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If Ferris Bueller Had a Bot: AI Meeting Assistant Policy Landscape of CPED Member Institutions

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Title: If Ferris Bueller Had a Bot: AI Meeting Assistant Policy Landscape of CPED Member Institutions
Language: English
Authors: Paula Cristina R. Azevedo (ORCID 0000-0002-2745-7583), Christine B. Valadez (ORCID 0009-0005-1254-2602)
Source: Impacting Education: Journal on Transforming Professional Practice. 2025 10(1):80-89.
Availability: University Library System, University of Pittsburgh. 3960 Forbes Avenue, Pittsburgh, PA 15260. Tel: 302-831-1266; 302-831-4441; e-mail: dpjournal@pitt.edu; Web site: https://impactinged.pitt.edu/ojs/ImpactingEd
Peer Reviewed: Y
Page Count: 10
Publication Date: 2025
Document Type: Journal Articles
Reports - Evaluative
Education Level: Higher Education
Postsecondary Education
Descriptors: Higher Education, Artificial Intelligence, Technology Uses in Education, Educational Policy, School Policy, Influence of Technology, Technology Planning, Notetaking, Automation, Information Security
ISSN: 2472-5889
Abstract: Artificial Intelligence (AI) has seen a significant rise in public use since the release of ChatGPT in November of 2022. Higher education institutions (HEI) have struggled to negotiate how best to manage AI technologies within their academic communities, acknowledging both positive and negative impacts of AI on education. Focused primarily on large language model (LLM) technologies, such as ChatGPT, HEIs are working to build policies and guidelines to regulate their use. However, within these policies, few HEIs have considered AI meeting assistants, even though these applications bring their own set of benefits and risks. This article examines the public websites of 135 CPED universities, eight of which mention AI meeting assistants in their policies. The article analyzes the risks, benefits, and use guidance provided by these policies and suggests next steps for HEIs to address the ethical, legal, and pedagogical implications of AI meeting assistants.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1462075
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Paula+Cristina+R%2E+Azevedo%22">Paula Cristina R. Azevedo</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2745-7583">0000-0002-2745-7583</externalLink>)<br /><searchLink fieldCode="AR" term="%22Christine+B%2E+Valadez%22">Christine B. Valadez</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0005-1254-2602">0009-0005-1254-2602</externalLink>)
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  Data: University Library System, University of Pittsburgh. 3960 Forbes Avenue, Pittsburgh, PA 15260. Tel: 302-831-1266; 302-831-4441; e-mail: dpjournal@pitt.edu; Web site: https://impactinged.pitt.edu/ojs/ImpactingEd
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  Data: Artificial Intelligence (AI) has seen a significant rise in public use since the release of ChatGPT in November of 2022. Higher education institutions (HEI) have struggled to negotiate how best to manage AI technologies within their academic communities, acknowledging both positive and negative impacts of AI on education. Focused primarily on large language model (LLM) technologies, such as ChatGPT, HEIs are working to build policies and guidelines to regulate their use. However, within these policies, few HEIs have considered AI meeting assistants, even though these applications bring their own set of benefits and risks. This article examines the public websites of 135 CPED universities, eight of which mention AI meeting assistants in their policies. The article analyzes the risks, benefits, and use guidance provided by these policies and suggests next steps for HEIs to address the ethical, legal, and pedagogical implications of AI meeting assistants.
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      – SubjectFull: Information Security
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