高等教育中的生成式人工智能：现行做法与未来道路 Generative AI in higher education Current practices and ways forward -2025

GenerativeAIinhighereducation

Currentpracticesandwaysforward

AssociationofPacificRimUniversities

GenerativeAIinhighereducation:Currentpracticesandwaysforward2

GenerativeAIinhighereducation:Current

practicesandwaysforward

Awhitepaperfromthe‘GenerativeAIinEducation:Opportunities,ChallengesandFutureDirectionsinAsiaandthePacific’project

January2025

DannyY.T.Liu

ProfessorofEducationalTechnologiesTheUniversityofSydney,Australia

SimonBates

Vice-ProvostandAssociateVicePresident,TeachingandLearningTheUniversityofBritishColumbia,Canada

AssociationofPacificRimUniversities

GenerativeAIinhighereducation:Currentpracticesandwaysforward3

Contents

Contents 3

Foreword 4

Executivesummary 6

Introduction 8

Motivation 8

Whereisthesectornow,andwhereisitheading? 9

Theurgencytoact 10

Howtousethiswhitepapertoinformaction 11

Acknowledgements 12

Fiveareasforaction 14

Immediatekeyareasofactivity 14

Rules 15

Access 19

Familiarity 22

Trust 28

Culture 32

Theimportanceofallfiveareas 37

Lookingahead 38

Formcollaborativeclusters 38

Elevatestudentsaspartners 39

Conclusion 40

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GenerativeAIinhighereducation:Currentpracticesandwaysforward4

Foreword

Thisreportstakesoutaterritoryintransformation:highereducationinthefaceoftherapidadvancementofgenerativeartificialintelligenceanditsincrementalapplicationacrossallsectorsofpost-secondaryeducation.Universitiesasthecustodiansofthis

territoryarestillslowinrespondingtothischangewhentheyshouldbeswiftand

anticipatory,giventhepaceofAIdevelopment.However,navigatingthenewrealityiscomplexandrequiresinstitutionstorethinkbasicassumptionsthathaveunderpinnedtheirvaluepropositionaseducationprovidersandtheirinstitutionaloperations.

Universitiesarefacedwithanemergingtechnologythatdisplaysstillmany

uncertaintiesintermsofdevelopment,standardization,regulation,andusability.ThemaintakeawaysofStanfordUniversity’sArtificialIntelligenceIndexReport2024

1

demonstratethisclearly:AIhassurpassedhumanperformanceinsomeareasbutstill

lagsonmanymorecomplextasks.IndustrydominatesfrontierAIresearch,

outdistancingacademiaandindustry-academiacollaborations;here,theUSoutpacesChina,theEU,andtheUKastheleadingsourceoftopAImodels.ThetrainingcostsoffrontierAImodelsareincreasinglyhigh,whilefundingforgenerativeAIhassurgedtoreach$25.2billionannually.ComparingtherisksandlimitationsoftopAImodelsis

difficultduetoalackofstandardizationregardingresponsibleAIbenchmarks.Atthesametime,AIregulationhasseenasignificantincrease.AImayenhancework

productivityandacceleratesscientificdiscovery–aspectacularexampleisDemis

HassabisandJohnJumper’sbreakthroughAImodelAlphaFoldwhichallowstopredictthestructureofvirtuallyall200millionproteinsthatresearchershaveidentified,

recognizedbythe2024NoblePrizeinChemistry

2

.Atthesametime,anincreasing

numberoftheworldpopulationiscognizantoftherisingimpactofAIontheirlivesandconcernedaboutit.Manystudiescontemplatesocietalbenefitsandriskstosociety

3

.

Universitieshavenotyetfoundcommongroundinhowtobalanceopportunitiesand

risksintheadoptionofAI.The2024EducauseAILandscapeStudy

4

seessome

consensusregardingappropriateuses

5

versusinappropriateuses

6

.Opportunitiesare

mostlyseeninimprovingteaching,learningandstudentsuccess;dataanalyticsand

access;andrelievingadministrativeworkload.RisksassociatedwiththeuseofAIare

mostlylocatedintheareasofethics(e.g.plagiarism,intellectualproperty,wideningthedigitaldivide,mis-anddisinformation),privacyandsecurity,lackofAIliteracy,andthethreatAIcanposetocreativity,criticalthinkingandhumanengagementinlearning.

