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Purdue Global AI Policy
Purdue Global AI Policy
The updated Purdue Global Artificial Intelligence (AI) Policy was presented to the University's Administrative Council on August 22, 2024. The document shared with the Administrative Council includes the policy revision process and context.
With the rapid expansion of Artificial Intelligence (AI) tools, instructors and students need to clearly understand the acceptable use of AI within individual Purdue Global (PG) courses.
Developing strong competencies in a field of study and ethically using AI tools will prepare students for a competitive workplace. At PG, all courses permit the use of AI tools to assist with basic proofreading (spelling/grammar checks) and pre-writing strategies/brainstorming. Examples of these types of tools include Google Gemini, Grammarly (for proofreading), NotebookLM, and other approved AI tools presented by PG in a specific course to augment the classroom.
If a student utilizes AI-generated content, the student is expected to properly cite the AI tool as a source. PG students not enrolled in PG Law School will follow the APA 7th edition guidelines. PG Law School students will use the Uniform System of Citation (Bluebook) current edition. Citation of an AI tool is required.
When the use of an AI tool has led to content creation or modification (for example, rewriting a sentence or suggesting a new idea), a formal APA citation is required. Students do not need to cite the use of basic proofreading tools such as spelling and grammar checks. If you are unclear whether a citation is warranted, include a citation.
Expanded authorized use of AI is determined at the course level. Individual courses that permit additional AI tool use will provide directions and guidance within the Brightspace course. This additional use is limited to the specific course. More information about different levels of AI tool use can be found below.
Misuse of AI tools in coursework, including but not limited to producing unoriginal work, uncited use of AI-generated content, or unauthorized assistance on assessments, will be considered a breach of academic integrity. Consequences will follow PG’s policies on academic integrity as outlined in the PG Catalog. Honesty, trust, fairness, respect, and responsibility are the foundation of academic integrity at PG. Failure to cite AI use appropriately may result in a breach of the Student Code of Conduct and/or Academic Integrity Policy.
Instructors have the right to request an oral explanation from a student of the source of any content submitted to a course.
New AI Tools Available - April 2025
New AI Tools Available - April 2025
Purdue Global is pleased to announce that Google Gemini and NotebookLM (free versions) are now available through our Google Workspace instance. These generative AI tools are part of our ongoing efforts to provide innovative, accessible resources that support our community’s productivity and creativity.
These tools are available for:
Administrative use
Personal use
Optional use in class activities or demonstrations
Please note that the inclusion of AI tools in required course activities must follow the PG AI Policy and go through the approval process for the Third-Party Tools.
The use of AI tools remains optional for all faculty and staff. AI should be used to enhance—not replace—your work. As with all emerging technologies, we encourage thoughtful, ethical, and policy-aligned integration of these tools into your work and instructional practices. Purdue West Lafayette has developed a Generative AI Resource website that provides best practices, guidance, and a curated list of recommended AI tools for faculty and staff.
AI Tools Update - March 2025
AI Tools Update - March 2025
Our progress along the path with AI tools has been slow, but Purdue Global is pleased to update you with this next step. Purdue West Lafayette has developed a Generative AI Resource website that provides best practices, guidance, and a curated list of recommended AI tools for faculty and staff. Purdue Global has adopted both the guiding principles and the recommended tools. The AI tools are available for administrative use, personal use, and as optional tools for class activities or demonstrations. The inclusion of AI tools in required course activities must follow the PG AI Policy (outlined above) and Third-Party Tools approval process. The use of AI tools is optional for faculty and staff. AI should enhance, not replace, employees’ work.
Faculty can demonstrate the appropriate, acceptable use of AI tools as outlined in the PG AI Policy (outlined above) when working with students. The policy permits students to use AI tools to assist with basic proofreading (spelling/grammar checks) and pre-writing strategies/brainstorming.
Expanded authorized use of AI is determined at the course level. Individual courses that permit additional AI tool use will provide directions and guidance within the Brightspace course. This additional use is limited to the specific course.
Citation Guide for AI Tools
Citation Guide for AI Tools
Purdue Global students not enrolled in PG Law School will follow the APA 7th Edition format.
Purdue Global Law School students will follow the Universal System of Citation (Bluebook) current edition. Citation Resources are available for PG Law School Students.
APA 7th Edition: APA recommends treating AI tools as software, using the reference template for software in the 7th edition of the APA manual.
