Monash University

Whenever you are allowed or required to use AI in an assessment, you must also: - Follow all instructions and restrictions on its use; - Clearly document the type of AI used and how it contributed to the assessment; - Provide written acknowledgment of the use of AI and its extent; and - When necessary, cite and reference using the closest source types in the style being used (e.g., non-recoverable sources).

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4.7 Students must not breach the conditions for assessments set by chief examiners in the learning management system or within the assessment instructions. Conditions may include but are not limited to: ● only accessing authorised materials or not accessing any materials during an assessment (e.g. specifically permitted items or a closed-book quiz or test); ● only using specifically authorised tools or devices (e.g. using only approved calculators); ● completing an assessment as a group or individually; ● not using generative artificial intelligence tools; or ● acknowledging the use of generative artificial intelligence tools in the creation of work.

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If AI is permitted in an assessment, and you have not used it, you need to acknowledge this as well. Your unit may provide a template or this [resource has useful templates to help you acknowledge your use of AI](https://www.monash.edu/student-academic-success/ai-hub/acknowledging-the-use-of-ai).

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However, no AI detection tools have been approved by eSolutions or by the University Data Protection and Privacy Office, and **absolutely cannot be used** as evidence if reporting a student for suspected breach of the conditions of assessment.

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● students are educated about the responsible and ethical use of generative artificial intelligence tools and how such tools should be acknowledged if they are used; ● all assessment formats that can be submitted online are submitted through the learning management system or eAssessment platform. Exceptions can be approved by the dean (or delegate) based on legitimate pedagogical reasons where online submission is not appropriate; ● all text-based assignments, including eAssessments, that can be submitted through a similarity-detection system are submitted through the system provided (e.g. Turnitin). For non-text-based assignments, if alternative systems have been put in place by the facul

Underlagsfinder: Clause: §2.7 (AI & Turnitin); Extracted text SHA256 1f61092a095921b752cd0e6c4abda84fd7b3e7986c27304b4590e2bb70796d2f; original binding lines 115–128; characters 6719–7751; excerpt offset 0–700

ty, these must be used (e.g. MOSS); ● staff who are marking assessment, including eAssessments, must consider the reports from similarity-detection systems when assessing work and must apply academic judgement to determine whether there is evidence of a breach of academic integrity, rather than relying on the reports’ raw scores;

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4.6 Unless otherwise stated in the learning management system, students can have another person or entity proofread their work. Acceptable proofreading is the process of identifying errors and suggesting corrections to spelling and grammar. Proofreading by another person or entity does not include: ● rewriting passages of text in order to clarify meaning; ● changing the words used by the student; ● rearranging or reformatting text, code or other material; ● adding material or references to the original work; or ● checking calculations or formulas.

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6.1 If the chief examiner or nominee, or the RO in cases of alleged misconduct, determines that the student’s breach was minor, trivial or frivolous due to inappropriate academic practice, the chief examiner, RO or nominee must: ● help the student identify gaps in their skills or knowledge that led to the academic integrity breach; ● counsel the student in appropriate academic practice; ● recommend that the student undertake relevant academic skills development (e.g. book in with a learning advisor in Student Academic Success, use relevant learning <u>resources</u>); ● issue an Academic Integrity Warning Outcome in writing through the academic integrity portal within seven days of their

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decision; and ● award a mark that reflects the inappropriate academic practice indicated by the breach (see 6.1.1). 6.1.1 When marking a task as part of an educative response, the chief examiner or nominee must not impose a penalty.

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The evidence for the alleged misconduct must be provided to the student and will generally be provided with the notice of allegation. However, in exceptional circumstances or where evidence is received by SCC after sending the notice of allegation, evidence may be provided at any time during an investigation, including during a meeting with the student. Where evidence is not provided with a notice of allegation, the student must be given a reasonable opportunity, not less than five working days, to respond to the allegation and evidence before the RO makes a determination.

Underlagsfinder: Clause: §8.3 (Notice of Allegation & Response Timeframe); Extracted text SHA256 1f61092a095921b752cd0e6c4abda84fd7b3e7986c27304b4590e2bb70796d2f; original binding lines 605–609; characters 34636–35215; excerpt offset 0–579

### 8.4 If invited to a meeting, a student is entitled to: ● be accompanied and assisted by a support person who is not permitted to represent or advocate for the student, except for a student at Monash University Malaysia who can be represented by a staff member or student; and ● make oral and/or written responses to the allegation and evidence.