1StanfordUniversity(2024)TheAIindexreport

./report/

2

/uploads/2024/10/advanced-chemistryprize2024.pdf

3EuropeanParliament(2020)

https://www.europarl.europa.eu/topics/en/article/20200918STO87404/artificial-intelligence-

threats-and-opportunities;

Marr(2023)

/sites/bernardmarr/2023/06/02/the-15-biggest-risks-of-

artificial-intelligence/?sh=2b6e146b2706.

4Robert(2024)2024EDUCAUSEAILandscapeStudy,

/resources/2024/2/2024-educause-ai-

landscape-study.

5Suchaspersonalizedstudentsupport;useofAItoolasteaching,researchandadministrativeassistant;learninganalytics;digitalliteracyeducation.

6SuchastrustinggenerativeAIoutputsormakinghigh-stakesdecisions(e.g.studentadmissions)withouthumanoversight;simulatinghumanjudgment(grading,peerreview,writingrecommendationletters),representingAI-generatedworkasone'sown,notcitingAIasaresourceforgeneratedcontent,conductinginvasivedatacollectionorsurveillance,relyingonAItoolsinplaceofhumanthoughtandcreativity,givingtoolsunauthorizedaccesstosensitivedataorintellectualproperty.

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GenerativeAIinhighereducation:Currentpracticesandwaysforward5

Onaninstitutionallevel,theadoptionofAIconfrontsuniversitieswitharangeof

questionsthatarefundamentaltotheiridentity:Doestheeducationalroleandthe

valuepropositionofdegreeschangewiththeadoptionofAI?Douniversitiesmaintainauthorityovertheeducationtheydeliver?HowcanuniversitiesmakesurethatthereisfairandequalaccesstoAIacrossfaculties,programsandcurricula?Howcanthe

institutionalcomplexityofuniversitiesandtheirinertiabemitigatedinaneraofincreasinglyrapidtechnologicalchange?Willweevenwitnessatransformationtowardsnewstypesofuniversities?

Thepresentwhitepaperattemptstochartthisveryterritory.Itisoneofthemain

outcomesoftheAPRUproject“GenerativeAIinHigherEducation”,conductedbytheAssociationofPacificRimUniversities(APRU)withthegeneroussupportofMicrosoft.FollowingasurveyofcasestudiesdemonstratingthecurrentuseofAIinAPRU

memberuniversities,threeworkshopsfacilitatedbyTandemicthroughout2024–

includinganin-personworkshophostedbyTheHongKongUniversityofScienceand

TechnologyinJune2024–broughtAIexpertstogethertoassessthecasestudiesandtodevelopscenariosandparadigmsofwhatAI-enhanceduniversitiesmightlooklikein2035.

WehopethatthiswhitepaperwillmakeanimportantcontributiontotheongoingdebateaboutthefutureplaceofAIinouruniversities,itspromise,andpotential.Wetrustthewhitepaperwillinfluencepoliciesandsupportdecision-making,thereby

promotingabroaderreimaginationofuniversitiesasweenterthesecondquarterofthe21stcentury.

LetmeconcludebyextendingourwarmestgratitudetoMicrosoftfortheirmost

generoussponsorshipthathasmadethisprojectpossible.Ourspecialthanksgoto

LarryNelson(AsiaRegionalBusinessLead,Education,andGeneralManager),MadelineShepherd(AsiaDigitalSafetyLead)andLeeHickin(AITechnologyandPolicyLead

Asia).

IalsoacknowledgeDannyLiuandSimonBatesfortheirexpertiseandprojectsupportastheauthorsofthewhitepaper,aswellasSimonBatesadditionallyforhisoversightoftheprojectastheacademicprojectlead.IthankmycolleaguesChristinaSchönleber

andBenjaminZhoufromAPRUforleadingtheprojectdevelopmentandits

implementation,andKalJoffresfromTandemicforthedevelopmentandfacilitationoftheprojectworkshops.

ThomasSchneider,APRUChiefExecutive

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GenerativeAIinhighereducation:Currentpracticesandwaysforward6

Executivesummary

ThewideavailabilityofgenerativeAIrepresentsapivotalmomentforhighereducationthatgoesfarbeyondmerelyaccommodatinganothertechnologicalinnovation.It

fundamentallychallengesourassumptionsaboutteaching,learning,research,andtheverypurposeofuniversities.Thiswhitepaper,emergingfromcollaborationacross

PacificRimuniversities,presentsbothaframeworkforactionandacallfor

transformativechangeinhowwepreparestudents,ourselves,andourinstitutionsforanAI-enabledfuture.

