AI Support: Faculty Resources

The University of Wyoming Artificial Intelligence Committee has made recommendations for syllabus language, which can be viewed here. They also recommend the following document with more examples of language. 

Are you interested in having your class visit UW Libraries to discuss AI ethics, citing, and more? Request an instruction session here. 

• Use content generated by an AI content generation service for student critique and discussion. Provide students with content generated on a platform such as ChatGPT (or ask them to bring content to class) and ask them to dive into the strengths and weaknesses of the content that was generated.  
• Use content generated by an AI content generation service as a “first draft” for students. Allow students to bring a draft of content for a paper or assignment to class that was generated by an AI content generation service. Ask them to use this draft to correct, expand, and improve the first draft.
• Encourage students to use an AI content generation service as a part of active learning experiences in the classroom. Using strategies such as “jigsaw” or “think-pair-share,” students can be asked to learn about a particular topic first using AI-generated content, then fact-checking that content, adding to it, and exploring other sources information to create an extended learning experience that is then shared with peers.

• Multiple modes of expression and Universal Design for Learning Students may differ in how they can best articulate what they know. Using multiple modalities of expression, such as having students complete assignments that require speaking or graphic representations instead of only written text, stands out as an established strategy within the Universal Design for Learning framework that could apply here. While chatbots primarily generate written text, other AI tools can generate music, graphics, and video. You can thus create assessment activities that integrate multiple modalities at once. 

• Use more in-class assignments: Strategies like the flipped classroom model assign lecture content as homework and use the in-class time for learning activities (Lage et al., 2000). You can use this in-class time to integrate more low-stakes assessment activities during which you can better guide students toward using AI in ways that support learning.

Adapted from Illinois Center for Integrated Professional Development and Generative AI in the Classroom and Stanford's Teaching Commons Integrating AI into Assignments. 

• Consider connecting your assignment prompts deeply to in-class discussions and activities. AI content generation services do not have access to your course content, so requiring mention of topics, course readings, or ideas specific to your class negates the value of AI-created content.
• Scaffold your assignment or require more than one draft of the same paper/assignment. Have students bring a first draft to class, then work during class to revise and improve the paper/assignment. Even if students use AI-generated content for their first draft, they will see the flaws of AI-generated content through the peer review process.
• Encourage primary research, when possible, so that student work uses information not available on the internet (e.g., interviews, archival materials like documents, newspapers, photographs, etc).
• Consider using citation practices that require DOI numbers or links to validate resources. Crossref is an excellent tool for validating resources, and you could have students include a report with their bibliography showing the Crossref results and explaining any mismatches/errors that came up. 
• Include a reflective component in your paper/assignment that can only be created by students themselves. AI content generation services do not have the ability to create content that isn’t based on reported and searchable information.
• Develop writing prompts and other assignments at levels of Bloom’s Taxonomy that require higher-level cognitive engagement. AI content generation services can construct content at the “create” and “evaluate” levels rather effectively; however, content that requires students to “analyze,” “apply,” “understand,” or “remember” is often lacking in complexity and depth.
• Use small assignments/papers in conjunction with other technologies to allow them to be written during class time, such as a Canvas quiz.
• Consider multi-modal project types, such as presentations, videos, or podcasts. This is also a great way to build in accessibility into your course!
• Group and/or client-based projects, where students must collaborate with one another or external entities.
• Problem-based learning and design thinking are processes that are too complex for AI content generators to navigate effectively.

Adapted from Illinois Center for Integrated Professional Development and Generative AI in the Classroom.