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11.1 A student who has been found to have committed an act of academic misconduct by the RO may appeal against the finding and penalty, or the penalty only. If the student admitted the misconduct during the misconduct investigation, they cannot appeal against the finding but may appeal against the penalty only. The <u>Student Academic and General Misconduct: Hearing and Appeals Panels</u> <u>Procedure</u> outlines the appeals process. 11.2 At the Malaysia campus, a student dissatisfied with any disciplinary proceeding may submit an appeal in writing to the Malaysian Registrar General of Private Higher Educational Institutions within 14 days from the date of receipt of the decision, pursuant

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to the Private Higher Educational Institutions Act 1996 and any directions issued by the Registrar General, as amended from time to time.

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7.6 Where an allegation of academic misconduct occurs with an allegation of research misconduct, the matter is referred to the RO for research misconduct, as <u>specified by the Vice-Chancellor</u>. The matter will not be investigated or determined in accordance with this procedure (see <u>Responsible Conduct of Research: Procedure for Investigating Code Breaches</u>).

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5.1.​ A student who has been found to have engaged in an act of academic misconduct and/or general misconduct by a Responsible Officer or a SMP may appeal against the finding and the penalty, or the penalty alone. However, if the student admitted the misconduct, they cannot appeal against the finding and may only appeal against the penalty. 5.2.​ A student can make an appeal on one or more of the following grounds: ●​ there was a reasonable apprehension of bias on the part of the decision maker. However, if the student did not object to a panel member prior to the hearing, an appeal on this ground may only be based on the conduct of the member during

Underlagsfinder: PDF physical pages 7–7; text chars 30752–31452

the hearing; ●​ there was a breach of procedural fairness that has the potential to affect the decision; ●​ the penalty imposed was excessive; ●​ there is new evidence that was not reasonably available to the student during the investigation or hearing that has the potential to affect the decision; and/or ●​ the decision was not reasonable based on the evidence that was available and relevant at the time of the original decision. 5.3.​ To submit an appeal, students must follow the instructions provided in the notice of decision. The appeal must: ●​ be in writing and clearly state the ground(s) for appeal, as outlined in c

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lause 5.2; and ●​ be submitted to the University Registrar within 20 working days from the date of the notice, unless the student can demonstrate extraordinary circumstances preventing them from lodging the appeal within the prescribed time frame. 5.4.​ The student will receive an acknowledgement of receipt of the appeal in writing to their Monash University email account within five working days of lodging the appeal. The acknowledgement will include information about the appeals process, estimated timelines and support available. 5.5.​ A decision of suspension or exclusion by the Responsible Officer or SMP should not be enforced against a student u

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ntil an appeal has been heard and determined or the appeal period has expired, unless there are extenuating circumstances relating to the wellbeing of the student.

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5.5.​ A decision of suspension or exclusion by the Responsible Officer or SMP should not be enforced against a student until an appeal has been heard and determined or the appeal period has expired, unless there are extenuating circumstances relating to the wellbeing of the student.

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7.6.​ The decision of the SAP is the final decision of Monash. The Student Complaints Policy or the University Student Ombudsman Policy cannot be applied to dispute the outcome of a discipline process. 7.6.1.​ Students who are not satisfied with the decision of the SAP may refer the matter to either the Victorian Ombudsman or the National Student Ombudsman as avenues for external review. Student Academic and General Misconduct: Hearing and Appeals Panels Procedure | 8  7.6.2.​ Monash University Malaysia students who are not satisfied with the decision of the SAP may submit

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an appeal in writing to the Malaysian Registrar General of Private Higher Educational Institutions within 14 days from the date of receipt of the decision.

Underlagsfinder: PDF physical pages 8–9; text chars 39742–39933

1.7 The chief examiner must determine where and how generative artificial intelligence tools can be used in a unit, an assessment task, or part of an assessment task.

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1.7.1 All specifications of use must be clearly stated in the required section in the learning management system and published before the start of the teaching period or no later than four weeks before the assessment task details are made available to students.

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1.7.2 Where the chief examiner specifies that generative artificial intelligence is not allowed, the decision should be made based on educational reasoning, the assessment task and its function in generating particular evidence of student learning. The reason must be clearly stated in the required section in the learning management system and published before the start of the teaching period or no later than four weeks before the assessment task details are made available to students.

