Generative AI: Teaching Resources
Join us!
Workshop: Generative AI in Higher Education: A Crash Course for Faculty and Staff (9/6/23 at 10am in the Commons)
Monthly Discussion: Teaching in the Age of Generative AI
Panel Discussions:
- Trends and Tips: Assessment in the Classroom (2/2/23): PowerPoint | Recording | LibGuide | Blog Post | Chat Resources
- Trends and Tips: AI Bots in Your Classroom-A New Era of Teaching and Learning (4/11/23): PowerPoint | Recording | LibGuide | Chat/Breakout Room Resources
Resources
- LibGuide
- Chat Conversations with Chat GPT (thanks to Kristen Slovak!):
- SUNY: ChatGPT
- Classroom Policies for Generative AI - Examples
- Sample Classroom Policy from Matthew Reuter, Department of Applied Mathematics and
Statistics:
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Generative AI: Generative AI (such as chatGPT) can be a valuable resource when used properly and responsibly. Accordingly, you should research/know its limitations before using it in coursework. For instance, it can sometimes help you phrase ideas but it is very bad at generating ideas or solving problems. For [course number], you are generally allowed to use generative AI, and may even be asked to do so on occasion. However, you may not simply copy and paste content from generative AI into an assignment unless instructed otherwise; if used, it must be quoted and attributed. Failure to follow this policy will result in referral to the academic judiciary.
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- International Center for Academic Integrity's (ACAI) Statement on Academic Integrity and Artificial Intelligence
Guidance on AI Writing Bots
Add an AI writing bot/ChatGPT statement in your syllabus.
Faculty should consider if they want to allow or restrict the use of AI writing bots in their class more broadly, and if allowed, for which assignments and in what capacity. Clarity with both class and assignment expectations is paramount, and it is useful to let students know when they can or cannot use this tool. In addition to your students, engage your teaching assistants in these conversations, making sure they are aware of your expectations so they can share the same message.
Take an AI writing bot/ChatGPT for a test drive.
The functionality of AI writing bots may vary depending on what it is being asked. All answers given by AI writing bots come from the information it has access to so if the information is biased or incorrect, the answers will be as well; more significantly, the “probable” syntaxes that it “generates” need cross-checking with authentic sources. So test them out with prompts specific to your discipline, context, topic, etc, so you can better address student questions and have a better idea of if and when the tool might be useful. You will also be able to answer student questions if you have explored its abilities as well as its defects and biases that these tools may have.
Teach students the benefits and limitations of using AI writing bots/ChatGPT.
As students begin to use this new tool, they may need help knowing where it may be useful and what its limitations are. It also is beneficial to them to explain when and why it may or may not be appropriate to use it. For example, give a prompt to a writing bot and then annotate what worked well, what could be improved, and why. So, an effective practice is to either show students how AI tools are inadequate or problematic or to help them figure out how it can aid the learning process; avoiding or prohibiting is less likely to prevent problematic use.
Think about AI writing bots/ChatGPT as a tool.
Similar to the calculator, think about how you and your students can use this new tool both inside and outside the classroom. Where will it help your students, and when should it be avoided so as not to impede learning?
If you need additional support:
- Email CELT to schedule a consultation with an Instructional Designer
- You can also reach out to the Library if you have questions about ChatGPT/generative AI research and references
