TY - JOUR
AU - 
AB - Generative AI in Higher Education: Seeing ChatGPT Through Universities’ Policies, Resources, and Guidelines a,∗ a b,∗ c Hui Wang , Anh Dang , Zihao Wu and Son Mac Second Language Acquisition and Teaching, University of Arizona, Tucson, AZ, 85721, USA School of Computing, University of Georgia, Athens, GA, 30602, USA Department of Electrical & Computer Engineering, University of Arizona, Tucson, AZ, 85721, USA A R T I C L E I N F O A B S T R A C T Keywords: The advancements in Generative Artificial Intelligence (GenAI) provide opportunities to enrich Generative Artificial Intelligence educational experiences, but also raise concerns about academic integrity. Many educators have AI in education (AIED) expressed anxiety and hesitation in integrating GenAI in their teaching practices, and are in needs of Technology in education recommendations and guidance from their institutions that can support them to incorporate GenAI Higher education in their classrooms effectively. In order to respond to higher educators’ needs, this study aims to Educational resources explore how universities and educators respond and adapt to the development of GenAI in their academic contexts by analyzing academic policies and guidelines established by top-ranked U.S. universities regarding the use of GenAI, especially 
TI - Generative AI in Higher Education: Seeing ChatGPT Through Universities' Policies, Resources, and Guidelines
JF - Computers and Education Artificial Intelligence
DO - 10.1016/j.caeai.2024.100326
DA - 2024-10-01
UR - https://www.deepdyve.com/lp/unpaywall/generative-ai-in-higher-education-seeing-chatgpt-through-universities-8FSBGp5Jzo
DP - DeepDyve
ER -