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Last updated: October 13, 2026

Link to printable PDF (80.3 KB)

Audience: Instructors and Academic Units

As wearable technologies continue to evolve, instructors may encounter students wearing smart eyewear or other devices with communication, recording, display, audio, connectivity, information retrieval, storage, computational, or AI-assisted capabilities during assessments they conduct.

The University is currently developing broader guidance regarding wearable AI-enabled technologies. Until that guidance is finalized, this interim guidance is provided to help instructors in their decisions and approaches to wearable AI-enabled technologies during in-person assessments. Existing examination regulations, academic integrity procedures, and accommodation processes continue to apply.

The interim guidance, in short: 

AI-enabled wearable technologies should not be permitted during in-person assessments, with two exceptions: a student has a QSAS-approved academic accommodation for them, or the instructor has authorized them.

Instructors should tell students about this restriction in advance. Where notice has been given, a student with no accommodation and no conventional alternative to wear at the time of a scheduled assessment should not be permitted to write, and the missed assessment should be treated as an absence without a documented reason. This does not, on its own, warrant a deferral or an alternative.

Key guidance

Scope and devices: This interim guidance is for in-person assessments that instructors schedule and conduct, such as midterms, quizzes, and tests. It does not address unsupervised take-home or online assessments.

Examinations facilitated by the Exams Office are governed by the Registrar’s exam procedures and conduct rules, which cover these devices. This interim guidance is intended to be consistent with them. 

Basis: This interim guidance supports instructors in exercising their authority to set the conditions of assessment in their courses. It is not a Senate policy and does not supersede existing Senate policies, including those on academic accommodations, academic integrity, and academic consideration. The Registrar’s examination regulations also continue to apply. Faculties and Schools may have, or may issue, their own direction on wearable devices to promote consistency within their units.

Devices covered: AI-enabled wearable technologies are wearable technologies with communication, recording, display, audio, connectivity, information retrieval, storage, computational, and/or AI-assisted capabilities (including but not limited to smart eyewear, smartwatches, smart rings, wireless earbuds, and AI-enabled pendants, pins, or recorders). In line with the Registrar’s exam regulations, they should be treated, in the same manner as other electronic devices that are not permitted during assessments. 

This interim guidance does not apply to medical devices such as insulin pumps, continuous glucose monitors, hearing aids, and cochlear implants. Instructors and proctors should not ask for proof or health details. If a device could be an earbud, they may ask the student only to confirm that it is a hearing aid or cochlear implant. The question should be prompted by the device, not by assumptions about the student. It should be asked once and discreetly, and the answer accepted, without inspecting or handling the device or delaying the student’s start. A knowingly false answer may be addressed under existing academic integrity procedures.

Exceptions: A wearable device may be used during an assessment only if it has been approved by QSAS as an accommodation or, for assessments they conduct, the instructor has explicitly authorized it for an academic purpose.

Approved accommodations, and any conditions attached to them, are communicated to instructors and the Exams Office through Ventus, along with any requirements for how the device is to be used. Instructors and proctors should follow those conditions.

Advance notice: Instructors are encouraged to inform students, before the first assessment to which this interim guidance would apply, that wearable and AI-enabled technologies are not permitted during assessments. The course outline and the LMS are suggested places to post this notice (see “Advising students,” below). 

Because this interim guidance is issued partway through the Fall 2026 term, notice by LMS announcement or in class at least two weeks before an assessment is sufficient for this term. In future terms, notice in the course outline would be expected.

Devices needed for accessibility reasons: Instructors should refer any student who indicates they rely on a wearable device for vision correction or another accessibility-related purpose to QSAS as soon as possible so that an accommodation can be considered. As of October 5, 2026, QSAS reports that no students currently have an accommodation for smart eyewear. QSAS reviews requests individually.

Accommodation decisions are made through QSAS and cannot be made by instructors or proctors at the time of an assessment. Instructors and proctors should not ask a student to disclose health or disability information.

Smart eyewear without an accommodation or alternative: A student may arrive at an assessment wearing smart eyewear or another prohibited device and say that it is needed for vision correction or another accessibility-related purpose. If the student has no QSAS-approved accommodation and no alternative (for example, conventional glasses or contact lenses), this interim guidance advises instructors to not permit the student to write the assessment. This applies only where the student received advance notice that wearable and AI-enabled technologies are not permitted during the assessment.

