AI Education Policy Landscape
Explore our research on how states, districts, and universities have responded to Generative Artificial Intelligence since ChatGPT’s release in November 2022
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Explore our research on how states, districts, and universities have responded to Generative Artificial Intelligence since ChatGPT’s release in November 2022
In the year since ChatGPT’s public release, US school and state officials have been grappling with how to respond to the explosion of Generative Artificial Intelligence (GenAI) technology in educational settings. Pedagogy.Cloud’s survey of state department, university, and district websites and news outlets has shown that policy guidance for educators and students has been slow to respond to the AI boom. This guidance, when available, has been neither consistent nor equitable between states and organizations.
The agencies who have released the most guidance for educators regarding Generative Artificial Intelligence are state universities and the US Department of Education. Almost every public university surveyed has posted either a reaction to GenAI or a collection of resources detailing policy suggestions (many of these resources are applicable to or even directed towards K-12 educators). In addition, the USDOE has a collection of articles, lectures, and blogs posted on their official site, along with a 70-page report called “Artificial Intelligence and the Future of Teaching and Learning: Insights and Recommendations”.
UPDATE (06/2024): Ten US State Departments of Education have now released guidance on the use of Generative Artificial Intelligence in schools, with Oklahoma, West Virginia, Washington, Montana, Ohio, and Virginia joining California and Oregon as leaders in providing resources to teachers and schools.
A more thorough examination of United States AI Education Policy may be found here, and a state-by-state policy briefing guide is below.
UPDATE (November 2024): The USDoE’s Office of Educational Technology’s newest resource is a 79-page document called “Empowering Education Leaders: A Toolkit for Safe, Ethical, and Equitable AI Integration”. The document, directed toward educators, district leaders, and parents, and demonstrates the USDoE’s continued dedication to supporting the educational community to navigate the age of Artificial Intelligence.
The USDoE’s Office of Educational Technology released a new 49-page resource called “Designing for Education with Artificial Intelligence: An Essential Guide for Developers”, a foundational document in US AI education guidance with five recommendations for developers responsible for creating AI tools for use in educational settings.
The report was released alongside a webinar, hosted by the USDoE, on July 8th, 2024.
On January 29th, 2024, President Biden announced an update to his October 2023 Executive Order, which included a statement that by October 2024, the Department of Education will “develop guidance on safe, responsible, and nondiscriminatory use of AI in education”.
In May 2023, the US Dept. of Education announced the release a 70-page report called “AI and the Future of Teaching and Learning”, which suggested the following steps:
More recently, in October 2023, President Biden included AI in Education in an Executive Order, committing himself to “Shape AI’s potential to transform education by creating resources to support educators deploying AI-enabled educational tools, such as personalized tutoring in schools”.
In December 2023, the National Science Foundation (NSF) launched the EducateAI Initiative, with aims ” to enable educators to make high-quality, audience-appropriate artificial intelligence educational experiences available nationwide to K-12, community college, four-year college and graduate students, as well as adults interested in formal training in AI”.
In October 2023, Education Technology Industry’s Principles for the Future of AI in Education released a document with 7 “Principles for AI in Education”, which provide “a framework for how we can look to the future of implementing AI technologies in a purpose-driven, transparent, and equitable manner”.
UPDATE (June 2024): Alabama Department of Education released a resource called “AI Policy Template for Local Education Agencies”, which defines important terminology relating to AI in education, details for further AI governance, and outlines example policy to be customized and used by external Learning Agencies within the state.
No current guidance listed on Alabama State DOE site.
As of November 2023, Senator and House Education Policy Committee Chair Terri Collins stated that she is currently working on AI education policies. Said Collins, “I’ve been working on something about positive use of AI on a safe, closed platform that connects teachers, students and parents”.
UAlabama is home to the Artificial Intelligence Teaching Enhancement Initiative, which “equips UA educators with the knowledge and skills needed to integrate AI technologies into their lectures, course materials, and pedagogical toolkits”. The university also has its own “Guidelines on Using Generative AI Tools”, as well as a Statement of Principle and surveys of its community.
No mention of AI on Alaska Department of Education and Early Development site besides the inclusion of AI on Computer Science Curriculum.
Alaska Staff Development Network hosted a professional development course in September called “AI for Teachers: What You and Your Students Need to Know” which focused on “practical applications of AI in education, ethical considerations, and hands-on experience with AI tools and resources”.
