Departmental AI Policy

History & Classics Department AI Policy

The proliferation of AI systems is rapidly changing the landscape of teaching and learning and presents both challenges and opportunities in academia. As a humanities department we prioritize critical thinking and the acquisition and application of strong reading, writing, and editing skills. Our instructors foster learning environments where students gain the skills to critically evaluate information and understand events that shape past and present worlds.

We recognize the value of AI in some contexts and are committed to teaching students how to responsibly use AI in the humanities; however, we also have profound concerns about the unregulated use of AI and its potential impacts on student learning. Some of our main concerns are:  

  1. Ethics: If not properly governed, Generative AI can, and does, produce false knowledge, invented facts, illogical thought processes, and fabricated sources. Moreover, the information these tools use to produce text is drawn from myriad online sources and as such can be biased and uphold traditions of patriarchy, white-supremacy, homophobia etc. GenAI  produces seemingly authoritative text but does not ‘think’, ‘analyze’, or ‘know’ in the ways that humans can. Thus, GenAI  can present problematic ideas and opinions as facts and perpetuate harmful biases.  This is particularly dangerous in historical research that seeks to represent all groups, communities, including the marginalized and those who are not always equitably represented online.
  2. Environmental Impact: The environmental impact of Generative AI cannot be overstated, particularly due to server energy requirements. We strongly encourage all potential users of GenAI to be aware that the AI industry is a heavy contributor to the deadly and ongoing effects of climate change.
  3. Academic Integrity: Although many students have adopted AI devices as learning aids, others have chosen to use it as a shortcut in the production of essays or other assignments and to avoid engaging in critical reading, writing, and thinking on their own terms; this is contrary to the entire purpose of the study of the humanities and social sciences. Presenting AI generated text as one’s own original work, ideas, and opinions is, in our view, a violation of the principles of Academic Integrity. 
  4. Student Learning & Success: Unregulated and uncritical use of AI (e.g. auto- generating an essay) is counter the core values of a Liberal Arts education, which include critical thinking and the acquisition of knowledge through research and the difficult but rewarding process of producing original work. By producing and editing one’s own work and ideas, we believe that students become more fully alive to themselves, to the world around them, and to the production of knowledge that is unique to the human condition.

Using AI Tools Responsibly

Responsible AI use should maintain academic integrity and allow you, the student, to develop critical thinking, reading, writing, and communication skills. AI tools should not hinder your development as an independent thinking, communicating, creating, and feeling human.  

To use AI responsibly, consider the following*:

  1. Beware of excessive “cognitive offloading”. When we use GenAI tools to perform tasks like summarizing texts, finding sources, translating, editing our writing, and constructing arguments we are offloading the mental effort used for thinking, remembering, creating, and problem solving. When using GenAI ask yourself: what type of work am I offloading here? Could I have done this myself (if so, why didn’t I)? Am I asking AI to do the work for me in a manner that means I’m not thinking and creating for myself?
  2. Beware of fabricated or uncritical sources. AI tools often provide references and source suggestions that seem legitimate but are inaccurate, completely made up, or inappropriate for the assignment. If you use GenAI to, for example, generate a list of scholarly sources for a research project ask yourself: have I looked up these sources myself to check that they are real and relevant? Have I cross-checked the information that AI is providing me (i.e. looking at multiple different credible sources to verify it)? Have I consulted these sources & read them myself? Have I done any independent research that doesn’t rely on AI?
  3. Beware of AI’s limitations. Remember, GenAI functions by identifying and reproducing patterns in large datasets, it does not ‘think’ as humans can and does not possess a factual or human understanding of the world. As a result, GenAI is prone to hallucinations (information that is either entirely false, partially fabricated, or misleadingly framed) and misinformation. Any time you use GenAI to create content ask yourself: is this oversimplified, outdated, biased, or inaccurate? Do I actually agree with this? Would I have come to these conclusions on my own? What perspectives are not accounted for here?
  4. Beware of AI use that violates academic integrity. While GenAI can be helpful for helping to edit work, spark inspiration, and get ‘unstuck’, be wary of overuse and academic dishonesty. Ask yourself: Am I avoiding thinking for myself? Am I just hoping that AI will do the work for me? Am I offloading too much here? Have I engaged with this assignment honestly and used my own thinking, reading, and writing faculties? Did I actually do this assignment, or did AI do it for me?  

*Elements of this section draw on material from the University of Toronto’s Coursework and GenAI: A Practical Guide for Students. Accessed August 26, 2025.

Our Departmental Policies on AI in the classroom

Currently there is no explicit or overarching policy regarding the use of AI tools at Acadia University. Students and instructors can expect to find a variety of different approaches and practices in courses and departments.

In the History & Classics Department we expect students to complete assignments that reflect their own work, ideas, and research and that are communicated in their own words. The use of unauthorized aids is an academic offence. Beyond that, each instructor has the freedom to craft AI policies particular to their course. Students can expect to see this information clearly articulated on the syllabus, on assignment instructions, and/or communicated verbally in class.  

Here are some examples of AI policies commonly adopted in our department:  

           a) The use of Generative AI Tools is NOT allowed for this assignment.

The use of generative text AI tools is strictly prohibited in this assignment. Students are expected to submit work that entirely reflects their own ideas, original engagement with readings and research, and is communicated in their own words. This policy is designed to promote your learning and intellectual development and to help you reach course learning outcomes.  

The use of generative AI tools in these circumstances is a violation of Acadia’s Academic Integrity policy.

Details of Acadia University’s policies on Academic Integrity can be found on pg. 44 of the Acadia Academic Calendar.

  1. b) Use of Generative AI Tools IS allowed for this assignment under specific circumstances.

Students may use generative text AI tools as they work through this assignment, but only in the following ways: translating non-English sources into English, crafting an outline, suggesting sources, light editing (spelling, syntax, flow, clarity). You are responsible for the final content of the assignment and the quality of work, and you may not use AI to complete the entire assignment for you. Any use beyond the circumstances outlined above is a violation of Acadia’s Academic Integrity policy.

 Details of Acadia University’s policies on Academic Integrity can be found on pg. 44 of the Acadia Academic Calendar.

 

Procedures for AI Use that Violates Course & Assignment Policies

If a student is found to have, or is suspected of, violating the AI policy in a course or assignment instructors may pursue a variety of options including, but not limited to:  

-Requesting a meeting with the student where the student will be asked to explain their use of AI and to determine a path forward with the instructor.

-Grading the assignment as though completed without AI. AI generated assignments usually produce sub-standard work that does not meet assignment requirements, lacks critical analysis and original thought, as such the final mark is likely to reflect this.

-Requiring the student to either re-do and re-submit the assignment without the use of AI or consent to the grade the instructor deems most appropriate for the initial submission, up to and including a zero.

-Reporting the student and the assignment to the Department Head or Dean of Arts as being in violation of the University’s Academic Integrity policy. In this case the Department Head or Dean shall initiate an investigation. Where the investigation concludes that a violation has occurred, punishments range from a verbal warning to expulsion depending on the severity of the breach and the student’s record of past non-compliance with the Policy on Academic Integrity. Students shall have a right to appeal the conclusions of any investigation. See the Acadia Academic Calendar for details.