result in question and declare it invalid, apart from in exceptional cases. 8. In addition to the

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decision in the foregoing section, the Board of Examiners will decide whether a sanction will be imposed. The Board of Examiners may, depending on the seriousness of the fraud, impose one or more of the following sanctions on students:

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How? A letter of appeal can be lodged by email or post. e-mail:            [email protected] post:              Examination Appeals Board FTAO: LS / Legal Affairs Postbus 5 2600 AA De

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lft What is the time frame? A letter of appeal must be lodged within six weeks. This is a statutory period that starts the day after the decision has been announced (sent to you). Exceeding this time frame may result in the appeal being declared inadmissible. This means that the appeal will not be dealt with on the merits. A declaration of inadmissibility on the basis of the

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law can only be omitted in exceptional cases, when you cannot reasonably be considered to have been negligent. This means that you cannot be found to be at fault. This will be assessed on a case-by-case basis. Being on holiday is usually not a valid reason. If you disagree with a decision and want to lodge an appeal but the time frame to do so has almost expired, you can submit a pro forma letter of appeal in advance. This is a provisional letter of appeal in which you indicate which decision you want to appeal (also include this decision with the pro-forma letter) and that the grounds for the appeal will follow. After receiving the pro forma letter of appeal, you will be given the opportun

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ity by the secretary's office to complete your letter of appeal within a specified time frame, so that the appeal can then be further processed.  What are the requirements? In addition to the appeal time frame, there are a number of legal requirements that a letter of appeal must meet. Make sure that the letter of appeal contains at least the following information: name, ad

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dress and email address (preferably your TU Delft email address); your signature on the letter of appeal; the date; a description and copy of the decision against which the appeal is lodged; Prefera

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A letter of appeal must be lodged within six weeks. This is a statutory period that starts the day after the decision has been announced (sent to you). Exceeding this time frame may result in the appeal being declared inadmissible. This means that the appeal will not be dealt with on the merits. A declaration of inadmissibility on the basis of the law can only be omitted in exceptional cases, when you cannot reasonably be considered to have been negligent. This means that you cannot be found to be at fault. This will be assessed on a case-by-case basis. Being on holiday is usually not a valid reason. If you disagree with a decision and want to lodge an appeal but the time frame to do so has

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almost expired, you can submit a pro forma letter of appeal in advance. This is a provisional letter of appeal in which you indicate which decision you want to appeal (also include this decision with the pro-forma letter) and that the grounds for the appeal will follow. After receiving the pro forma letter of appeal, you will be given the opportunity by the secretary's office to complete your letter of appeal within a specified time frame, so that the appeal can then be further processed. 

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A letter of appeal must be lodged within six weeks. This is a statutory period that starts the day after the decision has been announced (sent to you). Exceeding this time frame may result in the appeal being declared inadmissible. This means that the appeal will not be dealt with on the merits. A declaration of inadmissibility on the basis of the law can only be omitted in exceptional cases, when you cannot reasonably be considered to have been negligent. This means that you cannot be found to be at fault. This will be assessed on a case-by-case basis. Being on holiday is usually not a valid reason. If you disagree with a decision and want to lodge an appeal but the time frame to do so has

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almost expired, you can submit a pro forma letter of appeal in advance. This is a provisional letter of appeal in which you indicate which decision you want to appeal (also include this decision with the pro-forma letter) and that the grounds for the appeal will follow. After receiving the pro forma letter of appeal, you will be given the opportunity by the secretary's office to complete your letter of appeal within a specified time frame, so that the appeal can then be further processed. 

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Generative AI Guidelines for Students – Faculty of Mechanical Engineering Generative AI tools (such as Copilot, ChatGPT, and Gemini) are rapidly changing how we study and work. The following guideline outlines when and how students can use such tools within their education at the Faculty of Mechanical Engineering, while ensuring academic integrity, personal learning, and ethical responsibility. AI as a Learning Support Tool AI tools can support your learning by: • Explaining concepts • Refining language • Assisting with programming and debugging • Acting as a brainstorming partner These uses can often enhance your learning experience. However, AI tools

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must not replace your own analysis, critical thinking, or academic writing. With data safety and uniformity in mind, the TU Delft recommends using the web-version of Microsoft Copilot at this moment in time. You can log into Copilot with your TU Delft credentials. Student Responsibilities As a student, you are ultimately responsible for your own work, including any work produced with the help of AI. When using AI tools, be aware of the following responsibilities: • Permission: Check the written statement* regarding AI use for each course. • Transparency: Always cite and describe your use of AI tools in accordance with the acknowledgment** text that your instructor deci

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des upon. • Critical Evaluation: AI outputs may be inaccurate, biased, or fabricated. You remain fully responsible for all submitted work. • Academic integrity: You are expected to adhere to the principles of academic integrity, as outlined in the Code of Conduct. • Safe use: Do not disclose personal or sensitive information. Be aware that AI plug-ins make the accidental disclosure of personal or sensitive information even easier. • Environmental awareness: AI tools and software are taxing on the environment. Consider sustainability and energy efficiency when using AI. January 2026

