With the rise of artificial intelligence, educational institutions and workplaces adapt to navigate the technology. Across California Baptist University, regulations on AI varied based on professor preference.
Professors approached AI regulations in different ways, ranging from encouraging its use in specific contexts to prohibiting it entirely. Regardless of individual beliefs, more professors established guidelines for how students used AI in the classroom.
Regarding the use of AI in academic work, CBU’s Honor Code provided guidance for both professors and students.
“If use of AI is approved by the instructor, then the Student must include an acknowledgement statement noting which AI tools were used and stating that certain portion of the work the AI created. For example, the title of this paper was generated using suggestions from ChatGPT,” Section 21.1.12.
Artificial intelligence serves as a valuable resource, but students remain responsible for the work they produce. AI tools such as ChatGPT function similarly to Google or Wikipedia. Students need to apply critical thinking skills when evaluating AI-generated content.
Dr. Dan Wilson, professor of biblical studies, shared his perspective on students using AI for assignments.
“I expect students to interact with the assignment themselves and not just let AI do the assignment the way they want to….What I feel is important in regards to college level work is somebody can do the thinking that’s involved. If AI is doing the thinking for you then it takes away what the assignment is all about,” Wilson said.
Wilson explained that his classroom policies allowed students to use AI as an editing tool, such as Grammarly, and in senior-level courses, as a resource for locating sources. He encouraged students to double-check sources to ensure accuracy.
Dr. Laura Veltman, associate dean of the division of arts and letters and professor of English, described her approach to developing AI policies for students.
“My AI policy is what does the student need to learn, and is AI going to be helpful? If so, how will it be helpful? So what can I do to create boundaries for that particular assignment that will enhance their learning rather than inhibit when using AI,” Veltman said.
Veltman said she experimented with different AI policies depending on the course.
“There’s not a one size fits all… I’m trying different things. Some classes pretty much don’t use AI and some classes we’re going to dip our toe in. You have to use AI and these are the ways you can do it,” Veltman said.
Haley Nesbihal, freshman business administration major, supported finding a middle ground between banning AI and allowing unrestricted use.
“I think AI has its place in academic settings, but the use of AI should be regulated and not abused. Like students should not have AI writing essays and I believe professors should be more adamant on the difference between using AI in neutral ways, such as Grammarly, rather than using AI to write papers for students,” Nesbihal said.
AI offers benefits such as speed, convenience and accessibility. Challenges included loss of authenticity, unreliability and unrestricted access. As AI use expanded, campuses worldwide worked to establish appropriate guidelines for the technology.
As AI gained popularity, students continued to debate whether it functioned as a tool or a crutch. Some viewed AI as a helpful resource, while others believed it undermined learning.
Ava Hill, sophomore theatre major, approached AI from a creative perspective.
“I am not a big fan of AI since I am an artist, so in the arts I’m particularly very anti-AI,” Hill said. “As for school stuff, I’ve never really used it — maybe last year for coming up with ideas or summarizing things. I think people often use it as a crutch to do work for them, which destroys creativity.”
Professors communicated AI policies either before assignments or on the first day of class. Some argued that AI use should be discouraged unless explicitly permitted, citing concerns about plagiarism and learning loss.
When computers and smartphones entered classrooms, educators and employers faced similar challenges. AI introduces new complexities tied to technological advancement. As technology continues to evolve, educational institutions adapt policies to keep pace and maintain academic integrity.
