Columbia University

Examinations: Except where advance permission is granted in writing by the course instructor in the course syllabus and/or examination instructions, use of AI during any examination is prohibited. - Every word of a student’s examination answer must be produced by that student without assistance from AI (including for English translation purposes). This prohibition encompasses all examinations, irrespective of format (i.e., whether proctored or take-home, online or handwritten). - Students are not permitted to input current examination questions, prompts, or fact patterns from any course into an AI tool.

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Writing Support and Error Correction: Students are permitted to consult AI to test arguments, solicit criticism, and explore alternative articulations. Students may also use AI to improve their written work, including for clarity and reliability, alternate phrasing, and tone and concision. Students are also permitted to use AI tools to assist in identifying and correcting spelling and grammatical errors. In all of these cases, students are required to independently and rigorously assess the feedback generated by AI, using their own critical judgment to decide whether and how to implement any suggestions.

ตัวค้นหาหลักฐาน: §8.3 (Writing Support and Error Correction); Extracted text SHA256 9d9ed8d41848f2c05ec4c9ae3b3a4392e98f951ca0ebd401a55919f21369d891; original binding lines 339–339; characters 15347–15958; excerpt offset 0–611

Because expectations for using generative AI will vary across courses and across assignments, students must read the expectations for each course carefully. As a general rule, students should disclose to faculty if they are using generative AI platforms and in what manner they are using them in coursework.

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Generative AI tools are generally permitted in this course for research and completion of assignments, provided that all AI-generated content is clearly attributed as such in the student’s work. Students must include citations or disclosure detailing the specific AI tools and models used.

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Absent a clear statement or approval in writing from a course instructor granting permission, the use of generative Artificial Intelligence (AI) tools to complete an assignment, exam, or any other coursework is prohibited. This may include but is not limited to using AI for translation services, crafting study materials, organizing a works cited page, “polishing” a student’s work, etc.

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The Associate Vice President (“AVP”) for Student Success and Intervention in the Center for Student Success and Intervention (“CSSI”) is appointed to oversee and manage the Dean’s Discipline process at the behest of the Deans of each school adhering to the Standards and Discipline, or the “Policy,” and accompanying procedures. The AVP or designee may appoint administrative Hearing Officers to efficiently and effectively supervise and facilitate the Dean’s Discipline process. Adoption of the following guidelines is at the discretion of the Dean of each school. In matters not contemplated under this specific policy and -1 1- procedure, a school may appoint Student Conduct (“SC”) to co

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nduct the investigation, support the administration of a separate established discipline process, or administer the Dean’s Discipline process described herein on their behalf.

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A student may appeal the outcome and/or sanction within five (5) business days after receipt of the decision/outcome letter by filing the appeal electronically to SC. The appeal must be prepared and submitted by the student, and should be no longer than five (5) pages single-spaced typed pages, using 12 Times New Roman font and 1-inch margins, including attachments. The appeal and any supporting materials must be attached as word or PDF attachments and not linked to a Google Drive. Appeals prepared and/or submitted by anyone other than the student will automatically be denied and eligible for a one-time resubmission.

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The appeal will be reviewed by the AVP (or designee) within 5 business days to ensure the submitted documentation meets one of the three appellate grounds, was submitted by the student, and does not exceed the five (5) page maximum. If none of the appellate grounds are met, and/or if the appeal (including attachments) exceeds the page maximum, the AVP (or designee) will return the appeal to the - 31 1- student and provide an opportunity for the student to resubmit within two (2) business days from return of the appeal. A student may only resubmit an appeal one (1) time. Once a determination has been made by the AVP (or designee) that the grounds have been met, the appeal will be sen

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t to the Dean or designee for review. The Dean (or designee) will have 10 business days from the date of receipt to deliver a response.

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Regardless of the outcome of the appeal, the student will receive the Appellate Officer’s final decision in writing within 10 business days of receipt of request or at their earliest 7 convenience . The Appellate Officer’s decision is final.

