In this section, we provide a introduction to generative artificial intelligence, describe its capabilities and limitations, and review some of the specific implications for higher education.

This section is divided into four chapters:

Talking with Your Students

In this chapter, we will delve into how to start conversations with your students about the risks and benefits to using generative A.I. A conversation may involve talking with students about when and how to use A.I. for coursework—and when not to use A.I.

Classroom Policies and Syllabus Statements

One way of communicating with students about A.I. use is by writing a course policy and including a statement of such in your syllabus. This chapter includes some information and resources you might want to include in your syllabus or other course materials (e.g., how to cite A.I.), as well as some example generative A.I. syllabus statements.

Student Use of GenA.I. for Coursework

Independent of your classroom policies for A.I. tools, it will be useful for students to have specifics on how, if allowed, generative A.I. can be used for coursework. This could be to expand, condense, or summarize a text; brainstorm new ideas; analyze data; or help with writing.

Co-Exploration of GenA.I. Tools

As a relatively unfamiliar set of technologies, communicating with students might be best achieved by exploring (with a critical lens) the tools together. Testing A.I.’s capacities together can allow you and your students to learn more about what gen A.I. does well, and experience first-hand the challenges of misinformation and hallucination.