AI and Jesuit Teaching

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Supporting the Whole Person (Cura Personalis)

Jesuit pedagogy calls us to meet students where they are and support their individual growth, recognizing their unique strengths, experiences, and needs.

AI can assist by:

• Providing multiple explanations of complex concepts
• Supporting diverse learning needs and backgrounds
• Offering additional opportunities for practice and feedback

Meaningful learning requires human connection. AI should support (not replace) the relationships and interactions that are central to student development.

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Keeping Human Learning at the Center

AI can increase efficiency, but Jesuit education is not centered on efficiency alone. It is grounded in purpose, meaning, and transformation.

As you explore AI in your teaching, consider:

• How does this support student growth?
• Does this deepen understanding or simply speed up tasks?
• Where is human interaction most essential?

AI is most effective when it creates more space for:

• Dialogue
• Mentorship
• Reflection

The goal is not simply to do work more efficiently, but to support meaningful learning, personal development, and preparation for a complex and interdependent world.

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Leadership

Leadership involves fostering a healthy and productive learning environment grounded in trust, clarity, and a shared commitment to student success.

In the context of generative AI, leadership is not limited to formal roles. Faculty demonstrate leadership through their teaching practices, their willingness to model effective use of emerging technologies, and their ability to guide students in navigating new tools responsibly.

AI can support this by helping faculty:

• create structured, well-organized learning experiences that support student engagement
• clearly communicate expectations, goals, and learning outcomes
• model ethical, transparent, and responsible use of AI tools
• focus instructional efforts on strategies that support meaningful learning

Leadership also requires consistency and trust. As AI becomes more integrated into teaching, students look to faculty for clear guidance and direction. Modeling intentional and responsible use helps establish a learning environment that supports both innovation and accountability.

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Communicating

Communicating involves using clear, respectful, and intentional communication to support understanding, collaboration, and meaningful learning.

In the context of generative AI, effective communication is essential as faculty and students navigate new tools, expectations, and ethical considerations. Faculty play a critical role in modeling how to communicate clearly, listen actively, and engage in thoughtful dialogue about the use of AI in academic work.

AI can support this by helping faculty:

• Clearly articulate expectations, instructions, and learning outcomes
• Provide timely, constructive feedback that supports student understanding
• Model appropriate and respectful communication in digital environments
• Facilitate dialogue that encourages questions, reflection, and discussion of concerns

Communicating effectively also requires active listening and openness to feedback. As AI introduces new opportunities and uncertainties, creating space for dialogue helps faculty and students surface questions, address concerns, and build shared understanding.

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Collaboration

Collaboration involves working effectively with others to share knowledge, build understanding, and support collective success.

In the context of generative AI, collaboration is essential as faculty and students navigate new tools, expectations, and approaches to teaching and learning. Faculty can use AI to support collaborative learning while also engaging with colleagues to share ideas, strategies, and emerging practices.

AI can support this by helping faculty:

• Design learning activities that encourage collaboration and shared problem-solving
• Facilitate discussion and group work that incorporates AI tools thoughtfully
• Share resources and instructional strategies with colleagues
• Gather input and feedback to improve teaching practices

Collaboration also requires openness to different perspectives and a willingness to engage in dialogue. As AI continues to evolve, working with others helps surface new ideas, address concerns, and build a shared understanding of effective and responsible use.

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Encouraging Reflection

Reflection is a core element of Jesuit teaching and learning and supports ongoing personal growth and self-awareness.

AI can be used to:

• Prompt students to analyze and critique AI-generated responses
• Support iterative thinking through drafting, revising, and refining ideas
• Encourage awareness of strengths, gaps, and learning processes

Faculty can guide students to ask:

• Is this accurate?
• Does this reflect my understanding?
• What is missing or oversimplified?

These moments of reflection are essential to deeper learning.

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Supporting Discernment

Discernment involves making thoughtful decisions by considering context, impact, and multiple perspectives.

AI can support this by helping students:

• Compare different viewpoints or approaches
• Evaluate the implications of ideas or solutions
• Consider the broader impact of their decisions

These practices support informed decision-making and help students evaluate not just what is possible, but what is appropriate.

Together, reflection and discernment should lead to informed action, where students apply what they have learned in meaningful and responsible ways.

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Evaluating AI Use

Evaluating AI use involves assessing how effectively AI supports learning goals and contributes to meaningful student outcomes.

