Generative AI
for Teaching and Learning

Rapidly evolving generative AI systems include text-generating AI chat services (e.g., ChatGPT, Gemini, Claude), as well as image-generating, audio, and video AI systems. These machine learning-powered systems are increasingly integrated into our daily communication apps, word-processing software, and technology broadly.

As teachers, UCI faculty now need to consider:

1. How might AI impact students’ learning both inside and outside the classroom? [See statements below]
2. Is my AI policy – and the rationale – clear on the syllabus? [Example; Digital Learning Lab guidance]
3. Do my learning objectives and assessments meet the moment? [DTEI Resource]

UC Irvine faculty and staff have expertise when it comes to teaching in the age of AI. Here are some links to current UCI statements and materials. Depending on the specific pedagogical context and goals, you will see that the attitudes range from the negative – AI distracts from learning – to the positive: certain AI capabilities like tailored tutoring help. This range does not signal thoughtlessness. It signals a real diversity of teaching and learning contexts. In fact, the informed quality of this diversity can be taught to students.

• OVPTL/CWCC FAQ (originally published in 2023, but still relevant)
• Digital Learning Lab
• ZotGPT Academy
• Humanities Core
• Composition Program
• Global Languages & Communication
• Office of Academic Integrity
• UC Irvine Libraries Generative AI and Information Literacy Research Guide

At the same time, it is important to prepare students for the types of environments they will engage in after graduation. To that end, we have gathered Relevant Statements on AI Tools from Professional and Educational Arenas, which include these example directives:

• National Institutes of Health [linked]. AI-detection technology is used in grant reviews. Researchers should be aware of the risks of AI and are responsible for verifying information, protecting research participants, storing data appropriately, etc. NIH does not consider applications substantially developed by AI to be original ideas of applicants. Peer reviewers are prohibited from using NLPs, LLMs, and other genAI technology for analyzing for peer review.
• American Psychological Association [linked; additional guidance]. Researchers must disclose and cite any use of AI during the drafting of their manuscripts. AI cannot be named as authors on scholarly publications. Researchers are responsible for verifying information received in AI outputs, providing attribution to the AI tools, and maintaining ethical approaches to using genAI technology.
• Graphic Arts Guild [linked]. The use of AI image generators raises ethical and legal concerns that must be considered, including the unauthorized use of creators’ imagery, confusion on copyrights, ethical concerns in the imitation of artists’ works, and work displacement for visual artists. The negative impact AI image generating platforms will have on visual artists should be recognized, and measures should be taken by the tech sector to prevent the abuse of creators’ works.
• Corporate and Working World. Job applicants who have an advanced understanding of AI capabilities and limitations may have an advantage. Job applicants who are dependent on AI capabilities have a disadvantage.

This document is periodically updated. If you have questions, please contact Waverly Tseng (waverlyt@uci.edu).

On May 21st, 2025, DTEI hosted a panel with School of Humanities where faculty shared their varied approaches to incorporating or moderating AI in humanities courses, including the strategies employed and perspectives on the potential role of AI in students’ writing development. Watch the recording below to learn about GenAI in Humanities courses.

The OVPTL AI Advisory Committee was established in Fall 2025 with the mission of providing advice to the Vice Provost for Teaching and Learning and the Associate Dean of the Division of Teaching Excellence and Innovation regarding the intersection of generative AI and instructional practices