Follow-up for students not permitted to write: Instructors are encouraged to handle an assessment missed under this interim guidance in the same way as an absence from an assessment without a documented reason. Where the course outline addresses missed assessments, those provisions apply. Where it does not, instructors are encouraged to apply their usual approach to missed assessments consistently to all students in the course, and to communicate it to students in advance, for example in the same LMS announcement that gives notice of this interim guidance. This interim guidance advises that not being permitted to write does not, on its own, warrant a deferral, an alternative assessment, additional time, or a grade adjustment.

Responding to students: Instructors are encouraged to keep the response at the time of the assessment brief and consistent. Accommodation questions are directed to QSAS, and questions about how a missed assessment is handled are answered by reference to the course outline or the LMS notice. Instructors are not expected to discuss individual circumstances at the assessment.

Retroactive accommodation requests: This interim guidance does not limit a student's ability to request a retroactive accommodation under the Senate’s retroactive accommodation process. Such requests go to QSAS and, where QSAS finds the threshold is met, are decided by the student’s home Faculty Office, not the instructor. Instructors are encouraged to keep a record of the advance notice given and to refer these requests to QSAS without commenting on the likely outcome.

Academic integrity: Where a prohibited device is observed or suspected of being used to communicate, record, or retrieve information during an assessment, instructors and proctors should follow existing academic integrity and examination procedures. A student who is not permitted to write because they have no accommodation and no alternative should not be investigated for a departure from academic integrity on that basis alone.

Reporting: Instructors are encouraged to notify their Head or Associate Dean when situations involving wearable and AI-enabled technologies arise, so that emerging issues can be monitored and consistent approaches can be developed. Associate Deans may forward these to exams@queensu.ca.

Review: This is interim guidance. It will be updated as the University’s broader work on wearable and AI-enabled technologies develops.

Advising students

To ensure students have prior notice ahead of scheduled assessments, it is recommended instructors include a communication in their course LMS (OnQ/Smith Learning, etc.) advising students that wearable and AI-enabled technology is not permitted.

For example:

Wearable devices during in-person assessments

(first person)

Wearable devices with communication, recording, display, audio, connectivity, information retrieval, storage, computational, or AI-assisted capabilities are not permitted for use during in-person assessments in this course unless I have explicitly authorized them for an academic purpose, or �鶹����’s Student Accessibility Services (QSAS) has approved them as an accommodation. Examples of restricted devices include smart eyewear, smartwatches, smart rings, wireless earbuds, and AI-enabled pendants, pins or recorders.

Where I authorize a device, the authorization is permission only. You are not required to own or bring a wearable device for any assessment.

If you rely on a wearable device for an accessibility-related purpose, and do not have an academic accommodation that permits the device for assessments, please contact QSAS as soon as possible. An academic accommodation must be approved before a device can be used in an assessment. Neither I nor proctors can approve an academic accommodation at the time of an assessment. 

If you do not have a QSAS accommodation, or my prior authorization, you are expected to arrive without a restricted device. If you own smart eyewear and need vision correction, you are responsible for wearing conventional glasses or contact lenses on the day of an assessment. If you have no conventional alternative to wear, you will not be permitted to write the assessment while wearing a restricted device. Not having a conventional alternative does not, on its own, change the assessment or entitle you to a deferral.

This statement does not apply to medical devices such as insulin pumps or continuous glucose monitors, and you do not need to disclose them to me.

Suspected unauthorized use will be addressed through existing examination and academic integrity procedures.

(third person)

Wearable devices with communication, recording, display, audio, connectivity, information retrieval, storage, computational, or AI-assisted capabilities are not permitted for use during in-person assessments in this course unless your instructor has explicitly authorized them for an academic purpose, or �鶹����’s Student Accessibility Services (QSAS) has approved them as an accommodation. Examples of restricted devices include smart eyewear, smartwatches, smart rings, wireless earbuds, and AI-enabled pendants, pins or recorders.

Where an instructor authorizes a device, the authorization is permission only. You are not required to own or bring a wearable device for any assessment.

If you rely on a wearable device for an accessibility-related purpose, and do not have an academic accommodation that permits the device for assessments, please contact QSAS as soon as possible. An academic accommodation must be approved before a device can be used in an assessment. Neither your instructor nor proctors can approve an academic accommodation at the time of an assessment. 

If you do not have a QSAS accommodation, or prior instructor authorization, you are expected to arrive without a restricted device. If you own smart eyewear and need vision correction, you are responsible for wearing conventional glasses or contact lenses on the day of an assessment. If you have no conventional alternative to wear, you will not be permitted to write the assessment while wearing a restricted device. Not having a conventional alternative does not, on its own, change the assessment or entitle you to a deferral.