Reference Entry Basic Format
Developer. (Year). Name of AI Model (Version) [Description]. URL
Sample AI Tool Citation
OpenAI. (2024). ChatGPT (June 25 version) [Large language model]. https://chat.openai.com/chat
Intext Citation Basic Format
Developer's Name and Year
Sample AI Tool Intext Citations
Parenthetical citation: (OpenAI, 2024)
Narrative citation: OpenAI (2024)
Additional information about citations is available in the APA Style Guide Blog.
AI Levels of Use Within Courses at Purdue Global
AI Levels of Use Within Courses at Purdue Global
Level 1: AI for Pre-Writing, Brainstorming, and Proofreading
Level 1: AI for Pre-Writing, Brainstorming, and Proofreading
This level is standard in all courses at Purdue Global. The objective of this level is to assist students in the initial stages of writing/content formation.
Students must provide a citation for using AI tools beyond grammatical proofreading. Using AI tools beyond the above acceptable activities is prohibited and will violate academic integrity. Instructors may require additional information about AI use from students.
Acceptable activities at this level include:
pre-writing assistance to help organize thoughts and ideas
brainstorming to generate ideas, prompts, and suggestions for content topic or focus
spelling and grammar checks to identify errors in drafts
citation and formatting assistance to ensure proper citation and consistent document formatting
employing AI to assist with time management and self-assessment
support research by suggesting relevant literature and additional resources
Examples of Acceptable Use at Level 1
Use of tools like Grammarly, Google Proofread, and Microsoft Office Spelling and Grammar Check to review their content to identify spelling and grammar errors.
Use of generative AI tools such as Google Gemini, ChatGPT, and Microsoft Co-Pilot to help them brainstorm ideas and suggestions for content topics.
Use of AI tools to create and format citations.
Employ AI tools to help with time management, creating study plans, and as a means to assess their own learning.
Use AI tools to help identify resources and information that may be helpful in researching topics to complete assignments or projects.
Level 1 Overview Video
The video to the right can be shared with students to provide an overview of AI use in courses at Level 1.
Level 2: AI-Assisted Content Revision
Level 2: AI-Assisted Content Revision
This level is available in select courses. The objective of this level is to help students improve the quality of their content by using AI tools to refine and edit the work they have created on their own.
This level is not standard in all PG courses. The course must designate the use of AI at this level so that students can engage in the acceptable activities outlined above. Students must cite the use of AI tools for acceptable activities at this level. Using AI tools beyond the above acceptable activities is prohibited and will violate academic integrity. Instructors may require additional information about AI use from students.
Acceptable activities at this level include:
employing the use of suggestions from editing tools to revise content for readability, clarity, and conciseness
modification of content modality (for example, creating a slideshow from personally created text content)
Examples of Acceptable Use at Level 2
Use of tools like Grammarly, Google Proofread, and Microsoft Office Spelling and Grammar Check to review their content to identify spelling and grammar errors and employ the use of suggestions to revise content for readability, clarity, and conciseness.
Use of AI tools to review and revise document formatting to ensure it meets the assignment requirements, such as title page, headings, in-text citations, and image/chart/table labeling.
Use of AI tools to convert an outline or text draft into presentation slides.
Use of AI tools to create an outline from personally created text.
Level 2 Overview Video
The video to the right can be shared with students to provide an overview of AI use in courses at Level 2.
Level 3: AI Creation, Development, and Synthesis Partnered with Human Evaluation
Level 3: AI Creation, Development, and Synthesis Partnered with Human Evaluation
This level is available in select courses. The objective of this level is to help students gain digital literacy with AI tools for content creation and analysis, paired with evaluation of the AI-generated content to ensure accuracy and quality.
This level is not standard in all PG courses. The course must designate the use of AI at this level so that students can engage in the acceptable activities outlined above. Students must cite the use of AI tools for acceptable activities at this level. Using AI tools beyond the above acceptable activities is prohibited and will violate academic integrity. Instructors reserve the right to establish originality thresholds for individual assignments and may require additional information about AI use from students.
Activities can include:
completion of tasks
critical evaluation of AI outputs
comparative analysis
integration of AI content into the student’s content
testing theories and predictive analysis
creation of content
Examples of Acceptable Use at Level 3
Use of AI tools to complete tasks as directed by the instructor and assignment instructions.
Employ AI tools to perform comparative analysis, test theories, or predictive analysis as directed by the instructor and assignment instructions.
Use of AI tools to create content as directed by the instructor and assignment instructions.
Level 3 Overview Video
The video to the right can be shared with students to provide an overview of AI use in courses at Level 3.
AI Detection
AI Detection
At this time, the Purdue System, including Purdue Global, does not recognize the validity of any AI detection tools.
