With the growing prevalence of generative AI applications like ChatGPT and the ongoing discussions surrounding their integration in higher education, it can be overwhelming to contemplate their impact on your courses, learning materials, and field. As we navigate these new technologies, it is crucial to reflect on how generative AI can either hinder or enhance your teaching methods. To support instructors in this endeavor, we have designed a checklist that will help you assess the extent to which generative AI will affect your courses and provide guidance on next steps for moving forward.
Checklist for Assessing the Impact of Generative AI (ChatGPT, etc.) on your Course
View the Checklist for Assessing the Impact of Generative AI on Your Course as a PDF.
Step One: Experiment with Generative AI
- Experiment with ChatGPT or a similar application by inputting your own assignment prompts and assessing its performance in completing your assignments. Consider using a de-identified email account when doing so.
- Research the potential benefits, use cases, limitations, and privacy concerns regarding generative AI to gain a sense of the potential applications and misuses of this technology.
Step Two: Review Your Learning Outcomes
- Reflect on your course learning outcomes. Which outcomes lend themselves well to the use of generative AI and which skills go beyond the current limitations of AI? Keep this in mind as you move on to steps three and four, as the way students demonstrate achieved learning outcomes may need to be adjusted in course assignments/activities.
Step Three: Assess the Extent of AI Use in Class
- Assess to what extent your course or discipline will be influenced by AI advancements. Are experts in your discipline already collaborating with tools like ChatGPT? Will current or future careers in your field work closely with these technologies?
- Determine the extent of usage appropriate for your course. Will you allow students to use it all the time or not at all? If students can use it, is it appropriate for only certain assignments/activities with guidance and permission from the instructor? Be specific and clear with students and teach them how to cite ChatGPT.
- Revisit your learning outcomes (step two). After assessing the impact of advancements in generative AI on your discipline and determining how the technology will be used (or not used) in your course, return to your learning outcomes and reassess if they align with course changes/additions you may have identified in this step.
Step Four: Review Your Assignments/Assessments
Step Five: Update Your Syllabus
- Add a syllabus statement outlining the guidelines you’ve determined pertaining to generative AI in your course. You can refer to our syllabus snippets for examples of ChatGPT-related syllabi statements.
- Include your revised or new learning outcomes in your syllabus.
Step Six: Prepare to Address Misuse
- Develop a plan for potential instances of suspected misuse. Your syllabus will be a valuable resource to communicate those expectations and boundaries to students.
- Address and discuss your guidelines and expectations for generative AI usage with students on day one of class.
Step Seven: Seek Support and Resources
- Engage with your colleagues to exchange experiences and best practices for incorporating or navigating generative AI.
- Stay informed about advancements and applications of generative AI technology.
CATL is available to offer assistance and support at every step of the checklist presented above. Contact CATL for a consultation or by email at CATL@uwgb.edu if you have questions, concerns, or perhaps are apprehensive to go through this checklist.
Bring your lunch and join the conversation with CATL and instructors from across the institution as we discuss a hot topic in teaching and learning! Join Shara Cherniak (Assistant Professor, Education) and Kris Purzycki (Assistant Professor, Humanities) for an informal conversation on the topic of “ungrading” and alternative assessments this June.
This virtual session will be held on Monday, June 26, from 11:30 a.m. – 12:30 p.m. via Microsoft Teams. Register to receive a calendar reminder and the Teams link for the session.
Do you have an idea for a future Cold Lunch & Hot Topic? Email CATL Director Kris Vespia (firstname.lastname@example.org).
Student evaluations of teaching play a crucial role in professional and course development and in the personnel review process. If they are to be useful, it is important that the data they provide be as accurate as possible. Unfortunately, students are not always motivated to complete them, perhaps because they don’t realize their voice is valued in this process. It is also well-documented that response rates for online evaluations are lower than for in-person administration. There are concrete strategies available to increase participation; however, and research points to creating a positive classroom culture and having explicit discussions of evaluations and specific ways they have been/will be used to inform courses as particularly effective (Chapman & Joines, 2017). A summary of some additional techniques is included below.
- Make an announcement about evaluations in person (if possible) and in your Canvas course. Do this at the beginning and near the end of the survey period. Be sure to explain why student feedback is important and give specific examples of how you have used it in the past to revise classes. If you are teaching online, you could accomplish this with a short video.
- Provide some time in class or a space online for students to ask questions about evaluations and their uses at UWGB.
- Allow students time in class to complete their surveys, making sure to leave the “room” when you do. You should not be present when students complete evaluations. If you do provide time, note that ending class early to do so may only result in students leaving. In online courses, you might factor additional time for evaluations into your calculations of workload for the week and let students know that.
- Assure students that the surveys are anonymous. Reinforce the point by leaving the physical or Zoom room when the students take them.
- Include the direct link or QR code for your specific course evaluation in the Canvas announcement. You might also attach this helpful Knowledge Base article so students know how to locate the surveys for all their classes or even show in-person students where to find the necessary information.
- Put “Complete Course Evaluation” as a task in your Canvas shell and include it on the calendar so it shows up on students’ “To Do” list for the class.
