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AI Task Force

Committee reports

Each of the subcommittees submitted a mid-year report in December 2023, outlining their discussions, ideas, and questions to that point in time.

Select a subcommittee below to review the respective reports.

 

The Academic Research and Innovation subcommittee is charged to explore AI in research, scholarship, creative activities, and innovation.

Top 5-8 items, issues, or concerns discussed

  • We need to clearly delineate the definition of AI and the context in which it is applied within academia, research, and innovation.
  • AI Technology with recent advances has demonstrated it will greatly impact many society segments including education, and working to consider how best to adapt to these changes is critical to facilitating successful changes.  How can Fresno State best facilitate incorporation of this new technology in a way that facilitates learning and our moral and ethical ideals?  This working group is a start, but given the rapidly changing face of AI with new technological advances in the near future, a long term approach will be needed.
  • Where impact to employment is indicated, how will the University insure fair treatment and protection from potential management uses of this new technology?
  • Faculty and students need guidance to highlight principles for using this new technology in the face of changing functionality.  Understanding what constitutes an ethically acceptable approach to these new tools helps everyone take advantage of their productivity increasing power, while avoiding uses that might corrupt integrity.  
  • Providing faculty with access to the tools, particularly a curated collection together with some training and guidance can also facilitate successful adaptation to this new technology.  It is important to ensure that Fresno State has the infrastructure to provide this service.
  • Given the size and influence of the collective CSU System that Fresno State is a component of, understanding how this larger context can facilitate adaptation to this new technology is crucial to providing the support needed to insure we achieve the best possible outcome for everyone.

Key topics

AI Definition and Forms; Concerns and Ethical Considerations; Academic Research with AI; Pros and Cons of AI in Academic Research; Guidelines and Parameters for AI in Research; Innovation and AI Tools; Plagiarism, Academic Integrity, and Research Misconduct; Cross-disciplinary Research and Organizational Support

Our recommendations will include:

  • Make general recommendations for faculty members, lecturers, and staff to incorporate AI in class. 
  • Educate students on the pros and cons of a specific AI tool that instructors would like to use in class.
  • Provide opportunities for faculty members and instructors to learn about different AI technologies and tools.
  • Facilitate discussions and conversations across facilities on AI topics.
  • Understand how other CSU institutions incorporate AI in teaching and research.
  • Understand the ethical use of AI in innovation and research 
  • Explore the ethical use of generative AI tools as collaborators in research and innovation including grant proposal submissions, scientific manuscripts, intellectual property and conference presentations.

Potential questions for a university-wide survey related to AI

Questions related to work (i.e., for employees)

  • How familiar are you with the applications of AI in university operations and academic research?
  • Have you received any training or information sessions regarding AI’s role in your work?
  • Are AI-driven tools or systems integrated into your daily work routine or projects?
  • How frequently do you use AI-powered software or tools in your work responsibilities?
  • What challenges, if any, have you faced while utilizing AI-based systems or tools at work?
  • Do you feel adequately trained to utilize AI technologies in your work?
  • What improvements or additional functionalities in AI tools would benefit your job role or department?
  • Do you have any suggestions or recommendations for enhancing the use of AI in your work environment?
  • How can AI be used to improve processes and workflow?
  • Does it appear AI will impact jobs at the University in the new future?
  • Do you use (or do you feel comfortable using) AI to create general event content like posters, websites, and other items that would normally be assigned to a person to complete?

Questions related to teaching (i.e., for faculty/staff)

  • Is it essential to incorporate AI in class?
  • What type of AI technologies or tools would you like to use in class?
  • Do you encourage students to use AI technologies or tools for their assignments?
  • What resources and support should the university provide for AI education?
  • What have you heard among your colleagues regarding using AI as a technology/tool/resource?
  • Students will be coming to our institution with experience using AI (e.g., Microsoft Copilot; Khanmigo; ChatGPT). What kind of research guidelines have you provided related to AI tools?
  • How are faculty using AI tools such as ChatGPT to develop educational materials?
  • How are faculty using AI tools with students during class?
  • How are faculty using AI tools to facilitate grading?
  • How do you leverage AI to help them reduce their workload and focus on other items?