UniversitiescurrentlyfaceunprecedentedpressuretorespondtogenerativeAIwhilemaintainingtheintegrityandvalueofhighereducation.Currentapproachesare

typicallypiecemealandreactive,focusingonimmediateconcernslikeacademicintegrityratherthansystematicintegrationofAIintoeducationalpracticein

responsibleandproductiveways.Meanwhile,students–alreadyquestioningthevalueoftraditionalhighereducation–areembracingAItoolsregardlessofinstitutional

readiness.Oursectormustmoveswiftlyfrompolicingtopossibilities,frompanictopurpose.

Ourworkhasidentifiedfiveinterdependentelementsessentialforsuccessful

generativeAIintegration,formingthe‘CRAFT’framework–culture,rules,access,

familiarity,andtrust.Culturerepresentsboththedeepestchallengeandgreatest

opportunity.BeyondregionalandinstitutionaldifferencesingenerativeAIacceptanceandadoption,wemustaddressfundamentalquestionsabouttheuniversity'sroleinanAI-enabledworld.Rulesmustmovebeyondrestrictiontoenablement,witheffective

governanceframeworksprovidingclearguidelineswhileencouragingexperimentationandinnovation.Assessmentpracticesparticularlyrequirefundamentalredesignto

ensurebothvalidityandrelevanceinanAI-enabledworld.

Accessremainsacriticalequityissue–withoutdeliberateintervention,AIrisks

wideningexistingdigitaldivides.Institutionsmustensureequitableaccessnotjusttotoolsbuttotheinfrastructure,support,andopportunitiesneededtoleverageAI

effectively.Familiarityrequiressystematicdevelopmentacrossallstakeholders.Beyondbasicdigitalliteracy,weneeddeepunderstandingofAIcapabilities,limitations,and

ethicalimplications,demandingsustainedinvestmentindevelopmentandstudent

support.Trustunderpinsallprogress–whetherbetweenstudentsandeducators,

institutionsandvendors,universitiesandtheircommunities,orothertrustpairs–trustmustbeactivelybuiltandmaintainedthroughtransparency,collaboration,and

demonstratedvalue.

Individualinstitutionalresponsesareinsufficientforthescaleofchangerequired.Weproposetwokeyprioritiesforimmediatesector-wideaction.First,theformationof

collaborativeclusterswhereuniversitiesmovebeyondcompetitiontocooperationinkeyareasincludingjointdevelopmentofgenerativeAIapplicationsandpedagogicalapproaches,sharedframeworksforassessmentredesign,coordinatedadvocacyforequitableaccess,combinedfacultydevelopmentinitiatives,andunifiedgovernanceframeworksthatrespectlocalcontexts.Second,theelevationofstudentsaspartners

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GenerativeAIinhighereducation:Currentpracticesandwaysforward7

throughpeer-to-peersupportnetworks,studentAIambassadorprograms,co-designoflearningexperiences,directinputintoassessmentredesign,andcollaborative

resourcedevelopment.

TheemergenceofgenerativeAImaybeourbestopportunitytoreimaginehigher

educationforthe21stcentury.Successrequiresustomovebeyondincremental

adaptationtofundamentaltransformationwhilepreservingourcoreeducational

values.Thiswhitepaperprovidesasuggestedroadmap,butimplementationdemandsimmediate,coordinatedactionacrossthesector.Wemustdevelopcomprehensive

institutionalAIstrategiesthataddressculture,rules,access,familiarity,andtrust,workingtogethertoaddresssharedchallengesandleveragesharedopportunities.

ThechoicewefaceisnotwhethertoengagewithAIbuthowtoshapeitsintegrationtoenhanceratherthandiminishthevalueandtransformativepowerofhighereducation.Theframeworkandrecommendationsinthiswhitepaperprovideafoundationfor

action.Thetimetoactisnow.

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GenerativeAIinhighereducation:Currentpracticesandwaysforward8

Introduction

Motivation

SinceChatGPTwasreleasedinNovember2022,thehighereducationsector,industry,andwidersocietyhavereactedinverydifferentwaystotheimplicationsofgenerativeAIforthepresentandfuture.Forhighereducationaninitialmoralpanicwasfuelledbyimmediateconcernsaroundacademicintegrity.Sincethen,therehasbeenagradualandgrowingacceptancethatgenerativeAIis‘heretostay’andwemustadapttoits

presenceandever-growingcapabilitiesandtheopportunitiestheypresent,whilstatthesametimebeingcognizantofthechallengesandlimitations.Afterall,oneofthekeygroupsthathighereducationservesareitsstudents,whomneedtoprepareforaworldwhereAIisubiquitous.

