  This paper proposes an approach to the responsible adoption of generative AI
in higher education, employing a ''points to consider'' approach that is
sensitive to the goals, values, and structural features of higher education.
Higher education's ethos of collaborative faculty governance, pedagogical and
research goals, and embrace of academic freedom conflict, the paper argues,
with centralized top down approaches to governing AI that are common in the
private sector. The paper is based on a semester long effort at the University
of Pittsburgh which gathered and organized perspectives on generative AI in
higher education through a collaborative, iterative, interdisciplinary process
that included recurring group discussions, three standalone focus groups, and
an informal survey. The paper presents insights drawn from this effort that
give rise to the ''points to consider'' approach the paper develops. These
insights include the benefits and risks of potential uses of generative AI In
higher education, as well as barriers to its adoption, and culminate in the six
normative points to consider when adopting and governing generative AI in
institutions of higher education.
