At one level, generative AI tools are no different than any other tools with regard to their impact on teaching decisions. Faculty will need to consider how to leverage tools to benefit student learning, asking question such as:

1. How can this help me prepare course materials or handle administrative aspects of instruction?
2. How, if at all, can they help students master my course outcomes?
3. Where, if at all, in my course should I be explicitly teaching how to use the tool?
4. Where, if at all, is it appropriate in my course for students to use the tool independent of goals one and two?

Faculty also need to be aware of pitfalls and dangers, such as:

1. How might use of the tool negatively impact students’ learning in the course?
2. What equity and access issues does the existence of the tool raised for my course?
3. How will I address concerns with data privacy breaches, intellectual property protection, algorithmic biases, and ”hallucinations”, situations where generative AI provides false information?

Ultimately, individual faculty will need to make decisions based on the context of their course, course objectives, students’ academic progression, and disciplinary-specific goals of their students’ learning experiences.

One of the challenges faculty have in making these decisions is that the tools are potentially moving faster than research into the use and impact of the tools. However, UCI has significant expertise in this space, and we will continue to update the information as we learn more from research. The following links provide important resources in this space.

Links to UCI statements and materials

• OVPTL/CWCC FAQ
• Digital Learning Lab
• Humanities Core
• Composition Program
• Global Languages & Communication
• Office of Academic Integrity
• Integrity in Academics Advisory Committee Statement on Turnitin AI detection
• School of Humanities White Paper
• UC Irvine Libraries Generative AI and Information Literacy Research Guide

A Statement from UCI Writing Pedagogy Experts

Teaching writing and communication, including digital tools, depends on context. Instructors and curriculum designers must consider students’ needs, disciplines, and academic progression. We assert the following:

1. Students deserve quality writing and communication instruction, which promotes critical and creative thought, as well as good writing and communication habits.
2. Students should learn about various tools – digital and analog – so that they better understand the capabilities, limitations, creators, purposes, and societal + environmental impact of these tools.

The OVPTL AI Advisory Committee has curated several relevant statements on the use of AI tools from various professional and educational arenas. Faculty may find these statements useful to consider as they make decisions related to AI tools in the classroom.

Relevant Statements on AI Tools from Professional and Educational Arenas

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