Published Content
AI Conceptualization and Policy Permissibility
Zea Miller, Kashish Sachdeva, and Jake Walker
When universities create AI policies, they often conceptualize AI as something, such as a tool or a resource. This study questions whether such policies are affected by how they envision AI. In other words, is the permissible a function of conceptualization? To answer, R1 university policies were rated independently by three raters on two axes: conceptualization and permissibility. When visualized, the ratings clearly show that while AI qua TOOL does not inherently attach either to the restrive or permissive, AI qua RESOURCE does not attach to the restrictive. Ultimately, this study shows that universities are unlikely at this time to conceptualize AI as a resource and simultaneously ban it.
Examining Student Opinions about Artificial Intelligence at the University of Florida
Julia House
As artificial intelligence (AI) has advanced, it has become a prominent consideration in the academic world, sparking a range of differing viewpoints on its appropriate use. While AI in education holds great potential, it also presents limitations and ethical implications to be considered. Understanding student perspectives is valuable in the conversation about AI, and especially important in guiding its integration into academic settings, such as the shaping of academic policies. This paper serves to explore UF undergraduate student opinions on AI, revealing that they are largely open to the permissive use of AI in their work. Additionally, the results of this research suggest that while UF undergraduate students believe AI is valuable and enhances their work, many students desire clear expectations for its usage. Ultimately, this paper offers insight into the overarching opinions that UF undergraduate students hold regarding AI in the current moment.