Questions related to learning (i.e., for students)

  • Is it essential to incorporate AI in class?
  • What types of AI technologies or tools would you like to learn and use?
  • To what extent does AI-related content in your courses or learning experiences motivate you to explore AI further?
  • Would you be interested in pursuing additional AI-focused coursework or extracurricular learning opportunities offered by the university?
  • What improvements or additional resources related to AI education would enhance your learning experience at the university?
  • What does the use of AI tools look like in the area of student research? (e.g., how do you use AI in your school work?).
  • Where do we draw the line between using AI tools to assist in the research process versus using AI to do the “work”?
  • How are students using AI tools such as ChatGPT with their University studies?
  • Are there concerns that some uses of these tools could negatively impact learning.
  • How can students leverage AI tools to create better content? (Help them with Editing, Framework, Jumping off points) 

Other Questions

  • What forms of AI do we already use in research and innovation?
  • What are the major concerns with AI as it relates to research and innovation?

The Security, Classified Data, and Legal Implications subcommittee is charged to explore the impact of AI on security and privacy of employees and stakeholders.

Potential questions for a university-wide survey related to AI

Questions related to teaching (i.e., for faculty)

Student Submissions:
  •  Where do you store and access student submissions for your course? (expand question to -do you download files for grading, non canvas submissions, print  etc)
  •  How do you currently handle student submissions in the context of AI utilization?
AI Policies in Syllabus:
  • Do you include formal policies in your syllabus regarding the use of AI in your course?
  • What are your perceptions of AI usage in course assignments from a legal standpoint?
Ownership of AI-Generated Work:
  • Who do you believe owns the work or output generated with the assistance of AI?
  • How do you perceive the equivalence of degrees with and without AI embedded from a legal standpoint?
AI Usage in Grading:
  • Have you utilized AI for uploading and grading assignments in the past?
  • What is your perception of the legal implications associated with AI-based grading?

Questions related to learning (i.e., for students)

Student Submissions:
  • Where do you store and access student submissions for your course? (expand question to -do you download files for grading, non canvas submissions, print  etc)
  • How do you currently handle student submissions in the context of AI utilization?
AI Policies in Syllabus:
  • Do you include formal policies in your syllabus regarding the use of AI in your course?
  • What are your perceptions of AI usage in course assignments from a legal standpoint?
Ownership of AI-Generated Work:
  • Who do you believe owns the work or output generated with the assistance of AI?
  • How do you perceive the equivalence of degrees with and without AI embedded from a legal standpoint?
AI Usage in Grading:
  • Have you utilized AI for uploading and grading assignments in the past?
  • What is your perception of the legal implications associated with AI-based grading?

Questions related to work (i.e., for employees)

  • What are the current security measures to access your physical office location? (Physical keys, card access, none)
  • Where do you store most of your work-related files? 
  • Do you use your university google account for personal emails and files?
  • Do you use similar credentials (password or usernames) across multiple accounts?
  • Do you use additional software to encrypt data before saving files? (Software examples: Veracrypt, Bitlocker, Nordlocker. In the answer options, we suggest to add “I don't know” option in the survey. )
  • What is your perception of using AI for secure storage? 
  • Would you consider your file usage/storage practices with AI to receive recommendations for safer practices? 
  • What is your perception of using AI for physical access to campus locations ?(Example, using AI in video surveillance for access, parking. Biometric scanners, face/iris. etc) 
  • Have you ever lost data (research or work-related) without explicitly deleting them? ( could be an open-text response) 
  • How likely are you to attend a university-wide legal implications of AI usage training?
  • How often do you use AI-related software? Have you uploaded documents, files, or other information into an AI software?

Other/General Questions

Campus Security:
  • How secure do you currently feel on campus?
  • Do you believe AI would increase or decrease your sense of security on campus?
  • Are there specific security measures related to AI that you believe should be implemented or improved within your department?
  • What steps would you like to see the university take to enhance AI security across campus?
University's Preparedness for Legal Implications:
  • To what extent are you concerned about the university's preparedness to address legal implications of AI usage?
Interest in AI Courses:
  • How interested are you in taking courses that focus on AI, security, and legal implications?

