This study looks at how higher education faculty are regulating use of artificial intelligence in their classes, and how they are using it in their courses. The study helps its readers to answer questions such as: how important do you feel it is for students to be conversant in artificial intelligence applications? How clearly have college faculty defined the terms of AI use by students in their classes? How compliant are students with these terms? What role should AI play in education in one’s field? Should and, if so, how should subject curriculums be adjusted to account for use of AI?
Data is based on a survey of 660 higher education faculty broken out by numerous personal and institutional variables enabling readers to pinpoint differences in attitudes and policies towards AI by variables such as gender, ethnicity, academic field, academic title, college type, college size and many other characteristics.
Just a few of this 86-page report’s many findings are that:
Faculty at private colleges were more likely than those at public ones to view student facility with artificial intelligence as extremely important.
More than 36% of faculty felt that rules for students for use of AI in the classroom were not very clear or not clear at all.
More than half of instructors in communications and journalism felt that their students were cheating or otherwise use AI in deceptive ways in their classes.
Faculty in English, Philosophy and Psychology were the most likely to have used applications to detect deceptive AI Use by students. More than 60% of English faculty had ever used such applications.