Generative Artificial Intelligence: Updates and Articles for Instructors

Welcome to our GAI resource-sharing blog page! Here you’ll find some of the latest updates and articles on generative AI, curated especially for faculty and instructional staff. While there are numerous resources available out there, CATL will share a select, timely sample of articles and perspectives to help instructors stay informed about new changes in AI technology and education.

For more in-depth, instructor-focused articles on generative AI by CATL, explore our AI Toolbox Articles.

Table of Contents

Generative AI Tools

UWGB faculty, staff, and students have access to Microsoft Copilot. Microsoft Copilot is a University supported tool that can be used with your UWGB account. Learn more about using and signing into Copilot below!

Stay updated on the different AI tools being created and discover what your peers or fields might be using!

Monthly Resources for Educators

(Resources in this section are updated for each month)

September 2024

Tips for Teachers

  • On September 23, 2024, the Division of Student Access & Success at UWGB launched Phlash, a new AI bot designed to assist students by answering questions, providing resources, and offering support through SMS text messaging. We encourage you to familiarize yourself with how this tool can support your students and consider sharing it with them.

Latest Educational Updates

  • Must-Have Competencies and Skills in Our New AI World: A Synthesis for Educational Reform, September 17, 2024. This EDUCAUSE Review article explores educational reform strategies to equip students for an “AI-integrated world.” The article highlights key competencies that institutions could consider emphasizing like intelligent design, human interaction, and data management.
  • The Impact of AI in Advancing Accessibility for Learners with Disabilities, September 10, 2024. This EDUCAUSE Review article examines how AI technology could enhance accessibility, helping create more inclusive and equitable learning environments. The article discusses AI’s potential to remove educational barriers by providing tailored support for students with disabilities. It also offers examples of current and future AI applications aimed at improving accessibility in testing, content delivery, and personalized learning experiences.

Latest AI Tech Advancements

  • Ask Microsoft Accessibility is a new Bing AI-powered tool designed to help users find accessibility information for Microsoft products and services. Try it out the next time you are working in Microsoft 365 if you have questions on how to make your materials digitally accessible.
  • Additionally, Microsoft has released an update to Copilot so that it now provides precise information based on specific timeframes (e.g., yesterday, last month). Note: UWGB currently only has access to Microsoft Copilot through www.copilot.microsoft.com and does not have Copilot features in MS 365 products like Word, PowerPoint, or Excel.

August 2024

Tips for Teachers

  • Make sure your syllabus is ready for the upcoming semester! If you haven’t drafted an AI policy yet, now’s the time. Your students will have different experiences with generative AI—some may avoid it, while others are well-versed. Including a syllabus statement and a brief discussion on AI, even just 5 minutes, will help them understand your expectations.

Latest Educational Updates

July 2024

Tips for Teachers

  • Now that you’re signed into Copilot, give it a try with one of your assignments. You can ask Copilot to compare your assignments to the TILT framework, generate a prompt or activity with examples, or even see how well it completes the assignment and where it might miss the mark. This kind of practice will help build your confidence and comfort with using Copilot and might also offer new insights into your assignments.

Latest AI Tech Advancements

June 2024

Tips for Teachers

  • If you haven’t signed into Copilot with your UWGB account, now is the time! Microsoft Copilot, accessible through any browser and soon integrated into Windows 11, avoids using your personal email, which makes it a better alternative for classes. It doesn’t require providing, for example, a personal cellphone number for use, and it is available to all UWGB faculty, staff, and students with an institutional login and ID. Copilot also offers enhanced data protection when logged in using your UWGB account, although FERPA-protected and personally identifiable information should still not be entered. Watch this short video on how to log in. Remember, use any AI tool responsibly and always vet outputs for accuracy.

Latest Educational Updates

  • Latest AI Announcements Mean Another Big Adjustment for Educators, June 6, 2024. This article from EdSurge recaps some of the latest AI advancements that will heavily impact education and provides advice from instructors and ed tech experts on how to adapt.
  • AI Detectors Don’t Work. Here’s What to Do Instead, 2024. MIT’s Teaching & Learning Technologies Center critiques AI detection software and suggests better alternatives. The article advocates for clear guidelines, open dialogue, creative assignment design, and equitable assessment practices to effectively engage students and maintain academic standards.