Other Concerns the Sub-committee would like to highlight: 

  • Ethics is a continued concern in all sub-committees in the AI Task force. Ethical use of AI for security and legal implications must be tackled separately.
  • The Police department  should be a separate survey about their current practices and possible usage of AI.  
  • Suggested post-survey: In the event of a post policy implementation survey, the following questions might be included: 

Awareness of AI Policies

  • How aware are you of the university's policies regarding AI usage in coursework and research?
  • Have you encountered any challenges or concerns regarding the university's current policies on AI?

The Teaching and Learning subcommittee is charged to explore the use of AI in educational settings throughout the university.

Top 5-8 items, issues, or concerns discussed

  • Using AI: Need for training opportunities for students in terms of using AI - opportunities for learning AI tools (text, image, audio, code, etc. forms of generative AI). Are these stand-alone workshops or embedded within existing courses? Some of both?
    • How the honor code and our understanding of academic integrity evolve
  • Teaching with AI: Need for training opportunities for faculty in terms of instructional activities with AI. Example resources (Example)
    • The use of AI in faculty/staff everyday tasks should be considered (possibly with the development of department/college level policies), focusing on transparency and fairness.
    • Need for discussions around academic integrity with regards to teaching and learning
  • Referencing AI: Need for training opportunities for students and faculty in referencing AI usage correctly (most likely through extensions of existing library training).
  • Syllabus Template Language: Syllabus template language for AI usage
  • Equity issues: Many AI tools have paid options. Distinction between free and paid options of AI in terms of student usage.

Potential questions for a university-wide survey related to AI

Committee concerns on the survey as a whole:

  • Intentionality on the definition of AI and examples to be presented
  • Teaching & Learning committee assumes all students, faculty, and instructional staff are target audiences of this survey
  • Differentiation between open-ended and scaled questions

Questions related to work (i.e., for employees)

  • On a scale of 1-6, rate your comfort level with automating day-to-day tasks with LLM (e.g. ChatGPT or other text-generating platforms)
  • What would you like to learn to use AI to automate day-to-day tasks?

Questions related to teaching (i.e., for faculty)

  • On a scale of 1-6, rate your comfort level with embedding LLM tools into your pedagogy?
  • What other training opportunities would you find helpful?
  • Are there specific topics related to LLM about which you would like to learn more?
  • For faculty: What is your perception of how your students are using LLM to assist with their coursework?

Questions related to learning (i.e., for students)

  • For students: How, if at all, are you currently using LLM to assist with your coursework?
  • (optional) for students: Are you familiar with proper referencing of AI-generated content?
  • What value do you see in learning to use LLM?
  • Have you ever paid to use LLM tools? Would you consider paying for LLM use?

The University and Academic Policies subcommittee is charged to explore potential impacts to university and academic policies by the integration of AI throughout the organization.

Overview

  • The subcommittee on university and academic policies held biweekly meetings during Fall 2023. To identify the most pressing issues that might require policy formation/modification.
  • Maurice Ndole developed a rubric that includes measurable goals
  • CSU Academic Senate resolution backs the ethical use of AI and has resolved to develop policies. We are using these resolutions as guidelines for academic policies
  • The committee has subdivided into two smaller groups to focus on a) University Policies and b) Academic Policies

Focus Areas

  • Ethical Considerations
  • Education and Training
  • Research and Innovation
  • Accessibility 
  • Data Governance
  • Governance and Compliance
  • Security and cybersecurity
  • Public engagement
  • Evaluation and Continuous improvements
  • Collaboration and partnerships
  • Dissemination of knowledge
  • Risk Management

Action items for Spring 2024

  • Identify academic policies needing AI related changes with a focus on:
    • Ethical Considerations
    • Data Governance and 
    • Governance and Compliance
  • Identify university policies needing AI related changes with a focus on:
    • Security and cybersecurity
    • Public engagement
    • Dissemination of knowledge

Potential questions for a university-wide survey related to AI

Questions related to work (i.e., for employees)

