Generative AI Faculty Guide

Faculty should familiarize themselves with the fundamentals of generative AI tools, including their applications, capabilities, and limitations. UHD Faculty Generative AI Libguide is a good place to start. It includes explanations of key terms and related concepts, methods for using AI tools as an educator assistant and in the classroom, and  prompt writing for AI tools.

A Student Generative AI LibGuide is also available to provide UHD students with the knowledge and tools to explore the field of Generative AI on their own. This resource emphasizes ethical and responsible use. 

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Recommended Faculty Learning Opportunities

Generative AI Prompt Literacy Free Course-University of Michigan Flint 

Course Objectives: 

• Introduce and explain the concepts of prompts and natural language processing. 
• Recognize and explain the limitations of AI models and emphasize the importance of domain knowledge when crafting prompts. 
• Write effective prompts by being specific and detailed. 
• Understand the ethical implications of generative AI technology and the role that bias plays. 
• Develop effective strategies to improve prompt development and reduce the likelihood of generating output that contains hallucinations and misinformation. 

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ACUE’S QUICK STUDY SERIES 

This AI series is made up of four Quick Study courses developed by ACUE’s experts and underpinned by the highest quality learning design.  The four-course series includes the following Quick Study courses:  

• Writing Effective AI Prompts 
• Leveraging AI to Develop Course Resources  
• Teaching with AI-Inclusive and AI-Resistant Learning Experiences  
• Empowering Students to Use AI Responsibly  

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MAGNA PUBLICATIONS VIDEO LIBRARY 

The CTLE maintains the university’s subscription to the Magna Publications video library on all sorts of topics related to teaching and learning. To access these, use the link to create an account with your @uhd.edu email address. Videos come with supplemental materials as well.  Once logged in, you’ll have access to videos such as these: 
How Can I Prevent Plagiarism in the Era of Artificial Intelligence? 
How Can I Use Generative AI to Assess Student Understanding? 
How Can I Use AI to Create Multimedia Teaching Materials? 
How Can I Use AI to Draft Course Materials? 
How Can I Use AI as a Student Writing and Editing Coach? 
From Fear to Fluency: Educators Discuss Integrating ChatGPT to Foster Online Student Learning 

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ACC &U Institute of AI, Pedagogy, and the Curriculum

The American Association of Colleges and Universities will launch a fully online institute designed to help departments, programs, colleges, and universities respond effectively to the challenges and opportunities artificial intelligence (AI) presents for courses and curricula. Throughout the 2024–25 academic year, the institute will engage participating teams via virtual events, mentorship, and interactions as they develop and implement AI action plans for their classrooms, curricula, and campuses.

Engaging in exploration of Generative AI tools allows educators to better understand the user experience, potential challenges, and creative possibilities. This firsthand experience enables faculty to provide more informed guidance to students. We invite you to explore more than one of these popular text-based tools to fully understand their potential ChatGPT, Google Bard, Microsoft Copilot, and Perplexity. 

Examples of what you can do with these tools:

• Respond to prompts and questions. 
• Summarize and synthesize information. 
• Revise and edit content. 
• Generate creative works like musical compositions, stories, jokes, and poems. 
• Write and correct code. 
• Manipulate data.
• Use ChatGPT for lesson planning
• Create Engaging Lessons with ChatGPT Guide 

Risks and Limitations

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• Hallucinations- Due to its tendency to generate content based on patterns, Generative AI systems can sometimes produce false content. It makes sense in the pattern of data but not in reality.
• Inaccurate sources- If the data that its trained on contains inaccuracies, the bot will produce inaccuracies. This can lead to more misinformation.
• Outdated information- Generative AI does not have access to the most up-to-date information. It might generate information that is obsolete leading to misinformation.
• Biased information- Generative AI will have data that is biased, reflecting stereotypes, prejudices, discriminatory views. Generating this type of data causes harm and perpetuates inequality.
• Copyright and Intellectual Policy Issues-There is a risk in generating content that is very similar to copyrighted works without proper authorization. Legal challenges are taking place and will certainly influence copyright laws and institutional policies.
• Data Privacy and Security- There is a risk that sensitive and personal information could be exposed.
  