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In addition, it is important for instructors to note that when submitted as evidence in an incident report of suspected use of AI, a report from an AI detection tool confirming such use can not be used as the sole piece of proof in a Dean’s Discipline case to find a student responsible for a violation of policy.

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If an instructor believes a violation of academic integrity occurred or has suspicion that a student used AI on an assignment when it was not permitted, it is essential that they report the alleged violation to Student Conduct via this Academic Integrity Violation Referral form as close to the date of detection as possible. While a conversation between the instructor and student is always encouraged, completing a full investigation into the incident on their own (e.g., running the student’s materials through an AI detection tool, holding onto the suspicious assignment until the end of the course for comparison purposes) is not encouraged.

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Generation of Written Work: Work submitted for academic credit must be student-composed, not AI-generated. Student-composed work reflects ideas, arguments, analysis, and expression that are the product of the student's own intellectual creativity and judgment. Students must deliberately choose the positions they advance; understand and be able to explain and defend every material proposition in their submissions; and accept responsibility for the accuracy, reasoning, and conclusions reflected in their work. Revising, editing, or paraphrasing AI-generated text does not, by itself, transform AI-generated work into student-generated work. Even when assisted by AI tools, students bear full intel

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lectual responsibility for every proposition in their submitted work.

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Default: The Rules set forth in Sections 8 through 11 of this Policy are considered defaults. Individual instructors may adopt alternative course or assignment-specific policies as long as they do so in writing, at a minimum in the initial course syllabus, and with advance notice to all students. To the extent that a faculty member does not communicate an alternative this Policy will apply.

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If faculty permit generative AI in their course, students will be instructed how to use and properly cite such tools in their work. Citation information will include what platforms students are using and how they are using them. Failure to properly and completely cite AI-generated responses may be reported as a violation of the CBS Honor Code.

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Disclosure: Students are required to disclose any use of AI that contributes to a written submission or other work product. - Students should always be transparent and err on the side of disclosure when their work relies on the output of an AI tool. Individual instructors may prescribe additional requirements, including protocols for citing AI outputs.

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Default: The Rules set forth in Sections 8 through 11 of this Policy are considered defaults. Individual instructors may adopt alternative course or assignment-specific policies as long as they do so in writing, at a minimum in the initial course syllabus, and with advance notice to all students. To the extent that a faculty member does not communicate an alternative this Policy will apply.

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Students with disabilities are eligible for reasonable accommodations to permit them equal access to Teachers College programs and services (which include classes and coursework). If you are a student registered with OASID with a generative AI accommodation, please speak with me directly about your needs.

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## Example 1 No Generative AI Use Permitted Students are prohibited from using generative Artificial Intelligence (AI) tools to complete coursework or assignments for this class. Violation of this policy will be considered academic dishonesty and handled according to the policy outlined in this syllabus and the College’s academic integrity procedures. Students with disabilities are eligible for reasonable accommodations to permit them equal access to Teachers College programs and services (which include classes and coursework). If you are a student registered with OASID with a generative AI accommodation, please speak with me directly about your needs. ## Example 2 Generative AI Use Perm

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itted in Some Cases: Refer to Individual Assignments Students may use generative AI tools for certain assignments where indicated. Each assignment will specify whether AI can be used and, if so, how it should be employed. It is the student's responsibility to carefully read and follow these guidelines.  Students must include citations or disclosure detailing the specific AI tools and models used. Unauthorized use will be considered academic dishonesty and handled according to the policy outlined in this syllabus and the College’s academic integrity procedures. Students with disabilities are eligible for reasonable accommodations to permit them equal access to Teachers College programs and s

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ervices (which include classes and coursework). If you are a student registered with OASID with a generative AI accommodation, please speak with me directly about your needs. ## Example 3 Generative AI Use Permitted in Some Cases: For Specific Purposes The use of generative AI tools may be used for the following tasks and purposes: [specific permitted uses relevant to the course, e.g. helping you find background information about a topic; generating summaries or explanations of challenging material for your own reflection; drafting outlines to help you organize your thoughts; helping to improve grammar and style]. Generative AI tools may NOT be used for any other purposes, and you may not

