Introductory Resources: What is Generative AI?

The first step to responding to generative AI in your classroom is to understand how these technologies work and what they are capable of.  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 (Faculty Director of Wharton Interactive) and Lilach Mollick (Director of Pedagogy), 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 AI and higher ed.
• What is Generative AI, University of Pittsburg
  • A quick overview, discussion of limitations and capabilities, and a list of different generative AI tools. 
• Self-Paced Generative AI Course, California Virtual Campus
• 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. .  

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

Responses to Generative AI in the Classroom

The resources below provide ideas and methods to modify assessments or use alternative assessment methods in response to generative AI.

• Embrace the Bot: Designing Writing Assignments in the Face of AI, Faculty Focus — Presents three different responses to generative AI, geared mainly towards writing assignments.
• ChatGPT Comes to CUNY Writing Classes, CUNY Graduate Center News — Writing instructors who incorporated generative AI into their courses share their experiences and takeaways.
• Learning That Matters Resources — Resources and ideas from the authors of Learning That Matters: A Field Guide to Course Design for Transformative Education
• Equitable Grading Strategies: Finding new ways to think about assessment, @ONE — A four-week course that guides participants in exploring alternative grading strategies.
• Assessment Ideas Factory, University of Queensland — A database of assessment ideas.

Syllabus Policies and Strategies to Support Academic Integrity  

• 10 Tips to Increase Academic Integrity, UC San Diego, Academic Integrity Office — This resource provides "common-sense" strategies that often get overlooked.
• Generative AI in the Syllabus, Dr. Tamara Tate, UC Irvine, Department of Education — A guide to creating your course policy, with examples.
• Sample Syllabus Policy Statements, University of Texas at Austin, Center for Teaching and Learning

Generative AI Detection Tools

Currently, SRJC currently has a license for Turnitin's AI detection tool.  However, AI detection tools have been found to produce false-positives.  Most colleges advise that AI detection tools should not be relied upon as the only form of evidence of academic dishonestly. The genAI detection policy from Washington University suggests additional factors that should be considered in addition to a positive AI detection results.

• Addressing Artificial Intelligence, Washington University in St. Louis

Spring 25 PDA Session Resources

Short-Term Strategies

Syllabus Policy Creation Tools and Samples

UC San Diego's Guide to Creating AI Syllabus Policy

ASCCC Sample Syllabi Statements on AI

Leon Furze's AI Assessment Scale

Securing Your Assessments

Canvas Features

Zoom Proctoring Guidance

Turnitin's AI Checker 

• 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
• Coming soon in Spring 25:
  • Adding Turnitin to an Assignment via Plagiarism Framework
  • Turnitin 1.3: How to Create a Turnitin Assignment

Proctoring Tools

SRJC has a license for 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.

Tools for Making GenAI Use Transparent

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 course, California Virtual Campus