This study analyzes 330 art syllabi from a large community college in Spring 2026 to 
document faculty AI policy positioning. Art disciplines offer a particularly revealing case 
study: creative work challenges traditional plagiarism detection, while generative image 
and text tools (Midjourney, DALL-E, ChatGPT) directly impact disciplinary practice. Studio 
courses emphasize original creative production, while lecture courses (Art Appreciation, Art 
History) focus on analysis and interpretation—creating distinct AI integration considerations.
The analysis reveals a troubling pattern: 72% of syllabi make no mention of AI, prohibition 
dominates among those who address it, and zero syllabi demonstrate the critical engagement 
with AI that UNESCO (2021, 2023, & 2024) frameworks recommend. These findings suggest 
not merely a gap in faculty knowledge, but an institutional failure to provide frameworks for 
thoughtful AI policy development.
Theoretical Framework
Syllabus studies emphasize the document’s role as a pedagogical contract and values 
statement (Harrington & Thomas, 2018). When faculty choose not to address emerging 
technologies, students interpret that silence variably as permission, prohibition, or institutional 
uncertainty (Fink, 2013). The syllabus thus functions not only as a course roadmap but 
POSITION:
Community 
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TRENDS 2026 	
	
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