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use AI to [specific prohibited uses, e.g. draft writing assignments, analyze data, etc]. AI tools in this course are permitted only for specific tasks specified above and include citations or disclosure detailing the specific AI tools and models used and how they were used. ## Example 4 Generative AI Use Permitted in Some Cases: Confer with Instructor Prior to Use Students are allowed to use generative AI tools in their coursework only after obtaining explicit approval from the instructor. Prior to using any generative AI technology, students must submit, in writing, a brief proposal outlining how the generative AI tool will be used and its purpose in the context of the assignment. Appro

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val will be granted based on the appropriateness and educational value of the proposed use. Students must include citations or disclosure detailing the specific AI tools and models used. Unauthorized use will be considered academic dishonesty and handled according to the policy outlined in this syllabus and the College’s academic integrity procedures. Students with disabilities are eligible for reasonable accommodations to permit them equal access to Teachers College programs and services (which include classes and coursework). If you are a student registered with OASID with a generative AI accommodation, please speak with me directly about your needs. ## Example 5 Generative AI Use Genera

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lly Permitted with Attribution or Disclosure Generative AI tools are generally permitted in this course for research and completion of assignments, provided that all AI-generated content is clearly attributed as such in the student’s work. Students must include citations or disclosure detailing the specific AI tools and models used. Failure to properly attribute AI-assisted work will be considered academic dishonesty and handled according to the policy outlined in this syllabus and the College’s academic integrity procedures. Students with disabilities are eligible for reasonable accommodations to permit them equal access to Teachers College programs and services (which include classes and

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coursework). If you are a student registered with OASID with a generative AI accommodation, please speak with me directly about your needs.

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Default: The Rules set forth in Sections 8 through 11 of this Policy are considered defaults. Individual instructors may adopt alternative course or assignment-specific policies as long as they do so in writing, at a minimum in the initial course syllabus, and with advance notice to all students. To the extent that a faculty member does not communicate an alternative this Policy will apply.

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Confidentiality. Confidential information pertaining to client matters may not be input into an AI tool or system without the express permission of the course instructor or field placement supervisor.

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For locally installed AI models, a formal IT Risk Assessment review is required before deployment to evaluate potential security, privacy, and compliance risks.

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Google Gemini/Gemini Notebook in Google Workspace (CUIT) is not approved for Sensitive Data, while the Enterprise editions in GCP (CUIMC IT) are — a direct illustration of the HIPAA difference explained above.

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Columbia ChatGPT Education, CU AI Toolkit, Microsoft Copilot, Gemini, Gemini Notebook, Claude — non-sensitive data only.

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✓* - CUIMC users of CU AI Toolkit are approved to use Sensitive Data (PHI) provided it is used with approved AI models. By default, CUIMC members are restricted to AI models approved for PHI data (currently OpenAI models within CU AI Toolkit). As of August 2026, only the OpenAI models in CU AI Toolkit are approved for use with sensitive data. Dual-Affiliates may have expanded access and should be aware that the full chat history is visible to all models used in a chat. Do not input Sensitive Data unless all models used in the chat are approved for use with Sensitive Data. CUIMC Dual-Affiliates and non-CUIMC CU AI Toolkit users should not input PHI data unless all models in CU AI Toolkit are

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approved for use with PHI data. For any questions, contact the CUIMC IT AI Working Group at 5help@cumc.columbia.edu.

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✓** - Live Web Search through the OpenAI API is not approved for use with Sensitive Data.

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** Confidential Data includes: FERPA student education records, human resources information, unpublished research data, and nonpublic intellectual property (including invention disclosures and patent applications). Although FERPA data is generally Confidential, elements such as a student's identifying or health information are PII or PHI; when this overlap occurs, the stricter classification and tool restrictions apply, not the standard Confidential Data restrictions.

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For locally installed AI models, a formal IT Risk Assessment review is required before deployment to evaluate potential security, privacy, and compliance risks.