UAF provides an Artificial Intelligence in Education resource which details Ethical Use of AI in the classroom, Student Focus points, and Faculty Focus points.
UPDATE (May 2024): On May 13th, 2024, Arizona Institute for Education and the Economy partnered with Northern Arizona University to release “Generative Artificial Intelligence in K-12: Education Guidance for Arizona Schools and School Systems”, Arizona’s official AI Education policy. In this 30-page resource are topics relating to AI Integration, AI Ethics and Responsibility, and Implementation Recommendations.
Guidance around AI on the AZED site is a short page which links to the USDOE report from May 2023. There is also a handout, posted August 2023, which links to other reports and guidelines posted by CoSN, ISTE, Code and others. AI is included on AZED’s Instructional Framework documents, which in “Domain 5: Technology and Education” it presents curriculum suggestions surrounding the introduction on AI in the classroom.
University of Arizona has a comprehensive page on Artificial Intelligence on its website so that its community can “stay in the know about AI access, equity, integrity and impact, on campus and across higher ed”. It links to many other resources, including “Artificial Intelligence in Teaching and Learning”, which provides information for faculty regarding AI opportunities, detection, citation, and syllabi examples.
No mention of AI on ADE site other than professional development courses offered in AI.
University of Arkansas: In September 2023, University of Arkansas hosted a panel discussion for students and faculty in which experts discussed the implications and risks of AI in education.
In April 2023, University of Arkansas posted a resource entitled “What is ChatGPT?” in which they provided a background on the program in order to “educate students on the ethical use of AI technology and to promote a culture of academic integrity and honesty”.
In September 2023, California Department of Education released a resource entitled “Learning With AI, Learning About AI”, in which it provides guidance into the role of AI in the classroom, safe use of the technology, and policy suggestions.
As of November 2023, California School Boards Association is assembling State Task Force on AI in Education dedicated to studying facets of AI and developing professional development sessions around each one.
UC Berkeley‘s Center for Long-Term Cybersecurity has an AI Policy Hub with a mission “to cultivate an interdisciplinary research community to anticipate and address policy opportunities for safe and beneficial AI”.
As of April 2023, UC Berkeley’s School of Law released an AI policy which “allows students to use AI technology to conduct research or correct grammar. But it may not be used on exams or to compose any submitted assignments. And it can’t be employed in any way that constitutes plagiarism, which Berkeley defines as repackaging the ideas of others”.
Stanford University is home to Human-Centered Artificial Intelligence (HAI), not only “producing critical scholarship on AI governance and appropriate uses, but by also serving as a convener of national and global AI discussions”. There are also a number of other resources regarding AI on Stanford’s cite, including Stanford Teaching Commons’ “Creating your course policy on AI”, which has “example syllabus statements, suggestions for what to include, and sample sentences that you might use as you think through your own course policy on AI and begin writing a statement to put in your syllabus”.
CalTech has an online resource called “Guidance on the Use of Generative AI and Large Language Model Tools”, in which it outlines four guiding principles for GenAI practice: disclosure, data and information protection, content responsibility, and Caltech’s honor code”. CalTech also has an online resource directed towards applicants, a rare resource in top tier universities.
UCLA‘s Center for the Advancement of Teaching offers the university’s most comprehensive guidance, with the following aims: “We will provide strategies for adopting AI technologies in a responsible, ethical manner, and innovating within each discipline, major, and course. Exploring and communicating about the opportunities and limitations to using these tools will allow instructors and students to critically think about how knowledge is created”. The page provides numerous resources for managing AI in various aspects of teaching.
Los Angeles Unified School District (Population: 667,273): Included AI tools and protocols on their Responsible Use Policy (9/25/23), detailing “the use of generative artificial intelligence and artificial intelligence tools, that can generate new content including text, images, video, audio, structures, computer code, synthetic data etc. in response to prompts from users”.
Developed ‘Ed’, an AI chatbot aimed to provide “real-time updates on grades, test results and attendance—empowering them to monitor and support progress and immediately address the concerns”.
UPDATE (August 2024): In partnership with The Colorado Education Initiative, the CDE published a 28-page document called “Colorado Roadmap for AI in K-12 Education”, which represents one of the most comprehensive state-official policies currently released. Its focus is on the diverse affects of AI in educational settings, particularly as it relates to themes of equity, transparency, and ethics.
