Nora McDonald

Nora McDonald, Aditya Johri, Areej Ali et al.

The release of ChatGPT in November 2022 prompted a massive uptake of generative artificial intelligence (GenAI) across higher education institutions (HEIs). HEIs scrambled to respond to its use, especially by students, looking first to regulate it and then arguing for its productive integration within teaching and learning. In the year since the release, HEIs have increasingly provided policies and guidelines to direct GenAI. In this paper we examined documents produced by 116 US universities categorized as high research activity or R1 institutions to comprehensively understand GenAI related advice and guidance given to institutional stakeholders. Through an extensive analysis, we found the majority of universities (N=73, 63%) encourage the use of GenAI and many provide detailed guidance for its use in the classroom (N=48, 41%). More than half of all institutions provided sample syllabi (N=65, 56%) and half (N=58, 50%) provided sample GenAI curriculum and activities that would help instructors integrate and leverage GenAI in their classroom. Notably, most guidance for activities focused on writing, whereas code and STEM-related activities were mentioned half the time and vaguely even when they were (N=58, 50%). Finally, more than one half of institutions talked about the ethics of GenAI on a range of topics broadly, including Diversity, Equity and Inclusion (DEI) (N=60, 52%). Overall, based on our findings we caution that guidance for faculty can become burdensome as extensive revision of pedagogical approaches is often recommended in the policies.

Amrita Ganguly, Aditya Johri, Areej Ali et al.

The recent development and use of generative AI (GenAI) has signaled a significant shift in research activities such as brainstorming, proposal writing, dissemination, and even reviewing. This has raised questions about how to balance the seemingly productive uses of GenAI with ethical concerns such as authorship and copyright issues, use of biased training data, lack of transparency, and impact on user privacy. To address these concerns, many Higher Education Institutions (HEIs) have released institutional guidance for researchers. To better understand the guidance that is being provided we report findings from a thematic analysis of guidelines from thirty HEIs in the United States that are classified as R1 or 'very high research activity.' We found that guidance provided to researchers: (1) asks them to refer to external sources of information such as funding agencies and publishers to keep updated and use institutional resources for training and education; (2) asks them to understand and learn about specific GenAI attributes that shape research such as predictive modeling, knowledge cutoff date, data provenance, and model limitations, and educate themselves about ethical concerns such as authorship, attribution, privacy, and intellectual property issues; and (3) includes instructions on how to acknowledge sources and disclose the use of GenAI, how to communicate effectively about their GenAI use, and alerts researchers to long term implications such as over reliance on GenAI, legal consequences, and risks to their institutions from GenAI use. Overall, guidance places the onus of compliance on individual researchers making them accountable for any lapses, thereby increasing their responsibility.

Emily Tseng, Rosanna Bellini, Nora McDonald et al.

Abusers increasingly use spyware apps, account compromise, and social engineering to surveil their intimate partners, causing substantial harms that can culminate in violence. This form of privacy violation, termed intimate partner surveillance (IPS), is a profoundly challenging problem to address due to the physical access and trust present in the relationship between the target and attacker. While previous research has examined IPS from the perspectives of survivors, we present the first measurement study of online forums in which (potential) attackers discuss IPS strategies and techniques. In domains such as cybercrime, child abuse, and human trafficking, studying the online behaviors of perpetrators has led to better threat intelligence and techniques to combat attacks. We aim to provide similar insights in the context of IPS. We identified five online forums containing discussion of monitoring cellphones and other means of surveilling an intimate partner, including three within the context of investigating relationship infidelity. We perform a mixed-methods analysis of these forums, surfacing the tools and tactics that attackers use to perform surveillance. Via qualitative analysis of forum content, we present a taxonomy of IPS strategies used and recommended by attackers, and synthesize lessons for technologists seeking to curb the spread of IPS.