Artificial Intelligence (AI) has become a trending topic in recent months. Generative AI is making its way into all areas as top technology sectors are speaking about it, popular movies are streaming about it and many are using AI for its convenience. With its benefits and conveniences, there are also controversies and challenges especially in the area of higher education. Generative AI, with its incredible power, can produce imagery, text, code, music or art by the use of popular AI generators which have been mainstreamed by the use of ChatGPT, Bard, Gpt4, AI-Write, Jasper, PerplexityAI and Lex to name a few [1].

Recent research has indicated that generative AI tools might have a positive spin on education and that generative AI tools could be an enhancement to student learning as it can help educators in preparing their lessons. Although there have been recent bans of generative AI in the education sector, others have argued to not ban or prohibit generative AI, but to embrace its technology and adapt to it. This focuses on the many ethical and moral challenges that higher institutions face and more specifically how computer science courses and divisions are facing Generative AI and dealing with various positive and negative impacts [2][3][4][5[6].

The Lesley H. and William L. Collins College of Professional Studies at St. John’s University and the Division of Computer Science Mathematics and Science has taken various measures to ensure that Generative AI is being used properly within the academic community. This paper will address the formation of the AI Task Force, the Division AI Initiative Group and the various efforts of St. John’s Administrators and Faculty to ensure generative AI is used in a positive and ethical manner and how properly using AI can help benefit the community and add to the curriculum. It will also discuss the views and attitudes of various students on AI and how undergraduate research in AI is having an impact on student engagement and retention measures.

References:
[1] Gimpel, H., Hall, K., Decker, S., Eymann, T., Lämmermann, L., Mädche, A., ... & Vandrik, S. (2023). Unlocking the power of generative AI models and systems such as GPT-4 and ChatGPT for higher education.
[2] Oana,Oprisan, Tileaga Cosmin, and Nitu Claudiu Valentin. (2017), Artificial Intelligence- A New Field of Computer Science Which Any Business Should Consider, Ovidus University Annals, Economic Sciences Series Volume XVII, Issue 1/2017.
[3] Pavaloiu, Alice and Utku Kose. (2017),Ethical Artificial Intelligence-An Open Question, Journal of Multidisciplinary Developments 2(2) 15-27, 2017.
[4] Popenici, Stefan A. and Sharon Kerr (2017), Exploring the Impact of Artificial Intelligence on Teaching and Learning in Higher Education. Research and Practice in Technology Enhanced Learning, 12:22 doi 10.1186/s41039-017-0062-8.
[5] Sullivan, M., Kelly, A., & McLaughlan, P. (2023). ChatGPT in higher education: Considerations for academic integrity and student learning. Journal of Applied Learning and Teaching, 6(1)
[6] Weng Marc Lim, et. Al, (2023),Generative AI and the future of education: Ragnarök or reformation? A paradoxical perspective from management educators, The International Journal of Management Education,Volume 21, Issue 2,2023,

Keywords: Generative AI, ethics, computer science, higher education, research, engagement, retention, curriculum.