The AAC&U Institute on AI, Pedagogy, and Curriculum is currently underway and has reached the midpoint as of January 2025. The University System of Georgia (USG) has multiple teams attending the Institute, with one team approaching the work through the lens of developing resources at the system level, which could benefit institutions, faculty, and students from across the USG. Once products are developed as a result of the AAC&U Institute work, they will be shared out broadly. In the meantime, resources discovered through participation in the Institute are shared below.
Generative AI in Higher Education – The Product Landscape
- Excerpt: “Generative AI (GAI) has quickly gained a significant foothold in academia, and is now used widely for teaching, learning, and research purposes. While national trends in student and faculty adoption are unclear, surveys conducted by individual institutions have found that approximately 50 percent to 65 percent of both students and faculty have used ChatGPT or one of its commercial competitors. If current trends continue, in the near future GAI use will be ubiquitous, fully integrated into the core mission of colleges and universities.”
Generative AI and Postsecondary Instructional Practices – Findings from a National Survey of Instructors
- Excerpt: “Understanding how instructors are (or are not) using generative AI in their classrooms is vital because most college and university guidelines leave decision making about how, when, and if generative AI use is permitted to the discretion of individual instructors. Provosts and presidents will spend the coming years grappling with equipping students with AI skills and literacies and assessing the most appropriate and ethical ways to harness this technology to promote teaching and learning. CIOs and IT directors are beginning to make financial commitments to specific generative AI platforms. Centers for teaching and learning, libraries, and other university offices are developing service models and articulating best practices. The success of all these initiatives will hinge on the instructional practices of individual instructors.”
2024 US Instructor Survey
- Excerpt: “As in previous faculty surveys, in this cycle we explored key themes such as the role of libraries, open educational resources (OERs), and instructional support services, and also delved into emerging trends within the academy. Already, the survey has informed two topical reports: one exploring generative AI and instructional practices and another examining perceptions of academic freedom in instruction.”
Higher Education Generative AI Readiness Assessment
- “This assessment can be approached in multiple ways:
- Individually: Any individual at an institution can complete the assessment. If the assessment will be completed in either or both of the team approaches, having one person fill it out and act as the “expert” to guide the process will likely benefit the process.
- With your IT team: Use the self-assessment as a group exercise with a small group of IT staff to start to hear different perspectives on your organization. You might find that others see your institution’s generative AI readiness differently. This exercise can also be a conversation starter for ways to better align IT efforts with institutional strategy and mission.
- With a cross-functional team: The self-assessment can be a powerful tool for helping other institutional stakeholders understand generative AI readiness and for sparking conversation about it. Completing the assessment with a cross-functional group creates an opportunity to talk about institutional challenges and goals and how you might collectively address them.
- We recommend that one person complete the self-assessment to get an understanding of the institution’s readiness and become familiar with the elements of the assessment before using it with others.”