Center for AI Learning and Community-Engaged Innovation

Set Expectations. It is important to set clear expectations and guidelines on the use of AI in your classroom. Talk with the students. Discuss your views on ChatGPT and AI within the learning process and environment. Provide rationale for whether AI is embraced or discouraged (or prohibited) within your classroom. This provides a great opportunity to build rapport with your students and demonstrate your teaching philosophy.  

This resource is created by Lance Eaton for the purpose of sharing and helping other instructors see the range of policies available by other educators to help in the development of their own for navigating AI-Generative Tools (such as ChatGPT, MidJourney, Dall-E, etc).

Be creative with your assignments. Create assignments that ask students to reflect on a lived experience that relates to course content. ChatGPT cannot provide information post-2021; thus, create assignments that connect to more current real-world events. Not only will this help with using AI as a brainstorm mechanism for students, rather than assignment completion tool, it will show real world application to course material, making the course and material more meaningful.  

Integrate AI into class assignments. Think about how AI might facilitate learning and prepare them to thoughtfully engage in the learning process.  There are several ways to integrate and interact with AI in the classroom. Some examples: have AI create an essay and then students deconstruct that essay; use AI to brainstorm a research topic; have AI provide an outline of a research proposal or essay; ask AI to provide an argument for students to create counterarguments. These are just a few examples of integration.   

CELTT is happy to discuss ways to work with AI in specific courses! We look forward to partnering with you through a more in-depth consultation.

With the fast pace of AI development, it is easy to get lost and overwhelmed with the thought of students' misuse of ChatGPT and AI. These feelings are real and valid among faculty and staff; however, this is an opportunity to think about how we assess student learning. How does a student demonstrate mastery over course material?   

Process over Product. Lowering stakes of assignments reduces the incentive for student cheating, but it also provides an opportunity for students to learn. For example, providing more informal, low-stakes drafts and exploratory activities (e.g., writing, brainstorming, concept mapping, blogging). This also enhances the opportunity for students to build creativity and higher-order critical thinking skills.    

Applied Assessment. Rather than "another paper" in which students identify, explain, and apply a concept, have students create multimedia portfolios designed around application of concepts. For example, create a PSA for domestic violence that incorporates the ABCs of attitudes and persuasion. This also provides students with an alternate method to showcase their understanding and creates meaning and value to their work as the PSA could be shared with external entities.   

These are only a few examples of ways to think about assessment. CELTT is eager to work with you to rethink assessment in your courses!  If you are interested, please schedule a more in-depth consultation.

DALL-E 2 is ChatGPT's visual sister, which is a version of Open AI for drawing.

Prompt: Draw a little boy, 8-years old, named Joey, with long hair, and swimming with orcas in the Arctic. "It gave me 4 options. I picked these two for my son Joey who loves orcas. I had asked it to do it in the style of Van Gogh."