Resource Collection: GenAI

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Approaches to implement in your classroom

Read a Pedagogy in Practice story to learn what other faculty members are doing

"I decided to write up a detailed AI policy. I didn't only want to tell students what was allowed and what wasn't allowed. I wanted to articulate as clearly as possible why the rules I adopted helped further the learning goals of the course. I wanted students to understand how the policy was designed to help them develop skills that would benefit them in their lives beyond college."

Read about how Fred Schaffer (Political Science) uses his learning outcomes to come up with a detailed (and restrictive) GenAI Policy Statement.

"Students need guidance, they need specifics, and they need their instructors to be transparent…otherwise, they are left guessing (and if they guess wrong, it can mean failing an assignment or course!). I initially added 2 paragraphs in my syllabus. However, a couple students clearly used GenAI tools to write reflections for class, and I realized that my policy needed to be a lot more clear, specific, and value-driven."

Read about how Torrey Trust (Learning Technology) developed a detailed GenAI Policy Statement that explains what uses of AI are allowed and what uses are not allowed.

"The strength of AI feedback lies in its adaptability. It can be as concise or detailed as the student needs. This kind of just-in-time feedback is especially valuable for today's digital-native learners, who are used to receiving immediate feedback, which is something a human instructor cannot always offer outside of class or during take-home assignments."

Read about how Julia Feldhaus (German) is working collaboratively with students to develop AI literacy, provide differentiated feedback, and reflect together on the benefits and drawbacks of using Large Language Models in learning.

"I incorporated GenAI into my course to address a fundamental challenge in creative development: the principle that recognizes that creating one truly innovative idea requires generating hundreds of alternatives. GenAI allows students to generate dozens or even hundreds of ideas for students to explore, critique, and build upon."

Read about how Paul Wolff (Commonwealth Honors College) structures the use of GenAI to encourage divergent thinking.

"Rather than trying to prohibit or police the use of generative AI, I redesigned the out-of-class work to incorporate AI deliberately and transparently. Each student now engages in a structured, iterative conversation with an AI that argues the opposite of their initial view on that week’s controversy. Students now produce at least as much writing as they did with the old memos, but with richer critical engagement."

Read about how  John Hird (Public Policy) implemented the use of AI to Broaden Policy Perspectives and Develop Persuasive Arguments.

Discuss options for your course