  • Have you used AI in:
    1. work Y/N | If Yes: What have you used? (Short Answer)
    2. personal life Y/N | If Yes: What have you used? (Short Answer)
  • Have you been given a chance to provide input on the use of AI in your workplace? Y/N
  • Were you provided with any training to use AI? Y/N
    • If Yes: What kind of training did you receive? (Short Answer)
    • If No: Would you have liked to have received training? Y/N
    • If No: What kind of training would you have liked? (Short Answer)
  • Has your department purchased or is currently using ChatBots? Y/N
    • If Yes: Which one? (Short Answer)
    • If No: Is your department considering purchasing one? Y/N
  • Has having a ChatBot changed your job responsibilities? Y/N
    • If Yes, In what ways? (Short Answer)
  • Do you have any concerns about using AI in the workplace? Y/N
    • If Yes: What concerns do you have? (Short Answer)

Questions related to teaching (i.e., for faculty)

  • Do you have an AI policy for your classes? Y/N - If Yes: Where do you post that information? (Short Answer)
  • Have you used AI in:
    1. classroom Y/N - If Yes: What did you use? (Short Answer)
    2. personal life Y/N& - If Yes: What did you use? (Short Answer)
    3. research Y/N - If Yes: What did you use? (Short Answer)
  • Were you provided with any training to use AI? Y/N
    • If Yes: What kind of training did you receive? (Short Answer)
    • If No: Would you have liked to have received training? Y/N - What kind of training would you have liked?
  • Do you think your class will benefit from the use of AI? Y/N - If Yes, select where you will include AI in classroom instructions
    • Topics covered in the course
    • Assessments - Quizzes, Assignments, Exams, Project
    • Grading
    • Other  (Short Answer)
  • Have you used AI in advising students? Y/N - If Yes, where /how? (short answer)
  • Recommend some ways where you think AI can be best used in advising:
    • Roadmaps
    • Guided course selection based on prerequisites
    • Planning early interventions - automated emails based on course grades
    • Other  (Short Answer)
  • Do you have any concerns about using AI in the classroom or advising? Y/N - If Yes: What concerns do you have? (Short Answer or multiple choice)
    • Data leakage
    • AI misleading 
    • AI discouraging human interactions especially for students needing help
    • Disengagement with students
  • Do you think AI tools can be used for:
    • Recruitment
    • Hiring
    • Onboarding
    • Retention
    • Promotion
    • Assessments / Evaluation /Annual Reviews
    • Peer-mentoring/Underperformance
    • Other  (Short Answer)

Questions related to learning (i.e., for students)

  • Have you been given AI use guidelines in any of your courses at Fresno State? - If yes, in what format? (Short answer)
  • Have you used AI in your studies? Y/N
    • If yes, please specify the ways you have used AI. (Short Answer)
    • If not, please share why.  (Short Answer)
  • Are you allowed to use AI for research or writing papers? Y/N
    • If Yes:  What is allowed? (Short Answer)
    • If No: What would you like to use? (Short Answer)
  • Do you have any concerns about using AI in your school work? Y/N - If Yes: What concerns do you have? (Short Answer)

Other Questions

  • What is your opinion about AI use in academia? (Short Answer)
  • Under which circumstances would you recommend for faculty and / or students to use AI? List top 3 reasons.  (3 Short Answers)
  • Please name up to 5 of your favorite AI tools that you have used in the past month (5 Short Answers)

The Work Integrity subcommittee is charged to explore the use of AI in job tasks at every level of the university.

Top 5-8 items, issues, or concerns discussed

  • Training for Fresno State employees, including student employees
  • Ethical considerations for use and guidelines
  • Recommended/Standardization of AI products for campus that are “supported” by IT, IDEAS, etc…
  • Privacy and data security what ought to be and ought not to be input into AI platforms
  • Bias in the data output from Generative AI
  • Assessment: perceptions, learning progress, use cases etc…
  • Concerns about the impact on campus jobs due to potential automation

Potential questions for a university-wide survey related to AI

Questions related to work (i.e., for employees)

