To help you as you research and explore AI tools, we have provided a list of resources and additional readings on the topic of AI-text generative technology below.
Higher Education Responses
- See what other educators are doing to develop their own policies for navigating AI-generative tools like ChatGPT in this shared document on Classroom Policies for AI Generative Tools.
- For potential implications and applications of AI-generative tools, check out this article: “In the Coming Weeks, How to Respond to Generative AI.”
- Learn more about the variety of perspectives instructors have on either working with or around AI in this article, “Designing Assignments in the ChatGPT Era.”
- Some educators are worried that the rise of AI means that the “college essay is dead.” Read more about how some instructors are embracing and integrating AI into course pedagogies and policies in this article: “ChatGPT and the rise of AI writers: how should higher education respond.”
- With the rise of AI tools, some instructors are worried about what these tools mean for academic integrity. Read more about how educators have dealt with technologies in the past to inform our responses of AI tools presently in this article, “ChatGPT Has Everyone Freaking Out About Cheating: It’s Not the First Time.”
- What types of assessment development and opportunities do AI-generative tools lend to instructors? Read more about assessment opportunities instructors are considering adapting in in this article, “ChatGPT: students could use AI to cheat, but it’s a chance to rethink assessment altogether.”
Explore teaching approaches from digital-literacy experts, writing instructors, and teaching and learning specialist who provide more ideas on how to navigate these tools in higher education in this article, “Teaching: Will ChatGPT Change the Way You Teach?
Playing Around with AI
- Have you ever wondered what a sit-down chat with an AI-text generator would be like but haven’t gotten around to trying it out yourself? Read more about what ChatGPT had to say with UW-Green Bay instructor, Chuck Rybak.
- Test your ability to decipher between what is a real image and what is an AI-generated fake image in Which face is real, developed at the University of Washington.
- Curious to know what ChatGPT thinks of itself and its role in education? See what ChatGPT has to say for itself in this article: “A Conversation on Artificial Intelligence, Chatbots, and Plagiarism in Higher Education.”
- A Brief History of AI. Association for the Advancement of Artificial Intelligence
- What’s Next for AI in higher education? Times Higher Education
- AI Writing Technologies Will Force Instructors to Adapt. Chronicle of Higher Education
- Not Embracing Chat GPT Is an Opportunity Missed for Educators. Chronicle of Higher Education
Other Center Resources
- Generative AI & The College Classroom. Barnard Center for Engaged Pedagogy.
- Considerations for AI Tools in the Classroom. Columbia University Center for Teaching and Learning.
- ChatGPT and Its Implications for Your Teaching. Penn Center for Teaching and Learning.
How can I learn more?
We will update this blog post as new research emerges on AI. Keep in mind as you review the resources that AI tools and applications will continue to be released in the coming months and develop very rapidly. You may want to check back to this site for updates. Another way to learn more is by staying up to date with the conversations occurring on campus by registering for AI events that will occur during the spring 2023 semester. In addition to these workshops on AI, CATL will continue to provide more blog resources on these tools throughout the spring semester and CATL will be releasing a Canvas course with more resources soon.
Keep the Conversation Going!
We want to hear from you! Have you incorporated AI-generative tools in your course instruction? If so, what ideas, challenges, and feedback can you share with us as other instructors consider these tools? What guidelines, syllabus statements or lessons have you added to your course relevant to AI use? What benefits or shortcomings of these new tools have you identified from an instructional standpoint?
To share your ideas and thoughts please email us at firstname.lastname@example.org! The more we all familiarize ourselves with the tools and engage with them, the clearer the implications the tools will have on teaching and learning.