Abstract: The release of generative artificial intelligence (AI) large language chatbots such as ChatGPT, Copilot, and Gemini, as well as many others, has left many questioning the implications for higher education. This article reports the results of an exploratory study intended to capture student and faculty perception and use of generative AI. At a midsize regional university, students and faculty were invited to participate in separate surveys to record their experiences with and opinions of generative AI tools. Questions probed students and faculty to detail their use or non-use of generative AI inside and outside the classroom as well as their perceptions of the technology. Results indicate that faculty are reluctant to embrace generative AI, citing concerns that generative AI enables plagiarism and is a detriment to student learning. By contrast, student respondents reported using generative AI tools to organize, structure, or proofread their work; for brainstorming or idea generation; and for clarifying complex course topics. Results indicate that the difference between student and faculty perceptions and uses of generative AI provides an opportunity for librarians, who are especially skilled at adopting, adapting, and critiquing new technologies. The article concludes with suggestions for librarians on how to support AI literacy for the academy.
Kaitlin Springmier (Thu,) studied this question.