CDE provides resources on their site from the Association for the Advancement of Artificial Intelligence (AAAI), though they do not provide policies of their own.
University of Colorado‘s Center for Teaching & Learning provided comprehensive resources in October 2023 defining Generative AI, listing Gen AI tools for teachers and students, and providing links to articles on AI use in the classroom and the USDoE report on AI.
UPDATE (02/2024): Connecticut became one of the first states to release official AI education guidance in February 2024, when they published the State of Connecticut AI Responsible Use Framework, a 22-page document detailing AI’s role in the classroom and defining important terminology relating to AI for teachers.
As of September 2023, the CDoE was partnering with Varsity Tutors to incorporate AI into classrooms beginning in the 2023-2024 school year. They hope to emphasize “individualization” in the classroom using AI.
Connecticut’s Comprehensive Plan for Education 2023-2028 references AI numerous times, including in its action plan: “Collaborate with various stakeholders to explore how the emergence of a vast array of artificial intelligence tools might influence the nature of curriculum design for teachers, students and families, the balance between content and skill outcomes, the tension between legacy and new content requirements, and the nature of Connecticut’s curriculum frameworks”.
UConn‘s Center for Excellence has a page called “ChatGPT AI impact on Teaching and Learning” which addresses ChatGPT’s use in the classroom and links to a number of further links for educators. As of May 2023, the University’s ITS department also posted a security concern addressing AI, explaining its risks in and out of the classroom.
Yale University has posted a variety of resources regarding GenAI on their official website, including an article called “Yale University AI guidelines for staff”, a comprehensive article on GenAI and AI policy in the classroom. Yale’s Poorvu Center for Teaching and Learning also has a long webpage on GenAI and Guidelines for Yale Educators.
UPDATE (August 2024): Delaware released a 28-page document entitled “Generative AI in the Classroom Guidance”, which is a thorough and user-friendly background of AI’s use in the classroom, inherent benefits and risks of the technology, next steps, and much more.
No further guidance on AI in education currently listed on Delaware Department of Education Site.
As of October 2023, “there are no plans to broaden the standards to specifically address artificial intelligence, but the General Assembly could pass legislation requesting changes”. The DOE considered the existing framework to be adequate in addressing new AI technology.
University of Delaware has hosted numerous events since May 2023 as part of the “AI for teaching and learning working group”, though it does not have any centralized policy regarding AI use in a classroom environment.
No mention of AI on the SBOE or OSSE sites.
There will be a roundtable discussion on November 27th hosted by the SBOE where students, parents, teachers, and administrators will give input on potential policy relating to AI’s place in the classroom, after which the SBOE will release a resolution.
Georgetown University‘s “Center for New Designs in Learning and Scholarship” has a variety of resources posted regarding AI’s use in classroom settings. This guide provides suggestions for classroom AI Policy, Assignment Review and (re)Design Techniques, and answers to FAQs regarding how and when GenAI should be used and moderated by educators. This resource is not only relevant for the Georgetown community, but is also applicable for K-12 educators as well.
Besides including Artificial Intelligence topics on curriculum, no mention of AI on FLDOE site.
University of Florida is home to the Artificial Intelligence Academic Initiative Center, which provides comprehensive information on AI ethics, seeking “transparency, inclusion, responsibility, impartiality, reliability and security in building AI systems, research, education and workforce development”. They also have a webpage entitled “Building the Artificial Intelligence Curriculum for Florida’s K-12 Schools”, which announces that “UF faculty have been helping build an inclusive repository of AI curriculum resources that can be embedded into an inclusive curriculum”, though such resources for educators are not yet posted.
Miami-Dade County, FL (Population: 347,366): No AI guidance posted on Miami-Dade site.
Broward County, FL (Population: 256,472): No AI guidance posted on Broward County Schools site. Blocked Artificial Intelligence Systems on district-owned devices (April 2023).
Hillsborough County, FL (Population: 194,525): Gaggle is currently being used to “support student safety and wellbeing”, as well as to “ensure that students are safely and correctly using school-provided digital tools in accordance with the Student Network and Internet Acceptable Use Policy found in the Student Code of Conduct.”
Orange County, FL (Population: 176,006): Introduced AI in curriculum as early as August 2022 “in order to upskill students and prepare them for careers in the future that involve artificial intelligence”. As of August 2023, ChatGPT blocked on school networks. Nearby Brevard County released more guidance: “BPS intends to monitor [AI’s] usefulness in our environment, with the hopes of educating our students, teachers, staff, and community on how to use this and all technology safely and responsibly as we prepare our students to be successful moving forward”.