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Generative AI Guidelines for Students – Faculty of Mechanical Engineering AI use in unsupervised assessment With Student Responsibility (page 1) in mind, the rule of thumb regarding AI use is 'Yes, unless'. Your instructor will inform you via a written statement* about any restricted or prohibited uses of AI in their course. For certain assignments or course elements, instructors may discourage, restrict, or prohibit the use of AI tools. If this is the case, you are required to add an acknowledgement** to your work. Your instructor might limit the use of AI if they feel it conflicts with the learning objectives of the course. If your instructor imposes restrictions on t

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he use of AI, communicates these via a written statement*, and you do not use the acknowledgment** form in your work, this could be considered fraudulent. Instance of fraudulent behaviour will be handled in accordance with the faculty's regulations: Fraud C Plagiarism - Regulations (article 7). If in doubt, always consult your instructor about prohibited or restricted use of AI tools in coursework. January 2026

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copying the work of others, or the use of generative AI tools (e.g. ChatGPT), and presenting it as one’s own through deliberate deception or through carelessness or inadequate references. Fraud also includes among others the following: a. an attempt at fraud; b. being in possession, during an examination, of aids (digital or otherwise), the use of which has not been expressly permitted, such as: any notes, (programmable) calculator, mobile phone, book, syllabus, or notes added to books for open-book examinations; c. looking at the work of others during an examination or exchanging information or materials inside or outside the room whe

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re the examination is taking place; d. getting someone else to take the examination or impersonating someone else during an examination; e. being in possession of the questions/assignments/answers of an examination before the date or time on which the examination is due to be held;

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Relying on AI-detection tools to penalise students risks false accusations, unfair treatment, and a breakdown of trust between staff and students. While plagiarism checkers help enforce clear rules, AI detectors operate in a grey area where “false positives” are common and untestable. Using them as a policing mechanism is therefore neither effective nor equitable in way of upholding assessment integrity. Instead, it is recommended that educators focus on adapting assessments to be more AI-resilient. 

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a useful ally in this regard. Plagiarism checkers compare student work against vast databases of existing text and are generally reliable at identifying direct copying. By contrast, AI-detection tools attempt to judge whether a piece of text has been generated by AI, which is inherently more difficult to verify. Research has shown that these tools are often inaccurate and can drive students to adopt basic “evasion” prompting techniques that further reduce their accuracy (Liang et al., 2024).   Relying on AI-detection tools to penalise students risks false accusations, unfair treatment, and a breakdown of trust between staff and students. While plagiarism checkers help enforce clear rules, A

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I detectors operate in a grey area where “false positives” are common and untestable. Using them as a policing mechanism is therefore neither effective nor equitable in way of upholding assessment integrity. Instead, it is recommended that educators focus on adapting assessments to be more AI-resilient. 

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Teaching Support Teaching Support is a service provided by Teaching & Learning Services. We offer advice, support, and training to TU Delft teaching staff.  lin

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kedin Building 32A Landbergstraat 19 2628 CE Delft +31 (0) 15 27 84 333 [email protected] Sitemap

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Services Educational Tools Ed

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TU Delft recognises the value of AI tools but sharing data is never without any risks. If you choose to use AI tools like ChatGPT or AI plugins, we recommend you take the following recommendations to heart:Reveal nothing: Do not share any personal data, internal information or (highly) confidential information during your interactions with the AI tool.

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• Assisting with programming and debugging • Acting as a brainstorming partner These uses can often enhance your learning experience. However, AI tools must not replace your own analysis, critical thinking, or academic writing. With data safety and uniformity in mind, the TU Delft recommends using the web-version of Microsoft Copilot at this moment in time. You can log into Copilot with your TU Delft credentials. Student Responsibilities As a student, you are ultimately responsible for your own work, including any work produced with the help of AI. When using AI tools, be aware of the following responsibilities: • Permission: Check the written statement* regarding AI use for

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each course. • Transparency: Always cite and describe your use of AI tools in accordance with the acknowledgment** text that your instructor decides upon. • Critical Evaluation: AI outputs may be inaccurate, biased, or fabricated. You remain fully responsible for all submitted work. • Academic integrity: You are expected to adhere to the principles of academic integrity, as outlined in the Code of Conduct. • Safe use: Do not disclose personal or sensitive information. Be aware that AI plug-ins make the accidental disclosure of personal or sensitive information even easier. • Environmental awareness: AI tools and software are taxing on the

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environment. Consider sustainability and energy efficiency when using AI.

