Overview - ChatGPT in the Classroom PILOT

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Available to

Participating faculty and students

Overview

Artificial intelligence is here to stay, and its use in the higher education environment is at a crossroads. Used well, AI improves student outcomes such as improved engagement, retention and learning. But institutions must take the lead in first modeling, teaching and expecting responsible and ethical use of AI in the classroom.

Therefore, we invite you and your students to participate in a "live pilot" of ChatGPT during fall 2026 in the courses you teach already requiring ChatGPT.

At the end of the semester, we will ask that you complete a short survey to document your experience and any suggestions for campus AI use. This survey is also an opportunity to report significant issues with unauthorized data sharing or copyright infringement. This information also ensures that we capture the instructional needs of ECU faculty and students while setting parameters for ethical use.

Have questions about the project? Contact John Vail, Assistant Director, Innovative Technologies, Teaching, Learning and Research. Need support? Submit the ChatGPT service request (coming soon).

Thank you for your participation. 

Onboarding, Resources and Support

The attached handouts explain getting started and setting clear student expectations as well as the ins and outs of "token burn" and other account management considerations.

Except for the advanced user group, your students are working in one access level below yours. To avoid issues, see the Privacy and Student Data, Accuracy: Where It Goes Wrong, Academic Integrity and AI Detectors, Designing Assignments That Hold Up, Equity and Access, Sharing, Custom GPTs and Group Work and Everyday Operation Snags sections of the full Gotcha document for classroom considerations.

Let your student know:

• They have access.
• Expectations-what is prohibited and what is allowed.

Run this mental check before each class:

• Have I removed every student name, ID number, and grade from what I pasted?
• Have I verified each fact, quotation, citation, and link against a real source?
• Would I be comfortable if this conversation were read by the student it describes?
• Does this sound like what I actually teach, in my own voice, rather than a generic summary?
• Have I told students what use is permitted on this specific assignment?

Accessibility

Currently, OpenAI does not provide an official Voluntary Product Accessibility Template (VPAT) or formal ADA conformance statement for the standard ChatGPT web interface. Independent accessibility assessments confirm that while the platform offers strong conversational capabilities, includes accessibility-friendly capabilities like Voice Mode (hands-free interaction), image analysis for visual description (vision models), and basic screen reader support on mobile native apps (iOS/Android). the web interface presents notable accessibility gaps—particularly for individuals relying on screen readers or keyboard-only navigation.

To address this from a compliance standpoint:

1. Exception Status. We will be utilizing the "commercially unavailable" exception under applicable accessibility regulations. Because no fully compliant equivalent generative AI tool with a VPAT currently exists on the market that fulfills these exact operational needs, this exception allows us to proceed while maintaining awareness of the platform's limitations.
2. Faculty Guidance & Forethought. We are preparing clear communications for instructors utilizing or requiring these tools in their coursework. We will notify faculty of these specific screen-reader and keyboard navigation barriers so they can proactively plan for inclusive learning environments; and they will be asked to give forethought to alternative methods for achieving the same or similar learning objectives for students who encounter accessibility barriers. Because effective alternative accommodations will vary widely depending on the specific assignment or use case, guidance will emphasize flexibility (e.g., providing structured instructor prompt outputs, alternative analytical assignments, or adjusted group formats).

We remain committed to supporting both innovative teaching practices and an inclusive and equitable environment for all students. Please let me know if anyone has any questions or would like to discuss this strategy further.
 

Handouts

Please see the attached documents (screen right).

Resources

• AI Resources for ECU
• ECU Regulation for the Use of Generative Artificial Intelligence (AI) Systems with Institutional Data
• Using AI Ethically and Responsibly