Explore leading generative AI policies for higher education.

This document provides a guideline for faculty members on how they should design course policy, in-class work, and assignments in consideration of the use of AI. It also discusses how the faculty members can integrate AI in their work.

Harvard University has issued initial guidelines for the use of generative artificial intelligence (AI) tools like ChatGPT and Google Bard within its community. The guidelines emphasize responsible use and address various considerations, including information security, data privacy, compliance, copyright, and academic integrity. Users are encouraged to protect confidential data, review and verify AI-generated content, adhere to academic integrity policies, remain vigilant against AI-enabled phishing, and consult with Harvard University Information Technology (HUIT) when procuring such tools. The guidelines are designed to facilitate safe and ethical integration of generative AI technology within the university's educational and research environments.

The article from MIT's Teaching & Learning Lab discusses the potential benefits and challenges of integrating AI in educational settings. It highlights concerns about student reliance on AI, the need for genuine engagement, and poses questions about using AI to achieve higher-order thinking and learning goals.

The use of generative AI technologies in student assessments requires thoughtful support and limitations to ensure responsible use, transparency, and adherence to academic integrity policies. Assessment tasks should be carefully designed or modified to align with the responsible use of AI, considering alternatives, open or collaborative processes, and higher-order thinking to effectively measure student learning. Additionally, the detection of AI-generated content raises privacy and equity concerns, and blocking or invigilation measures may not always be suitable, emphasizing the need for clear communication and continuous adaptation in the evolving landscape of AI and education.

This article discusses how to navigate the integration of generative AI, like ChatGPT, into higher education assignments, including the ethical considerations and challenges associated with AI use by students. It provides strategies for designing assignments that both limit and work with AI technology while emphasizing the importance of syllabus statements and student discussions to ensure responsible AI utilization. The goal is to strike a balance between leveraging AI as a learning tool and maintaining academic integrity.

The document provides tips for students on using AI responsibly and effectively in their learning. It ims to promote responsible and thoughtful AI use to enhance, not replace, student learning. It provides practical tips for using AI as a tool while staying true to the hands-on, experiential learning values of Northeastern University.

This document provides guidance and resources for faculty and student, focusing on the use of AI tools in higher education. It also provides tips on how faculty should look at their students' work.

This resource outlines what the different types of AI there are. It has sections dedicated to explaining what each of these terminologies are: Artificial Intelligence, Chatbots, Generative AI, Machine Learning, and Natural Language Processing. Additionally, this resource provides external links to key AI Resources at NYU.

This document from The Ohio State University discusses educators' adaptation to AI in education, including its benefits, limitations, and applications aligned with educational goals. It offers strategies for AI integration centered on student engagement and transparency while emphasizing academic integrity in an AI-driven environment.

This resource provides information about AI and ChatGPT in higher education. It explains what ChatGBT is and the problem it is causing in the education environment.

The memo from the Office of the Dean of the College and the Office of the Dean of the Graduate School, dated January 25, 2023, provides guidance to teaching faculty regarding the use of generative Artificial Intelligence (AI) and the ChatGPT program in teaching and learning. It acknowledges the potential impact of AI on higher education but emphasizes that undergraduate and graduate education will remain essential and that AI will make critical thinking even more important. The memo encourages faculty to be explicit about their AI policies, explain the pedagogical rationale behind assignments, design assignments that promote critical thinking, and educate students about the capabilities and limitations of AI. It also suggests teaching strategies to incorporate AI into the learning process.

This document offers suggestions for faculty members at Rutgers University, regarding AI tools. It suggests to focus more on critical thinking and other things that AI tools cannot do when asking students to do some tasks. Also, it mentions that the definition of academic integrity can vary, depending on the instructor's decision on the use of AI tools.

This document discusses how the instructors adapt teaching practices and design assignments in response to AI. It advises the instructors to thoroughly consider how AI tools can change the instructors' teaching practices and how the instructors should engage AI tools in their courses.

This document offers ways that AI can be used in higher education. It states that AI can be used to personalize learning, grading papers quicker, and provide students with instant feedback. This document also states that AI in higher education raises policy and ethical concerns like data security, consent to use personal data, and unequal access to Generative AI resources.

This document discusses how to respond to AI advancement at individual instructor, department, school, and university levels at Tufts University. It provides a set of questions to consider for individuals, departments, and schools to help any decision related to AI.

This page provides information for what ChatGBT is and its limitations. It suggests strategies for coping with the tool can be divided into three categories: technological prevention; non-technological prevention; and creative adaptation.

The resource list from the University of Florida includes Blogs, Podcasts, Publications, and Videos. Blogs cover expert seminars, podcasts discuss AI's role in education and applications, publications feature the AI integration and plans, and Videos cover AI ecosystem.

This resource provides guidance for the dos and don'ts for AI use specifically for instructors. They provide what documents and information that instructors are not allowed to put into ChatGPT because of HIPPA violations, confidential data, and FERPA data violations. The document give suggestions on how include AI policies in syllabi. They do not recommend the use of AI text detectors. Lastly, this provides links to advice on using AI to help students with disabilities.

The University of Michigan offers its GenAI tool, UM GPT, ensuring data privacy for faculty. With the anticipated widespread student use of GenAI by Fall 2023, U-M emphasizes academic integrity, ethical use, and alignment with core values. Instructors are guided to discuss GenAI's implications and policies with students. UM provides resources for teaching considerations, including syllabus suggestions and assessment redesign. Current academic misconduct policies are being revisited to address GenAI challenges, suggesting GenAI be treated as a source for citation. UM advises against AI-detection tools due to unreliability and highlights the difficulty of enforcing GenAI bans in coursework. The focus is on equity, accessibility, and informed GenAI use in academics.