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Since the release of ChatGPT in 2022, Generative AI (GenAI) is increasingly being used in higher education computing classrooms across the United States. While scholars have looked at overall institutional guidance for the use of GenAI and reports have documented the response from schools in the form of broad guidance to instructors, we do not know what policies and practices instructors are actually adopting and how they are being communicated to students through course syllabi. To study instructors' policy guidance, we collected 98 computing course syllabi from 54 R1 institutions in the U.S. and studied the GenAI policies they adopted and the surrounding discourse. Our analysis shows that 1) most instructions related to GenAI use were as part of the academic integrity policy for the course and 2) most syllabi prohibited or restricted GenAI use, often warning students about the broader implications of using GenAI, e.g. lack of veracity, privacy risks, and hindering learning. Beyond this, there was wide variation in how instructors approached GenAI including a focus on how to cite GenAI use, conceptualizing GenAI as an assistant, often in an anthropomorphic manner, and mentioning specific GenAI tools for use. We discuss the implications of our findings and conclude with current best practices for instructors.
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This content will become publicly available on April 30, 2026
Lessons for GenAI Literacy From a Field Study of Human-GenAI Augmentation in the Workplace
Generative artificial intelligence (GenAI) is increasingly becoming a part of work practices across the technology industry and being used across a range of industries. This has necessitated the need to better understand how GenAI is being used by professionals in the field so that we can better prepare students for the workforce. An improved understanding of the use of GenAI in practice can help provide guidance on the design of GenAI literacy efforts including how to integrate it within courses and curriculum, what aspects of GenAI to teach, and even how to teach it. This paper presents a field study that compares the use of GenAI across three different functions - product development, software engineering, and digital content creation - to identify how GenAI is currently being used in the industry. This study takes a human augmentation approach with a focus on human cognition and addresses three research questions: how is GenAI augmenting work practices; what knowledge is important and how are workers learning; and what are the implications for training the future workforce. Findings show a wide variance in the use of GenAI and in the level of computing knowledge of users. In some industries GenAI is being used in a highly technical manner with deployment of fine-tuned models across domains. Whereas in others, only off-the-shelf applications are being used for generating content. This means that the need for what to know about GenAI varies, and so does the background knowledge needed to utilize it. For the purposes of teaching and learning, our findings indicated that different levels of GenAI understanding needs to be integrated into courses. From a faculty perspective, the work has implications for training faculty so that they are aware of the advances and how students are possibly, as early adopters, already using GenAI to augment their learning practices.
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- PAR ID:
- 10589948
- Publisher / Repository:
- IEEE EDUCON 2025
- Date Published:
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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