GenAI in Course Materials: Faculty Use and Perceptions

Abstract

As generative artificial intelligence (GenAI) becomes increasingly relevant in higher education, faculty face growing pressure to integrate it ethically and effectively into teaching. While students are already using GenAI and seek faculty guidance, course materials often lack clear policies or instructional support. This study surveyed faculty and analyzed syllabi at a large public Midwestern research university to examine how GenAI is addressed in instruction. Findings reveal that faculty generally view GenAI as a potentially useful learning tool but report limited institutional guidance and inconsistent classroom practices. Despite some departmental efforts to establish GenAI policies, consensus on best practices is lacking. These results underscore the need for clearer institutional frameworks and faculty development to support ethical, pedagogically sound use of GenAI.

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