This statement does not apply to medical devices such as insulin pumps or continuous glucose monitors, and you do not need to disclose them to your instructor. 

Suspected unauthorized use will be addressed through existing examination and academic integrity procedures.

Last updated: October 15, 2024

Link to printable PDF  (725.6 KB)

Background

Assessment is a fundamental component of the learning process. Beyond strict evaluative purposes, assessment provides a structured mechanism for providing feedback, enabling instructors to identify student strengths and areas for improvement. Through assessments, educators can also gauge the effectiveness of their instructional methods and adjust instructional strategies to better meet the needs of their students.

Recent advancements in generative AI, particularly in the domain of text generation, have introduced both opportunities and challenges in the practice of education. While tools like ChatGPT have the potential to democratize access to sophisticated writing aids, they also pose significant risks to academic integrity and core principles of teaching and learning. As highlighted in the U.S. Department of Education’s 2023 report on Artificial Intelligence and the Future of Teaching and Learning, maintaining a “human in the loop” is crucial to ensure that educators, learners, and other stakeholders retain their agency in educational processes. Moreover, concerns around privacy, intellectual property, and the quality of AI-generated feedback[1] underscore the necessity of clear guidelines.

A recent (2024) Privacy Complaint Report (PI21-00001) by the Information and Privacy Commissioner of Ontario further underscores the need for guardrails when utilizing AI technologies. The report recommends that institutions adopting AI tools must ensure these tools are privacy protective, transparent, accountable, and human rights affirming.

Given these complexities, �鶹���� is committed to ensuring that the use of Generative AI in student assessment aligns with our values of privacy, academic integrity, and high-quality, human-centred education.

Guidance

The purpose of this guidance is to recommend the conditions under which the use of generative AI tools by instructors and teaching assistants (TAs) for assessing student work may be appropriate. These recommendations aim to ensure the integrity of student assessment, protection of student privacy, and to maintain a human-centred approach to education.

In teaching teams (e.g., an instructor and teaching assistants), the instructor of record has oversight and responsibility for other graders, including determining if generative AI tools can be used for assessment.

Recommendations

1. Human-centred decision making

Assessment is a crucial element of student learning and instructor feedback. It is essential that human judgement and interaction remain central to this process. Any final assessment and interpretation related to the evaluation of student work needs to involve human judgment and engagement. AI-generated assessment outputs should be critically reviewed and interpreted by humans, with final decisions resting with human evaluators. Throughout the assessment process, humans retain responsibility, ensuring that generative AI serves as a tool and not as a substitute for human oversight.

2. Manage risks to do no harm

Instructors will need to manage the known risks of generative AI tools, such as the introduction of unintended bias from the generative AI tool’s training data and the lack of transparency in how decisions are made by these tools (the “black box” problem). Due to of our emergent understanding of how best to manage these risks, and the significance of grades for students’ future opportunities, it is strongly recommended that generative AI tools not be used for summative assessment at this time. These tools, however, may be used to enhance the formative assessment processes, providing support for student learning.

3. Protect privacy

It is an instructor's responsibility to manage students’ right to privacy. It is recommended that any generative AI tool used for the purposed of student assessment has undergone �鶹����’s security assessment process (SAP). See Appendix A for a list of AI tools that have undergone �鶹����’s SAP.

4. Respect intellectual property

Student’s intellectual property must be respected. Current University policies, such as the Intellectual Property Commercialization Policy, state that students retain the intellectual property (IP) of what they create at �鶹����’s. The terms of service for many third-party generative AI tools may contravene the retention of IP.

5. Seek informed consent

Given the university's IP and privacy policies, it is recommended that students are informed of, and that consent is sought for the planned use of a generative AI tool for any assessment purposes. In cases where a student chooses to opt out, instructors or TAs should evaluate the student’s work without the use of generative AI tools.

Review and updates

This guidance will be reviewed at least annually by the Vice-Provost, Teaching and Learning and updated as necessary to reflect changes in technology, risk, pedagogy, and institutional needs.

Last updated: October 2024

Link to printable PDF (456.6 KB)

While most classes at �鶹���� proceed smoothly, there are occasions when disruptions may occur.

In most of these instances, instructors can effectively draw on their classroom management skills to address these disturbances and maintain a productive learning environment. When significant disruptions occur, they can impact the educational experience and the well-being of those involved. As instructors, when we are faced with a significant disruption our primary goal is to minimize its impact and, if possible, resume planned classroom activities.

