Tags: AI Use Policy

AI Engagement Plan

As part of my commitment to ethical, transparent, and purposeful engagement with generative AI in this course, I am outlining the ways I intend to use AI tools throughout the semester. My goal is to enhance my legal understanding, improve the quality of my written and collaborative work, and develop responsible digital literacy practices that reflect the expectations of academic and professional environments.

I plan to use generative AI tools such as ChatGPT, Claude, and Perplexity to assist with brainstorming, outlining, summarizing legal concepts, and simulating opposing viewpoints during class simulations. These tools will serve as learning aids, not substitutes for my thinking. I will also use Grammarly for writing enhancement and clarity. I understand that AI should be treated as a thought partner—helpful in framing ideas or clarifying complex topics—but the final analysis, writing, and interpretation must be my own.

To ensure responsible use, I will verify all AI-generated content against authoritative sources before including it in any submission. I will not rely on AI to generate complete answers, nor will I use it during assessments where independent work is expected. I will follow the course policy by disclosing all uses of AI in my assignments. This includes identifying which tools I used, why I used them, examples of the prompts I submitted, and how I evaluated the quality and accuracy of the output. I will reflect on whether the AI supported or complicated my learning process.

Specifically, I plan to use AI during the early stages of writing to help brainstorm legal arguments or organize case analyses. During simulations, I may use AI to roleplay a client, general counsel, or mediator to test my thinking and surface alternative strategies. For studying, I’ll use AI to quiz myself on foundational terms or help explain complex doctrines. However, I will avoid using AI to draft complete responses or to fabricate citations or case law, and I will not use the same AI-generated material in more than one submission.

Throughout the course, I will reflect on the effectiveness of my AI use and adapt my approach as needed. I understand that part of my learning this semester involves not only gaining legal knowledge but also learning how to work ethically and effectively alongside emerging technologies. This engagement plan represents my good-faith commitment to that process.

Use of Artificial Intelligence and Generative AI

Background

Generative AI refers to a class of Artificial Intelligence (AI) systems capable of creating new content such as text, images, audio, or video. These systems, including but not limited to ChatGPT, Claude, DALL·E, Stable Diffusion, Copilot, and Gemini, are trained on large datasets and produce outputs that may appear original but are synthesized from existing knowledge. These tools are increasingly integrated into professional, academic, and creative workstreams, and their use is growing rapidly. Students must be prepared to use AI responsibly, ethically, socially, and legally. AI literacy, the ability to understand, evaluate, and appropriately apply generative AI, is now a foundational aspect of digital literacy. The ability to use AI well is increasingly treated as a professional skill. However, students must also critically engage with concerns about bias, discrimination, accuracy, privacy, security, intellectual property, and the broader implications of using AI in academia, business, and government.

Purpose

In addition to Seton Hall University’s Academic and Professional Integrity Policy, this course-specific AI policy outlines the appropriate and ethical use of AI in all work that involves original thought, analysis, or written expression by the student, including discussion boards, blog posts, research papers or projects, and exams. AI should be viewed as augmented intelligence. It does not replace a student’s independent thinking, but can support learning and skill development. AI tools may enhance critical thinking, legal reasoning, communication, and collaboration, but their use must be transparent, limited, and ethically grounded.

Permissible Use

Students may use the following types of AI tools, as appropriate for each assignment:

  • Language-based tools: ChatGPT, Claude, Gemini, etc.
  • Code generation tools: GitHub Copilot (where applicable)
  • Writing enhancement tools: Grammarly, Quillbot, etc.
  • Research assistance tools: Perplexity, consensus.ai

Permitted uses include:

  • Brainstorming ideas or organizing an outline
  • Role-playing or scenario generation for simulations
  • Clarifying legal concepts or summarizing case law (with verification)
  • Drafting alternative perspectives for comparison and critique

Guidelines for AI Usage

  • Understanding: Students must understand how each AI tool functions, including its limitations, biases, and potential inaccuracies.
  • Originality: AI may supplement, but never substitute for, your independent thought. All written work must reflect your analysis and reasoning.
  • Transparency: Every use of AI must be fully disclosed according to the AI Use Disclosure requirements outlined below.
  • Verification: All AI-generated material must be critically evaluated and verified against credible sources. AI often produces outputs that are inaccurate, misleading, or fabricated.
  • Non-substitution: AI may not be used to generate full responses to assignments or to complete work intended to measure your understanding.

Prohibited Use

Students may not use generative AI:

  • To generate content intended to be submitted as original work without significant revision and verification
  • To complete exams, quizzes, or assessments designated as “no AI permitted”
  • To generate responses submitted under multiple names or to multiple courses
  • To fabricate citations, references, case law, or quotations
  • To bypass or minimally edit AI output to appear original

Any violation of these standards will be considered an academic integrity issue and handled per university policy.

AI Use Disclosure

For each writing assignment, project, or submission that includes AI assistance, students must include a disclosure that addresses the following:

  1. Identify the AI tool(s) you used (e.g., ChatGPT, Claude, Gemini)
  2. Describe the purpose of your AI use (e.g., brainstorming, outlining, language refinement)
  3. Include 1–2 sample prompts or queries, with links to the generated output if applicable
  4. Explain how you verified the accuracy of the AI-generated content
  5. Reflect on what you learned from using AI and how it affected your approach to the assignment

Sample Disclosure:

I used ChatGPT to help brainstorm defenses in a digital contract dispute. Prompt: “insert actual prompt.” The model suggested several potential arguments, which I reviewed against case law and narrowed down to two credible defenses. AI helped surface common defenses, but introduced some incorrect terminology I had to correct.

Assignment Directions

Refer to individual assignment instructions and grading rubrics for specific permissions or restrictions on AI use. Some assignments may prohibit AI entirely, while others may encourage structured engagement.

Academic Integrity

This policy complements and reinforces the Seton Hall University Academic and Professional Integrity Policy. All students are expected to:

  • Ensure the authenticity of their work, even when AI tools are used
  • Avoid plagiarism and fabrication, including misuse of AI-generated content
  • Disclose all AI use as outlined above
  • Uphold the ethical use of AI consistent with standards emerging in professional and legal fields.

Violations may result in academic penalties, including failure on the assignment or course, and referral to the appropriate university authority.

Evaluation and Review

This policy will be periodically reviewed and updated to reflect advances in generative AI, student feedback, and institutional guidance. Feedback is welcome and may be submitted to your instructor. For Instructor Disclosure: To see how I use AI in developing ShannonWeb materials and instruction, read AI Use. N.B. This policy was developed using generative AI in consultation with Professor Susan O’Sullivan-Gavin. Updated: October 1, 2026