However,adaptationandadoptioninthehighereducationsectorhasgenerallynotbeensystematic.Artificialintelligencecouldbeconsideredthenewest‘general

purposetechnology’,anadvancementlikethesteamengineorelectricitywithimpacts

acrosssocietyandtheeconomy.Eventhoughtheunderlyinginfrastructureneeded(connectivity,software,andhardware)arealreadylargelyinplacetoaccelerate

adoption,aswithothergeneral-purposetechnologiesitwilltaketimebeforeitsfullimpactisfelt,oftenbecauseworkersandorganizationsneedtolearnthetechnologyandadaptorganizationalprocessesandstructures

7

.Unlikepastgeneral-purpose

technologies,thecapabilitiesareadvancingrapidlymakingitmorechallengingtoadapttoafast-movingtarget.

Sectorchallenges

Thesehavecertainlycompoundedthelackofsystematicengagementinhigher

educationinstitutionswithgenerativeAIacrosstheireducation,research,and

operationalfunctions.ManyinstitutionslackpersonnelwithnecessaryexpertisetoimplementandmanageAIeffectively

8

.Therearelegitimateconcernsarounddata

protection,useandmisuseofintellectualproperty,algorithmicbias,academicintegrity,

andtheethicalandresponsibleuseofAIbystudentsandeducators

9

.Regional

differencesinregulatoryenvironmentscontributetounevenaccesstoAItoolingandapplications

10

.Inequitableaccessandtheriskofbroadeningthedigitaldivideare

importantconsiderations,particularlyinlow-andmiddle-incomecountries

11

.

Additionally,anexistentialthreatisfeltbyhighereducationresearchersand

educatorswhomayseetheirfunctionsorpartsoftheirrolesbeingdiminishedor

replacedbyAI,maynotknowhowtoadaptfrommoretraditionalapproaches,andare

7Crafts(2021)Artificialintelligenceasageneral-purposetechnology:anhistoricalperspective.

/10.1093/oxrep/grab012

8Microsoft(2024)AIinEducation:AMicrosoftSpecialReport

.http://aka.ms/AIinEDUReport

9UNESCO(2023)GuidanceforgenerativeAIineducationandresearch.

/ark:/48223/pf0000386693

10Forexample,OpenAISupportedcountriesandterritories

:/docs/supported-countries

11UnitedNations(2024)MindtheAIDivide.

/techenvoy/sites/.techenvoy/files/MindtheAIDivide.pdf

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GenerativeAIinhighereducation:Currentpracticesandwaysforward9

alreadyundersignificantworkloadpressures

12

.Earlystudentperspectivessuggest,however,thatdespitestudentsbeingopentoreceivingassistancefromAI,theystillvaluethehumanelementsofteacher-studentrelationships

13

.

Thesechallengeshaveledtothecautiousandsomewhatpiecemealapproachto

generativeAIadoptionbyuniversitiesacrossinstitutionscomprisingtheAssociationofPacificRimUniversities(APRU).Likeindustry,whereindividualexperimentationas

opposedtostrategicorganizationalengagementhasbeentheprevailingresponse

14

,

highereducationisnowatastagewhereitneedstotransitiontoaholistic,

supported,andscaffoldedapproachtogenerativeAIadoption.Thehigher

educationsectorhasbeenquicktobringgroupstogethertodefineandadopthighlevelprinciplesthatespousehumanity,ethics,integrity,amongstothers

15

,butagulf

existsbetweenthisandwhatuniversitystakeholderslikeleaders,educators,and

studentsneedtoeffectivelyintegrategenerativeAIintospecificeducational,research,andoperationalprocesses.

Whereisthesectornow,andwhereisitheading?

Asacomponentoftheprojectthatthiswhitepaperwasdevelopedfor,APRUfirst

collatedcasestudiesongenerativeAIuseacrosstheirmemberinstitutions.SupportedbythesocialinnovationagencyTandemic,APRUarrangedaseriesofworkshops

throughout2024,withinputfromAPRUmembersandrepresentativesfrom

technologyandpublishingcompanies.TheseworkshopssoughttodiscoverandsharecurrentpracticeandlooktothefutureofhighereducationwithgenerativeAIinmind.

