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| Way back before Thanksgiving, after an academic integrity board hearing, I chatted with the student board members about their sense of AI issues in daily student life. They said it feels like there is a growing gulf between classes that use AI regularly and don’t identify any significant limits to AI use vs. classes where AI use is strictly prohibited across the board. |
AI
Teaching and Learning in the Age of AI
The following articles are helpful for thinking about the challenges and opportunities that large language models (LLMs) bring to teaching and learning:
- Want to Engage Students and Strengthen Your Teaching in the Age of AI? Start with this simple strategy by Brielle Harbin
- How AI is Changing- Not Killing- College by Colleen Flaherty
- Teaching in the Age of AI by Nana Lee
- The Importance of Connection in the Age of AI by Jennifer Smith
- Stop assigning traditional essays by Scott Carlson
- Artificial Intelligence and Critical Thinking in Higher Education: Fostering a Transformative Learning Experience for Students by Dr.
Identifying Unsupported Claims
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In my W101, I am using AI-generated writing to teach students two things: (1) the pitfalls of submitting unrefined AI output in their assignments and (2) how to evaluate and revise writing. For example, I developed this group activity to help students learn how to identify unsupported claims.
When prompted to write a college-level essay, AI tends to generate a lot of unsupported claims.
The Challenges of Slowing Down and Thinking Hard
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| One of the themes emerging in my conversations with departments and programs across campus this semester (17 so far!) is our commitment, as teachers and scholars, to helping our students embrace the challenge, satisfaction, and necessity of thinking—deeply, creatively, productively.
Faculty across campus articulate this goal in a variety of ways: Teaching students to value slow thinking in untangling math and programming problems, rather than speed in getting to an answer. |