Abstract
With the increased use of generative AI (GenAI) applications such as ChatGPT, higher education institutions (HEIs) have released a range of guidelines and policies to direct adoption within their institutions. In computer science (CS) courses, GenAI adoption is especially high, and the implications for student learning are significant. At the same time, instructors have also been forced to address the use of GenAI as students have started to use it for various functions. Currently, comparative analysis of guidance provided by institutions and its uptake in instruction is lacking. This paper bridges this gap by comparing institutional and computing course level guidance to better understand this terrain.
We utilize secondary analysis of institutional and course syllabi guidelines from U.S. research-intensive higher education institutions. Our findings reveal that although institutional guidance is more pro-use, at the course level, the uptake is still guarded. We discuss the implications and propose an instructor-centered framework to guide future adoption of GenAI.
Blogger's Review: As generative AI rapidly permeates the educational landscape, researchers must focus on balancing technological applications with educational quality. The framework provided in this paper will offer valuable guidance for instructors looking to effectively integrate GenAI into their teaching, warranting further exploration and practice.