genAI 201

These resources offer different viewpoints on AI: from informative/factual, to pro-AI, to those that think AI will have negative effects on education.

Fundamentals

• Step 1: Re-familiarize yourself with Backward Design. (Vanderbilt Center for Teaching)
• Step 2: Using Bloom’s taxonomy to communicate learning outcomes. (Vancerbilt Center for Teaching)

• What is ChatGPT? A helpful primer. (Washington Post) 
• Download it and try it out! https://chat.openai.com/chat
• Why I’m not scared of ChatGPT. (Chronicle of Higher Education)  
• The college essay is dead. (The Atlantic) 
• The future is here: Will ChatGPT change the way you teach? (Chronicle of Higher Education) 
• AI text generators: Sources to stimulate discussion among teachers. (Anna Mills, Writing Across the Curriculum Clearinghouse) This is an incredibly comprehensive compendium of writing about AI, broken out by subject. Look here not just for think pieces written in the wake of ChatGPT but also work from the scholars who have been writing about this for years.

Which tools are available?

• Awesome generative AI. A curated list of many available generative AI tools (many are fee-based). Steven Van Vaerenbergh.

How are students actually using genAI?

• I’m a student. You have no idea how much we’re using ChatGPT. (Chronicle of Higher Education)
• Homework will never be the same. The Homework Apocalypse. (Ethan Mollick, One Useful Thing)
• All the unexpected ways ChatGPT is infiltrating students’ lives (Susan Svrluga and Hannah Natanson, The Washington Post)
• ChatGPT as an Assistive Technology (Maggie Melo, Inside Higher Ed) focus on ADHD

What productive roles might it take?

• What Higher Ed Gets Wrong about AI Chatbots–The Student Perspective. (Mary Jo Madda, EdSurge)
• Assigning AI: Seven Ways of Using AI in Class. (Ethan Mollick, One Useful Thing)
• “Technology will advance; how will it impact our relations with students?” Get off the fear carousel. (The Educationalist) 

How do we respond?

• AI Prompts for Teaching (Cynthia Alby, Georgia College & State University)
• Instructors Rush to Do ‘Assignment Makeovers’ to Respond to ChatGPT. (Jeffrey Young, EdSurge)
• Perspectives on what post-genAI assignments should look like: Designing Assignments in the post-ChatGPT Era (Susan D’Agostino, Inside Higher Ed)
• Adapting College writing for the age of ChatGPT: Next steps for educators. (Critical AI) 
• Suggestions for academic integrity and syllabus statements.  
• Tackling ChatGPT head-on: creating student assignments. (Oregon State University) 
• AI-generated Content in the Classroom: Considerations for Course Design. (Illinois State University)

Can I detect undesired genAI use?

• Can I use AI to detect AI writing? (NPR; note: the current best answer is “very probably not”.)
• AI detectors are unreliable. (Ars Technica)
• GPT detectors are biased against non-native English writers. (Liang et al.)

What policy is best for me?

• Classroom policies for generative AI tools. (Lance Eaton)
• What’s my stance on genAI? (Forbes, Brandauer)