Sensemaking

Asensemakingworkshop(March2024)identifiedpatternsandtrendsthroughcase

studiesofAIuseinuniversities,recognizinggapsandopportunities.

16The

maininsightsgainedincluded:(i)theimportanceoftransparency,trust,andcultureinAIadoption;(ii)theneedtoadaptrapidly;(iii)ensuringequitableaccesstogenerativeAI;(iv)how

pedagogyneedstodrivetechnologicaladoption;(v)thatuniversitiesneedtopreparelearnersforanAI-drivenworldandshiftfromafocusonknowledgetovaluesandskills;and(vi)thecentralityofhumaninteractionandrelationshipinhighereducation.

12Leeetal.(2024)TheimpactofgenerativeAIonhighereducationlearningandteaching:Astudyofeducators’perspectives

./10.1016/j.caeai.2024.100221

13Chan&Tsi(2024)WillgenerativeAIreplaceteachersinhighereducation?Astudyofteacherandstudentperceptions.

/10.1016/j.stueduc.2024.101395

14Relyeaetal.(2024)GenAI’snextinflectionpoint

./capabilities/people-and-organizational-

performance/our-insights/gen-ais-next-inflection-point-from-employee-experimentation-to-organizational-

transformation

15AustralianGovernment(2024)StudyBuddyorInfluencer.

.au/Parliamentary_Business/Committees/House/Employment_Education_and_Training/AIineducati

on/Report

16APRU(2024)TheFutureofGenerativeAIinHigherEducation

./our-work/university-

leadership/generative-ai-in-education/

AssociationofPacificRimUniversities

Foresight

Aforesightworkshop(June2024)exploredemergingtrendsandconsideredtheir

impactonhighereducation,culminatinginthecreationofmodelstoimaginethe

futureofuniversities.Thisworkshophighlightedtheunprecedentedrateandrangeofdisruptionsfacingthesector,includingshiftsinperceptionsaroundthevalueof

highereducationandemployersentiment.Fourmodelswereproposedas

provocationsforthefuture:(i)‘researchcollaboratories’wherestudentslearnthroughanapprenticeshipmodelandinstitutionstacklegrandglobalchallenges;(ii)the‘digitaluniversityconsortia’wherestudentslearnthroughanetworkofexperiencesfrom

multipleinstitutions,providingthemwithmarketableskills;(iii)‘communitylearning

universities’whichfocusoncommunitydevelopmentandsocialimpactthrougha

small-scale,human-firstapproachwithadiminishedroleforAI;and(iv)‘entrenched

universities’whichonlychangefromexistingmodelsincrementallyandrespondslowlytosocietalandemployerexpectations.

Prototypes

Acreativesandboxworkshop(August2024)turnedthemodelsintotangibleand

testableforms,withtheaimofidentifyingpotentialissuesandopportunities.Five

prototypesweredevelopedtotestdifferentuniversitymodelsdevelopedinthesecondworkshop,suchasthe‘OneUniAlliance’wheremultipleinstitutionswouldcollaboratetocreateapersonalizedlearningexperienceforstudentswhowouldtakemultiple

coursesspanningacrossdifferentuniversities.Theseprototypesallowedthe

examinationofexistingpoliciesandpracticescatalyzedbythedisruptiveforceof

generativeAI.Theseincludedtheagilityofcurriculumprocesses,encouragingstudentagency,enablinginterdisciplinarylearning,integratinglearningonAIethics,evolvingrolesoffaculty,andrethinkinginstitutionalgovernance.

Theurgencytoact

Theworkshopsprovidedavaluableopportunitytosharecurrentpracticeandimagine

potentialfutureswitha10+yearhorizon,uncoveringkeyconsiderationsthat

institutionsneedtograpplewithrightnowtoprepareforthefuture.Thiswhitepaper

connectssomeofthesharedpractices,imaginedfutures,andemergingconsiderations

withthecurrentPacificRimcontextandshort-tomedium-termactionsthatinstitutionsshouldbetaking.

GenerativeinhigherducationCurrentpracticesandorward

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GenerativeAIinhighereducation:Currentpracticesandwaysforward11

•Onekeyimmediatechallengefacinghighereducationistheintegrityof

awardedqualifications.WithgenerativeAIincreasinglyabletoperformwellinassessments

17

,unsupervisedassessmentsarenolongerabletoassure

attainmentoflearningoutcomes.Thisdoesnotmeanthateveryassessment

mustnowbesupervised;rather,itmeansthatassessmentredesignisneededsothatthereisapedagogicallybeneficialmixtureof‘secured’assessmentof

learningand‘open’assessmentforlearning.

