¶¶Òõ´«Ã½ÔÚÏß

Ìý

Results from the Undergraduate Perspectives on AI at CU ¶¶Òõ´«Ã½ÔÚÏß Survey

Ìý

Photo by on

The rapid popularization of generative AI has fostered much ambiguity. On the CU ¶¶Òõ´«Ã½ÔÚÏß campus, educators have implemented various generative AI policies, from banning this technology to integrating its use into activities and assessments.Ìý While many initiatives exist on campus to engage educators in conversation around these varied approaches, we see a need to understand the CUÌýundergraduate student perspective on this emerging technology.Ìý

• How and why are CU ¶¶Òõ´«Ã½ÔÚÏß undergraduates actually using AI?

• What do they think about this technology?

• And what policies and practices do students want their instructors and the broader institution to implement going forward?

CTL's (formerly ASSETT) Educational Technology Research Assistants (ETRAs) are answering these questions by conducting mixed-methods research from Fall 2024 to Spring 2025. In Fall 2024, the ETRAs began communicating their informed perspectives as undergraduate student researchers to dialogue with faculty engaged in creating AI policy.ÌýThey participated as panelists in a community discussion of an informal class survey with CTL staff and educators in theÌý.

In Spring 2025, they will launch a survey and conduct interviews with other CU students to provide a comprehensive view of CU ¶¶Òõ´«Ã½ÔÚÏß undergraduate students’ use and perceptions of generative AI. The results of this study will help community stakeholders make informed decisions about generative AI that improves the student experience at CU ¶¶Òõ´«Ã½ÔÚÏß amid a changing technological landscape. Ultimately, the ETRAs aim to inform future initiatives and interventions related to generative AI on the CU ¶¶Òõ´«Ã½ÔÚÏß campus through their research and presentations.ÌýÌýÌýÌýÌýÌý

We look forward to working with you and sharing what we’ve learned through this process! If you’re curious about our work, please contactÌýJacie Moriyama.Ìý