A Paradigm Shift for Computer Science Curriculum: How CS Faculty Can Effectively Incorporate Generative AI Tools into the Classroom

OpenAI launched a tool in the Fall of 2022 that would, intentionally or otherwise, threaten the educational system at its foundation. As students gained access to ChatGPT on their browsers and mobile phones, the temptation to ask for help with schoolwork and the resulting impact raised concerns for student learning and accusations of plagiarism. These tools disrupt the very definition of what it means to write code, challenging the perception that software developers create human-authored original works. Two years later and educators are still resisting generative AI as a learning tool while strategies for adoption are sparse. It is imperative that faculty gain an informed perception of generative AI as a learning tool in their field of study, as these tools are not going away, students are desiring to use them, and employers are specifically hiring for these skills. Without proper guidelines, the advantages for students with generative AI vs students without it creates an equity gap that cannot be allowed. Therefore, proper studies must be conducted where students are empowered with generative AI and early results are shared. In a Fall 2024 pilot, Computer Science students in a second semester programming course completed project work by collaborating with generative AI. The vast majority of these students claimed to have experienced improved learning with generative AI and recommend its continued use in the course for future students. In this study, strategies for educators to adopt generative AI as a learning tool are explored and students’ impressions and desires for the use of generative AI are showcased.