  • Embed as much Job Classification and demographic data as possible
  • In your opinion, how important are the following issues regarding Generative AI at Fresno State (Not at all Important - Extremely important OR use this 5-point scale: Not important at all | Of little importance | Of average importance | Very important | Absolutely essential):
    • Training for Fresno State employees, including student employees
    • Ethical considerations for use and guidelines
    • Recommended/Standardization of AI products for campus that are “supported” by IT, IDEAS, etc…
    • Privacy and data security
    • Bias in the data output from Generative AI
    • Assessment of the use of AI on campus
    • The impact on campus jobs due to potential automation
  • Are you using AI in your work?
    • List which platforms you use: 
    • Are you transparent with your use of AI? If yes, please describe how.
    • If not, is this something you’re interested in learning more about?
  • In which areas do you believe AI technologies could enhance your work or administrative tasks on campus?
    • Administrative/Automating tasks
    • Assessment
    • Communication
    • Customer Service
    • Data analysis/management
    • Innovation
    • Multimedia creation or manipulation
    • Programming
    • Research
    • Writing/Composition
    • Other(s)___

Questions related to teaching (i.e., for faculty)

  • Do you have an AI policy in your syllabus?
  • Are you (or HOW CONCERNED are you) concerned about cheating and plagiarism using AI?
  • How would you propose to address potential cheating and plagiarism?
  • How would you propose students leverage AI? 
  • Are you incorporating AI in your teaching or research activities?
    • If not, are you willing to? (Definitely Not | Probably Not | Possibly | Probably | Most Probably | Definitely!) - and if not, why not
    • If yes, are there specific challenges or benefits you have encountered?
    • If yes, can you share examples of successful integration of AI tools or strategies in your courses? - What impact did it have on student learning outcomes?
  • Can you foresee deliberately incorporating the use of AI into your lessons?

Questions related to learning (i.e., for students)

  • In which areas do you believe AI technologies could enhance the campus experience?
    • Admin tasks (registration, scheduling, website chatbots, etc)
    • Advising
    • Grading
    • Homework
    • Library services
    • Personalized student experiences
    • Research
    • Translation
    • Tutoring
    • Writing
    • Other(s)___
  • What would you consider an ethical AI use to be?
  • Do you perceive a value in training in how to use AI in your future career?
  • In your opinion, how has AI technology positively or negatively influenced your academic experience on campus? 
  • Can you share any personal experiences or observations of AI apps used in your college education? How did it impact your learning or interactions on campus?

Other Questions (open-ended for all groups?)

  • How do you see AI serving higher education in the future?
  • In what ways can our campus better support staff members, faculty, and students in adopting and utilizing AI technologies?
  • In what ways can the university involve staff members/faculty/students in decision-making processes related to AI adoption and deployment?

The Workforce Development subcommittee is charged to explore the role of the university in creating programs to prepare faculty, staff, and students for the future of work leveraging AI.

Top 5-8 items, issues, or concerns discussed

Workforce Preparedness and Education

The committee discussed the role of universities in preparing faculty, staff, and students for AI-related work. Committee members identified the need to equip graduates with the necessary skills and tools to thrive in an AI-driven job market. The discussion also touched on the importance of promoting cross-disciplinary and integrative use of AI, particularly in areas like written communication. Additionally, concerns were raised about the current shortage of AI employers in the Central Valley and how this impacts students seeking employment. The impact of AI on job markets for students, including the types of jobs that will be created and those that may disappear, was a key point of interest.

Challenges and Concerns in AI Adoption

The committee discussed the challenges and concerns associated with the adoption of AI in workforce development. Some committee members recognized the fast-paced nature of AI and the urgency to establish frameworks for its effective use. There was also discussion about identifying the point at which AI becomes a hindrance rather than an asset, and how the widespread use of AI can influence judgment. The meeting explored the importance of ensuring equality in AI usage that can help students (particularly students from underrepresented groups) in resume development and cover letter preparation.

Ethical and Responsible AI Use

The meetings also discussed ethical and responsible AI use. Committee members sought to define integrity for the committee within the context of AI and explore what constitutes ethical and unethical AI practices. Questions arose about when and how to disclose the use of AI in writing. Discussions also centered on the ethical considerations in various fields, such as criminal justice, law enforcement, and government work. The meeting highlighted the potential biases that AI systems can reflect, particularly in health records and law enforcement. Additionally, researcher ethics and the standards related to HEPA, FERPA, and patents were discussed.