May 2024

Tip for Teachers

  • Subscribe to the “One Useful Thing” blog by Ethan Mollick, an Associate Professor at the Wharton School of the University of Pennsylvania and Co-Director of the Generative AI Lab at Wharton.

Latest Educational Updates

Latest AI Tech Advancements

(Resources in this section are updated biannually)

May 2023 – June 2024

  • Artificial Intelligence and the Future of Teaching and Learning, May 2023. This report by the Office of Educational Technology provides insights on how AI can be integrated into education practices, and recommended responses for educators.
  • The AI Index Report: Measuring trends in AI, April 2024. Created by the Institute for Human-Centered AI at Stanford University, this report provides an analysis of AI trends and metrics, including important insights into the current state and future direction of AI for educators grappling with the rapidly evolving technology and what it means for their teaching practices.
  • AI in 2024: Major Developments & Innovations, Jan. 3, 2024. This article provides a timeline of AI developments during 2023 and newest updates in 2024.
  • 2024 AI Business Predictions, 2024. This report by PwC describes how businesses are preparing for and incorporating AI, with predictions on future trends and AI strategies in the corporate world.

Generative Artificial Intelligence (GAI) and Acknowledging or Citing Use

UW-Green Bay’s libraries have an excellent student-facing webpage on how to acknowledge or formally cite the use of GAI. This blog is intended to supplement that resource with information more specific to instructors. Professors will be vital in helping students understand both the ethics and practicalities of transparency when employing GAI tools in our work. Please keep the following caveats in mind as you explore this resource.

  • As with all things GAI, new developments are rapid and commonplace, which means everyone needs to be on the alert for changes.
  • Instructors are the ones who decide their specific course policies on disclosing or citing GAI. The information below provides some options for formatting acknowledgments, but they are not exhaustive.
  • Providing acknowledgment for the use of GAI may seem straightforward, but it is actually a very nuanced topic. Questions about copyright implications, whether AI can be considered an “author,” and the ethics of relationships between large AI entities and publishing houses are beyond the scope of this blog. Know, though, that such issues are being discussed.
  • Please remember that it is not only important for students to acknowledge or cite the use of GAI. Instructors need to do so with their use of it, as well.

Acknowledgment or Citation of GAI

There is a difference between acknowledging the use of GAI with a simple statement at the end of a paper, requiring students to submit a full transcript of their GAI chat in an appendix, and providing a formal citation in APA, MLA, or Chicago styles.

  • UWGB Libraries have some excellent acknowledgment examples on their page.
  • UWM’s library page provides basic templates for citations intended to be consistent with APA, MLA, and Chicago styles.
  • There are also lengthy blog explanations and detailed citation examples available directly from APA, MLA, and the Chicago Manual of Style.

Regardless of the specific format being used, the information likely to be required to acknowledge or cite GAI includes:

  1. The name of the GAI tool (e.g., Copilot, ChatGPT)
    Microsoft Copilot, OpenAI’s ChatGPT 4.o (May 23, 2024 version), etc.
  2. The specific use of the GAI tool
    “to correct grammar and reduce the length in one paragraph of a 15-page paper”
  3. The precise prompts entered (initial and follow-up)
    “please reduce this paragraph by 50 words and correct grammatical errors”; follow-up prompt: “now cut 50 words from this revised version”
  4. The specific output and how it was used (perhaps even a full transcript)
    “specific suggestions, some of which were followed, of words to cut and run-on sentences to revise”
  5. The date the content was created
    August 13, 2024

Ultimately, instructors decide what format is best for their course based on their field of study, the nature and extent of GAI use permitted, and the purpose of the assignment. It is important to proactively provide specific information to students about assignments. Professors who are particularly interested in whether students are using GAI effectively may focus on the prompts used or even ask for the full transcript of a session. If, in a specific assignment, the instructor is more interested in students learning their discipline’s citation style, then they might ask for a formal citation using APA format. Although the decision is up to the professor, they should tell students in advance and strongly encourage them to have separate Word documents for each of their classes in which they save any GAI chats (including prompts and output) and their date. That way they have records to go back to; If they use Copilot with data protection, it does not save the content of sessions.