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Refer to the [Data Classification Table](https://chatservice.cuit.columbia.edu/content/data-classification) to determine which AI services are approved for use with different data classifications. CUIMC users should refer to [AI and Generative Technology Use at CUIMC](https://www.it.cuimc.columbia.edu/ai-and-generative-technology-use-cuimc) for additional guidance.

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Researchers must avoid uploading, or using as input, any unpublished research data or other Confidential Information into a Generative AI tool.

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Researchers using AI for analysis or modeling must follow IRB protocols, data use agreements, and sponsor requirements. Sensitive or identifiable research data should only be used in CUIT-approved secure environments.

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Researchers must avoid uploading, or using as input, any unpublished research data or other Confidential Information into a Generative AI tool.

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This includes, e.g., unpublished manuscripts or funding proposals that researchers may be asked to peer review.  NIH and NSF, among others, prohibit using Generative AI for peer review.

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Researchers using AI for analysis or modeling must follow IRB protocols, data use agreements, and sponsor requirements. Sensitive or identifiable research data should only be used in CUIT-approved secure environments.

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Draft or summarize clinical documentation only inside PHI-approved tools using your CUIMC account. - Verify the on-screen approval indicator where applicable before entering any patient data. - Treat AI output as a draft — clinicians remain responsible for accuracy.

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† Microsoft CoPilot is an overarching brand that covers several separately licensed Microsoft AI products. As of August 2026, CUIMC-approved HIPAA-compliant products include CoPilot Chat, M365 CoPilot (integrated into M365 “Office” suite), and CoPilot in Microsoft Fabric. At this time, any other Copilot products such as CoPilot Studio and GitHub Copilot in VSCode are not approved for use with sensitive data.

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ChatGPT Edu, available to the Columbia University community, offers enterprise-grade security and data privacy (conversations and data are not used to train OpenAI models), along with access to OpenAI's latest models.

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Standard Google Gemini is available for the majority of users who have access to Lionmail at no additional costs.

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**Importantly, for students:** Faculty retain primary responsibility for determining whether and how AI is used in their courses. In conjunction with departmental and curricular guidelines, faculty may authorize or prohibit the use of AI in preparing academic work on a course-by-course basis. Please confirm with your instructor before using AI for any academic purpose.

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Gemini Notebook (formerly NotebookLM) is now available to the Columbia University community. This AI-powered research and note-taking assistant helps you organize, summarize, and synthesize information from your own documents and trusted sources.

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Since instructors and academic departments have the ability to develop their own AI course policies, students may encounter different guidelines across their courses. To avoid confusion, we encourage all instructors to include a clear, well-defined generative AI statement in their course syllabi that clearly delineates whether and how students can use AI in their coursework.

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We invite Columbia University faculty and graduate students to connect with the Center for Teaching and Learning (CTL) team to discuss how AI can be used purposefully and ethically in higher education. Schedule an in-person consultation with our team, visit our open Office Hours, or log in for our virtual chats to explore which AI tools align with your teaching goals and how to implement them effectively.

ตัวค้นหาหลักฐาน: Syllabus Recommendations; Extracted text SHA256 719134e85aed016e2d47a7cdb12895f4223cb4c989dcd5bc1e6916275756228f; original binding lines 163–163; characters 2852–3260; excerpt offset 0–408

To address this, Columbia University Information Technology has released University-wide best practices for responsible AI use.The guidance applies to faculty, students, researchers, and staff, and reinforces that while AI can support productivity and discovery, accountability remains with the human using the tool.

ตัวค้นหาหลักฐาน: Why CUIT Issued This Guidance; Extracted text SHA256 d76133b62f037394a0f8e9a7c63a20c572aafa086985dd52442b82ece534cb81; original binding lines 88–88; characters 912–1228; excerpt offset 0–316

Faculty are encouraged to clearly state expectations around AI use in their courses. Students must adhere to course policies, academic integrity standards, and copyright law.

ตัวค้นหาหลักฐาน: Academic Use: Clarity Over Assumptions; Extracted text SHA256 d76133b62f037394a0f8e9a7c63a20c572aafa086985dd52442b82ece534cb81; original binding lines 158–158; characters 4846–5020; excerpt offset 0–174