[论文解读] Generative Artificial Intelligence in Higher Education: Evidence from an Analysis of Institutional Policies and Guidelines

Nora McDonald, Aditya Johri+2 more|arXiv (Cornell University)|Jan 12, 2024

AI and HR Technologies被引用 40

一句话总结

该论文分析来自116所美国R1高校的GenAI政策，显示多数鼓励GenAI的使用，许多提供课堂指导、教学大纲以及面向DEI的伦理教育，强调对教师可能的政策负担。

ABSTRACT

The release of ChatGPT in November 2022 prompted a massive uptake of generative artificial intelligence (GenAI) across higher education institutions (HEIs). HEIs scrambled to respond to its use, especially by students, looking first to regulate it and then arguing for its productive integration within teaching and learning. In the year since the release, HEIs have increasingly provided policies and guidelines to direct GenAI. In this paper we examined documents produced by 116 US universities categorized as high research activity or R1 institutions to comprehensively understand GenAI related advice and guidance given to institutional stakeholders. Through an extensive analysis, we found the majority of universities (N=73, 63%) encourage the use of GenAI and many provide detailed guidance for its use in the classroom (N=48, 41%). More than half of all institutions provided sample syllabi (N=65, 56%) and half (N=58, 50%) provided sample GenAI curriculum and activities that would help instructors integrate and leverage GenAI in their classroom. Notably, most guidance for activities focused on writing, whereas code and STEM-related activities were mentioned half the time and vaguely even when they were (N=58, 50%). Finally, more than one half of institutions talked about the ethics of GenAI on a range of topics broadly, including Diversity, Equity and Inclusion (DEI) (N=60, 52%). Overall, based on our findings we caution that guidance for faculty can become burdensome as extensive revision of pedagogical approaches is often recommended in the policies.

研究动机与目标

• 评估美国R1级高等教育机构在政策与指南中如何处理生成式AI。
• 描述GenAI鼓励、课堂指导、教学大纲资源和课程材料的普及程度。
• 评估GenAI指南中伦理考量的程度，包括DEI。
• 确定政策建议可能对教学实践与教学法修订的潜在影响。

提出的方法

• 对116所被归类为高研究活动(R1)的美国大学的政策文件与指南进行系统分析。
• 对政策特征进行定量编码，如鼓励使用GenAI、课堂指导、示例教学大纲、GenAI课程/活动以及伦理覆盖。
• 汇总计数和比例，以概述政策要素的普及程度。
• 描述性报告强调的GenAI活动（如写作与编码/ STEM）的偏好。
• 提取指南中的DEI及伦理相关主题。

实验结果

研究问题

• RQ1 R1高校在其政策与指南中在多大程度鼓励使用GenAI？
• RQ2 课堂指导、示例教学大纲和GenAI课程材料在各机构中的普及程度如何？
• RQ3 与GenAI相关的伦理或DEI指导中，哪些主题最常被涉及？
• RQ4 政策指南中GenAI活动的常见关注点是什么（写作与编码/ STEM）？

主要发现

• 63%的大学（n=73）鼓励使用GenAI。
• 41%（n=48）提供GenAI使用的详细课堂指导。
• 56%（n=65）提供示例教学大纲。
• 50%（n=58）为教师提供示例GenAI课程与活动。
• Ethics guidance on GenAI covers a range of topics, including DEI, with 52% (n=60) addressing such issues.
• Guidance often emphasizes writing activities and may underrepresent coding and STEM-oriented uses.