FAQs about artificial intelligence and teaching

Does the university have a policy about AI use?

A university AI task force has created guidelines for AI use at KU. Those guidelines focus primarily on security and privacy, though, so it is crucial for instructors to include syllabus information about use of generative AI in their courses and to talk with students about expectations.

Why should I allow use of generative AI in my classes?

There are several reasons. Generative AI is already changing work habits and behaviors. Graduates will need to know how generative AI works, what it can do, and how to navigate the ethical challenges it brings. By using generative AI in our classes, we can help students develop skills they will need in whatever profession they choose. Learning about and exploring generative AI will help them made decisions about how it can be used ethically and effectively, and when and how it shouldn't be used. That will be crucial. Generative AI is already being used to generate misinformation and to create fake documents, video, and images that seem real. We all need a deeper understanding of generative AI if we hope to counter nefarious approaches that could undermine democracy.

We must also recognize that large percentages of students are already using generative AI. It has been integrated into Word, Google Docs, Excel, and many other common digital tools. An AI-generated summary now precedes search results on Google and other online search tools. The ubiquity of generative AI makes it all but impossible to avoid. We have a responsibility to help students learn how to navigate generative AI tools appropriately and help them understand how those tools are changing careers and society. 

Isn’t use of AI cheating?

Not necessarily. If students have a chatbot write an essay or code and then submit the unaltered bot-generated material as their own, that is certainly cheating. Beyond that, the lines between right and wrong are blurry. Some experts in technology and writing expect co-creation with generative AI to become the norm. Right now, that approach seems odd because it is new and deviates from approaches we have traditionally used. Using generative AI to help with ideas, research, and even drafts may help students gain confidence in their work. It will be up to instructors to guide students in ethical use of generative AI, though, and to help them learn to work with and adapt AI-generated material. We will need to consider many questions about use of generative AI in learning, including these: How much AI use is too much? When does work become students’ original creations even if they started with a draft from a chatbot? How can partnering with generative AI help students develop their critical thinking skills? 

Do I have to use AI in my classes?

Absolutely not. Generative AI is a tool, and it doesn’t fit all tasks. We encourage instructors to learn about generative AI, allow its use in their classes as appropriate, and talk with students about its ethical use. (See Maintaining academic integrity in the AI era.) There are no requirements for use of generative AI. Don’t dismiss it outright, though. Look at the future of your discipline and the future of higher education. What will students need to know and how might generative AI help?

I’ve read a lot about ChatGPT and other AI tools making things up. That worries me.

That is definitely a concern. Generative AI’s role is to create, and it will create – and sound authoritative – whether it has accurate information or not. (Computer scientists call that hallucinating.) It makes errors in calculation and creates glitchy code. It creates bland writing and makes silly errors. It’s not perfect, but what resource is? Even the best academic work has errors. Prestigious journals have published papers with made-up data. In some cases, entire papers have been fabricated. The point is that we must approach every source with skepticism. Generative AI is a tool made by humans, so it will inevitably have human-like weaknesses. It also has many super-human capabilities, though. If we can learn to harness those, it can enhance much of the work we do.  

How can I make sure all students have access to AI?

The increasing use of generative AI has raised familiar – and valid – concerns about equity and access. One of the easiest ways to make sure students have access to the same tools is to use university-supported tools. All faculty, staff, and students have access to Microsoft’s software suite through their KU accounts. That includes Copilot, which draws on ChatGPT but includes an extra layer of privacy protection. If you use a different tool, make sure students know how to access the tool, know how to use it, and know the privacy and security issues associated with that tool. Consider, too, that all students have internet access on campus, but some students may not have access at home. Check with students and ask them to email you privately if they have concerns about internet access or don’t have access to a computer. You can then reach out to KU information technology for assistance.

I’ve been slow to try AI and now I feel like I’m too far behind to catch up. Am I?

Not at all. Generative AI is relatively easy to use. You don’t have to be a technology expert, and you don’t need to know code. You just need an account (one you probably already have) and curiosity. We discuss the many facets of AI use at meetings of the Generative AI and Teaching Working Group and on an affiliated Teams site. (Just email us if you would like to join either.) We have created many resources and guides on how to use generative AI tools and how to navigate use of generative AI in teaching. You just need to give yourself permission to take the first step. (See An instructor guide to easing into generative AI.)

How do I choose which tools to use?

If you have never tried using generative AI, we suggest you start with Copilot. (See AI as tutor: How Copilot can coach students on research and writing.) You can access it with a KU account, so you don’t need to sign up for anything new. Copilot also has an extra layer of privacy protection if you log in with your KU credentials. You can also use Copilot through a sidebar on the Edge browser, an option that has many benefits. All the major commercial chatbots – Copilot, ChatGPT, Gemini, and Claude – are easy to use. Each requires a free account. The signup process takes just a few minutes, so you can access any of the those four chatbots in just a few minutes.  If you would prefer to try a chatbot on your phone, all the major models either have apps or allow browser access.

What other tools are available?

ChatGPT has garnered most of the attention over the past few months, but many other companies and organizations have been creating AI-enhanced tools. On our Adapting your course to artificial intelligence page, we provide a short list of tools for search, research, and other aspects of academic life.

How can I keep up with AI developments?

We discuss the many facets of AI use at meetings of the Generative AI and Teaching Working Group and on an affiliated Teams site. (Just email us if you would like to join either.) There are many websites or email lists that can help. A Google group called AI in Education has frequent discussions about generative AI and allows members to ask and answer questions. The Chronicle of Higher Education and Inside Higher Ed publish many articles about generative AI and education. If you use Facebook, you can join a group called Higher Ed discussions of AI writing. We have also found several email newsletters helpful, including One Useful Thing and GSV: AI & Education. Many disciplinary organizations also have newsletters, groups, or other discussions about generative AI.

Was this page created by a chatbot?

No, it was created entirely by humans. Thanks for asking, though.

Updated November 2025