What Messages Might I Give to Students about Using, Disclosing, or Citing GAI?

Instructors should consider how they will apply this information about acknowledgments and citations in their own classes. CATL encourages you to do the following in your work with students.

  1. Decide on a policy for acknowledging/citing GAI use for each course assignment and communicate it in your syllabus and any applicable handouts, Canvas pages, etc.
  2. Reinforce for students that GAI makes mistakes. Students are ultimately responsible for the accuracy of the work they submit and for not using others’ intellectual property without proper acknowledgment. They should be encouraged to check on the actual existence of any sources cited by a GAI tool because they are sometimes “hallucinated,” not genuine.
  3. Talk to students about the peer review and publication processes and what those mean for source credibility compared to the “scraping” process used to train GAI models.
  4. Explain that GAI is not objective. It can contain bias. It has been created by humans and trained on data primarily produced by humans, which means it can reflect their very real biases.
  5. Communicate that transparency in GAI use is critical. Instructors should be clear with their students about when and how they may use GAI to complete specific assignments. At the same time, one of the best ways instructors can share the importance of transparency and attribution is through modeling it themselves (e.g., an instructor disclosing that they used Copilot to create a case study for their course and modeling how to format the disclosure).
  6. Remind students that even if the specific format varies, the information they are most likely to have to produce for a disclosure/acknowledgment or citation is: a) the name of the tool, b) the specific use of the tool, c) the prompts used, d) the output produced, and e) the date of use.
  7. Finally, encourage students to copy and paste all GAI interaction information, including an entire chat history, into a Word document for your course and to save it for future reference. One advantage of Microsoft Copilot with data protections is that it does not retain chat histories. That’s wonderful from a security perspective, but it makes it impossible to re-create that information once a session has ended. They should also know that even GAI tools that save interactions and use them to train their model are unlikely to re-produce a session even if the same prompt is entered.

Indicating Generative AI Assignment Permissions with the Traffic Light Model (Red Light, Yellow Light, Green Light)

CATL recommends using the red, yellow, and green light approach to clearly label what level of generative AI (GAI) use is permitted for each of your course assignments. The traffic lights will be useful, but students will also need precise written instructions to supplement them on each assignment’s instructions. In general, you should include: a) whether GAI use is permitted, b) what tasks it can (e.g., brainstorming topic ideas) and can’t (e.g., creating text) be used on, c) how it should be cited (if applicable), and d) a rationale for why it can/can’t be used. We have provided brief examples below, but keep in mind that lengthy assignments that involve complex GAI use might require much more detailed instructions of even a page or more. Note that the text in brackets [ ] is designed to provide some examples of words that might go there; you will need to choose and insert your own text.

Red Light Approach: No GAI Use Permitted

A red traffic light illuminated with an “x” symbol.Collaboration with any GAI tool is forbidden for this activity. This assignment’s main goal is to develop your own [e.g., writing, coding] skills. Generative AI tools cannot be used because doing so will not be helpful to your own skill development and confidence in those abilities.

Yellow Light Approach: GAI Use Permitted for Specific Tasks and/or Using Specific Tools

A yellow traffic light illuminated with an “!” symbol.You may use the GAI tool Copilot – and only Copilot – for specific tasks in this assignment, but not for all of them. You may use GAI tools to [brainstorm a research topic], but not for [writing or editing your research proposal]. You will need to properly cite or disclose your generative AI using [e.g., APA Style]. If you are unsure or confused about what GAI use is permitted, please reach out to me.

OR

You may use GAI tools on this assignment to [e.g., create the budget for your grant proposal], but not to do anything else, such as create text, construct your persuasive arguments, or edit your writing. You will need to properly cite or disclose your generative AI using [e.g., APA Style]. Although other tools are permitted, you are strongly encouraged to use Microsoft Copilot with data protections for reasons of security, equity, and access to GBIT technical support.

Green Light Approach: All GAI Use Permitted

A green traffic light illuminated with a checkmark symbol. You are encouraged to use GAI tools for this assignment. Any generative AI use will need to be disclosed and cited using the methods described in your syllabus. For this assignment, you may use GAI tools to [e.g., brainstorm, create questions, text, or code, organize information, build arguments, and edit]. You will need to properly cite or disclose how/where you used generative AI using [e.g., APA Style]. If you would like feedback on your GAI tool use or have questions, please reach out to me.