While difficult conversations are not considered significant classroom disruptions, they can present challenges in maintaining a respectful and productive learning environment. For guidance on navigating sensitive topics or managing complex classroom dynamics, �鶹����’s Centre for Teaching and Learning offers valuable resources on Managing Difficult Conversations. These resources provide practical strategies for instructors to support constructive dialogue and foster inclusivity during moments of tension.

This document is intended to provide instructors practical advice on responding to various scenarios and supporting students who may be affected by disruptions. Refer to the Supporting Students in Distress resource for guidance on recognizing signs of student distress, responding with compassion, and connecting students to appropriate support services such as Care Support Services. Instructors are encouraged to use their judgment and choose strategies that are most appropriate for the circumstances they encounter. Although instructors are primarily responsible for managing classroom disruptions, support is available, and this document provides details on where and how to seek it.

General guidance for all incidents:

• Plan ahead: Reflect on the scenarios below and consider how you would respond. Consider adding the �鶹����’s Emergency Report Centre number (613-533-6111) to a cell phone. Having the SeQure App installed on a mobile device allows you to receive important information about campus emergencies, and report incidents.
• Room location: All centrally managed classrooms have emergency contact posters with the name and location of the room. This is information you will need to share if calling �鶹����’s Emergency Report Centre.
• Ending class early: Depending on the severity of the incident, it is appropriate to end the class early. If your instruction is disrupted, communicate your contingency plans to your students. These options might include posting asynchronous lecture notes later in the day or shifting to remote instruction.
• Acknowledge and support: After any disruption, immediately acknowledge the incident’s impact. Offer support and resources such as those found on the Care Support Services website.

1. Class disrupted by outside group

External groups may sometimes enter a classroom unannounced to protest or raise awareness of a cause. These disruptions can involve demonstrations, distributing flyers, or making announcements, potentially creating confusion, unease and interrupting the flow of the class.

• Step in: If you judge it safe to do so, assert your leadership over the classroom. A calm but direct response can assist in establishing control and help deescalate the situation.
• Options for response: You may choose to:
  • Engage with the group briefly, offering them an opportunity to speak for a set period of your choosing; or
  • Ask them to leave; “You are interrupting this class. I would like you to stop and to please leave now.” or
  • If the disruption continues, call �鶹����’s Emergency Report Centre (613-533-6111 for on campus emergency responses).
• Acknowledge and support: After the incident, acknowledge to students that a disruption occurred, and that such disruptions can be unsettling. Offer time to discuss the event and offer information for ongoing supports.
• Non-emergency reporting: After the incident, report the incident to Campus Security (dial 613-533-6080 for non-emergencies)

2. Class disrupted by students

Disruptions may arise from students within the class, such as organized protests, loud disagreements, or behaviour that interferes with the learning process.

• Plan ahead: Consider if it is appropriate to:
  • Include a statement about the Student Code of Conduct in the course outline and review it in the first class.
  • Take time to articulate or co-develop community codes of practice that guide respectful, generous, and patient ways of engaging with members of the classroom community and with challenging academic material.
• Initial response: If the reason for the disruption is unclear, calmly ask, “Why are you interrupting this class?” Request that students refrain from disrupting the session and offer to engage with them outside of class time to discuss their concerns further.
• Respectful environment: Remind students of the class’ community codes and that �鶹���� is committed to fostering a respectful and inclusive learning environment. You may use language such as:

“�鶹���� values respectful and constructive dialogue. Our classroom is a space where all voices should be heard thoughtfully, and it’s essential that we express our opinions in ways that do not disrupt others' learning experiences.”

• Code of conduct: Remind students that their actions should align to the �鶹���� Student Code of Conduct, which emphasizes respect, fairness, and personal responsibility. You may say:

“The Student Code of Conduct outlines expectations for respectful behaviour and integrity within our University community. Actions that interfere with others’ ability to learn, or that violate these principles, may result in sanctions.”

• Escalation: If the disruption persists, politely ask the student(s) to leave. Should the disruption continue or escalate, contact the �鶹����’s Emergency Report Centre (613-533-6111).
• Consider underlying factors: Reflect on the reasons behind the students’ disruptive behaviour to assess whether a referral to Care Support Services is appropriate. If needed, referrals can be made through Care Support Services, which will be supported by the Student Conduct and Care unit.
• Reporting: If the incident contravenes university policies, report the details to your Department Head (or Associate Dean in non-departmentalized units) for follow-up, and if appropriate, it may be escalated through the university's non-academic misconduct process. After a non-emergency incident, you can also report the incident to Campus Security (dial 613-533-6080 for non-emergencies).

