The global response to generative AI (GenAI) has been varied and dynamic. There is rapid adoption in some sectors, cautious exploration in others, and a growing push for regulation. Businesses and educational institutions worldwide are leveraging GenAI to innovate and enhance productivity, from automating routine tasks to generating new content and insights. However, this enthusiasm is tempered by concerns over privacy, security, intellectual property, and the ethical implications of AI-generated content. Governments and regulatory bodies are beginning to respond, with the goal of understanding the impacts of GenAI and developing frameworks to ensure its responsible use. Efforts are being made across the globe to address issues of bias, misinformation, and the potential displacement of jobs. Despite concerns, the potential of GenAI to drive economic growth, scientific research, and creative expression remains a significant global interest.

In the realm of higher education, GenAI has the potential to significantly transform the field by revolutionizing teaching methodologies, enhancing learning experiences, and streamlining administrative operations. GenAI can provide personalized learning pathways for students, adapting content to suit individual learning styles and speeds, thereby improving engagement and outcomes. For example, it can generate customized reading materials, practice tests, and even interactive simulations, catering to the specific needs and interests of each student. In research, GenAI tools can assist in data analysis, literature review, and even hypothesis generation, speeding up the research process and allowing for more focus on the synthesis of information by students. GenAI can also be useful to college faculty by automating routine administrative tasks such as scheduling, responding to student inquiries, and grading. By lessening the administrative oversight of these tasks, faculty and staff may be able to focus more on high-value interactions with students.

Concerns about the use of GenAI in higher education primarily revolve around academic integrity, the potential for fostering dependency among students, privacy issues, and the challenge of ensuring equitable access to technology. This technology also poses challenges, including ethical considerations around data privacy and the integrity of academic work, necessitating robust policies and training to ensure responsible use.

To address these benefits and concerns, Sinclair Community College’s Artificial Intelligence (AI) Team was established in a joint effort by the eLearning Division and the Center for Teaching and Learning to assess the opportunities and challenges posed by GenAI and, ultimately, provide guidance to college leadership on the responsible use of this technology.

The Purpose of the AI Team

Sinclair’s AI Team officially began work on June 13, 2023, driven by the recognition of the potential benefits, risks, and the unprecedented societal impact of GenAI. The team consisted of seven members—one faculty member from each college division and three staff members from eLearning and library sciences. The goals for this team were outlined at the first meeting.

1. Research, learn, review, and synthesize data on AI in education.
2. Contextualize findings to Sinclair specifically, teaching and learning, and how faculty engage in their work.
3. Complete a comprehensive final report answering the following questions:

• What are specific ways AI will impact course design and the learning experience at Sinclair?
• What steps should be taken to test, then broaden practice at Sinclair?
• In what specific ways will AI drive growth, equity, alignment, and innovation at Sinclair?
• What concerns and downsides exist, and what are policy considerations for Sinclair?

The AI Team worked for six months to formulate an initial vision and craft recommendations related to the ethical, legal, secure, accessible, and transparent application of GenAI.

The Work of the AI Team

To achieve the predefined goals, members of Sinclair’s AI Team were allocated dedicated time within their work schedules for the exploration and study of AI. For faculty, this entailed release time, reducing their teaching obligations for a semester to concentrate on AI research. Similarly, the team’s staff roles were strategically adjusted to afford them sufficient time to commit to the team’s endeavors.

Empowered with autonomy and the necessary resources, AI Team members participated in individualized, discipline-specific, or interest-based professional development. In addition, as members learned more, many integrated AI into their classrooms and job duties. In October 2023, the entire team participated in University of Central Florida’s Teaching and Learning with AI conference. This event provided a platform for interaction with peers engaged in AI exploration and facilitated the formation of a network focused on the ethical use of AI.

The team convened on a weekly basis to maintain alignment and coherence in their efforts. These gatherings served as opportunities to exchange research findings, create surveys to gauge the college’s current AI status, deliberate on ethical considerations, and create a unified strategy for incorporating AI into Sinclair Community College.

One of the key components of this team’s work was gathering information from a variety of stakeholders to determine where Sinclair was currently and where we wanted to go in the future. The AI team developed, distributed, and analyzed data from two surveys, one for students and one for employees, to assess AI knowledge and use among employees and students. The survey questions were developed by the AI Team, then refined in collaboration with the college’s Research, Analytics, and Reporting office. The team also conducted eight Let’s Talk AI sessions—two per academic division—through the Center for Teaching and Learning. Each session/focus group was 90 minutes long and included a guided discussion covering predetermined questions.

The stakeholder feedback highlighted a consensus on the benefits and challenges of AI in education. AI is recognized for its potential as a learning aid, especially in personalizing education for students with learning disabilities or language barriers, and for increasing efficiency, allowing the college community to focus on higher-value tasks. However, concerns were raised about academic integrity, with calls for AI to be included in the college's Academic Integrity policy, as well as issues surrounding privacy, data security, and ethical considerations. There was also apprehension about AI's impact on critical thinking and job security. The surveys revealed a general lack of knowledge about AI among respondents, underscoring a need for the college to invest in AI education and provide professional development opportunities, particularly in using GenAI tools like ChatGPT, to prepare students and employees for a future where AI plays a significant role in work and education.

