Generative AI Tools in the Classroom
Over the course of the 22-23 academic year we saw significant developments in the utilization and capacity of artificial intelligence (AI) tools. These developments have a significant impact on teaching and learning and it is necessary for us to consider the implication of AI in our classrooms. This webpage provides information about generative AI and resources for how faculty might utilize these tools in their teaching. This page will continue to be updated as the AI technologies evolve and more information becomes available.
If you have additional questions, suggestions, or resources you would like to share, please contact citl@wku.edu.
Definition
Generative AI is a type of technology that produces content (text, images, other media) in response to prompts provided by the user. The content is generated through machine learning that mirrorsthe human brain and therefore produces human-like materials. Examples of Large Language Models(LLMs) that generate text include ChatGPT, Bing, Bard, and Claude 2. Generators frequently used to create images include Adobe Firefly, Stable Diffusion, DALL-E and Midjourney.
Ways to Approach AI tools in the Classroom
Similar to any other tool or innovation, there are multiple ways that you might choose to incorporate AI tools in your courses.You may teach a course in which your students are actively engaging with new technologies and full use of these tools is vital to students’ success. You may teach a course where “there is a time and a place” for generative AI and it is incumbent upon you to explicitly communicate those times with your students. This may involve activities such as brainstorming or problem-solving in in-class discussions or individual assignments. Or, you may teach a course in which a student’s use of these tools would be considered academic dishonesty. Regardless of your approach, we have entered into a new era of teaching and we cannot assume that students will know, or understand, our policy. Therefore, it is critical that you consider your position and communicate that clearly with your students.
Examples of Syllabus Language
Also listed on the WKU Syllabus Information page, the following are policy statements you might consider including in your course syllabus. Please note that italicized text should be personalized for each course.
In this class you are free to use generative artificial intelligence (AI) tools such as (list relevant examples) on assignments and activities in this course. If you chose to utilize AI, you will be expected to properly document and cite this information. For this course, we will use (insert preferred citation style. Examples of citing AI are available at: https://libguides.wku.edu/stylewrite/ai.)
In general, I expect that the work you submit in this class will be your own and you are not authorized to use artificial intelligence (AI) tools such as (list relevant examples). However, there will be specific assignments or activities in which we will utilize these tools to enhance your learning experience. In these instances, I will provide you with additional information about the assignment and how AI will be employed and cited. Again, unless permission is granted, you are expected to complete assignments without substantive assistance from others, including AI tools.
Artificial intelligence (AI) tools such as (list relevant examples) may be use for (list assignments or types of activities such as brainstorming or gathering ideas) with appropriate citation, but not for (list assignments). If you are unsure if you are using AI tools appropriately in this course, I encourage you to visit with me. Examples of how to cite AI tools are available at https://libguides.wku.edu/stylewrite/ai. (You may also want to provide additional resources appropriate to your course.)
Artificial intelligence (AI) tools are not permitted for any type of work in this class. If you choose to use these tools, your actions will be considered academically dishonest and a violation of the WKU Student Code of Conduct.
Resources
Guidry, Kevin R. (2023, June 22). Considerations for using and addressing advanced automated tools in coursework and assignments. University of Delaware Center for Teaching & Assessment of Learning. https://ctal.udel.edu/advanced-automated-tools/
Mollick, Ethan. (2023, June 12). Assigning AI: Seven ways of using AI in class. One Useful Thing.https://www.oneusefulthing.org/p/assigning-ai-seven-ways-of-using
Mollick, Ethan. (2023, July 15). How to use AI to do stuff: An opinionated guide. One Useful Thing.https://www.oneusefulthing.org/p/how-to-use-ai-to-do-stuff-an-opinionated?utm_source=substack&utm_medium=email
Texas Tech University Teaching, Learning & Professional Development Center. (2023). ChatGPT & AI Resources.https://www.depts.ttu.edu/tlpdc/ChatGPT/AIResources.php
University of Iowa Office of Teaching, Learning & Technology. (2023). Artificial intelligence tools and teaching. https://teach.its.uiowa.edu/artificial-intelligence-tools-and-teaching
University of Massachusetts Amherst Center for Teaching & Learning. (2023). How do I consider the impact of AI tools like ChatGPT in my courses?https://www.umass.edu/ctl/how-do-i-consider-impact-ai-tools-chatgpt-my-courses
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