Grounding use of technology in locally determined educational goals (informed by disciplinary expertise)
Just like other categories of technology, the integration of AI into AUP’s educational experience should be as intentional as possible, motivated by educational goals established by AUP’s own faculty, students, staff and administrators. The use of technology at AUP should assist human teachers, learners and staff in their pursuit of those educational goals. AI-related changes to educational goals, including learning outcomes and pedagogical approaches, should be discussed openly in the community. Changes to the curriculum and teaching practice should respect differences across the university’s variety of disciplinary expertise, as well as differences from other institutional environments in terms of pedagogical philosophy, educational mission and cultural context. Existing governance structures (such as Faculty Senate and Student Government) should be used to enable meaningful participation in oversight, such that use of technology is grounded in locally determined educational goals.
Critical Digital Literacy across the institution
Students should be able to identify the academic contexts in which the use of technology supports their progress towards learning goals, and they should be able use it effectively in those contexts. Students in all contexts, however, should have a critical understanding of the conditions and implications of their use of technology, understand the personal and social risks of using technologies, and learn to mitigate those risks as they develop and grow as engaged thinkers. Faculty should be aware of the affordances and risks of technology for their teaching and research, as shaped by their academic disciplines, and staff should be aware of the affordances and risks of technologies for their work. The university should support faculty and staff in developing such awareness and in adapting their pedagogy or work appropriately.
Transparency in the service of local human oversight
To the extent AI technologies are provisioned or promoted by the university, AUP should make a genuine and coordinated effort to facilitate human oversight of potential technical and ethical risks, for example by making information about technologies' data privacy and data security characteristics easily accessible, and through shared faculty-staff-student oversight of AI technologies’ purchase and implementation.
Academic Integrity as a value
A cornerstone of academic integrity at AUP is the idea that students have a responsibility to demonstrate their learning in ways permitting faculty to assess that comprehension. The ease with which AI can increasingly be used to simulate learning makes it critical that students see academic integrity as a value, not as a punitive framework but as an acquirable disposition that is desirable in itself. Teaching and work at AUP should cultivate this regard for academic integrity and enable a learning environment conducive to Academic Integrity. Faculty have a responsibility to communicate guidelines for student use of technology in their courses and assignments (for example, through clear statements on syllabi). Students should make themselves aware of those guidelines and ensure that the work they submit demonstrates the integrity of their learning.
