Teaching & Learning with AI

Contributor

Florida International University, College of Arts, Sciences & Education, School of Education and Human Development

Description

This exploratory study examines how generative AI (GenAI) was positioned in higher education course syllabi through the lens of the AI Assessment Scale (AIAS) developed by Perkins, Furze, Roe, & MacVaugh (2024). The researcher analyzed the course syllabi (n=18) from various educational disciplines to identify AI policies, AI-related activities, and assessment design choices. A two-stage content analysis was conducted: first, documenting visibility and clarity of AI guidance, and then classifying syllabi across AIAS levels. The analysis reveals substantial variation in how AI was framed, with many syllabi emphasizing academic integrity while fewer purposefully integrated GenAI into assessment design. The study highlights the need for intentional, transparent, and pedagogically grounded guidelines for AI use in higher education course syllabi.

Publication Date

Summer 6-12-2026

Location

Orlando, FL, USA

Publisher

University of Central Florida Libraries

Keywords:

AI Policy; Course Syllabi; AI Assessment Scale; Instructional Design; Higher Education

Subjects

Artificial intelligence in education; assessment and evaluation; faculty development and teaching in higher education; AI integration; educational technology; academic integrity

Language

eng

Session Type

Poster Session

Extent

1 file (PDF, 1 slide)

Series

Teaching and Learning with AI Conference 2026

Relation

Part of: Teaching and Learning with AI Conference 2026

Audience

Educators; Faculty; Instructional Designers

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