In very simple terms, Generative AI refers to artificial intelligence capable of creating new content—whether text, images, or other data—based on patterns and structures learned from existing training data (such as but not limited to ChatGPT, Gemini, Claude, Canva AI, Copilot, Character.ai, Lexis-Nexis, Grammarly, Westlaw, etc…). This technology creates prompt-generated text that appears human written (in many ways, but also may seem obviously generated when one knows what to look for).

Agentic AI can autonomously complete tasks on behalf of the user. Sometimes this requires a user providing all of the security to the AI software including user names and passwords. An example of this technology is Perplexity Comet which can respond to emails, draft schedules and calendars, and even be a personal shopper. In higher education, AI Platforms such as Einstein are able to complete entire Canvas courses on behalf of the student. Read a IHE article about it here. 

Loyola's complete AI policy can be found here. 

The University AI Committee has also developed FAQs documents:

• FAQS for Students
• FAQS for Faculty/Staff

In general, Loyola allows responsible AI use but requires human oversight, accuracy, privacy, and transparency. Students need instructor permission and must cite AI use, while faculty and staff must review AI-generated content and protect confidential data. AI cannot be used for academic dishonesty, fraud, harassment, illegal activity, or as a replacement for professional judgment.

Loyola provides the Microsoft Suite to all students, faculty, and staff. This includes Co-Pilot and Notebook. There are also some AI capabilities built into Canvas and university-licensed Google tools including Gemini.

Looking for an AI Tool?

https://theresanaiforthat.com/

For Students

Most AI training for students will be field specific and occur within the classroom or be facilitated by the college in which the course is offered. University offered training will always be communicated via email and on the Canvas global announcement dashboard. Check your email for any available opportunities.

For Faculty and Staff

AI training will vary year to year, but will always be communicated via email. CTRL offered workshops will be listed in the Provost updates, released bi-weekly. We will also have access to the Council of Independent Colleges AI Ready: All Campus Essentials program. More information is coming soon!

No single person is in charge of AI at Loyola, but we do have an overarching University AI Committee that evaluates AI use and makes recommendations about policy changes.  

Purpose:

This committee will serve as an advisory and strategic body to guide institutional policies, research initiatives, ethical considerations, and pedagogical innovations related to artificial intelligence (AI). The committee will operate in accordance with the University’s Artificial Intelligence Policy.

Chair: 

Vice Provost for Teaching, Research, and Learning

Members:

The committee will be composed of individuals with expertise in AI, data science, ethics, policy, education, and relevant administrative functions. External advisors from industry and government may be consulted as needed. These members will include, at minimum:

1. Four full-time faculty members appointed by the Provost and Vice President for Academic Affairs upon the recommendations of the Deans and with diverse college representation.
2. One ordinary faculty member elected by the University Faculty Senate
3. Chief Information Officer
4. Monroe Library Head of Research & Instruction
5. Designated member of the Center for Teaching, Research, and Learning
6. Student Affairs designee
7. Human Resources designee
8. General Counsel (or representative)
9. Dean’s Council designee

Terms:

1. Member terms are for three years. Members may serve consecutive terms as determined by the College Dean, Provost, and/or supervisor.

Non-Voting Members: Student Advisors from across colleges

1. Student Government Association representative
2. Student Representative, CAS 
3. Student Representative, CoB
4. Student Representative, CMM
5. Student Representative, CNH
6. Student Representative, Law
7. Student Representative, Online

Each student representative will be appointed an alternate representative with terms of one year. 

Duties:

1. It shall bi-annually review the University’s AI Policy and make recommendations regarding the responsible and ethical use of AI in teaching, learning, research, and administration.
2. It shall evaluate the role of AI tools in pedagogy and curriculum development and ensure that AI usage aligns with institutional values and accreditation standards.
3. It shall work with the Center for Teaching, Research, and Learning to identify faculty development resources and workshops on AI literacy and usage.
4. It shall provide guidance on AI’s impact on academic integrity, bias, accessibility, and fairness.

Reporting:

The committee will report regularly to the President and/or the Provost and Senior Vice President with findings and recommendations.

(provided by an AJCU teaching listserv)

“From a Jesuit perspective, the use of AI in education would be viewed as a tool that can be used to enhance and augment the learning process. However, it would also be important to consider the ethical implications of using AI in education, such as ensuring that the technology is being used in a way that respects the dignity of the student and does not replace human interaction and relationship building.

Jesuits have always emphasized that education should be about formation of the whole person and not just about acquiring knowledge. Therefore, the use of AI in education should be seen as an opportunity to create new possibilities for learning and development, but not at the expense of human relationships and personal growth.

Additionally, Jesuits would also encourage the use of AI in education to be inclusive and accessible to all students and to work to eliminate any biases or discrimination that may be present in the technology.

In summary, the use of AI in education should be viewed as a way to enhance and augment the learning experience, but it should also be used responsibly and ethically, with an emphasis on formation of the whole person and inclusivity.”