 

Outlining When and How Students May Use GAI

An instructor may want to outline specific tasks when using the traffic light approach. Consider some of the examples below.

You may use AI to “[task(s)]”, but not to “[task(s)]”:

  • Analyze Data
  • Brainstorm Ideas, Thesis Statements, etc.
  • Build Arguments
  • Conduct Peer Review
  • Create Discussion Posts
  • Create Questions
  • Create Study Guides
  • Develop Thesis Statements
  • Edit Content
  • Format Documents/Presentations
  • Generate Citations
  • Generate New Text, Code, Art, etc.
  • Generate Research Questions
  • Generate Samples/Examples
  • Organize Information
  • Provide Explanations/Definitions
  • Research a Topic
  • Search for Research Articles
  • Summarize Text/Literature/Article
  • Write Self-Reflections

Learn More

Explore even more CATL resources related to AI in education:

If you have questions, concerns, or ideas specific to generative AI tools in education and the classroom, please email us at catl@uwgb.edu or set up a consultation!

How Will Generative AI Change My Course (GenAI Checklist)?

With the growing prevalence of generative AI applications 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. CATL has created a checklist designed to help instructors consider how generative artificial intelligence (GAI) products may affect your courses and learning materials (syllabi, learning outcomes, and assessment).

Each step provides guidance on how to make strategic course adaptations and set course expectations that address these tools. As you go through the checklist, you may find yourself revisiting previous steps as you reconsider your course specifics and understanding of GAI.

Checklist for Assessing the Impact of Generative AI on your Course

View an abridged, printable version of the checklist to work through on your own.

Step One: Experiment with Generative AI

  • Experiment with GAI tools. Test Copilot (available to UWGB faculty, staff, and students) by inputting your own assignment prompts and assessing its performance in completing your assignments.
  • Research the potential benefits, concerns, and use cases 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. A good place to start is by reviewing this resource on AI and Bloom’s Taxonomy which considers AI capabilities for each learning level. Which outcomes lend themselves well to the use of generative AI and which outcomes emphasize your students’ distinctive human skills? 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 revised.

Step Three: Assess the Extent of GAI 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 GAI tools? Will current or future careers in your field work closely with these technologies? If so, consider what that means about your responsibility to prepare students for using generative AI effectively and ethically.
  • Determine the extent of usage appropriate for your course. Will you allow students to use GAI all the time or not at all? If students can use it, is it appropriate only for certain assignments/activities with guidance and permission from the instructor? If students can use GAI, how and when should they cite their use of these technologies (MLA, APA, Chicago)? Be specific and clear with your students.
  • 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

  • Evaluate your assignments to determine how AI can be integrated to support learning outcomes. The previous steps asked you to consider the relevance of AI to your field and its potential impact on students’ future careers. How are professionals in your discipline using AI, and how might you include AI-related skills in your course? What types of skills will students need to develop independently of AI, such as creativity, interpersonal skills, judgement, metacognitive reflection, and contextual reasoning? Can using AI for some parts of an assignment free up students’ time to focus more on the parts that develop these skills?
  • View, again, this resource on AI capabilities versus distinctive human skills as they relate to the levels of Bloom’s Taxonomy.
  • Define AI’s role in your course assignments and activities. Like step three, you’ll want to be clear with your students on how AI may be used for specific course activities. Articulate which parts of an assignment students can use AI assistance for and which parts students need to complete without AI. If AI use doesn’t benefit an assignment, explain to your students why it’s excluded and how the assignment work will develop relevant skills that AI can’t assist with. If you find AI is beneficial, consider how you will support your students’ usage for tasks like editing, organizing information, brainstorming, and formatting. In your assignment instructions, explain how students should cite or otherwise disclose their use of AI.
  • Apply the TILT framework to your assignments to help students understand the value of the work and the criteria for success.

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 generative AI-related syllabi statements.
  • Include your revised or new learning outcomes in your syllabus and consider how you will emphasize the importance of those course outcomes for students’ career/skill development.
  • Address and discuss your guidelines and expectations for generative AI usage with students on day one of class and put them in your syllabus. Inviting your students to provide feedback on course AI guidelines can help increase their understanding and buy-in.