Palm Beach County, FL (Population: 174,663): As of August 2023, “superintendents shared a similar view on AI in the classroom, saying while they do think clear guidelines need to be set, they do not think AI is something to be feared. Instead, they hope teachers and students embrace the tool and use it to their advantage”.
No guidance is posted regarding AI in Education on the Georgia Department of Education site.
In August 2023, UGA posted a comprehensive “Artificial Intelligence Student Handbook”, which incorporates policy into its AI course curriculum suggestions.
Emory University‘s Honor Code mentions GenAI multiple times, including in an Appendix called “On the Use of Artificial Intelligence for Assignments”, where it lays out numerous contexts during which the use of AI is not permitted. There are many other mentions of AI on Emory’s official site, though they are dispersed throughout many departments and centers within the university.
Gwinnett County, GA (Population: 160,744): As of August 2023, Gwinnett County was going “all-in” on AI technology in classrooms, incorporating it in K-12 education.
On educator use of AI: “The scoring of the responses will be completed at the district level by GCPS teachers. Additionally, GCPS will leverage artificial intelligence (AI) scoring to ensure summative results are reported prior to the end of the school year”.
Gwinnett is also home to Seckinger High School, which is the first artificial intelligence-themed high school and opened in August 2022.
Taliaferro County Schools (Student Population: 187): Although a small school located 50 miles from Augusta, Georgia, Taliaferro County School are among the leaders in AI Education Policy in Georgia. The school district’s clear and concise policy is split up into two sections, “AI Policy for Educators” and “AI Policy for Students”, and provides direction on the use of Artificial Intelligence in educational settings.
UPDATE (May 2024): Hawaii’s Office of Curriculum and Institutional Design released a series of resources on a page called Artificial Intelligence. These resources link to a variety of sources, including Code.org’s various online pages on AI in education, pertaining to topics of AI integration, ethics, and professional development.
As of May 2023, ChatGPT was blocked on school networks for students, but not for teachers and administrators.
As of July 2023, the Board of Education planned on releasing guidance about the “best practices of the technology”, as well as “how it could also be used to improve efficiency at the state and complex levels”.
University of Hawaii at Manoa provides guidance on GenAI, including “Assignment and Assessment Redesign” and “AI and Academic Integrity” topics.
Hawaii Public Schools (Population: 179,601): Aloha AI Network, a “collaborative infrastructure”, is being used by students to help determine the future of AI in the classroom. “The objective of Aloha AI will be to establish a structure where students are collaborating to train their own models, develop novel uses, and build upon one another’s breakthroughs”.
As of July 2023, the Board of Education planned on releasing guidance about the “best practices of the technology”, as well as “how it could also be used to improve efficiency at the state and complex levels”.
There is no mention of AI on the IDSDE site besides the inclusion of AI topics on Computer Science Curricula.
As of May 2023, state education governing bodies were just starting conversations with districts regarding AI.
Boise State University provides a website on AI in Education, including Sample Syllabus Statements for teachers.
No official guidance posted on ISBOE Main Site.
Currently developing a Task Force which will “investigate and provide a report on generative artificial intelligence software and natural language processing software.”
Per Illinois Principals Association, AI can be used in certain situations as a “Learning Tool”, but not as “a substitute for schoolwork that requires original thought”. “Students may not use AI, including AI image or voice
generator technology, to violate school rules or school
district policies”.
The University of Illinois system has a webpage entitled “Generative AI Guidance for Instructors” which focuses on topics such as adapting assignments, recognizing uses of GenAI, and establishing a framework for the use of GenAI in the classroom.
UChicago: The IT Department at UChicago has a resource entitled “Generative Artificial Intelligence (AI) Guidance”. The page’s introduction offers the following guidance: “Generative artificial intelligence (AI) tools offer many capabilities and efficiencies that can greatly enhance our work. When using these tools, members of the University community must also consider issues related to information security, privacy, compliance, and academic integrity”.
Northwestern University has a large number of resources available for students and educators regarding AI, including Instructor Resources, AI Impact and Implications, and AI events and news. Per their main site, “Through interdisciplinary collaborations and innovative AI endeavors within many fields, we advance ethical, visionary research and pedagogy that empowers individuals, organizations, and society”.
