Use of ChatGPT
As part of a CSU-wide initiative, all faculty and students now have free access to ChatGPT through CSU-provided education accounts.
But what does that mean for you as a faculty member?
First and foremost, it means that students will have access to generative AI tools across all of their classes, which makes it essential for faculty to provide clear guidance. While the CSU does not have a universal AI policy, each instructor is required to include an AI policy in their syllabus so students know what is (and isn’t) allowed in that specific course.
It’s important to note that while access to ChatGPT is available to everyone, faculty are not required to use it in their teaching or to allow it in their courses. Each instructor retains full control over how (or whether) AI tools are used in the classroom.
This site offers tools and examples to help you develop a course-specific AI policy that aligns with your own teaching goals and values. But policy is just one piece of the puzzle.
You’ll also find a wide range of resources here, whether you’re looking to explore how AI can support student learning, integrate it into assignments, or better understand how these tools are shaping higher education.
If you’re new to generative AI, check out the next section.
Start Here!
If you’re not sure where to begin, this section is for you.
This section offers an accessible introduction to generative AI, including videos and tools that break down the basics, offer examples from real classrooms, and help you begin thinking about how AI might impact your teaching.
AI Policy
The AI Assessment Scale (Perkins, Furze, Roe & MacVaugh, 2024)
| Level | Use of AI | Notes |
|---|---|---|
| 1 | No AI | The assessment is completed entirely without AI assistance in a controlled environment, ensuring that students rely solely on their existing knowledge, understanding, and skills. You must not use AI at any point during the assessment. You must demonstrate your core skills and knowledge. |
| 2 | AI Planning | AI may be used for pre-task activities such as brainstorming, outlining, and initial research. This level focuses on the effective use of AI for planning, synthesis, and ideation, but assessments should emphasise the ability to develop and refine these ideas independently. You may use AI for planning, idea development, and research. Your final submission should show how you have developed and refined these ideas. |
| 3 | AI Collaboration | AI may be used to help complete the task, including idea generation, drafting, feedback, and refinement. Students should critically evaluate and modify the AI-suggested outputs, demonstrating their understanding. You may use AI to assist with specific tasks such as drafting text, refining and evaluating your work. You must critically evaluate and modify any AI-generated content you use. |
| 4 | Full AI | AI may be used to complete any elements of the task, with students directing AI to achieve the assessment goals. Assessments at this level may also require engagement with AI to achieve goals and solve problems. You may use AI extensively throughout your work either as you wish, or as specifically directed in your assessment. Focus on directing AI to achieve your goals while demonstrating your critical thinking. |
| 5 | AI Exploration | AI is used creatively to enhance problem-solving, generate novel insights, or develop innovative solutions to solve problems. Students and educators co-design assessments to explore unique AI applications within the field of study. You should use AI creatively to solve the task, potentially co-designing new approaches with your instructor. |
Updated: August 12, 2025