3. Online Class Disruptions

In online learning environments, disruptions may occur through unauthorized individuals joining a class or session and interfering (e.g., “Zoom Bombing”) or through disruptive students. These intrusions, such as inappropriate content sharing or interrupting discussions, can derail the learning experience.

• Plan ahead: Before the session, familiarize yourself with the platform’s security features, such as enabling waiting rooms, restricting screen sharing, and disabling participant renaming.
• Control measures: Suspend the disrupter’s participation using available security controls, remove them if necessary, and continue with the class if possible.
• Acknowledge and support: After the incident, acknowledge to students that a disruption occurred, and that such disruptions can be unsettling. Offer time to discuss the event and offer information for ongoing supports.
• Reporting: If interruption is a threat, contact �鶹����’s Emergency Report Centre (613-533-6111). Use the appropriate “report user” tool to report the disruptive participant to the tool’s trust and safety team.
• Consider underlying factors: If disrupted by a student, reflect on the reasons behind the behaviour to assess whether a referral to Care Support Services is appropriate. If needed, referrals can be made through Care Support Services, which will be supported by the Student Conduct and Care unit.

4. Medical Incident in Class

A student experiencing a medical situation during class, such as a seizure or fainting, can be alarming in the moment. Prompt action is required to ensure the student receives proper care while maintaining a calm atmosphere in the classroom.

• Contact Emergency Services: For life-threatening situations or acute medical emergencies, such as anaphylactic allergic reactions, call 911 directly. For less serious incidents, such as slips, falls, or other non-life-threatening issues, contact �鶹����’s 24-hour Emergency Report Centre (613-533-6111). Centrally managed classrooms have emergency contact posters with the name and location of the classroom.
• Provide or coordinate aid: If you have first aid training, provide basic first aid. If not, ask if anyone in the class with first aid training can assist.
• Manage bystanders: Create space by asking people to move back. Consider asking students to leave the classroom during the event.
• Acknowledge and support: After the incident, acknowledge to students that a disruption occurred, and that such disruptions can be unsettling. Offer time to discuss the event if appropriate. Provide information about available support services.

5. Unannounced arrival of Campus Security or Police

Police or campus security may enter a classroom without prior notice, typically as part of an active investigation or when immediate safety concerns arise. This can cause confusion or alarm, requiring a calm response from the instructor while following directions.

• Assess and engage: Identify yourself as the instructor, so that information about the situation and the needs of campus security or the police can be communicated to you. Remaining calm helps set a tone for the class that can reduce the impact of the disruption.
• Respond: Follow the guidance provided by security or police, and assist, as directed, in communicating and providing direction to students.
• Acknowledge and support: After the incident, acknowledge to students that an interruption occurred, and that such incidents can be unsettling. Offer time to discuss the event and offer information for ongoing supports.

6. Potentially dangerous incidents

Situations involving a potential threat to the safety of students or instructors in the classroom require immediate action, and instructors need to be prepared to alert emergency services and take precautionary measures.

• Immediate Action: If an active threat arises, call 911 immediately, followed by �鶹����’s Emergency Report Centre (613-533-6111).
• Acknowledge and support: After the situation is safe, acknowledge to students that a disruption occurred, and that such disruptions can be unsettling. Offer time to discuss the event and offer information for ongoing supports.

Further Resources

• Campus Security: 613-533-6111 (24-hour emergency contact)
• �鶹����’s Student Wellness Services: 613-533-2506
• �鶹����’s Care Support Services: Online Resources
• Verbal Intervention Training: Contact the Manager, Security Risk and Training (613-533-6733) for information on this half-day course, which equips staff with skills to manage crisis behaviours.
• Student Wellness Services Training: SWS offers workshops such as ASIST, safeTALK, and sessions on responding to students in distress.
• Employee and Family Assistance Program: Available to all employees, TELUS Health One offers confidential, professional, and personalized wellness services.
• Emergency preparedness: �鶹����’s Emergency Preparedness website.

onQ Announcements for students are to be used judicially – it is meant to be infrequent and for announcements directly in support of teaching and learning activities. The request to use should be sent to CTL-edtech@queensu.ca at least a week in advance of the desire date of being sent out. The decision to use the onQ announcements will be based upon the criteria below and sent to the VPTL for final approval when necessary. 

1. Academic in nature which has relevance to students courses/academic success. Non-commercial use only.
2. Relevant to all students. *recognizing Smith School of Business is on different instance of Brightspace and some School of Medicine courses do not use onQ.
3. Time sensitive that requires attention by students – although not for emergency notifications.
4. Has considered other communication channels.