  

Opportunities

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• Enhanced Creativity- GAI can help you automate mundane tasks and free you engage with different ideas. It can be used a collaborator stimulating creativity in your process.
• Personalized Learning- By generating prompts to learn skills that are specific to your interest and level of understanding can enhance your learning for courses and the workplace.
• Research Assistance- specific generative AI tools can help reduce the time of the initial search curating articles and data (Elicit, Consensus and Inciteful) and reviewing the content more quickly (TLDRthis and AskYourPDF)
• Tutoring Assistance -Generative AI tools can provide personalized and adaptive learning experiences. Many educational technology software and apps already include Generative AI and are widely used in k-12 schools. It may analyze students' strengths and weaknesses, tailor educational content accordingly, and offer real-time feedback. These systems can also generate interactive exercises, quizzes, and simulations to reinforce learning. University students can benefit from this personalized approach, receiving targeted support that caters to their individual needs and learning styles.
• Language Learning and Translation- Generative AI helps with language learning and translation. It uses advanced models to create natural-sounding text. Students can use AI-powered platforms to practice speaking, writing, and understanding different languages. Also, AI translation tools offer accurate and quick translations, making it easier to access educational materials in different languages. These tools not only improve language skills but also encourage cultural exchange among students from different backgrounds.
• Accessibility- Generative AI can offer a variety of support materials and interaction methods tailored for students with disabilities, neurodiversity, multilingual backgrounds, and other challenges they may encounter. Tools with natural language processing and speech recognition can help support students with visual and auditory needs. Involving individuals with disabilities must be at the forefront of these tools' development to ensure accessibility and inclusivity.

Try the RIC model
Developed by Dr. Nouhad Rizk, Director of Undergraduate Studies at the University of Houston,  presented this model at their Education Innovation and Technology Conference. The model  Reflect- Interact-Create (RIC) is a ChatGPT-based model to develop students’ critical thinking  skills. The model incorporates critical thinking skills into the learning process which helps  students deal with different types of problems efficiently. The results show that ChatGPT is an  opportunity to innovate rather than a threat and an opportunity to build community by inciting  discussions though collaboration. Find out more: The ABCs of ChatGPT using RIC Model

Academic integrity has been an important concern from the start.  

A word about plagiarism detectors:
Some instructors may look to technological tools to address these concerns. Turnitin and other plagiarism detectors can provide useful instructional information to both instructors and students, but they are inconsistent and can easily be misused. It is important to remember that plagiarism detection and proctoring are based on a model of enforcement and punitive consequences that only address certain factors related to academic integrity. 

Other ways to address these concerns:  

1. Discuss ethical implications specific to your discipline and to teaching and learning.  
2. Consider accessibility of generative AI tools and discuss potential biases.  
3. Prepare to identify and mitigate biased, discriminatory, or inaccurate AI outputs with students.  
4. Understand who can use or own the data AI tools receive or produce. Emphasize the importance of obtaining consent before inputting student-generated content into AI.  
5. Discuss copyright concerns related to AI-generated content. 

Explore this report from the U.S. Department of Education, which describes opportunities for using AI to improve education, recognizes challenges that will arise and develops recommendations to guide further policy development: Artificial Intelligence and the Future of Teaching and Learning 

Instructors should carefully consider how (if at all) they will permit the use of Generative AI tools in their courses. You may begin with a Decision Tree to help you to decide your parameters. Instructors should communicate any expectations or requirements clearly with students to avoid confusion. It may help to think in terms of three main options that apply to an entire course: 

No use of AI- You are prohibited from using Generative Artificial Intelligence (GAI) to produce any materials or content related to this course. Any use of GAI will be viewed as a potential academic integrity violation. 

Conditional use of AI- In this course, you are allowed to use Generative Artificial Intelligence (GAI) on assignments only for the purposes specified in assignment prompts. Any use of GAI should be accompanied by a disclosure at the end of an assignment explaining (1) what you used GAI for; (2) the specific tool(s) you used; and (3) the prompts you used to get the results. In addition, you must verify the information that GAI provides by referencing credible sources, such as scholarly sources. Any use of GAI beyond where permitted will be viewed as a potential academic integrity violation. 

