Generative Artificial Intelligence and Postsecondary Education: Rethinking Policy and Course Design

Abstract

Employing generative artificial intelligence (GAI) for educational purposes has implications for both pedagogy and policy. Many postsecondary educators fear GAI will prevent students from developing the necessary skills that are typically associated with graduates of higher education institutions and prohibit valid assessment of course- and program-level objectives. However, GAI also offers affordances for ensuring student accessibility as they seek to engage in literacy and social practices indicative of their disciplines and future careers. In this chapter, the authors discuss approaches and considerations for leveraging GAI in postsecondary education in ways that align with the Universal Design for Learning (UDL) Guidelines. They also share flowcharts developed at their institution to support instructors’ development of course policies and assignments with consideration for GAI.