There is no question that the ever-growing landscape of generative AI tools (e.g., ChatGPT, CoPilot, DALL-E) are impacting higher education. What follows are notes and resources compiled by the Pew FTLC over the past year of workshops, learning communities, conversations and individual explorations. While some of the links below provide more comprehensive treatments of the subject, this page is meant to provide a broad overview of the issues most pressing for all disciplines.

Are you looking for the shortest possible story? While the story is complex, nuanced, and ever-changing, here are our top recommendations: 

1. Understand how AI works. Take the time to learn more about the basics as well as the range implications. 
2. Talk to your students. Rather than wondering about each other's expectations and experiences, invite a conversation. In advance of such a conversation, consider the extent to which you already have clarity. How do you expect students to use or not use generative AI? What are your policies and guidance? How can you help students navigate choices in your class and beyond? 
3. Critical thinking is more important than ever: When should one use AI? When should one not use AI? How should AI output be evaluated? What are the right questions to ask about rapidly evolving new technologies? What assumptions are being made? Who benefits and who is harmed? 
4. Take an "education first" approach. Helping students learn means providing clear guidance instead of relying on policies and policing. Lean into trust as we are all learners in this space.  
5. Consider whether you are most interested in teaching against AI or teaching with AI. There is no one right answer here, but reflecting on your own values will inform your next steps in learning. 
6. Do you plan to require student engagement with third party tools (many of which have terms of use associated with creating accounts) and if so, do students notified in advance and are you prepared to offer assignment completion alternatives?  

Engaging Students with ChatGPT

1. Yee, Kevin; Uttich, Laurie; Main, Eric; and Giltner, Liz, "AI Hacks for Educators" (2024) OER compilation of instructor-focused applications, refines the definition of AI fluency initially described in their 2023 piece below. These five areas are worth consideration as the basis for not your own explorations but in discussing AI with students:

• Understanding how AI works
• Deciding when to use AI (and when not to)
• Applying effective prompt engineering metnods
• Displaying digital adaptability 
• Adding human value 

2. Yee, Kevin; Whittington, Kirby; Doggette, Erin; and Uttich, Laurie, "ChatGPT Assignments to Use in Your Classroom Today" (2023). OER work with a stellar overview of ChatGPT followed by examples of assignments in the following categories:

• Prompt Engineering – p. 1-18
• Search – p. 19-24
• Evaluation – p. 25-38
• Analyze – p. 39-52
• Writing – p. 53-88
• Generate – p. 89-104
• Study – p. 105-122

3. ChatGPT Prompts to Accelerate Learning, Alchemy

4. A Guide for Students: Should I Use AI? AI for Education

5. Citation guidelines: APA and MLA

Assessing Student Learning

The ways in which we assess student learning in both in-person and online environments are likely to change. From writing assignments to multiple choice exams, the implications of generative AI are significant. In addition to the resources above, we offer two additional approaches: 

Reflective annotations - on either writing assignments or exams, ask students to go deeper and respond to prompts such as: Why did you make this choice? How did you approach finding a solution? Was it challenging/useful/satisfying and why? For additional examples, see Built-in Self-Assessment: A Case for Annotation, Faculty Focus blog and Rethinking Reflective Writing Assessments in the Face of Generative AI, University of New South Wales Sydney. Better yet, consider using a social annotation approach. Hypothesis is a tool supported by GVSU (see the Hypothesis overview and related IT Knowledge Base article).  

Authentic assessments - sometimes referred to as "meaningful" assessments, the general idea is moving away from recall tasks to application and real-world contexts. Two online tutorials we recommend are Designing Authentic Assessments, Queens University and Authentic Assessments, University of Illinois Chicago. See also the IT Knowledge Base article on the topic. 

