Teaching and Learning with AI Conference

This study examines how generative AI is positioned in higher education course syllabi using the AI Assessment Scale (AIAS). The researcher analyzed syllabi from various educational disciplines to identify AI policies, AI-related activities, and assessment design. A two-stage content analysis was conducted, first documenting visibility and clarity of AI guidance, and then classifying syllabi across AIAS levels. The analysis revealed substantial variation in how AI is framed, with many syllabi emphasizing academic integrity while fewer integrate AI into assessment design. The study highlights implications for intentional, transparent, and pedagogically grounded approaches to AI guidance in course syllabi. Keywords: AI policy, course syllabus, assessment