As generative AI becomes more integrated into teaching, it is important to move beyond experimentation and consider its actual impact on student learning. Faculty can use reflection and evidence to determine what is working, what needs adjustment, and where AI adds value.

AI can support this by helping faculty:

• Analyze student work and feedback for patterns and insights
• Compare different instructional approaches or strategies
• Refine assignments and activities based on outcomes
• Support ongoing improvement through iterative changes

Ongoing evaluation helps ensure that AI use remains aligned with instructional goals, student needs, and the values that guide Jesuit education. This evaluation should occur within an environment of open and free inquiry, where faculty and students critically examine both the benefits and limitations of AI.

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Pursuing Excellence (Magis)

Magis invites us to ask, “Where is the more universal good?” as we make decisions about teaching, learning, and the use of AI.

AI can support this by helping faculty and students work intentionally, make informed decisions, and improve learning over time.

AI can assist by:

• Refining assignments and materials to better support student learning
• Providing feedback that encourages accountability and improvement
• Supporting revision and iteration to strengthen student work

Used thoughtfully, AI can support both excellence and integrity in the learning process.

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Effecting Change

Effecting Change involves developing and supporting processes that bring about positive change in alignment with Xavier University’s mission and goals.

Generative AI creates opportunities for faculty to improve existing teaching practices. Rather than relying on established processes that may limit efficiency or innovation, faculty can explore new approaches that better support student learning.

AI can support this by helping faculty:

• Identify and address barriers in course design or delivery
• Revise workflows to improve efficiency and instructional quality
• Experiment with new strategies for feedback, content creation, and engagement
• Adapt teaching practices in response to evolving technologies and student needs

Effecting change also requires a willingness to take appropriate risks. Faculty may be working with incomplete or evolving information, but thoughtful experimentation grounded in reflection and discernment supports informed, responsive decision-making.

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Managing Work

Managing Work involves effectively organizing and carrying out teaching and course design processes to achieve meaningful learning outcomes.

In the context of generative AI, faculty are balancing multiple responsibilities while adapting to new tools and expectations. Managing work effectively includes setting priorities, making informed decisions, and focusing effort on practices that have the greatest impact on student learning.

AI can support this by helping faculty:

• Organize course materials and streamline instructional workflows
• Prioritize tasks and focus effort on high-impact teaching practices
• Analyze information and generate insights to inform instructional decisions
• Support problem-solving by exploring options and refining approaches

Managing work also requires balancing urgency with importance. As AI tools continue to evolve, faculty must make timely decisions while maintaining a clear focus on instructional goals and student needs.

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Learning in Community (Solidarity and Kinship)

Jesuit education emphasizes building relationships and fostering a sense of belonging where each person’s dignity is recognized and respected.

AI can support inclusive and connected learning environments when used to enhance participation and access.

AI can be used to:

• Support diverse learners through multiple explanations and perspectives
• Encourage collaborative engagement with AI-generated content
• Help students consider perspectives beyond their own

These practices strengthen community, support collaboration, and reinforce respect for each individual. These practices reflect a commitment to walking alongside others and learning from one another in a shared educational journey.

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Acting with Justice and Care (Service Rooted in Justice and Love)

Jesuit values call us to use our knowledge and talents in service to others, with particular attention to those in need.

AI use should include consideration of its broader human impact, particularly for those who experience injustice or exclusion.

Faculty can help students:

• Examine how AI systems may reflect bias or inequity
• Consider who benefits from AI and who may be excluded
• Reflect on the broader social and ethical implications of AI use

These conversations encourage students to use technology in ways that contribute to the common good.

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GUIDANCE FOR RESPONSIBLE AI USE

Maintaining Academic Integrity

AI challenges traditional assumptions about student work, but it also creates opportunities to rethink assessment.

Consider:

• Designing assignments that emphasize process, reflection, and application
• Asking students to explain their thinking and decision-making
• Focusing on learning outcomes rather than tool use alone

This approach supports both integrity and authentic learning.

Promoting Ethical and Responsible Use

Generative AI raises important questions about authorship, accuracy, and integrity.

A Jesuit approach encourages:

• Transparency in how AI is used
• Accountability for one’s own learning and work
• Careful evaluation of information for bias or inaccuracy

Rather than focusing only on restriction, faculty can help students develop ethical habits of use that extend beyond the classroom.