Chicago Public Schools (Population: 405,655): No AI guidance posted on Chicago Public Schools site.
UPDATE (May 2024): Though not yet released on their official website, the Indiana Department of Education developed a 5-page document on AI Guidance, an introduction in the incorporation of AI in schools, with more guidance promised in the coming months.
In August 2023, Indiana Department of Education announced a one-time grant to “fund a pilot of an artificial intelligence (AI)-powered platform of their choice”.
In September 2023, IU‘s IT Services posted an AI policy which details acceptable and forbidden uses of AI in the classroom.
Notre Dame has posted two major updates on the AI Policy, one in May 2023 and the other in August 2023. While short, these posts demonstrate that the university supports the use of Generative AI tools, but that it is cautious about how these technologies are being used in the classroom. Notre Dame also has a few resources for instructors about how to incorporate and control the use of GenAI in classroom settings.
Acknowledgement on IDoE site that there will be a larger focus on AI and Machine Learning, but no guidance currently in place.
In January 2023, it was noted that “decisions about academic expectations, honesty and whether to block certain websites or tools are made on the local level”.
Iowa University‘s Office of Teaching, Learning, and Technology has a short resource which explains AI tools and answers FAQs for teachers and administrators. As of August 2023, the university also posted a number of policies and considerations for students and faculty regarding AI use.
No mention of AI on Kansas State Department of Education page.
KU provides an online resource entitled “Adapting your course to artificial intelligence”, in which resources are provided detailing considerations for discussion of AI in the classroom and answers to FAQ regarding the use of AI in education.
UPDATE: Kentucky has now released official guidance on AI in Education, as they released a resource called “Artificial Intelligence: Guidance Brief”, with provides an overview of the Guiding Principles of AI Use, as well as a Master Plan Statement which reads, “Encourage, engage and empower the safe and responsible uses of Artificial Intelligence (AI) into school efficiency and the learning space by teachers and students (ensuring humans remain in the loop with strong AI implementations)”.
No mention of AI on Kentucky Department of Education site.
In January 2024, Bill 24RS was passed in the Kentucky State Senate, which asks the KDE to develop comprehensive policies on the use of AI in the classroom. Such guidance is expected by July 1st.
University of Kentucky: As of August 2023, University of Kentucky had released a document detailing use and misuse of AI in the classroom, including recommendations, ethics issues, and benefits of AI technology.
UPDATE (August 2024): Louisiana released an 18-page resource called “Artificial Intelligence in Louisiana Schools: Guidance for K-12 Schools”, in which details the benefits and risks of AI use in the classroom, discusses AI policy creation and integration strategies, and links to further resources on AI.
Louisiana Department of Education discusses the USDoE guidance released in during a monthly call and subsequent briefing in May 2023. Otherwise, there is no state-level guidance on AI in education in Louisiana.
LSU is home to an AI Working Group as part of their Ethics Institute, though little is posted in terms of AI guidance on their page. AI is also discussed on LSU’s Academic Integrity Tool Kit, which tells of permissible and prohibited uses of GenAI in the classroom.
Only recent mentions of AI on MDOE site occur in recent Maine Board of Education meeting notes.
As of October 2023, Maine Education Association posted a resource entitled “Artificial Intelligence and its Impact on Education” in which it displayed facts and figures regarding AI in the classroom, presented AI technologies for teachers, and linked to an active Facebook discussion on the subject.
UMaine has presented a resource called “Learn with AI” which presents a teacher’s guide to ChatGPT, links to articles on the subject, and presents lesson plans and teacher prompt inspiration.
No guidance on MDOE site besides the inclusion of AI on Computer Science K-12 Curriculum.
UMD: The Teaching and Learning Transformation Center at UMD posted a resource on AI which aims to support educators in incorporating AI in the classroom, as well as considerations regarding AI deterrents for students.
Baltimore County: Three schools in the district will begin an artificial intelligence program in Fall 2023, a program which was supported by the MDOE.
No current guidance on AI on MDOE main site.
As of June 2023, Education Commissioner Jeff Riley said that he plans to “bring information” to the governing body “about the impact of technology, cellphones and other devices, and artificial intelligence on education.”
