Adapting to the AI Era: An Analysis of U.S. Public University Course Syllabi and Educational Policies in Response to (Generative) AI Technologies

Recent advances in generative artificial intelligence (AI) technologies, as exemplified by platforms such as ChatGPT, are drastically changing the educational landscape. My thesis aims to explore how U.S. public universities are adapting their educational policies, particularly within course syllabi, to ethically address the use of AI in guiding instructors and students. My research focuses on the University of Michigan and its largest syllabi archive, which I used to conduct a detailed text analysis of over two thousand selected course syllabi from various departments. The study hypothesizes that university-wide policies that support or advocate for the ethical use of generative AI may be reflected in an increased emphasis on AI in course syllabi, which could lead to more positive attitudes toward AI technologies. The findings show that of those course syllabi with a clear stance on AI, the majority are indeed supportive, and different departments seem to have their own strategies for balancing the use of AI, as no consistent patterns by department can be generalized. Given the significant impact of generative AI on higher education institutions and the temporary lack of relevant studies on AI policymaking, I hope that this research is able to provide insights into best practices for how academic institutions, faculty, and students can manage its use and influence.