The advancements in Artificial Intelligence (AI) technologies such as ChatGPT
have gained popularity in recent days. The integration of ChatGPT in
educational contexts has already created attractions due to a wide range of
applications. However, the automatic generation of human-like texts also poses
potential risks to academic integrity, especially when faced with
writing-intensive language courses. Considering the ongoing debates, this study
aims to investigate the academic policies and guidelines established by US
universities regarding the use of ChatGPT in teaching and learning. The data
sources include academic policies, statements, guidelines as well as relevant
resources that were provided by the top 50 universities in the United States,
according to U.S. News. Thematic analysis and qualitative analysis were
employed in the analysis and showed that most top 50 universities were open but
cautious towards the integration of generative AI in teaching and learning and
also expressed their concerns on ethical usage, accuracy, and data privacy.
Most universities also provided a variety of resources and guidelines,
including syllabus templates/samples, workshops and discussions, shared
articles, and one-on-one consultations, with focuses on general technical
introduction, ethical concerns, pedagogical applications, preventive
strategies, data privacy, limitations, and detective tools. The findings will
inform future policy-making regarding the integration of ChatGPT in
college-level education and influence the provision of supportive resources by
universities for the appropriate application of ChatGPT in education.

调查美国大学关于在教育中使用 ChatGPT 的学术政策和指南，发现大多数大学对生成式人工智能的整合持开放但谨慎的态度，并表达了他们对道德使用、准确性和数据隐私的担忧，提供了各种资源和指南，包括教学大纲模板 / 样本，研讨会和讨论，共享文章和一对一咨询，重点关注一般技术介绍、道德关注、教学应用、预防策略、数据隐私、限制和探测工具。