AI 中文总结
研究高等教育计算机科学教师如何设计和实施生成式人工智能政策，通过对13位美国教师的访谈发现，现有政策侧重评估防人工智能，未直接关注学生学习，还加重教师负担、恶化师生关系，进而给出更具学习导向的政策建议。
AI 中文摘要
生成式人工智能工具正在改变本科计算机科学的教学方式，也重塑了师生关系。与现有关于教师如何看待和采用人工智能的工具导向型研究不同，本研究通过课程人工智能政策调查教师如何看待他们对学生的角色和责任。基于对美国计算机科学教师的13次半结构化访谈，发现教师虽认识到人工智能工具可能损害学生学习，但人工智能政策主要旨在使评估不受人工智能影响，未直接解决学生学习问题。像改用纸质考试等政策虽能短期保持评估完整性，但教师表示监管学生使用人工智能行为负担加重，师生关系恶化。基于受访者经验，提出更注重学习、引导学生健康使用人工智能的政策建议。
英文摘要
While generative AI tools are directly changing how undergraduate computer science is learned and taught, they are also reshaping the relationships between instructors and students. In contrast to existing tool-oriented research on how instructors view and adopt AI, this study investigates how instructors think about their roles and responsibilities to students through their course AI policies. Based on 13 semi-structured interviews with CS instructors in the US, we found that while instructors recognize that AI tools could harm student learning, AI policies primarily seek to AI-proof assessments without directly addressing student learning. Although policies such as switching to paper exams can preserve assessment integrity in the short term, instructors report extra burden of policing student AI use behaviors and worsening relationships with students. Based on the experiences of several interviewees, we make recommendations on AI policies that are more learning-oriented and could guide students toward healthier AI usage instead.
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