The release of ChatGPT in November 2022 prompted a massive uptake of
generative artificial intelligence (GenAI) across higher education institutions
(HEIs). HEIs scrambled to respond to its use, especially by students, looking
first to regulate it and then arguing for its productive integration within
teaching and learning. In the year since the release, HEIs have increasingly
provided policies and guidelines to direct GenAI. In this paper we examined
documents produced by 116 US universities categorized as high research activity
or R1 institutions to comprehensively understand GenAI related advice and
guidance given to institutional stakeholders. Through an extensive analysis, we
found the majority of universities (N=73, 63%) encourage the use of GenAI and
many provide detailed guidance for its use in the classroom (N=48, 41%). More
than half of all institutions provided sample syllabi (N=65, 56%) and half
(N=58, 50%) provided sample GenAI curriculum and activities that would help
instructors integrate and leverage GenAI in their classroom. Notably, most
guidance for activities focused on writing, whereas code and STEM-related
activities were mentioned half the time and vaguely even when they were (N=58,
50%). Finally, more than one half of institutions talked about the ethics of
GenAI on a range of topics broadly, including Diversity, Equity and Inclusion
(DEI) (N=60, 52%). Overall, based on our findings we caution that guidance for
faculty can become burdensome as extensive revision of pedagogical approaches
is often recommended in the policies.

通过研究 116 所美国高研活跃度大学产生的文件，全面了解高校为机构相关利益相关者提供的关于生成人工智能的建议与指导。基于我们的研究发现，大多数高校鼓励使用生成人工智能，并提供了详细指导，尤其是在课堂中的使用。然而，要注意的是，该研究建议教师指导的指南可能会加重其工作负担，因为往往需要对教学方法进行广泛的修订。