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| The specifications of where and how generative artificial intelligence tools (e.g. text-generating, image-generating, translators) can be used in a unit, an assessment task or part of an assessment task. Where it is not allowed, the education reasoning must be stated. | | Before start of teaching period Before start of teaching period or no later than four weeks before the assessment due date. For scheduled final assessments, before the start of the teaching period or no later than when the timetable is released to students. |

Underlagsfinder: Clause: Table 2 (AI Specification Deadline Discrepancy); Extracted text SHA256 1706469825e4877f0962298672c10273ce620547290b2c443d2f56305febbea9; original binding lines 515–515; characters 28190–28725; excerpt offset 0–535

responsible and ethical AI use in education, including where to raise concerns, how educators and students share responsibility, and key issues such as data privacy, copyright, bias and over-reliance on AI tools.

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1.7 The chief examiner must determine where and how generative artificial intelligence tools can be used in a unit, an assessment task, or part of an assessment task.

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1.7.1 All specifications of use must be clearly stated in the required section in the learning management system and published before the start of the teaching period or no later than four weeks before the assessment task details are made available to students.

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1.7.2 Where the chief examiner specifies that generative artificial intelligence is not allowed, the decision should be made based on educational reasoning, the assessment task and its function in generating particular evidence of student learning. The reason must be clearly stated in the required section in the learning management system and published before the start of the teaching period or no later than four weeks before the assessment task details are made available to students.

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| The specifications of where and how generative artificial intelligence tools (e.g. text-generating, image-generating, translators) can be used in a unit, an assessment task or part of an assessment task. Where it is not allowed, the education reasoning must be stated. | | Before start of teaching period Before start of teaching period or no later than four weeks before the assessment due date. For scheduled final assessments, before the start of the teaching period or no later than when the timetable is released to students. |

Underlagsfinder: Clause: Table 2 (AI Specification Deadline Discrepancy); Extracted text SHA256 1706469825e4877f0962298672c10273ce620547290b2c443d2f56305febbea9; original binding lines 515–515; characters 28190–28725; excerpt offset 0–535

AI & Generative AI tools can be used WITHOUT ANY LIMITS.

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AI & Generative AI tools may be used in GUIDED ways as per the guidelines provided.

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AI & Generative AI tools MUST NOT BE USED for the following reasons:

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AI & Generative AI tool specification is NOT APPLICABLE for this nonassessed activity / task.

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You must not use generative artificial intelligence (AI) to generate any content or materials in relation to scheduled assessments – unless specifically permitted by the chief examiner. If permitted, you’ll find this information in Moodle and on your eExam landing page.

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If you have a closed book or open book (not open access) assessment, you’re not allowed to use online spell check, grammar or translation tools.

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However, no AI detection tools have been approved by eSolutions or by the University Data Protection and Privacy Office, and **absolutely cannot be used** as evidence if reporting a student for suspected breach of the conditions of assessment.

Underlagsfinder: Clause: AI Detectors Inadmissible; Extracted text SHA256 da7d14cb0611788e7b3a8e2401cba6dd10dc9661688228fb0c1b1d52246c7d1e; original binding lines 1554–1554; characters 145910–146153; excerpt offset 0–243

● students are educated about the responsible and ethical use of generative artificial intelligence tools and how such tools should be acknowledged if they are used; ● all assessment formats that can be submitted online are submitted through the learning management system or eAssessment platform. Exceptions can be approved by the dean (or delegate) based on legitimate pedagogical reasons where online submission is not appropriate; ● all text-based assignments, including eAssessments, that can be submitted through a similarity-detection system are submitted through the system provided (e.g. Turnitin). For non-text-based assignments, if alternative systems have been put in place by the facul

Underlagsfinder: Clause: §2.7 (AI & Turnitin); Extracted text SHA256 1f61092a095921b752cd0e6c4abda84fd7b3e7986c27304b4590e2bb70796d2f; original binding lines 115–128; characters 6719–7751; excerpt offset 0–700

ty, these must be used (e.g. MOSS); ● staff who are marking assessment, including eAssessments, must consider the reports from similarity-detection systems when assessing work and must apply academic judgement to determine whether there is evidence of a breach of academic integrity, rather than relying on the reports’ raw scores;

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To be safe, you can use your Monash email address to access [Microsoft Copilot](https://www.monash.edu/ai/tools-training-and-resources/responsible-use-of-microsoft-copilot-a-guide) or [Google Gemini](https://www.monash.edu/student-academic-success/enhance-digital-capabilities/master-online-learning-systems/gemini) which provides data protection for Monash.

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Monash enterprise systems such as Copilot have enterprise data protections identified under the green shield in Monash Copilot. Google NotebookLM clearly identifies its privacy policy on its homepage. If you use paid AI services you likely have greater data protection and some free services have settings that allow you to prevent training on your data. As a general rule you should always avoid giving personal information to AI systems.

