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FINAL PROJECT: ETHICAL LEADERSHIP AND POLICY DEVELOPMENT ON AI IN

HIGHER EDUCATION ASSIGNMENT INSTRUCTIONS

OVERVIEW

In this three-part project, you will assume the role of Chief Academic Officer (CAO) at a real

university or college, Fayetteville State University, Fayetteville , North Carolina either one you currently serve or one you select. The project simulates the institutional decision-making process required to interpret SACSCOC’s June 2025 Good Practice in the Use of Generative AI, respond to academic risks, and lead faculty in the ethical implementation of generative AI policies.

Each part builds sequentially toward the final deliverable. You are expected to ground your

analysis and policy in real institutional frameworks by referencing publicly available policies, strategic plans, handbooks, or academic integrity statements from your chosen university’s

INSTRUCTIONS

Institutional Selection Requirement

Before starting Part 1, select a real college or university (preferably SACSCOC-accredited) and Fayetteville State university

use it as your institutional context for the 3rd parts of the final project.

You must:

• Reference the institution’s actual academic integrity policy, strategic plan, faculty

handbook, and/or AI guidelines (if available)

• Use institutional documents and web sources as part of your references (cite

appropriately)

• Apply the SACSCOC Good Practices in conjunction with your chosen institution’s

structure and needs

Instructions:

OVERVIEW Part 3: Faculty Training Presentation – Communicating the AI Policy

Format: 10–12 slides (with presenter notes) or a narrated video CLOs: A, C, D, F Design a professional faculty training module that introduces the new Academic Integrity Policy

on AI and prepares faculty for implementation. The goal is to translate policy into practice with clarity and alignment to institutional goals. (See Appendix)

Your presentation must include:

1. Introduction and Policy Rationale – Summarize why the policy was developed and

Why it matters now

2. Overview of the Policy – Review key terms, expectations, and permitted vs. prohibited

uses

3. Faculty Responsibilities – Guide faculty on how to address AI use in syllabi,

assignments, and student advising

4. Use of Examples – Include one sample scenario or suggested syllabus statement

5. Institutional and Biblical Integration – Include one Bible verse that aligns with faculty

responsibility or academic truth, and reference institutional mission language

6. Support and Contact Info – Suggest follow-up resources or institutional offices for

support

7. Presenter notes (required)

Citations: Include citations to your institution’s policy, handbook, and the SACSCOC Good

Practices document:

Cite the following Scholarly Authors/Articles:

References

Fayetteville State University. (2023). Faculty handbook. Office of Academic Affairs. https://www.uncfsu.edu/assets/Documents/Office%20of%20Legal%20Affairs/Policies/Chapter%20500%20%282023%29/502_2020%20Handbook%20%5BRev%202021%5D.pdf

Fayetteville State University. (2023). Student handbook. Division of Student Affairs. https://www.uncfsu.edu/assets/Documents/Office%20of%20Legal%20Affairs/Policies/Chapter%20700%20%282023%29/FSU_Student_Handbook_2022-23.pdf

Southern Association of Colleges and Schools Commission on Colleges. (2025, June). Good practices on the use of artificial intelligence in higher education. SACSCOC. https://sacscoc.org/app/uploads/2025/06/AI-Good-Practices-Document.pdf

Lim, W. M., Gunasekara, A., Pallant, J. L., Pallant, J. I., & Pechenkina, E. (2023). Generative AI and the future of education: Ragnarök or reformation? A paradoxical perspective from management educators. The International Journal of Management Education, 21(2), 100790. https://doi.org/10.1016/j.ijme.2023.100790

Perkins, M., Roe, J., Postma, D., McGaughran, J., & Hickerson, D. (2024). Detection of GPT-4 generated text in higher education: Combining academic judgement and software to identify generative AI tool misuse. Journal of Academic Ethics, 22, 89–113. https://doi.org/10.1007/s10805-023-09492-6

Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education – where are the educators? International Journal of Educational Technology in Higher Education, 16(39). https://doi.org/10.1186/s41239-019-0171-0

References

Fayetteville State University. (n.d.). Faculty handbook.

Fayetteville State University. (n.d.). Student code of conduct.

Fayetteville State University. (2022). Ready for tomorrow: Strategic plan 2022–2027.

Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial intelligence in education: Promises and implications for teaching and learning. Center for Curriculum Redesign.

Kezar, A. (2018). How colleges change: Understanding, leading, and enacting change. Routledge.

Southern Association of Colleges and Schools Commission on Colleges. (2025). Good practices in the use of generative artificial intelligence.

José Antonio Bowen & Edward Watson. (2024). Teaching with AI: A Practical Guide to a New Era of Human Learning.Johns Hopkins University Press.