Currently at ACPHS, faculty have the discretion to define if and how generative AI may be used in their course. The Center for Innovative Learning developed a Generative AI Statement that faculty can use in their syllabus.
Providing guidance about what AI uses are, and are not permitted helps students to know what is considered an academic integrity violation and what is not.
Generative AI Policies - See the document below for policies created by ACPHS Writing Instructor & Writing Program Director, Anna Eyre, PhD
AI literacy "involves understanding the fundamentals of how AI works; critically evaluating the application of AI tools in teaching, scholarship, and the management of educational priorities; and maintaining vigilance in evaluating tools and techniques to protect against bias, misuse, and misapplication of these powerful models. ALTL also demands a commitment to ethical usage, ensuring that AI tools are applied transparently and responsibly, with an awareness of their societal impacts." (Defining AI Literacy for Higher Education, EDUCAUSE)
The ability to use and evaluate AI tools and content is an essential life-long skill that will help students prepare for a changing workplace.
This EDUCAUSE Working Group paper presents a comprehensive framework for AI Literacy in Teaching and Learning (ALTL) in higher education.
This article describes the AI literacy framework developed by Barnard College at Columbia University.
Review article proposes four aspects (i.e., know and understand, use, evaluate and ethical issues) for fostering AI literacy.
Developing a Model for AI Across the Curriculum: Transforming the Higher Education Landscape
Article reports on the AI Across the Curriculum initiative being developed at University of Florida (UF).
