AI Tools Policy

1.0 Purpose

1.1 This policy guides students in the responsible, ethical, and academically appropriate use of Artificial Intelligence (AI) tools. This includes generative AI (for example, ChatGPT, Copilot, GROK, GEMINI, and similar tools), machine learning platforms, and other AI-driven technologies.

1.2 Haddon Institute recognises AI as a tool that can improve learning, support creativity, and prepare students for future careers. The institute also stresses academic integrity, critical thinking, and personal accountability.

2.0 Scope

2.1 This policy applies to all enrolled students across undergraduate, graduate, and professional programs at Haddon Institute. It applies in on-campus and online settings. It applies when students use AI tools for coursework, research, assignments, or other academic activities.

3.0 Definitions

3.1 Artificial Intelligence (AI) Tools: Software or systems that do tasks that need human-like intelligence. Examples include text generation, data analysis, image creation, or problem-solving.

3.2 Generative AI: AI systems that create new content (for example, text, images, code) from user prompts or datasets.

3.3 Academic Integrity: The commitment to honesty, trust, fairness, respect, and responsibility in academic work, as set out in the Academic Integrity Code of Haddon Institute.

4.0 Policy Statements

4.1 Permitted Uses of AI Tools

4.1.1 Learning Support: Students can use AI tools to aid understanding. Examples include explanations of complex concepts, idea lists, or skill practice (for example, language translation, coding debugging). The use must align with assignment guidelines.

4.1.2 Research Assistance: Students can use AI to analyse data, summarise literature, or identify resources. Students must acknowledge the contribution of the tool.

4.1.3 Creative Exploration: Students in relevant disciplines (for example, art, design, computer science) can use generative AI to create original works. This is subject to instructor approval and disclosure.

4.1.4 Citation and Formatting Assistance: Students can use AI tools to check citations and to format academic papers. The institutional preference is always "Turabian" style. Students can also use AI tools to manage bibliographic records. The final work must reflect the intellectual effort of the student and must obey course requirements.

4.2 Prohibited Uses of AI Tools

4.2.1 Unauthorised Submission: Students must not submit AI-generated work as their own without instructor permission or proper attribution. This violates academic integrity. This includes essays, code, or exam responses that AI produced in full or in large part.

4.2.2 Circumventing Learning: Students must not use AI to bypass critical thinking, problem-solving, or skill development that an assignment requires, unless the instructor allows this.

4.2.3 Misrepresentation: Students must not claim sole authorship of work that relies heavily on AI without disclosure.

4.3 Instructor Guidelines

4.3.1 Faculty have the authority to define acceptable AI use within their courses at Haddon Institute.

4.3.2 Syllabi will specify whether AI tools are allowed, restricted, or prohibited for specific assignments.

4.3.3 Instructors can require students to submit documentation (for example, prompts used, AI output) with AI-assisted work to keep the process transparent.

4.4 Attribution and Transparency

4.4.1 Students must cite AI tools when the tools contribute in a significant way to submitted work. For example: "This section was drafted with assistance from [AI tool name], and I refined it to reflect my own analysis."

4.4.2 Failure to disclose AI use when required is a violation of the academic integrity standards of Haddon Institute.

4.5 Ethical Considerations

4.5.1 Students must consider ethical implications of AI use. This includes bias in AI outputs, privacy concerns when they enter personal or sensitive data, and environmental impacts of high-energy AI systems.

4.5.2 Students must not use AI tools to generate misleading, harmful, or plagiarised content.

4.6 Academic Integrity Violations

4.6.1 Haddon Institute will adjudicate violations of this policy (for example, submission of unacknowledged AI-generated work) under the Academic Integrity Code of Haddon Institute.

4.6.2 Potential penalties include grade reductions, course failure, or disciplinary action.

4.6.3 Students must consult instructors or academic advisors if they are unsure about permitted AI use.

4.7 Support and Education

4.7.1 Haddon Institute will give workshops, tutorials, and resources to educate students on effective and ethical AI use.

4.7.2 Library and IT services at Haddon Institute will offer guidance on how to integrate AI tools into academic work in a responsible way.

4.8 Threshold

4.8.1 Haddon Institute determines the share of AI-generated content in an assessment. If that share is 25% or more, the student receives an automatic fail on that assessment. The mark is 0%. Haddon Institute then refers the student to the Academic Integrity Committee for sanction.

4.8.2 This threshold applies no matter how the student produced the AI content. This includes drafting, paraphrasing, and outlining. It also includes paragraph generation and any other substantive writing assistance.

4.8.3 Haddon Institute treats plagiarism in the same way as AI overuse. The same 25% threshold applies. The same appeal framework applies.

4.9 Appeal

4.9.1 Students can appeal in writing to the Academic Dean. They must send the appeal within seven days of notification. Students can include supporting evidence. This includes draft history, notes, and search logs. The Academic Integrity Committee considers every appeal before it finalises a sanction.

5.0 Implementation

5.1 Faculty Responsibility

5.1.1 Instructors will communicate AI expectations in each course syllabus.

5.1.2 Instructors will report suspected violations to the Office of Academic Integrity of Haddon Institute.

5.2 Student Responsibility

5.2.1 Students must learn this policy and ask instructors for clarification as needed.

5.3 Review Process

5.3.1 The Academic Affairs Committee of Haddon Institute will review this policy each year. The review will adapt the policy to new AI technologies and educational needs.

6.0 Rationale

Haddon Institute is a relatively new entity. It views itself as a member of a global network of theological education leaders. As a result, it develops its policies with others and draws on the practices of other prominent academic institutions.

6.1 In the interest of full transparency, Haddon Institute developed this AI policy with reference to the institutional positions and practices below.

6.1.1 Stanford University stresses transparency and instructor autonomy. It allows AI use where the use aligns with learning goals, and it requires disclosure.

6.1.2 MIT integrates AI into its curriculum as a practical tool. It encourages experimentation but keeps strict standards against misrepresentation.

6.1.3 University of Oxford focuses on ethical AI use. It urges students to evaluate AI outputs and their societal implications with care.

6.2 This policy blends these approaches. It allows flexibility for innovation, protects academic rigour, and prepares students for an AI-driven future. These values align with the mission of Haddon Institute.