Educational Technology Research Assistants (ETRA)

Results from the Undergraduate Perspectives on AI at CU Boulder Survey

The rapid popularization of generative AI has fostered much ambiguity. On the CU Boulder campus, educators have implemented various generative AI policies, from banning this technology to integrating its use into activities and assessments. While many initiatives exist on campus to engage educators in conversation around these varied approaches, we see a need to understand the CU undergraduate student perspective on this emerging technology.

How and why are CU Boulder undergraduates actually using AI?
What do they think about this technology?
And what policies and practices do students want their instructors and the broader institution to implement going forward?

CTL's (formerly ASSETT) Educational Technology Research Assistants (ETRAs) answered these questions by conducting mixed-methods research from Fall 2024 to Spring 2025. In Fall 2024, the ETRAs communicated their informed perspectives as undergraduate student researchers to dialogue with faculty engaged in creating AI policy. They participated as panelists in a community discussion of an informal class survey with CTL staff and educators in the Teaching and Learning with AI Community of Practice.

In Spring 2025, they launched a survey and conducted interviews with other CU students to provide a comprehensive view of CU Boulder undergraduate students’ use and perceptions of generative AI. The results of this study will help community stakeholders make informed decisions about generative AI that improves the student experience at CU Boulder amid a changing technological landscape. Ultimately, the ETRA's aim to inform future initiatives and interventions related to generative AI on the CU Boulder campus through their research and presentations.

In Spring 2026, the ETRA’s final report of findings presents survey results from a final dataset of 2,992 respondents. This final version includes response comparisons by demographic category (e.g. by college, gender, international status) as well as a new qualitative analysis detailing respondents’ concerns about generative AI in education.

If you’re curious about our work, please contact Jacie Moriyama.