The CCTL is available to discuss and provide guidance on the teaching and learning implications of AI for anyone in an instructional role at the University -- faculty, instructional professors, graduate students instructors, and so on.
- Jean Clipperton, Associate Senior Instructional Professor and Associate Director, Computational Social Science Program
- Nick Feamster, Neubauer Professor, Computer Science
- Benjamin Morgan, Associate Professor and Chair, English
- Tomer Yehoshua-Sandak, Assistant Instructional Professor, Economics
- Damien Bright, Assistant Instructional Professor of Anthropology in MAPSS
- Zosia Krusberg, Senior Instructional Professor, Physics
- Melih Levi, Assistant Instructional Professor, Humanities Collegiate Division
- Lisa Rosen, Associate Senior Instructional Professor and Director of Instructional Programs, Committee on Education
- Jason Bridges: Associate Professor, Philosophy
- James Evans: Max Palevsky Professor, Sociology
- Russell Johnson: Assistant Instructional Professor, Divinity School
- Mina Lee: Assistant Professor, Computer Science
- The name of your academic unit,
- The month & year that your policy was last updated (ie – December 2025), and
- A PDF or link to a webpage containing the most up-to-date version of your policy.
Since the release of the University’s AI and Education Working Group report in Summer 2025, a common framework for thinking about the potential place of AI in the classroom has been teaching “with, without, and about” AI. In Spring 2026, the CCTL hosted a series of panel discussions (on Zoom) with faculty and instructors from across the disciplines to reflect on current teaching practices in the AI landscape, organized broadly around the with/without/about framing.
Panel 1: Reflections on Teaching With AI
In this session, Reflections on Teaching With AI, panelists will discuss approaches to allowing or leveraging student AI use in a range of courses, reflecting on considerations such as the learning goals at stake, guidance and constraints provided to students, and assessment.
Panelists:
Moderator: Joe Lampert, Executive Director, CCTL
Panel 2: Reflections on Teaching Without AI
In this session, Reflections on Teaching Without AI, panelists will discuss approaches to encouraging student learning without AI, reflecting on learning goals, and considerations such as student motivation and policy, and assessment design.
Panelists:
Moderator: Joe Lampert, Executive Director, CCTL
Panel 3: Reflections on Teaching About AI
In this session, Reflections on Teaching About AI, panelists will discuss courses that approach AI as area of intellectual engagement for students, whether the aim is to investigate the cultural, social, or philosophical implications of the technology, or focus on AI as a subject or a tool for inquiry itself.
Panelists:
Moderator: Joe Lampert, Executive Director, CCTL
Artificial intelligence tools, the most common of which are large language models (LLMs), pose new challenges and opportunities in the classroom – some instructors are skeptical of the learning affordances of AI tools, while others are exploring the possibilities for learning these new tools may provide. This new teaching resource addresses general principles faculty and instructors can use to reconsider their assessments, regardless of their approach to AI use in class. It also provides ideas for ways to mitigate students’ use of AI or integrate it into assessments or courses. Finally, there are multiple examples of how faculty and instructors at the University of Chicago are addressing AI – both in incorporating AI and mitigating its use. We encourage you to review the new resource on Designing AI Aware Assignments here.
Teaching in the AI Landscape Canvas Course
This open-enrollment Canvas site is the product of an ongoing collaboration across Academic Technology Solutions (ATS), the Chicago Center for Teaching and Learning (CCTL), and the Library to provide, in one place, a set of ideas and resources to support faculty and instructors in thinking through the teaching and learning implications of artificial intelligence. These offices host the annual program on Teaching in the AI Landscape, and the aim of the Canvas site is to provide a concise, asynchronous overview of the key information and ideas presented at that event.
Explore the Canvas Course.
Teaching in the AI Landscape Annual Program
This annual program focuses on the pedagogical implications of AI, which continue to evolve as these tools and technologies develop and as instructors and students learn more about them. At this two-day event, faculty and instructors are invited to join the CCTL, Academic Technology Solutions, and the Library for a series of conversations and presentations as we take stock of the current pedagogical landscape as shaped by AI.
Teaching Spotlights
Teaching Spotlights are Q&A-style profiles of UChicago faculty and instructors discussing thoughtful and innovative teaching methods. These include several that illustrate a range of approaches for how to approach AI in their classrooms.
The July 2025 report of the AI and Education Working Group, convened by President Alivisatos and Provost Baicker, recommends that “members of academic units gather to develop guidelines and policies about AI” related to teaching and learning. The report also emphasizes that a thoughtful pedagogical approach to the AI landscape is one that engages the broader University community in deliberation and idea sharing. In support of this effort, the CCTL welcomes departments, programs, schools and divisions, Core sequences, and other academic units to share the unit-level policies and guidance produced by these efforts, with the aim of facilitating learning and the exchange of practices across campus.
Access the repository of unit-level AI guidance and policies (CNET required).
To share your unit’s AI policy or guidance, or to update a policy you have already shared with the CCTL, please send an email to teaching@uchicago.edu with:
Syllabus Statements on AI
This resource offers considerations that might shape how instructors craft a syllabus statement about AI tools, followed by example statements covering a range of approaches. The staff in the CCTL are always available for one-on-one consultations to discuss and provide feedback on the policy for your course.
Explore Syllabus Statements on AI
Syllabus Statements on AI from UChicago Faculty
Additionally, the CCTL hosts a platform for those in the UChicago teaching community to share their AI syllabus statements. The purpose of this resource is to make it easier for faculty and instructors to share their statements and to see the range of statements and policies used in other UChicago courses.
Explore Syllabus Statements on Generative AI from UChicago Faculty
The CCTL offers confidential consultations for UChicago faculty, instructors, and graduate student instructors to support their teaching, including on topics related to AI in the classroom such as course, syllabus, and assignment design, assessment strategies and challenges, or any other pedagogical topics related to teaching in the evolving AI landscape. Consultations and support are also available for departments, divisions, and other units engaged in teaching and learning at the University, including on topics such as curricular and course design, assessment strategies and challenges, unit-wide AI guidelines, or any other pedagogical topics related to teaching in the evolving AI landscape.
The CCTL provides a suite of workshops that departments, units, and other groups of faculty and instructors may request, including on the pedagogy of AI. Available workshops in this area include Pedagogical Challenges and Opportunities in the Wake of AI, and Crafting and Communicating Course AI Policies. All workshops provide the opportunity for participants to learn and discuss with colleagues how to address this evolving challenge.
Schedule a Workshop by Request
Pedagogical Challenges and Opportunities in the Wake of AI
What are the pedagogical implications of the ready availability of AI tools? In this session, we will take up the considerations that shape how we might approach this in our teaching, opening up a discussion of a range of possible responses. The session will focus on the questions, concerns, and current strategies of those in attendance.
Crafting and Communicating Course AI Policies
What kind of policy on AI usage will help to support student learning in a particular course? How can we communicate those expectations clearly and transparently to students? This session will take up these and related issues, and will invite those in attendance to share and discuss their current or proposed course AI policy.