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When uploading personal, sensitive, copyrighted, or licensed material: Many AI tools cannot guarantee privacy, strong data security, or the protection of intellectual property (IP).

Underlagsfinder: Responsible and ethical use of AI page, 'When it is not appropriate' table

1.3. Use of AI to assist in making a decision that could affect the rights or interests of an individual is only permitted where the proposed decision is reviewed and finalised by a Monash staff member. That staff member is accountable for the decision. Such decisions include those pertaining to employment, student recruitment and admissions, assessment marking and feedback, and/or governance reporting and analysis.

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1.3.1. Decision-making can only be supported by Monash-procured AI systems. Non-Monash AI systems must not be used to assist in decision-making.

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To preserve the confidentiality of thesis examination, examiners are not permitted to use Generative AI technologies (such as ChatGPT) during the thesis examination process to support, prepare or write their examiners’ report.

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HDR Students should discuss with, and seek guidance from, their supervisors on any intended use of Generative AI and how they can best acknowledge and cite its use in their work. Students will be asked about their use of Generative AI in their research at each progress management review milestone and will be required to confirm they have used Generative AI in ways that are consistent with Monash policies and guidance and have made due acknowledgement when used. For the purposes of thesis submission, a series of questions about use of Generative AI are included thesis submission on-line form, and the thesis preliminary pages will prompt students and supervisors to acknowledge any Generative

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AI use.

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**Monash AI responsible use principles** \\ \\ - Community benefit, education and research excellence\\ - Fairness\\ - Transparency\\ - Integrity and accountability\\ - Data security and privacy

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[Microsoft Copilot](https://www.monash.edu/ai/tools-training-and-resources/access-microsoft-copilot) is a generative artificial intelligence (GenAI) program that has capabilities to generate text and images in response to user prompts.

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Monash University uses Copilot for work. To make sure your information is protected, it is recommended you log in using your Monash credentials.

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Monash staff and students (over the age of 18) can now opt in to gain access to the Google Gemini app.

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Google Gemini is a multimodal AI, currently for students aged 18 and over (access to under 18 coming soon). It can be prompted with images, text, code, and video, and accessing it in a browser gives you tools like Deep Research, Guided Learning, Canvas, and more.

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[Microsoft Copilot](https://www.monash.edu/ai/tools-training-and-resources/access-microsoft-copilot) is a generative artificial intelligence (GenAI) program that has capabilities to generate text and images in response to user prompts.

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Discover Monash’s approved AI tools, including Gemini, NotebookLM and Zoom AI Companion, alongside policies, guidance and resources to support responsible use.

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You’ll also get access to Gemini Notebook, a standalone Google app.

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Monash enterprise systems such as Copilot have enterprise data protections identified under the green shield in Monash Copilot. Google NotebookLM clearly identifies its privacy policy on its homepage. If you use paid AI services you likely have greater data protection and some free services have settings that allow you to prevent training on your data. As a general rule you should always avoid giving personal information to AI systems.

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[Microsoft Copilot](https://www.monash.edu/ai/tools-training-and-resources/access-microsoft-copilot) is a generative artificial intelligence (GenAI) program that has capabilities to generate text and images in response to user prompts.

Underlagsfinder: Clause: Student Copilot Access; Extracted text SHA256 93cb0264b4a10456cacb8332cccde58eaeb6a9a9b2e126da6a6e3a0baa8c6d0c; original binding lines 328–328; characters 26722–26957; excerpt offset 0–235

Monash University uses Copilot for work. To make sure your information is protected, it is recommended you log in using your Monash credentials.

Underlagsfinder: Clause: Copilot Work Account Protection; Extracted text SHA256 93cb0264b4a10456cacb8332cccde58eaeb6a9a9b2e126da6a6e3a0baa8c6d0c; original binding lines 344–344; characters 28518–28662; excerpt offset 0–144

Monash staff and students (over the age of 18) can now opt in to gain access to the Google Gemini app.

Underlagsfinder: Clause: Opt-in & Age Eligibility; Extracted text SHA256 3dc5f609e189e64bc09160ae4ab8f73172c946b0255321ef81d21647a9bd3be9; original binding lines 157–157; characters 4774–4876; excerpt offset 0–102

Discover Monash’s approved AI tools, including Gemini, NotebookLM and Zoom AI Companion, alongside policies, guidance and resources to support responsible use.

Underlagsfinder: Clause: Staff vs Student Tool Separation; Extracted text SHA256 6787fed8e57b4b3d60c57b454b0ed1092c4656cd42c298828d0a227169ea77f6; original binding lines 180–180; characters 8488–8647; excerpt offset 0–159