Introduction
On Nov. 30, 2022, ChatGPT launched for the public, forever altering the academic landscape. The sudden, widespread accessibility of the platform presented University administrators with a series of unprecedented challenges: keeping up with this unpredictable technology, educating professors about the benefits and drawbacks of these platforms, and determining guidelines for the ethical use of artificial intelligence (AI) in higher education.
Importance of AI Policies in Higher Education
It’s been nearly two years since the release of ChatGPT and Boston College still does not have a University-wide policy that defines acceptable use of AI in the classroom. Whether professors choose to ban the technologies entirely or allow students to freely use them on all assignments, they have complete control over the AI policies they enforce throughout their courses.
Giving professors the agency to embed or expel the use of AI in their classrooms is undoubtedly important. But making sure professors are equipped to make and execute that decision is of equal importance. Professors—and more importantly students—deserve an education that maximizes the learning environment they agreed to when choosing to come to BC. This can only be done if professors teaching classes are fully capable of creating a fair and thorough classroom experience.
Challenges and Solutions
Even without a standardized policy, the University’s academic integrity policy states that any work generated with undocumented or unsanctioned usage of Generative AI (GenAI) platforms is classified as cheating. The constantly evolving nature of AI platforms, however, makes it virtually impossible for professors to determine whether students are using AI on their assignments. The Center for Teaching Excellence (CTE) provides AI detection resources for professors to utilize, but acknowledges the unreliability and biases of these platforms.
With these risks in mind, professors must outline and fully justify their classroom AI policies. Transparency is key to developing sustainable AI policies. Professors need to explain the critical use cases of AI and how it can benefit student success in a class.
Faculty Training and Development
BC Information Technology Services currently offers optional, instructor-led technology training courses for faculty covering a variety of topics related to AI. The CTE also offers extensive AI navigation resources to guide professors in integrating technology into teaching. Though not mandatory, faculty members have shown great interest in these resources, indicating a willingness to learn and adapt.
BC’s Center for Digital Innovation in Learning has established faculty working groups to introduce AI-focused projects into classrooms. Continuous updates and group participation are essential for staying informed about AI developments and integrating them effectively into teaching practices.
Conclusion
BC must prioritize AI learning opportunities for faculty to meet the increasing demand for AI integration in education. Equipping professors with the necessary knowledge and resources will not only enhance their confidence in using AI but also lead to the development of transparent and effective classroom policies. As AI becomes more prevalent in academia, it is crucial for institutions like Boston College to ensure responsible and beneficial use of AI in education.
