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Artificial Intelligence (AI)

A look at artificial intelligence: what it is and how to use it ethically in your work.

AI and Instruction

AI tools can be used to support different aspects of the teaching process, including:

  • Content Creation: AI can assist teachers in creating educational materials such as syllabi, presentations, lesson plans, and quizzes.
  • Assignment Design: AI can be used to brainstorm ideas for student assignments, research papers, and classroom discussions.
  • Content Recommendation: AI algorithms can recommend relevant readings and learning materials such as books, articles, and multimedia resources.
  • Accessibility and Language Support: AI can help overcome language barriers by translating content for students who speak different languages or transcribe spoken words into text, provide image descriptions, and support students with disabilities by making content more accessible.

AI Prompt Writing Examples

Create a syllabus

AI tool: ChatGPT - 2/2/2024

Prompt:  Create a syllabus for a 12-week introductory, undergraduate-level psychology course that meets twice a week for 90 minutes. The syllabus should outline the course objectives, topics, grading policies, guidelines for using generative AI, and expectations for student behavior and participation. The required textbook for the course is David G Myers et al. Psychology, 13th edition (ISBN #9781319132101). For each week, suggest lecture topics, readings, and assignments based on the chapters of the textbook.

Create a lesson plan

AI tool: ChatGPT - 2/2/2024

Prompt: Design a ninety-minute lesson plan for an undergraduate history course on the Franco-Prussian War. The plan should include activities that help students understand the factors leading to the event, its consequences, and its relevance to the unification of Germany. It should also incorporate primary sources, classroom discussions, and multimedia resources designed to engage students in critical thinking and analysis.

Create a quiz

AI tool: ChatGPT - 3/5/2024

Prompt: Create a 10-question multiple choice quiz for an undergraduate introductory physics course based on the following learning objective: Explain the properties of waves, including wavelength, frequency, amplitude, and velocity. Indicate the correct answer for each question.

Create discussion questions

AI tool: ChatGPT - 2/2/2024

Prompt: Generate three discussion prompts about Eden Robinson's Monkey Beach for a 100 level English course. Generate one prompt for each of the following themes appearing in the book: death and loss, monsters and mythical creatures, and racism. 

AI Policy Statements

Instructors should set clear guidelines about the permissibility and appropriate use of A.I. in their courses. Below are some examples of statements instructors may want to include in their syllabus and/or Brightspace shell.

Example 1: Use of AI strictly prohibited
Use of AI tools such as ChatGPT to complete course assignments is not permitted under any circumstances.

Example 2: Use of AI permitted under certain conditions
Use of AI tools such as ChatGPT is only permitted to help you brainstorm potential research topics, develop research questions, or find more information about a topic. All material you submit must be your own.

Example 3: Use of AI fully permitted
Use of AI tools such as ChatGPT is fully permitted provided that you cite your work using an appropriate citation style. Because AI generated content is not always accurate or appropriate, it is each student’s responsibility to assess the validity and applicability of any AI-generated content included in their work.  For guidance on how to cite AI content in your work consult this research guide.

AI Detection Tools

While tools for detecting AI-generated content exist (Turnitin, GPTZero, Copyleaks), such tools are not 100% effective and have been found to exhibit several problems. For instance, AI detectors:

  • Can be prone to produce false positives or negatives
  • Offer no explanation or supporting evidence for their scores
  • Can easily be evaded through the manipulation of prompts or rewriting outputs
  • Tend to be biased against non-native English writers
  • Do not guarantee privacy of any data submitted

Instead of relying on AI detection tools, it is recommended that instructors:

  • Implement clear policies and guidelines governing the use of AI in the classroom
  • Teach students how to use AI ethically and effectively and critically evaluate output

**If you are allowing the use of AI for your coursework the Citing Artificial Intelligence (A.I.) Generated Text libguide may be helpful to your students.

AI Literacy

AI literacy refers to the ability to understand, evaluate, and responsibly interact with artificial intelligence technologies. It involves not just using AI tools but also comprehending their underlying principles, ethical implications, and limitations. In today's digital age, where AI systems are becoming increasingly prevalent in various aspects of daily life, AI literacy is crucial for individuals to make informed decisions, critically assess AI-generated content, and prepare for the modern workforce.

AI literacy helps students:

  • Engage in critical thinking by questioning the accuracy, bias, and potential manipulation of AI-generated information
  • Recognize and address ethical dilemmas related to bias, misinformation, privacy, intellectual property, and accountability
  • Evaluate information sources and distinguish between human- and AI-generated content
  • Use AI tools effectively and responsibly, maximizing their benefits while minimizing risks
  • Adapt to new AI technologies as they continue to evolve and participate in discussions about their societal impact

The section below provides some assignments instructors can use to teach students AI literacy skills. 

AI Literacy Assignment Examples

Paper Review

Provide students with a research paper that was partially or fully generated by AI. Ask them to critically review the paper, evaluating the clarity of the research question, methodology, data analysis, and conclusions. Have them identify any biases, inaccuracies, or inconsistencies in the paper. This exercise encourages students to compare AI-generated work with traditionally authored research and consider the reliability of AI-generated content in academia.

Art Critique

Provide students with a selection of artworks, stories, poems, or music pieces that were created by AI. Ask them to analyze and compare these AI-generated creations with human-generated ones. Have students consider the emotional impact, originality, and cultural significance of both sets of creations. Encourage discussions on whether AI can truly replicate human creativity and the implications of AI-generated art for the creative industries.

Content Creation

Allow students to work in groups or individually to create their own AI-generated content, such as a research paper, short story, or art work using AI tools. However, instruct them to maintain a critical perspective throughout the process. After creating the content, have students present their work and engage in a discussion about the challenges, benefits, and limitations of using AI in the research or creative process.

News Media Analysis

Provide students with a news article that has been generated by AI. Have students find at least two human-written news articles on the same topic from reputable sources. Instruct them to compare the AI-generated article's claims with the claims made in the human-written articles. Encourage students to analyze differences in language, tone, accuracy, and depth of reporting between AI-generated and human-written content.

Social Media Analysis

Give students examples of AI-generated social media posts, comments, or messages. Ask them to analyze the language, style, and relevance of the content. Have students discuss the potential consequences of AI-generated social media interactions, such as the spread of misinformation, influence on public opinion, and the erosion of authentic online communication.

AI Mythbusting

Provide students with common misconceptions or exaggerated claims about AI-generated content. Have them research and present evidence-based responses that debunk these myths, helping them differentiate between what AI can and cannot do accurately.

Ethics of AI

Present students with scenarios where AI-generated content could have ethical implications, such as deepfake videos, automated customer service chatbots, or personalized advertising based on user data. Ask students to identify potential ethical concerns and consider the social, legal, and cultural implications of using such AI-generated content. Encourage them to propose guidelines or regulations to address these concerns.

Future of Work

Assign students to research and write a report on how AI-generated content is impacting various industries and professions, such as journalism, advertising, entertainment, and more. They should analyze the potential changes in job roles, skill requirements, and the overall landscape of work as AI continues to advance in content generation.

Resources for Instructors

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