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In order to maintain integrity and transparency, and to preserve trust in the scholarly record, authors must disclose any use of generative AI technologies (e.g. ChatGPT, Copilot, image generators, or  code assistants) that contributed to the manuscript, whether for text production, summarizing, image generation or coding support). This disclosure must specify how the tool was used and which tool was used. This information must be included in the “Use of AI”, in the “Methods” and in the data/software statement (if applicable) section of the manuscript as well as in the cover letter submitted before the review process. This policy is subject to review based on new developments, including futu

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re  COPE guidance. Use of AI

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ting and summarizing is now integrated into many scholarly workflows. It is generally accepted when used responsibly, provided that all ideas, interpretations, and conclusions are clearly human generated. However, authors and editors remain fully responsible and accountable for the quality and content of the manuscripts. In line with the COPE Position Statement of 13 February 2023↗, authors must not list AI tools as co-authors, as these tools cannot take responsibility for the submitted work.   In order to maintain integrity and transparency, and to preserve trust in the scholarly record, authors must disclose any use of generative AI technologies (e.g. ChatGPT, Copilot, image generators, or

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 code assistants) that contributed to the manuscript, whether for text production, summarizing, image generation or coding support). This disclosure must specify how the tool was used and which tool was used. This information must be included in the “Use of AI”, in the “Methods” and in the data/software statement (if applicable) section of the manuscript as well as in the cover letter submitted before the review process. This policy is subject to review based on new developments, including future  COPE guidance. Use of AI Do’s: Authors are required to disclose whether they have used AI tools when preparing their manuscript. TU Delft OPEN Publishing does accept manuscripts that use image cre

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ators to support the manuscript. This is acknowledged in the “Use of AI” section, which details the type of tool used, its version and manufacturer, and the prompt. TU Delft OPEN Publishing accepts manuscripts that use chatbots to support the writing process, provided they are checked by a human. TU Delft OPEN Publishing does accept AI-generated visuals that have been reviewed by humans for use solely as thumbnails on the journal/book website and in promotional materials. The title and abstract of the journal article/book will be used to generate the visual, which must be approved by all authors of the article. No personal data or sensitive information should be used to generate these images

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.   Don’ts:   TU Delft OPEN Publishing does NOT accept manuscript that use chatbots as co-authors. TU Delft OPEN Publishing does NOT accept manuscripts that use chatbots as sources.    How to Use generative AI Tools in manuscript preparation: Acceptable purposes include proofreading, obtaining feedback on structure and style, general brainstorming, translations, data analysis, and coding. Authors who use generative technologies in this manner must acknowledge this in the relevant places in their manuscripts. This can be done as follows: For general support such as brainstorming, rewriting a text, writing an abstract, proofreading or receiving feedback on structure and style, please describe

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information about the type of language model or other tool you used and explain how and when you used it. This information should be included in the “Use of AI” section (after the “Contributor Stateme

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If your research involves Human Research Subjects (i.e.: where human participants are the source your research data), you need to get HREC approval before engaging with research participants.

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• Assisting with programming and debugging • Acting as a brainstorming partner These uses can often enhance your learning experience. However, AI tools must not replace your own analysis, critical thinking, or academic writing. With data safety and uniformity in mind, the TU Delft recommends using the web-version of Microsoft Copilot at this moment in time. You can log into Copilot with your TU Delft credentials. Student Responsibilities As a student, you are ultimately responsible for your own work, including any work produced with the help of AI. When using AI tools, be aware of the following responsibilities: • Permission: Check the written statement* regarding AI use for

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each course. • Transparency: Always cite and describe your use of AI tools in accordance with the acknowledgment** text that your instructor decides upon. • Critical Evaluation: AI outputs may be inaccurate, biased, or fabricated. You remain fully responsible for all submitted work. • Academic integrity: You are expected to adhere to the principles of academic integrity, as outlined in the Code of Conduct. • Safe use: Do not disclose personal or sensitive information. Be aware that AI plug-ins make the accidental disclosure of personal or sensitive information even easier. • Environmental awareness: AI tools and software are taxing on the

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environment. Consider sustainability and energy efficiency when using AI.

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Currently, the Microsoft Copilot Chat (after logging in with NetID) is the only generative AI tool permitted for use at TU Delft for education.

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Currently, the Microsoft Copilot Chat (after logging in with NetID) is the only generative AI tool permitted for use at TU Delft for education.

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In the context of education, the university-wide policy on AI is still in development.

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Currently, the Microsoft Copilot Chat (after logging in with NetID) is the only generative AI tool permitted for use at TU Delft for education.

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In the context of education, the university-wide policy on AI is still in development.

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• Assisting with programming and debugging • Acting as a brainstorming partner These uses can often enhance your learning experience. However, AI tools must not replace your own analysis, critical thinking, or academic writing. With data safety and uniformity in mind, the TU Delft recommends using the web-version of Microsoft Copilot at this moment in time. You can log into Copilot with your TU Delft credentials. Student Responsibilities As a student, you are ultimately responsible for your own work, including any work produced with the help of AI. When using AI tools, be aware of the following responsibilities: • Permission: Check the written statement* regarding AI use for

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each course. • Transparency: Always cite and describe your use of AI tools in accordance with the acknowledgment** text that your instructor decides upon. • Critical Evaluation: AI outputs may be inaccurate, biased, or fabricated. You remain fully responsible for all submitted work. • Academic integrity: You are expected to adhere to the principles of academic integrity, as outlined in the Code of Conduct. • Safe use: Do not disclose personal or sensitive information. Be aware that AI plug-ins make the accidental disclosure of personal or sensitive information even easier. • Environmental awareness: AI tools and software are taxing on the

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environment. Consider sustainability and energy efficiency when using AI.

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