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Discussion around the implications and usage of ChatGPT and other GenAI in the classroom are generally met with suggestions to implement a clear course policy in the syllabus. However, there are a variety of instructor approaches to crafting syllabus policies and framing messages around the use of GenAI tools. This qualitative trend study sought to understand students’ perceptions of syllabus policies and instructor message framing on the use of the newly widespread GenAIs at a southeastern research-intensive university in the United States, and how, if at all, these perceived messages changed over the course of a year. Data were collected over time in three waves (i.e. three semesters). Overall, the data from this one institution exemplified trend shifts. More specifically, perceptions of restrictive to conditional use messages and policies over the span of three semesters. In this specific case, these reported data highlighted a possible realization that the tool is a mainstay at this particular institution.
Kaufmann et al. (Wed,) studied this question.