Open use of AI-  In this course, you are allowed to use Generative Artificial Intelligence (GAI) in any manner. Any use of GAI should be accompanied by a disclosure at the end of an assignment explaining (1) what you used GAI for; (2) the specific tool(s) you used; and (3) the prompts you used to get the results. In addition, you must verify the information that GAI provides by referencing credible sources, such as scholarly sources. 

University of Delaware Considerations for AI tools 

Syllabi Policies for AI Generative Tools - Google Docs- Examples from several institutions

Students will need clarity and transparency from their instructor on how to navigate this tool in your classroom and in the real world. Consider these topics to address with your students:  

1. Technology: Discuss with students the technology itself, including GAI’s strengths, limitations, and biases. Consider scheduling a class demonstration so that students can see and experience examples of each. 
2. Transparency: Explain course expectations and requirements around GAI, ideally as they relate to the course’s learning outcomes. 
3. Usage: Offer clear examples of when and how GAI can, cannot, or must not be used. If GAI is banned, explain the reasons, ideally, as they relate to the course’s learning outcomes. 
4. Citation: If GAI is allowed and/or required, explain how to cite the use of these tools in the course. CITATION AND ATTRIBUTION WITH AI TOOLS INSTRUCTIONS 
5. Consequences: Discuss the consequences of unauthorized use of GAI tools or a failure to acknowledge permitted use. 

For classroom discussion:  

• Assess student familiarity with generative AI tools through an anonymous poll. 
• Initiate a conversation to clarify how these tools work and GAI’s benefits and pitfalls. 
• Engage students in thinking about how assignments contribute to course goals, using Bloom's Taxonomy for guidance. 
• Highlight relevance and value of what they are learning, emphasizing its relevance to their professions, personal growth, future academic work, or communities. 
• Discuss AI and academic integrity, reflecting on the ethical implications of using generative AI. 
• Prompt reflections on the purpose of writing in the learning process, including the development of their ideas and the sharing of their own unique voice.  

Survival Guide to AI and Teaching, pt. 10: Talking to Your Students About AI and Learning – EDVICE EXCHANGE (temple.edu) 

Are your assignments easily completed using AI? Consider pedagogical best practices of course design as a tool to make your assignments ChatGPT resistant:  

• Test out your assignments to see what generative AI does well and does poorly in your context. 
• Value process over product: build in smaller scaffolding assignments; incorporate checkpoints, peer conferences, in-class discussions, multiple drafts, and reflection activities. Consider inclusion of more informal writing.  
• Prioritize humanity in your course design by focusing on personal reflections, local and community perspectives, and timely and niche references. Require human interactions and the inclusion of cultural diversity.  
• Emphasize creative thinking, new insights, complex analysis, and source citation.  
• Assign multimedia assessments (video essays, podcasts, oral exams, presentations, etc.). 

University of Sydney Responding to Generative AI for Assessments

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Assignment Adjustments Here and Now

Adapting your course design to face the new reality of Generative AI should and will take time, but students have access to these tools now and need guidance now. These are a few ways to initially adapt your assignments with Generative AI in mind:

1. Incorporate more on-demand in class assignments where students engage with the material right there and then (timed assignments for virtual classes).
2. Require students to include materials that are only available in your classroom, lessons, lectures, or lab work.
3. Require detailed citations of their written work.
4. Have students include personal examples and experiences.
5. Focus on the process rather than a final product.
6. Consider having students build on conversation with generative AI with thoughtful and critical follow-up questions.
7. Add fact-checking activities with Generative AI to check the accuracy and authenticity of the bot.

Given the dynamic nature of generative AI, the key is to stay informed about updates, new tools, and evolving best practices. Ongoing engagement with the latest developments will keep you well-equipped to contribute to the advancement of generative AI in your instructional context. Consider joining communities like Educause AI Community and look out what other institutions are doing AI in Education Resources Spreadsheet. The CTLE will also continue to share recommendations. Refer to UHD faculty lib guide and look for more resources on the CTLE website. 

Other Resources:  

Talking-about-Generative-AI-Sidney-I.-Dobrin-Version-1.0.pdf (broadviewpress.com) 
The Learning with AI initiative from the University of Maine (umaine.edu) 
Syllabus Resources Document