AI Detection tools remain inaccurate and unreliable. Faculty must not use AI detection applications alone to conclude that there has been plagiarism or a violation of academic integrity. These indicators are only tools to prompt faculty to further investigate how the student completed the assignment.
The AI Task Force has put together a guide to detect AI without AI detection tools.
AI Taskforce Faculty Checklist_ Guide to Detect AI without AI Detection Tools.pdfSteps to Investigate Student Use of AI Tools
Steps to Investigate Student Use of AI Tools
Talk With the Student
First, discuss the designated level of AI use for the course. Ask the student to describe the process they used for completing the assignment. Ask them specifically about their use of AI tools.
Ask About the Use of AI
If they acknowledge the use of AI, ask them what they find helpful about using an AI tool and what the challenges are.
Learning Experience
Use this as a key moment for a learning experience rather than moving straight to disciplinary action. Reiterate the designated level of AI use for the course and the activities included in that level.
Misuse
While the data received by AI detection tools may be available, it should be used only as a conversation starter and NOT as an evidence point. Evidence that is not AI-detection tool related must be provided. This can include a change of tone, inaccurate resources, etc. Review the Documenting AI Misuse section for more information.
If the student denies the use of AI, however, it is clear that they did follow the process for reporting a violation of academic integrity.
If there has been misuse of AI, ask the student to complete the remediation process and redo the assignment.
If the student refuses or fails to complete the remediation process, follow the process for reporting a violation of academic integrity.
If the student fails to respond to your outreach, follow the process for reporting a violation of academic integrity.
Report the Issue
If the student continues to misuse AI, then follow up with our academic integrity reporting process.
Documenting AI Misuse for a Violation of Academic Integrity
Documenting AI Misuse for a Violation of Academic Integrity
When reporting a violation of academic integrity for the misuse of AI tools, it is critical that documentation substantiating the misuse of AI is included. Documentation should include things such as:
Verification that cited sources do not exist.
Highlighting implausible or incorrect statements in the student’s work that align with AI-generated content.
Documentation of an extreme change in student writing and tone that aligns with AI-generated content.
At this time, the Purdue System, including Purdue Global, does not recognize the validity of any AI detection tools. AI Detection tools remain inaccurate and unreliable. Results from AI detection tools are not sufficient documentation to verify the misuse of AI tools.
AI Curriculum Guide
AI Curriculum Guide
The AI Curriculum Guide serves as a toolbox of resources to assist faculty in designing, implementing, and evaluating their courses. Faculty can select a variety of strategies from this toolbox based on the needs of the course; however, the use of AI in a course is not required. Users of the AI curriculum guide do not have to include every strategy in the sections of the guide, nor is the guide an exhaustive list of all possibilities with AI. For example, a faculty member may select a few strategies from the Prepare section to incorporate into their course revision. To determine which section of the AI Curriculum Guide you should place emphasis on, you can begin with the Course Evaluation section to reflect on the course's design.
PD150 Introduction to the AI Curriculum Guide is an introductory companion to the guide. The course defines AI and course development terms, describes the overall PG course design model, and examines the impact of AI on student learning. The course describes ways to integrate AI tools and activities and employ AI tools to engage learners. It also reflects on the effectiveness of AI integration in teaching and highlights the process of planning course improvements to meet students’ ability to use AI effectively.
Training and Resources
Training and Resources
Training Session Recordings
Below are the recording links for recent AI training sessions. The CTL hosts regular training sessions for AI and a variety of other topics. Please see the Professional Development Events calendar to view upcoming sessions. Session information is also shared in the PG NOW and CTL Weekly emails.
This session discusses best practices and guidance around the use of AI tools, including considerations for AI detection tools, the steps for suspected misuse of AI tools, recommendations for student interactions, and resources available for faculty and students. Please share your feedback on this session using the AI Guidance for Faculty Reflection form.
Unlocking Potential with Google Gemini
This introductory session will equip faculty and staff with the foundational knowledge and practical skills to effectively use Google Gemini in teaching, research, and administrative tasks. We'll explore Gemini's core functionalities and discuss creative applications within the online learning and work environment. Please share your feedback on this session using the Google Gemini Reflection form.
NotebookLM: Your AI-Powered Learning & Productivity Partner
Discover Notebook LM, the innovative AI-powered tool designed to be your intelligent partner in all aspects of your academic and professional work. This engaging session will introduce you to how Notebook LM can revolutionize not just your research but also your course material engagement, content creation, and even student interaction. Learn to effortlessly upload documents, ask insightful questions, synthesize information, and unlock new levels of efficiency in your daily tasks. Please share your feedback on this session using the Google NotebookLM Reflection form.
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