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The advancements in Generative Artificial Intelligence (GenAI) provideopportunities to enrich educational experiences, but also raise concerns aboutacademic integrity. Many educators have expressed anxiety and hesitation inintegrating GenAI in their teaching practices, and are in needs ofrecommendations and guidance from their institutions that can support them toincorporate GenAI in their classrooms effectively. In order to respond tohigher educators' needs, this study aims to explore how universities andeducators respond and adapt to the development of GenAI in their academiccontexts by analyzing academic policies and guidelines established bytop-ranked U.S. universities regarding the use of GenAI, especially ChatGPT.Data sources include academic policies, statements, guidelines, and relevantresources provided by the top 100 universities in the U.S. Results show thatthe majority of these universities adopt an open but cautious approach towardsGenAI. Primary concerns lie in ethical usage, accuracy, and data privacy. Mostuniversities actively respond and provide diverse types of resources, such assyllabus templates, workshops, shared articles, and one-on-one consultationsfocusing on a range of topics: general technical introduction, ethicalconcerns, pedagogical applications, preventive strategies, data privacy,limitations, and detective tools. The findings provide four practicalpedagogical implications for educators in teaching practices: accept itspresence, align its use with learning objectives, evolve curriculum to preventmisuse, and adopt multifaceted evaluation strategies rather than relying on AIdetectors. Two recommendations are suggested for educators in policy making:establish discipline-specific policies and guidelines, and manage sensitiveinformation carefully.

Generative AI in Higher Education: Seeing ChatGPT Through Universities' Policies, Resources, and Guidelines