Generative Artificial Intelligence for Teaching, Research and Learning

This section was created by Erica Bender, Assessment Specialist, Center for Educational Effectiveness.

Questions about teaching and learning and AI can be directed to CEE’s Just-In-Time Teaching page and/or request a consultation to get started. The teaching and learning experts in the Center for Educational Effectiveness are available to help instructors explore teaching strategies and construct course policies pertaining to Generative AI.

The emergence and widespread use of Generative AI has significant implications for teaching and learning in higher education. While Generative AI tools can be quite useful for personalizing learning experiences and rethinking teaching and instruction, both students and instructors should carefully consider the limitations and emerging best practices for using these tools.

Before using Generative AI to support their learning, students should always check with their instructors to understand their particular course policies and requirements for using Generative AI. Keep in mind that policies regarding Generative AI may vary from instructor to instructor. 

There are many potential ways to explore Generative AI to support and enhance learning. A number of universities from around the world have developed guides for students getting started with Generative AI: 

• Guidance for Students (University of Michigan) 

• Generative AI Usage Guidance (University of North Carolina, Chapel Hill)

• Generative Artificial Intelligence: Using Generative AI Tools (UC San Diego)

• AI Tools and Writing: Information for Students (University of Tennessee, Knoxville)

• Student Guidance on Using Generative Artificial Intelligence Tools Ethically for Study (University of Birmingham, United Kingdom)

• Advice for Students on Using Generative Artificial Intelligence in Coursework (University of Auckland, New Zealand)

• Guidance on Use of AI for Students (Ulster University, United Kingdom)

• Using Generative AI in Your Studies (Deakin University, Australia) 

Key Takeaways for Students: 

• Generative AI should be used to support and enhance your thinking. 

• Always be mindful of the risks and limitations of Generative AI tools. 

• Engage with Generative AI output critically and practice information literacy. 

• Always follow academic integrity guidelines and instructor policies regarding Generative AI. 

• Practice proper citation practices for Generative AI use.

Generative AI has disrupted established teaching strategies for many instructors and led to ongoing questions about how to support and protect student learning considering students’ access to these tools. Because these are relatively new technologies, scholarly research has only just begun to explore the implications of Generative AI for teaching and learning. 

The Center for Educational Effectiveness at UC Davis provides a number of resources, events, and consultations related to Generative AI and teaching, including: 

• Introduction to Generative AI 

• Generative AI Student Survey

Developing Course Policies

Many academic institutions have developed preliminary guidance for instructors to develop transparent expectations and policies regarding Generative AI in their courses: 

• Syllabus Language from the University Writing Program (UC Davis)

• Course Policies and Syllabi Statements (University of Michigan)

• Generative AI Syllabus Statement Considerations (Texas A&M University)

• Sentient Syllabus Project

Exploring Generative AI and Teaching

Instructors may benefit from exploring ways to intentionally incorporate AI into their course materials and/or instructional strategies. Below are comprehensive teaching guides that explore different uses of Generative AI for teaching: 

• Artificial Intelligence Teaching Guide (Stanford University)

• AI in the Classroom (UC Riverside)

• ChatGPT in Higher Education, Pedagogical Uses for ChatGPT (University of North Florida)

• Effective Teaching and Generative AI (Colorado School of Mines)

• Designing Assessments for an AI-Enabled World (University College London)

Emerging Scholarship

As academic research on the implications of Generative AI continues to evolve, early scholarship of teaching and learning has suggested that intentional and critical use of Generative AI can support student learning and equip them with critical literacy toward these new technologies. 

Special Issues of Academic Journals

• Empowering Learners for the Age of AI. (2022). Computers and Education: Artificial Intelligence. 

• Artificial Intelligence in Education: Coming of Age? (2023). International Journal of Artificial Intelligence in Education. 

• Leveraging Large Language Models for Assessment Support: Applications and Implications. (2023). Computers and Education: Artificial Intelligence. 

• Artificial Intelligence (AI) and Education. (2023). Education Sciences. 

• Artificial Intelligence in Education. (2024). Journal of Educational Technology Systems.