Introductory Resources: What is Generative AI?

Browse the resources below to get a basic introduction to generative AI.

• The video to the right gives a brief but thorough overview of how technologies like ChatGPT actually work.
• Introduction to AI for Teachers and Students, by Ethan Mollick and Lilach Mollick, Wharton School, University of Pennsylvania
  • This YouTube playlist is a great place to start.  The Mollick's are considered two of the key voices on genAI and higher ed.
• A Very Gentle Introduction to Large Language Models without the Hype, Medium — In-depth (but reasonably short) definitions of key AI terminology for folks without a Computer Science background.  Plus, helpful visuals.  Covers large language models, machine learning, neural networks, etc.

In-Depth Self-Paced Training Courses

All of the following courses are free.

Generative AI in the Classroom, California Virtual Campus (@ONE) — This two-week self-paced course guides you through a basic introduction to genAI, guidance on creating a genAI course policy, and exploring ideas for incorporating genAI into your classroom.

Artificial Intelligence Teaching Guide, Stanford University — This single-module course prompts you to explore pedagogical uses of genAI, consider the implications of genAI for your course, create a genAI course policy, and consider how you might incorporate genAI into your course.

Generative AI Prompt Literacy, University of Michigan-Flint — The course provides both a basic introduction to genAI and strategies to write effective prompts to make the most of these tools. The course covers ethical issues and bias in genAI.

 

• Infographic text of "What is my position on AI use."

How to Respond to GenAI in the Classroom: Short and Long-Term Strategies

Short-Term Strategies

In the short-term, it is critical that you develop a genAI policy for your courses.  This is the key to communicating clearly with students.  Once that policy is established, we recommend that you talk with your students about that policy and about genAI in general.  Finally, if you have a conditional, restricted or closed policy on genAI, you should take measures to secure your assessments. Use the resources below to get support and view examples of each of these steps.

1: Create Your Syllabus Policy  

UC San Diego's Guide to Creating AI Syllabus Policy - This guide walks you through the process of creating a syllabus and prompts you to reflect on your various assessment types.

ASCCC Sample Syllabi Statements on AI

Leon Furze's AI Assessment Scale - This provides a different approach than the one from ASCCC and is worth considering.

Sample Syllabus Policy Statements, University of Texas at Austin, Center for Teaching and Learning - More samples to consider.

2: Secure Your Assessments

If your Syllabus policy states that genAI use is Closed, Conditional, or Restricted, take steps to secure your assessments. Your students are human and the temptation of genAI is strong, especially for students who are unsure of their academic skills. There are various ways to discourage inappropriate use that range from using Canvas settings to online proctoring tools.

Canvas Features - Learn how to set up your quizzes to discourage academic dishonesty.

Zoom Proctoring Guidance - Use this guidance to help you prepare to proctor an exam via Zoom.

Turnitin's AI Checker Currently - SRJC currently has a license for Turnitin's AI detection tool.  While, these tools have been found to produce false-positives, they can provide you with some information if you suspect a student is using gen AI inappropriately. The consensus on these types of tools is that they should not be relied upon as the only form of evidence of academic dishonestly.

The following resources will help you get started with Turnitin's AI detection tool:

• Addressing Artificial Intelligence, Washington University in St. Louis - This provides some ideas on how to use AI detection tool results effectively.
• How to Add Turnitin to an Assignment
• Turnitin's AI Detection Support Articles
• How to View the Turnitin Results in Speedgrader
• Approaching Students about AI Detection Results

Remote Proctoring with Proctorio.  Instructors can use the Lock-Down Browser or Live Proctoring options to increase assessment security.

Instructors who decide to use Proctoring software should take the following steps to communicate with students and ease anxiety around proctoring and exams:

• Let students know that proctoring software will be used at the beginning of the course.  
• Create a practice experience with the proctoring tool so that students can make sure that their computer is properly set up to take the test.
• Inform students about how to get help if they need it during the proctored exam.

Talking with Students about GenAI in the Classroom

Reflection Sheet for Student Use of AI, UC San Diego

Long-Term Strategies

SLO Revision Guides

Guide to SLO Revision, UC San Diego

Assessment ReDesign

Guide to Evaluating AI's Impact on Your Assessments, UC San Diego

How Do I (Re)Design Assignments and Assessments in an AI-Impacted World?, University of Massachusetts

Assessment Ideas Factory, University of Queensland

AI Pedagogy Project, Harvard University

Artificial Intelligence: Considering Impacts and Opportunities on Academic and Professional Matters, ASCCC

CVC's Spring 25 Workshops on AI-Related Topics

Empowering Educators: Navigating AI in the Community College Classroom, ASCCC Webinar

Teaching with AI: A Practical Guide to A New Era of Human Learning, Bowen and Watson

Canvas Discussion ReDesign (watch these two 1/2 hour workshops)

• Tech Talks: Discussions are bad, but do they have to be?​
• Tech Talks: Better Discussion Activities

Oral or "Interview" Assessments​

• Math Interview Exams Workshop​

• Oral Exams in Engineering

ReThinking Grading

The Learning Record (evidence-based, metacognitive grading system)

Equitable Grading Strategies: Finding new ways to think about assessment, California Virtual Campus (@ONE) — A four-week course that guides participants in exploring alternative grading strategies.