Partnerships and Collaboration:

The importance of strengthening partnerships between educational institutions and industry was emphasized during the meeting. Committee members recognized the need to connect with other subcommittees within the task force (e.g., Work Integrity, Security), to facilitate the exchange of relevant information. Collaboration with other groups was considered crucial to address the multifaceted aspects of AI. The meeting also discussed the development of a guidebook for students to aid them in selecting and using AI tools appropriately, including field-specific considerations.

AI Design and Bias:

The final area of discussion centered around AI design and bias within the context of workforce development. Committee members explored how AI programs are designed and trained by humans and the implications for workforce training and development. The meeting highlighted the potential for implicit biases in AI systems and discussed their impact on workforce training programs. Participants also raised questions about ensuring that AI operates free from bias and discussed strategies to achieve unbiased and ethical AI use in workforce development.

Potential questions for a university-wide survey related to AI

We intend on developing moral-dilemma based prompt (s) with context based questions.

Questions related to work (i.e., for employees)

  • How many potential employers are going to work in the field of AI?
  • What knowledge, skills, and abilities are needed to work in the AI field?
    • Understanding AI principles is important for my career (strongly disagree, disagree, neutral, agree, strongly agree)
    • Understanding AI principles is relevant to my major (strongly disagree, disagree, neutral, agree, strongly agree)
    • Implementing AI algorithms is important for my career (strongly disagree, disagree, neutral, agree, strongly agree)
    • Implementing AI algorithms is relevant to my major (strongly disagree, disagree, neutral, agree, strongly agree)
    • Using AI tools can help me in my career (strongly disagree, disagree, neutral, agree, strongly agree)
    • Using AI tools can help me in my major (strongly disagree, disagree, neutral, agree, strongly agree)
  • What economic sectors are going to need extensive AI workforce development in the future?
    • The economic sector related to my major needs an extensive AI workforce (present).  (strongly disagree, disagree, neutral, agree, strongly agree)
    • The economic sector related to my major will need an extensive AI workforce (future).  (strongly disagree, disagree, neutral, agree, strongly agree)
  • Would you support an AI-based internship, apprenticeship, or co-op program at your organization?
  • Are 4-year degree programs important for employment in the AI field? - Strongly Disagree to Strongly Agree Scale
  • Are certification/professional industry certifications for employment in the AI field? - Strongly Disagree to Strongly Agree Scale

Questions related to teaching (i.e., for faculty)

  • What does the term “AI” mean to you?
  • What does the term “AI” mean in the classroom?
  • Provide brief scenario for appropriate utilization and ethics of AI. 
  • Do you use AI in the classroom? If so, what area of academic study/discipline?
  • Do you use AI at home?

Questions related to learning (i.e., for students)

  • How many students are interested in working in AI?
  • What are students currently doing with AI and generative tools?
  • What are current activities that you know about while utilizing AI?
  • Interest in an AI career pathway/pipeline to workforce?

Other Questions

  • Socio-Demographics questions - Include Student Major/Minor/ other programs
  • Ethical utilization of AI in higher education- Moral Dilemma Scenario- (Dig deeper into attitudes and moral intuitions)| Outcomes vs. Decision-making capacity
  • What do we use AI for?
  • Give a list of software in a table and ask if it uses AI or not:
    • Google doc
    • Google map
    • Image processing
  • I use large language models: everyday, one time per week, one time per month, never
  • Do you plan on using AI in future employment?

AI Ethics stuff - based on moral dilemma type of scenario

AI-WD COMMITTEE- Goals and Objectives

  • Understand AI- Workforce Development preparation and education processes. 
  • Understand AI industry workforce capability, skill gaps, 
  • Identify the number and /type of AI jobs available/in demand. 
  • Discuss student education/job preparation to secure employment in AI. 
  • Discuss the ways in which university faculty are involved in AI and student workforce development. 
  • Discuss strategies to enhance student/faculty/staff AI preparation- education, training, and workforce development. 
  • Enhance community engagement and partnerships in AI preparation and workforce development. 
  • Build a portal that place AI-prepared students with high-wage jobs in the field. 
  • Explore AI internship programs (hopefully paid), and registered apprenticeship programs.  
  • Run student/faculty focus groups–