Hi! First: It is definitely good to share some kind of guidance with your students. Most students are very concerned about accidentally breaking a rule that they weren’t aware of, so they are very keen on knowing exactly what is and is not allowed in your course, especially since it can vary wildly between different teachers as you describe.
At Lund University, Rachel Forsyth & team have developed a “GenAI guidance wizard” (see canai.education) where you pick and choose between different ways to approach GenAI. Based on many different ways students report on using GenAI, you for example respond to “May students use GenAI to help them with accessing materials, for instance transcribing text to speech or vice versa, creating alt text for images, or creating summaries or images?” by clicking "yes" or "no". After you have gone through a whole list of use cases and decided on whether or not students are supposed to use GenAI in those cases, you receive a .docx document. In that document, the language has flipped from the teacher perspective (“May students … ?”) to address student directly (“You may … !”). You can then go in and edit that .docx to make sure it fits your course and ideas in all details. You can add to it or remove sections that aren’t applicable.
Since the GenAI guidance wizard was developed for Lund University specifically and based on the GenAI framework in place here, it contains a section about what students at Lund University are never allowed to do (e.g., share work that is not the students' own, e.g. other students' work or materials that your teacher has created, unless the students have permission to do so). This part might need to be adapted depending on the context in which you want to use the guidance. And as I wrote above, you need to carefully edit the document to make sure that it really expresses exactly what you want it to do. But this is a great tool, and a very good first place to start when you are writing a guidance from scratch. And maybe your colleagues will want to generate a guidance document of their own for their own courses, and you can discuss on that basis?
So long story short: I cannot tell you what to tell your students, but there is a great tool that can help you articulate it yourself. And then, of course, it is important to discuss the document with students to make sure you have the same understanding of what it means (see this discussion on what it means to use GenAI to “polish” a text)