UMass provides a resource called “How Do I Consider the Impact of AI Tools like ChatGPT in My Courses?” which guides instructors in their communications with students regarding Gen-AI use. In January 2023, the Office of the Provost provided an announcement which included a sub-category “Preparing for wide accessibility of powerful AI tools such as ChatGPT”.
MIT is home to the MIT AI Policy Congress, which discusses policy questions related to AI in numerous sectors. There are a number of other AI resources on MIT’s webpage, including RAISE (Responsible AI for Social Empowerment and Education), a program with numerous corporate sponsors whose mission is “to advance equity in learning, education and computational action to rethink and innovate how to holistically and equitably prepare diverse K-12 students, an inclusive workforce, and lifelong learners to be successful, responsible, and engaged in an increasingly AI-powered society”.
Harvard University’s Office of Undergraduate Education has an “AI Guidance & FAQs” page with a variety of resources available for faculty discussing definitions of AI terms, policies, answers to FAQs, and videos regarding GenAI in STEM and Writing courses. The University’s Office of the Provost also has a short letter posted on their site discussing guidelines for the use of ChatGPT and other Generative AI tools.
None posted on Michigan.gov, but lots of guidance released by Michigan Virtual, endorsed by state organizations.
Michigan Virtual has released two highly-endorsed and comprehensive documents regarding AI in Education, “Artificial Intelligence (AI) Integration Framework for School Districts” and “Planning Guide for AI: A Framework for School Districts”, both encouraging student access to AI and detailing the variety of uses, policy concerns, and framework surrounding AI’s place in the classroom.
UPDATE (April 2024): Michigan Virtual released a new online resource entitled “Sample Guidance on Staff Use of Generative AI for K-12 School Districts”, in which it details how AI language models “can assist with various tasks from teaching and learning, to writing support, to data analysis” in academic settings.
UMich provides a plethora of resources on Generative Artificial Intelligence on their site. It defines different aspects of AI, links to certain GenAI tools, and warns its community on its potential downfalls. There is another resource focused on Course Policies and Syllabus guidance for instructors.
UPDATE: MDE posted a webpage entitled “Artificial Intelligence in Education”, in which it briefly describes various trends in the field of AI in Education, provided notes on developing AI policy, and shared links to other state and national resources.
No guidance on MDE site on Artificial Intelligence in Education.
UMN: In April 2023, University of Minnesota’s Vice President Rachel T.A. Croson wrote a short article called “The use of AI in your classes” which cites the Student Conduct Code and admits that AI policies will vary from course to course.
Sample District-Level AI Policies:
St. Cloud Area School District 742 Guiding Practices for Generative AI
Bloomington Public Schools: AI in BPS – Guiding Principles; slide deck
UPDATE (April 2024): The MDE released a comprehensive, 26-page resource on Artificial Intelligence called “Artificial Intelligence: Guidance for K-12 Classrooms” which contains five sections on how to leverage AI in the classroom: “Digital Citizenship”, “Standards-Aligned Content & Tools”, “Active Learning & Engagement”, “Formative Assessment & Feedback”, and “Accessibility”. It is a clear and thorough resource which provides educators with a background for how to incorporate AI within Oklahoma’s schools.
In July 2023, MDE hosted a workshop regarding AI in K-12 Education entitled “Embracing Artificial Intelligence in Your Classroom” advertising to “include a much needed discussion about the role of AI and will include demonstrations of AI-enhanced tools and student-centered instructional strategies”.
Ole Miss: In February 2023, Ole Miss noted that they were starting an AI Task Force dedicated to “discuss the future of AI in the classroom and beyond”.
No guidance on AI on MDESE site.
Missouri State Teachers Association currently has a resource posted on their site entitled “Empowering Education with AI”, which defines and explains AI and lists current AI tools that could be helpful for educators.
Mizzou has a brief online resource called “ChatGPT, Artificial Intelligence, and Academic Integrity” which answers a few FAQs regarding AI use in the classroom. As of August 2023, the university “explicitly prohibits “unauthorized use of artificially generated content,” which includes, but is not limited to, both “use of artificial intelligence tools or other tools that generate artificial content in taking quizzes, tests, examinations, or other assessments without permission from the instructor”.
Wash U St. Louis’ IT Department has a resource posted on Generative AI, providing definitions, guidance, warnings, and tools on the use of the technology at the university. There are also many updates posted on WashU’s site, most recently in August 2023, about the uses and applications of GenAI Technology at the university.
No recent mention of AI on MOPI site.