This paper proposes an approach to the responsible adoption of generative AI in higher education, employing a ''points to consider'' approach that is sensitive to the goals, values, and structural features of higher education. Higher education's ethos of collaborative faculty governance, pedagogical and research goals, and embrace of academic freedom conflict, the paper argues, with centralized top down approaches to governing AI that are common in the private sector. The paper is based on a semester long effort at the University of Pittsburgh which gathered and organized perspectives on generative AI in higher education through a collaborative, iterative, interdisciplinary process that included recurring group discussions, three standalone focus groups, and an informal survey. The paper presents insights drawn from this effort that give rise to the ''points to consider'' approach the paper develops. These insights include the benefits and risks of potential uses of generative AI In higher education, as well as barriers to its adoption, and culminate in the six normative points to consider when adopting and governing generative AI in institutions of higher education.

翻译：本文提出了一种在高等教育中负责任地采用生成式人工智能的方法，采用一种“考量要点”方法，该方法对高等教育的目标、价值观和结构特征具有敏感性。本文认为，高等教育所秉持的协作式教师治理精神、教学与研究目标，以及对学术自由的崇尚，与私营部门中常见的集中式自上而下的人工智能治理方法存在冲突。本文基于匹兹堡大学一个学期的努力，通过一个协作、迭代、跨学科的过程（包括反复进行的团体讨论、三个独立的焦点小组和一项非正式调查）收集并整理了关于高等教育中生成式人工智能的多种观点。本文展示了从这项工作中得出的见解，这些见解催生了本文所开发的“考量要点”方法。这些见解包括生成式人工智能在高等教育中潜在应用的益处与风险，以及其采用的障碍，并最终归结为在高等教育机构中采用和管理生成式人工智能时应考虑的六个规范性要点。