Replication Data for: Surveying the Impact of Generative Artificial Intelligence on Political Science Education

Recent developments in generative large language models (LLMs) have raised questions about how this technology will affect higher education. We present results from two original surveys, collected in collaboration with the American Political Science Association, examining how instructors perceive the impact of generative LLMs. We find that educators are slightly pessimistic about generative LLMs, but support for AI tools varies based on application. Despite a professed importance for students to learn how to use AI tools, results show that educators' responses would primarily come through the prevention and detection of AI use rather than integrating AI into the curriculum. However, there are notable issues with detection and AI-ban enforcement. Respondents correctly determined whether students or AI wrote an essay in our essay bank no better than a coin flip; detection software are inaccurate. Based on these findings and suggestions from surveyed colleagues, we conclude with recommendations for dealing with generative AI in the classroom.