Syllabus Policies & Assignment Guidelines

In addition to clarity of expectations in a syllabus, we highly recommend including "point of use" guidance around AI as part of a specific assignment's guidelines. Several excellent collections of sample verbiage:

Generative AI and the College Classroom, Center for Engaged Pedagogy, Barnard College [A beautiful site with instructor decision-making infographics and concise recommendations and syllabus statement examples]

Use prohibited, Use only with prior permission, Use only with acknowledgment, Use is freely permitted with no acknowledgment, University of Delaware

Syllabus Policies for AI Generative Tools, Lance Eaton

Padlet collection of university policies, Western University of Health Sciences

AI Literacy in the Age of Generative AI, Guidance for Syllabus Language, University Libraries, Texas Tech University University

Faculty Applications of AI

Are you curious about how instructors are using Generative AI in their own work? These examples are provided not as endorsement but as illustrative: 

Free AI Resources for Your School or Classroom, AI for Education 

ChatGPT Prompts to Accelerate Learning, Alchemy

11 Ways ChatGPT Can Save You Time, Olga Kozar, TECHE blog, Macquarie University 

Equity Considerations

AI comes with costs. What may appear free (for now) requires extensive resources and generates concerns about equitable access. Some questions to consider: 

1. What are the sources of data? Who has given permission for their work to be included? 
2. Does everyone have equal access to tools? Generative AI tools with enhanced features over free versions come with ongoing costs. 
3. What resources are being used to stand up generative AI? You may be surprised to learn about the environmental impacts. 
4. If you suspect that a student has used of ChatGPT, for example, to complete an assignment, what can you do? We strongly advise against detection tools which have been shown to be ineffective. Assuming that you have provided students with clear guidance on use of AI tools, the best first step is to have a conversation with the student. 
5. Two things that we know for certain is that standalone generative AI tools are evolving rapidly and that AI is increasingly becoming embedded into existing technologies (Office365, Zoom) in ways that are obvious or not. How will you keep up and help students make ethical choices? 

For three quick takes on the issues raised above:

• FAQ, ChatGPT in the Classroom, Andrew Maynard, Arizona State University 
• Saenko, K. (2023). A computer scientist breaks down generative AI’s hefty carbon footprint. Scientific American. 
• Abrams, Z. (2024, April 1). Addressing equity and ethics in artificial intelligence. Monitor on Psychology, 55(3). 

Related GVSU Policies

Acceptable Use Policy for Public AI Solutions, Information Technology

Academic Misconduct Policies and Procedures, Office of Student Conduct and Conflict Resolution

Social Media and Third Party Tools in Teaching, eLearning Technologies

Writing with Artificial Intelligence and ChatGPT, Supplemental Writing Skills 

Writing with Artificial Intelligence and ChatGPT, Department of Writing 

Policy on Working With AI-Assisted Writing Tools, Writing Center 

OURS Generative AI Policy, Office of Undergraduate Research and Scholarship

Artificial Intelligence use in a Research Project, Thesis, or Dissertation, Graduate Education Policies and Procedures Manual

Additional Resources

1. Bowen, J. A., & Watson, C. E. (2024). Teaching with AI: A Practical Guide to a New Era of Human Learning. Johns Hopkins University Press. [The Pew FTLC is sponsoring several Learning Communities around this book and hosted viewings of a webinar series with the authors that was well received.]
2. ChatGPT: Understanding the new landscape and short-term solutions, Cynthia Alby [A relatively old piece now (2022!) but still relevant with assignment suggestions and assessment considerations]
3. Office of the Provost Quest Series, ChatGPT, February 22, 2023
4. A few thinkers on AI we follow:
   1. John Warner, The Biblioracle Recommends
   2. Bryan Alexander, Bryan's Substack
   3. Renée Cummings, University of Virginia 
   4. Lance Eaton, AI + Education = Simplified
   5. Timnit Gebru, Distributed AI Research Institute 
   6. Ethan Mollick, One Useful Thing

Do you have a resource that you have found particularly helpful? We welcome your suggestions for additions to this page.