- Bring the topic of the evaluations up several times during the period they are open, so they remain top of mind for students, even if you’ve already allowed time to complete them in class.
- Monitor overall response rates for your classes during the open period. Ethically, you cannot award credit for completing an evaluation, and remember they are anonymous. You can, though, make classes aware of response rates and even create a contest between course sections to see who can achieve the highest overall response rate by a specific date. Offer a non-tangible prize to the winning class, such as bragging rights or a choice on a final assignment.
- Throughout the semester, foster an environment of open communication and respect with students, which may motivate them to see their feedback as valued and worth taking the time to provide for you.
Chapman, D.D., & Joines, J.A. (2017). Strategies for increasing response rates for online end-of-course evaluations. International Journal of Teaching and Learning in Higher Education, 29(1), 47-60. http://www.isetl.org/ijtlhe/
CATL is excited to announce that we are continuing the Distance Education (DE) Certificate program that launched last year! Instructors developing or reworking a course for any of UWGB’s distance education modalities are encouraged to participate and complete the full certificate.
The Distance Education Certificate consists of three courses which act as progressive steps in a sequence. Instructors will earn a digital badge after completing the first and second courses in the series, and the Distance Education Certificate after completing the third course. Qualifying instructors will also earn stipends after completing the second and third courses in the sequence.
Course Availability, Deadlines, & Compensation
- All full-time instructors will be automatically enrolled in LITE 101. The course will remain open indefinitely, and there is no deadline for completion.
- Instructors working toward the DE Certificate who complete LITE 101 will be able to enroll in LITE 201 the following semester.
- LITE 101 is not tied to a stipend.
Course 2: LITE 201 (Trail Guides)
- Registration for the Summer 2023 cohort of LITE 201 is now open closed. Stay tuned for information on the Fall 2023 section!
- Full-time instructors who complete LITE 201 within the 2022-23 academic year will qualify for a $750 stipend.*
Course 3: LITE 301 (Retreats)
- Registration for the Spring 2023 cohort of LITE 301 closed Jan. 31, 2023. Stay tuned for informationon the Fall 2023 section!
- Full-time instructors who complete LITE 301 within the 2022-23 academic year will qualify for a $750 stipend.*
*To receive compensation, participants must receive approval from their unit chair. Instructors that have already met their maximum overload payment for the contract period do not qualify for compensation.
If you have questions about these courses, please contact CATL at email@example.com. If you have questions about compensation or the payment process, please contact Human Resources at firstname.lastname@example.org.
The first course in the DE Certificate series is called Learning and Integrating Technology for Education (LITE) 101. This self-paced course includes information about the different course modalities offered at UW-Green Bay, as well as the technologies you might use for teaching in each one, including in-person teaching. This course also serves as the foundation of the DE Certificate series because it provides an overview of our specific distance education modalities and the technologies that will help you to be successful in them.
LITE 201: Trail Guides (formerly just called Trail Guides) picks up where the first course leaves off. LITE 201 course centers on developing learning pathways for students. This self-paced course is for you if you would like to explore how to develop distance education courses more systematically. Through LITE 201, you will develop a module for a distance education course. LITE 201 is self-paced but offered on a semester basis.
In LITE 301: Retreats (formerly just called Retreats), you will be encouraged to reflect on your own teaching practices. LITE 301 focuses on the process of using feedback, reflection, and scholarly teaching practices to refine classes. You will, for example, explore scholarship of teaching and learning (SoTL) literature relevant to issues in your course or to revisions or teaching innovations you are considering. You will also engage with several of your colleagues through synchronous and asynchronous activities designed to support your efforts in reflecting on and refining your teaching practices. LITE 301 is offered as a cohort-based, semester-long community of practice.
Is there a teaching technology that you’ve heard CATL talk about but haven’t gotten the chance to try out yet? Want to learn a new tool alongside fellow instructors so you can swap ideas and tips? In addition to the three courses in the DE Certificate, CATL is offering supplemental professional development training courses that explore certain teaching tools and techniques in more depth!
Learning and Integrating Technology for Education (LITE) 115: Enhancing Course Videos with PlayPosit will equip you with the guidance you need to start building interactive videos, called “bulbs,” for your own courses. Work through each module at your own pace as you discover the basics of PlayPosit, build your first bulb, and finally implement PlayPosit bulbs in one of your courses. Participants will also learn how to monitor bulbs and use PlayPosit’s analytics to reveal data on student engagement and achievement that may be informative for planning future iterations of a course.
Prerequisites: None (though completion of LITE 101 is recommended)
When: Registration for the Summer 2023 section of LITE 115 is now closed. Please stay tuned for future sections of LITE 115 in Fall 2023!
Participants will earn a digital badge for completing each of the three modules in LITE 115 that you can include in your email signature or embed in online portfolios or resumes as evidence of your commitment to professional development! Participants will not be obligated to complete all three modules and may participate at whichever level fits their interest and capacity.
If you have any questions about LITE 115 or PlayPosit in general, please contact CATL (CATL@uwgb.edu). You can also check out our blog resources on PlayPosit as well as a selection of step-by-step guides in the UWGB IT Knowledgebase.