AI in the Seminary Classroom Equipping Faculty to Address the Pedagogical, Moral, and Ethical Aspects of AI Use for Class Assignments

Abstract

Our session originated from our experience in responding to faculty questions about generative artificial intelligence and its use in class assignments. We addressed this issue with a faculty development session and the creation of a LibGuide in which we answered basic questions about AI mechanics, the need for an AI plagiarism policy, ideas for assignments less susceptible to AI use, and ideas for introducing AI to students. As we prepared resources for our faculty, we learned that AI use for class assignments presents challenges far beyond the typical concerns about plagiarism detection, including issues with pedagogical, moral, and ethical implications, and became increasingly convinced that AI education is not only advisable but necessary in the seminary classroom. We also learned that our faculty, like university faculty across the country, were hesitant to address this challenging topic. Librarians, who regularly adapt to changing technology, can take the lead and support faculty in navigating the many issues arising from AI use. We identify three areas of collaboration: developing AI policies, teaching about the moral and ethical concerns regarding AI use, and crafting assignments.