Explore leading generative AI policies for higher education.

The document outlines various types of generative AI, including text-based models like ChatGPT, visual art generators like DALL-E and Bing Image creator, audio-related tools like Podcastle and Speechify, video generation using AI and GANs, and AI coding assistants such as GitHub CoPilot. It emphasizes the importance of prompt engineering for effective use of language models like ChatGPT and AI tools' diverse applications in education and other fields, including creating artwork from text descriptions, generating closed captions, and automating coding tasks. These generative AI tools offer valuable resources for enhancing creativity, communication, and productivity in various domains.

This document provides examples of how faculty from different disciplines in Columbia University are incorporating generative AI like ChatGPT into their courses. Faculty discuss experimenting with AI for specific assignments and activities while focusing on developing students' critical thinking and AI literacy. They aim to communicate transparent expectations about appropriate AI use and academic integrity.

This resource provides information about ChatGBT in the teaching and learning environment. It includes limitations of ChatGBT, faculty concerns, tools for detecting AI, and instructional responses to ChatGPT.

This document specifies Generative AI tools for numerous categories (images, music, etc.). It offers articles that offer opinions that are for and against the current usage of Generative AI in education and a list of AI detection platforms. It also provides ideas for addressing Generative AI use within syllabi.

This letter from Provost Frank Doyle addresses the Brown Community about the potential impact of generative AI tools on higher education. Highlighting both the challenges and opportunities presented by AI, the letter emphasizes aligning AI use with Brown's values and ensuring ethical utilization. The University provides resources on AI usage guidance, academic integrity, citation practices, data protection, AI in research, and intellectual property considerations. While Brown doesn't enforce specific AI policies, faculty are encouraged to clearly communicate AI-related expectations in their courses. The letter also announces upcoming campus-wide discussions on AI's societal impact, hosted by the Data Science Institute and the Office of the Provost. The Provost invites feedback and anticipates continued dialogue on AI's evolving role in education and research.

This document provides initial guidance for researchers on intellectual property issues with using generative AI tools like ChatGPT in university research. It advises being aware of public disclosure, confidentiality, IP ownership, and infringement risks when using AI to generate content.

This document discusses integrating AI tools like ChatGPT into academia. It focuses on writing assignments, academic integrity, and AI's ethical and cost implications. With examples from professors, it offers a roadmap for educators on AI's challenges and benefits.

This document provides resources about AI-powered tools, definition, limitations, writing method incorporation, assignment design to discourage use of AI, and other related resources. It provides inclusive methods using AI tools to deepen student learning.

This document was curated in response to the rapid growth of Generative AI tools. This document provides strategies for instructors for them to navigate and engage with Generative AI in their courses. This document describes what AI tools are and specific examples like ChatGPT. It advises that instructors develop course policies that include digital transparency. To curb the possibility of students using Generative AI to cheat, this document advises instructors to break up their assignments to not only make the workload more manageable for students but also so that instructors can become familiar with students� work.

This University policy indicates that faculty will specify whether generative AI like ChatGPT is permitted in courses in the syllabus. Students must disclose AI use and cite it properly. Using AI without permission violates the honor code. Consequences include reporting to the Center for Student Success and Intervention (CSSI) and the Dean's office.

This page provides the preliminary guidelines for using Generative AI like ChatGPT, emphasizing accountability, confidentiality, flexible pedagogical use, and upcoming formal policies. It aims to balance exciting possibilities with awareness of limitations, accuracy, IP, security, privacy, and ethics.

This resource from provides guidance on AI composing tools and academic writing. It discusses academic integrity, recommends syllabus language about AI use, cautions using AI detection services, and provides tips on teaching writing in the AI age. It also lists some internal university teaching support and additional resources.

This resource provides advice about teaching with ChatGPT and other generative AI tools. This website links to an eight page google doc outlining what LLMs and generative AI are, teaching suggestions that use generative AI, why it is important to teach AI literacy, why they cannot ban generative AI for student work, and resources for faculty.

This document provides university guidelines for using generative AI like ChatGPT in academics. It encourages creative use to enhance teaching and learning but cautions against misuse. It advises instructors to state expectations clearly, provides model policy language, and notes prohibited uses under their academic integrity policy.

The document provides guidelines for educators on using Generative AI in teaching at Iowa State University. It includes student guidance, academic integrity, and AI's pros and cons. The resource offers sample syllabus language, assignment, assessment implication, adapting existing assignment, cautions, embracing AI, and identifying misconduct without AI-tools.

This resource mainly focuses on advice related to specifically ChatGPT. It explains the uses for ChatGPT, its effect on education, the shortcomings of ChatGPT, opportunities that may come from ChatGPT, advice to students, then advice for course policies about ChatGPT use, and lastly a warning about AI detection software.

This resource provides a list of requirements for Writing and Communication Program instructors regarding policies related to the use of generative AI tools. Firstly, the resource provides a background on what generative AI is. Then, they talk about the challenges related to simply banning the use of these tools. The resource provides four policy options with their recommended policy being Generative AI Tools Allowed In Specified Instances. The other three options are: Generative AI Tools Allowed�With WCP Director Consultation And Approval, Generative AI Tools Not Allowed�With WCP Director Consultation And Approval, and Develop Your Own Policy�With WCP Director Consultation And Approval.