•Amoremedium-termchallengeistheneedtoadequatelypreparestudentsfortheworkforce.OrganizationsareadoptinggenerativeAIatanacceleratingratebutlackemployeeswiththenecessarycapabilitiestomaximizetheimpactofgenerativeAI

18

.IfwesecureallassessmentsandlockoutgenerativeAI,wewillfailtohelpstudentsengageproductivelyandresponsiblywithAI.Again,the

pedagogicallymeaningfulintegrationofgenerativeAIintothecurriculum,inserviceoflearningdisciplinaryknowledge,skills,anddispositions,iskeyhere.Throughthis,wehaveanopportunitytobuildourstudents’abilitytoengagewithAIproductivelyandresponsibly.

•Anothermedium-termchallengeisreaffirmingtheroleoftheuniversity.

Studentengagementhasbeenagrowingissue,exacerbatedbytheCOVID-19pandemic,andthe‘allostaticload’fromacumulationofstressorshadmade

studentsquestionthepurposeofhighereducationevenbeforeChatGPTwasreleased

19

.Sincethen,generativeAIhasbecomeanalluringanswertoactivitieswhichstudentsmayperceiveasbusywork

20

,whichagainraisesquestions

aroundwhatweareaskingstudentstodoinhighereducation.Theforesightworkshopbroughtthisintosharpfocus,througharecognitionthatthecurrentmodelsofuniversityarebeingdisruptedthroughinternalandexternalforces

21

.

Howtousethiswhitepapertoinformaction

Thiswhitepaperaimstosupportinstitutionstomoveintotheshort-andmedium-termfuturewithgenerativeAIbyofferingasetofpracticalelementsthatuniversitiesneedtoconsiderandputintoaction.Asapoint-in-timesummaryanddirection-settingtool,therecommendationsinthiswhitepaperwillmostlikelyneedrefreshingashigher

educationevolvesalongsidethecapabilitiesofgenerativeAI.

Oneunderlyingphilosophyforthiswhitepaperistoreframetheapproachto

generativeAIfrom‘policing’to‘possibilities’.WiththeincreasingubiquityofgenerativeAIfunctionalityinexistingplatforms,andavailabilityofgenerativeAI-

17Forexample,Scarfeetal.(2024)Areal-worldtestofartificialintelligenceinfiltrationofauniversityexaminationssystem:A“TuringTest”casestudy,

/10.1371/journal.pone.0305354

andIbrahimetal.(2023)Perception,performance,anddetectabilityofconversationalartificialintelligenceacross32universitycourses,

/10.1038/s41598-023-38964-3

18IDC(2024)TheBusinessOpportunityofAIreport

./gdc/gdcflXNT6/original

19McMurtie(2022)A‘stunning’levelofstudentdisconnection

./article/a-stunning-level-of-

student-disconnection

20McMurtie(2024)Cheatinghasbecomenormal

./article/cheating-has-become-normal

21JoffresandRey-Saturay(2024)TheUniversityataCrossroads-ReimaginingHigherEducationinanAgeofDisruption.

/resources_report/generative-ai-in-higher-education-foresight-workshop/

GenerativeAIinhighereducation:Currentpracticesandwaysforward12

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specifictooling,andapplications

22

,itisnotfeasiblenordesirabletorestrict,limit,orbangenerativeAI,nortobeoverlyfearfulof‘whatisleft’forhumans.Rather,ourapproachistoconsider‘whatisnowpossible’becausegenerativeAIishere.However,weare

mindfulofdisciplinaryandothercontextsthatnecessarilymeanweshouldalsonotuncriticallyembraceAI.

Tohelpuniversitiesapproachthischallengehead-on,thiswhitepaperidentifieskeyphasesofdevelopmentandactionsthatcanbetakenbyleaders,educators,

researchers,andstudentswithintheircontexts,consideringtheirspheresofcontrol,

influence,andconcern.Theseactionsarepresentedinthiswhitepaperasrubricswhichdescribe,foreachofthesestakeholdergroups,suggestedlevelsofmaturityfrom

emerging,toestablished,toevolved,toextending.Aswithallrubrics,anindividual,

group,orinstitutionmaynotneatlysitwithinoneofthesefourlevels.Development

mayalsonotbelinearinallcases.Rather,therubricsareasuggestedstartingpointtopositionwhereoneiscurrentlyoperating,andwhatactionsmay