Step Six: Seek Support and Resources

  • Engage with your colleagues to exchange experiences and practices for incorporating or navigating generative AI.
  • Stay informed about advancements and applications of generative AI technology.

Checklist for Assessing the Impact of Generative AI on Your Course © 2024 by Center for the Advancement of Teaching and Learning is licensed under Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International

Want More Resources?

Visit the CATL blog, The Cowbell, for more resources related to generative AI in higher education.

Need Help?

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.

 

 

What is Generative Artificial Intelligence (GAI)? Exploring AI Tools and Their Relationship with Education

Generative Artificial Intelligence (GAI) and machine-generated content have become prominent in educational discussions. Amidst technical jargon and concerns about the impact of traditional learning, writing, and other facets, understanding what these tools are and what they can do can be overwhelming. This toolbox guide provides insights into some commonly used generative AI tools and explains how they are changing the landscape of higher education.

What is Generative AI?

CATL created a short video presentation in Fall 2023 that provides instructors with an introduction to generative AI tools. The video and the linked PowerPoint slides below can help you understand how generative AI tools work, their capabilities, and their limitations. Please note, minor parts of the tool identification in the video have been corrected below in the ‘Common Generative AI Tools’ section. 

Introduction to Generative AI – CATL Presentation Slides (PDF)

Microsoft Copilot – UWGB Supported GAI Tool

 Microsoft Copilot is the recommended tool for UWGB instructors and students for safety, equity, and GBIT technical support. Using Microsoft Copilot with your UWGB account will bypass the need for individuals to create personal accounts which require providing personal information in the sign-up process. Learn more about Copilot below.

  • Microsoft has created its own AI called Copilot using a customized version of OpenAI’s large language model and many of the features of ChatGPT. Users can interact with the AI through a chatbot, compose feature, or the with Microsoft Edge search engine. Microsoft is also rolling out Copilot-powered features in many of its Office 365 products, but these features are currently only available for an additional subscription fee.
  • Faculty, staff, and students can access Copilot (which uses both ChatGPT 4.0 and Bing Chat) with their UWGB account. Visit www.copilot.microsoft.com to try out Copilot or watch our short video on how to log in using a different browser. By logging in with UWGB credentials, a green shield and “protected” should appear on the screen. The specifics of what is/is not protected can be complicated, but this Microsoft document is intended to provide guidance. Regardless of potential protections, FERPA and HIPPA-protected information (student or employee) should not be entered.
home page for Microsoft Copilot
The Microsoft Copilot home page as of May 2024

Common Generative AI Tools

Since OpenAI released ChatGPT in November 2022, various companies have developed their own generative AI applications based on or in direct competition with OpenAI’s framework. Learn more about a few common, browser-based generative AI tools below.

  • ChatGPT is an AI-powered chatbot created by OpenAI. The "GPT" in "ChatGPT" stands for Generative Pre-trained Transformer.
  • ChatGPT previously required users to sign up for an account and verify with a phone number, but it can now be used without an account. Users can use the chatbot features of ChatGPT both with or without an account (currently version ChatGPT 3.5) or access more advanced models and features with a paid account (currently version ChatGPT 4.0). For more information or to try it yourself, visit chatgpt.com.
  • Google has created their own AI tool called Gemini (formerly Google Bard). Similar to ChatGPT and Copilot, Gemini can generate content based on users’ inputs. Outputs may also include sources fetched from Google.
  • Using Gemini requires a free Google account. If you have a personal Google account, you can try out Gemini at gemini.google.com.

 

Note that we are also learning more about potential access to Adobe Express and Firefly (including their image generation features) with UWGB login credentials, at least for employees. Watch this space for additional details as they become available.

What Can Generative AI Tools Do?

The generative AI tools we’ve discussed so far are all trained on large datasets that produce outputs based on patterns in that dataset. User prompts and feedback can be used to improve their outputs and models, so these tools are constantly evolving. Explore below to learn about some use cases and limitations of text-based generative AI tools.

