We routinely outsource tasks to technology, from dishwashers to Google Maps, without much concern. When learning isn’t a core goal, the act of outsourcing isn’t inherently problematic. But the case of GenAI is much trickier: there’s mounting evidence that using GenAI can support or detract from learning depending on the choices made by the user. So, how should you approach questions about GenAI outsourcing in your courses?
Most faculty and instructors prefer to restrict GenAI use to some degree—whether by limiting how AI is used generally, limiting AI use to particular assignments, or largely prohibiting the use of any Generative AI tools in any capacity in a particular course.
Did you know that there’s a helpful worksheet for crafting a GenAI syllabus statement (created in collaboration with Liberal Arts Technologies and Innovation Service, CEHD-Digital Education and Innovation, Academic Technology Support Services, CEI, and
As we approach the end of the semester, one topic on many faculty members’ minds is undisclosed AI use. Whether you prohibit AI use entirely or place just a few limitations, you know that restricting AI use is easier said than done. Students may misuse AI in a number of ways that result in academic integrity violations, including using AI in ways prohibited by course policies or assignment directions; failing to adequately attribute their AI use; or using AI in ways that produce other academic integrity violations, such as misrepresentations of sources or fabricated citations.
This semester began with civic unrest, requiring many instructors and students to pivot quickly to HyFlex teaching and learning environments. HyFlex—also referred to as “hybrid,” and the rather elaborate “synchronous learning in distributed environments (SLIDE)”—is when onsite and remote modes of participation occur simultaneously in a class.
Recently, many of us have seen Gemini integrations pop up on University Google platforms. Tech companies rolling out consequential changes to GenAI tools, access, and capabilities seem to pay little attention to the semester calendar or our existing assignments, assessments, and course policies. These integrations vastly reduce the friction of using GenAI tools, making it easier and more automatic for writers to use GenAIs.
Students are often eager for feedback on their writing. While faculty comments on assignments are crucial, with limited time, faculty can’t always give as much support as students might like, particularly before assignment deadlines. Students can also find it nerve-wracking to approach faculty for help.
The window between fall and spring semesters is an ideal time to reflect on our work and brainstorm new teaching strategies. After finalizing fall grades and taking time to rest and recharge, we have just a few short weeks to prepare for spring. In this month’s blog post, we recommend strategies for productive reflection and revision that will make your midwinter less bleak.
Posted by Jessa Wood // // 0