Throughout the six months of work, various members of Sinclair’s AI Team presented information and highlighted progress to departments, divisions, and college leadership. During this time, the team benchmarked AI policies with other community colleges and universities, both in the local area and across the U.S. Team members also shared information at Sinclair’s annual Equity Summit.

The final product from the AI Team was a report which synthesizes the comprehensive research, professional development, and discussions by the team. This report contained guidelines and recommendations for college leadership, deans, department chairs, and faculty, and was distributed to all faculty, staff, administration, and board members. The report was the first large-scale step toward positioning Sinclair at the ready for responsible, ethical, legal, secure, accessible, and transparent GenAI utilization.

Recommendations for College Leadership

After six months of research, professional development, and analysis of stakeholder feedback, the AI Team created six recommendations for college leadership. The recommendations provide a roadmap for Sinclair Community College not only to navigate the challenges associated with GenAI but also to seize the opportunities it presents for growth, equity, alignment, and innovation within the academic community. The following six recommendations aim to equip Sinclair with the necessary tools, guidelines, and frameworks to leverage AI's potential. Together, we hope this approach will position the college at the forefront of AI-enhanced education, fostering a culture of continuous learning and adaptation.

1. Invest in AI training and professional development for college employees.
2. Establish and communicate clear academic guidelines and policies.
3. Develop curriculum and learning opportunities for students.
4. Invest in AI technology.
5. Develop privacy and security policies and protocol.
6. Engage key stakeholders.

Guidelines for Faculty, Chairs, and Deans

In addition to the recommendations for college leadership, Sinclair’s AI Team created preliminary guidelines for faculty, chairs, and deans to ensure that all parties felt they had a starting point for AI integration. All of these guidelines aim to foster a responsible, informed, and student-centered approach to AI in education.

The guidelines for faculty outline strategies for ethically integrating AI into higher education and urge faculty to adapt these principles to their unique teaching contexts while remaining adaptable. Key recommendations include establishing clear AI usage policies in syllabi, aligned with the Academic Integrity Policy, and effectively communicating these policies to students. Faculty are encouraged to engage with GenAI tools to enhance course content and discouraged from using AI solely for cheating detection. Additionally, it is suggested that faculty lead discussions on the societal impacts of AI, maintain a balance between AI assistance and human interaction in teaching, adapt assignments to encourage honest engagement with AI, and ensure student privacy and data protection in compliance with FERPA. These guidelines aim to foster a responsible, informed, and student-centered approach to AI in education.

Department chairs are crucial to integrating AI into academia and guiding and supporting faculty to utilize AI to enhance teaching and learning. They can promote professional development by sharing experiences, organizing AI-related workshops, and inviting experts to speak. Chairs should encourage faculty to set professional goals for incorporating AI into their teaching, foster a collaborative culture that supports innovation, allocate resources for AI initiatives, and advocate for faculty by navigating administrative challenges. By staying informed about AI advancements, chairs can lead their departments in ethically and effectively incorporating AI technologies into their curricula, enhancing the educational experience for all.

College deans can drive the integration of AI into the classroom by promoting AI education, championing resources, encouraging collaboration, and advocating for curriculum development that includes AI concepts. By facilitating professional development opportunities, such as workshops and expert talks, providing infrastructure for AI use, and fostering a culture of collaboration and knowledge sharing, deans enable faculty to effectively explore and implement AI. Moreover, advocating for AI's inclusion in curricula by working with curriculum committees and supporting interdisciplinary projects allows deans to ensure that AI principles are woven into the daily work of all faculty.

The Future of Sinclair and AI

Sinclair Community College's journey with GenAI over the past six months has been both enlightening and transformative, marking a pivotal step toward integrating AI technology into the fabric of higher education. The work of Sinclair’s AI Team, through comprehensive research, stakeholder engagement, and thoughtful analysis, has laid a solid foundation for the responsible and ethical use of AI across teaching, learning, and administrative processes. This journey has underscored the vast potential of GenAI to enhance personalized learning; streamline operations; and foster an environment of innovation and collaboration among students, faculty, and staff.

It is clear to those at Sinclair that the integration of AI into the academic realm is not a finite project, but rather a continuous mission of adaptation and learning. The college is committed to staying at the forefront of this technological evolution, ensuring that our community is well-equipped to thrive in an increasingly AI-driven world. The work of the AI Team is just the beginning, and we look forward to building on this foundation to create an even more innovative, inclusive, and impactful educational experience for all members of the Sinclair community.

Lani Wildow is Assistant Professor, Mathematics, at Sinclair Community College in Dayton, Ohio.

Opinions expressed in Learning Abstracts are those of the author(s) and do not necessarily reflect those of the League for Innovation in the Community College.