Generative AI tools can be used in a multitude of ways. Some common use cases for text-based generative AI tools include: 

  • Language generation: Users can ask the AI to write essays, poems, emails, research papers, and Powerpoint presentations, or code snippets on a given topic.  
  • Information retrieval: Users can ask the AI simple questions like “explain the rules of football to me” or “what is the correct way to use a semicolon?”.
  • Language translation: Users can use the AI to translate words or phrases into different languages.  
  • Text summarization: Users can ask them to condense long texts, including lecture notes or entire books, into shorter summaries.
  • Idea generation: Users can use the AI to brainstorm and generate ideas for a story, research outline, email, or cover letter. 
  • Editorial assistance: Users can input their own writing and then ask the AI to provide feedback or rewrite it to make it more concise or formal.
  • Code generation: Users can ask the AI to generate code snippets, scripts, or even full programs in various programming languages based on specific requirements or prompts.
  • Image generation: Users can ask the AI to create images or visual content from text descriptions, including illustrations, designs or conceptual art.

These tools are constantly evolving and improving, but in their current state, many have the following limitations:

  • False or hallucinated responses: Most AI-powered text generators produce responses that they deem are likely answers based on complex algorithms and probability, which is not always the correct answer. As a result, AI may produce outputs that are misleading or incorrect. When asking AI complex questions, it may also generate an output that is grammatically correct but logically nonsensical or contradictory. These incorrect responses are sometimes called AI "hallucinations."
  • Limited frame of reference: Outputs are generated based on the user's input and the data that the AI has been trained on. When asking an AI about current events or information not widely circulated on the internet, it may produce outputs that are not accurate, relevant, or current because its frame of reference is limited to data that it has been trained on. 
  • Citation: Although the idea behind generative AI is to generate unique responses, there have been documented cases in which an AI has produced outputs containing unchanged, copyrighted content from its dataset. Even when an AI produces a unique response, some are unable to verify the accuracy of their outputs or provide sources supporting their claims. Additionally, AI tools have been known to produce inaccurate information, citations, and can even hallucinate citations 
  • Machine learning bias: AI tools may produce outputs that are discriminatory or harmful due to pre-existing bias in the data it has been trained.

The potential for GAI tools seems almost endless — writing complete essays, creating poetry, summarizing books and large texts, creating games, translating languages, analyzing data, and more. GAI tools can interpret and analyze language, similar to how human beings can. These tools have become more conversational and adaptive with each update, making it difficult to discern between what is generated by an AI and what is produced by a human, and the machine-learning models they are based upon imitate the way humans learn, so their accuracy and utility will only continue to improve over time.

What Does This Mean for Educators?

The existence of this technology raises questions about which tasks will be completed all or in part by machines in the future and what that means for our learning outcomes, assessments, and even disciplines. Some experts are discussing to what extent it should become part of the educational enterprise to teach students how to write effective AI prompts and use GAI tools to produce work that balances quality with efficiency. Other instructors are considering integrating lessons on AI ethics or information literacy into their teaching. Meanwhile, organizations like Inside Higher Ed have rushed to conduct research and surveys on current and prospective AI usage in higher ed to offer some benefits and challenges of using generative AI for leaders in higher education looking to make informed decisions about AI guidance and policy.

Next Steps for UWGB Instructors

The Universities of Wisconsin have issued official guidance on the use of generative AI, but the extent to which courses will engage with this technology is largely left up to the individual instructor. Instructors may wish to mitigate, support, or even elevate students’ use of generative AI depending on their discipline and courses.

Those interested in using these tools in the classroom should familiarize themselves with these considerations for using generative AI, especially regarding a tool’s accuracy, privacy, and security. As with any tool we incorporate into our teaching, we must be thoughtful about how and when to use AI and then provide students with proper scaffolding, framing, and guardrails to encourage responsible and effective usage.

Still, even for those who don’t want to incorporate this technology into their courses right now, we can’t ignore its existence either. All instructors, regardless of their philosophy on AI, are highly encouraged to consider how generative AI will impact their assessments, incorporate explicit guidance on AI tool usage in their syllabi, and continue to engage in conversations around these topics with their colleagues, chairs, and deans.

Learn More

Explore even more CATL resources related to AI in education:

If you have questions, concerns, or ideas specific to generative AI tools in education and the classroom, please email us at catl@uwgb.edu or set up a consultation!