Guidelines for the Evolving Role of Generative AI in Introductory Programming Based on Emerging Practice
Joyce Mahon, Brian Mac Namee, Brett A. Becker
Abstract
In the rapidly evolving Generative AI (GenAI) landscape, source code and natural language are being mixed and used in new ways. This presents opportunities for rethinking teaching practice in Introductory Programming (CS1) courses that includes, but goes beyond, assessment. In this paper we examine the reasons why and how instructors who are early adopters of GenAI are using it in their teaching, and why others are not. We also explore the changes and adaptations that are currently being made to practice. This is achieved by synthesizing insights from several recent studies that have collected primary data from introductory programming instructors who are teaching with, considering teaching with, or actively not teaching with GenAI.