The CITL team can help faculty and instructors navigate the complexities and opportunities presented by artificial intelligence.
The generative artificial intelligence (GAI) revolution has changed the landscape of higher education, prompting us to reconsider our approaches to teaching and learning. GAI tools have the potential to enhance student engagement, promote critical thinking, and prepare learners for a future where GAI plays a significant role. They also pose legitimate concerns about the value of the knowledge, skills, and dispositions we target in our teaching, and the integrity of the learning process.
We invite you to explore our offerings and join us in shaping the future of education through a thoughtful and informed approach to GAI. The CITL team is available to support faculty and instructional academic staff in navigating the complexities and opportunities presented by GAI. Here, you will find a wealth of practical resources related to GAI. Whether you are seeking information about GAI, looking to integrate GAI tools into your courses, or seeking strategies to manage the use of GAI tools by students, CITL offers resources tailored to your needs, allowing you to make knowledgeable decisions about your teaching that align with your educational goals and values.
Guidance and Resources
The widespread availability of generative artificial intelligence (GAI) tools is prompting college instructors to rethink the learning outcomes of their courses and the assignments that they have provided for their students to help them develop their knowledge, skills, and dispositions. To make appropriate decisions regarding these matters, instructors must stay informed on the ever-changing landscape of GAI, but there is so much information available that it can be difficult to identify a starting point. To help you out, CITL has developed a collection of relevant “quick-read” resources.
The first section helps you consider your course policies on GAI, academic integrity, and academic misconduct, along with some relevant areas of your teaching practices. There is a separate section to help you consider assignment design in the age of GAI. These questions will help you quickly and efficiently find the resources you need to enhance your teaching experience and support your students. You’ll be guided to the most relevant materials, tools, and support services available to you.
Please move through the questions in order, starting with the ‘GAI Policies and Your Course’ section and then moving into the ‘GAI and Your Assignments’ section.
GAI Policies and Your Course
Review this short video summarizing Applications of Generative AI, then consider this summary of GAI impacts on academic work.
If any of this seems unfamiliar, consider refreshing your knowledge by taking the asynchronous training course: Teaching with Artificial Intelligence.
Consider conducting a short, anonymous survey of students to understand their experiences and perspectives. A sample survey is available in Microsoft Forms and Qualtrics. These can be copied and modified or imported directly into your Canvas course.
Explore how GAI is affecting careers.
Consider how you might connect your learning outcomes to valued skills.
Consider whether your CLOs reflect the learning that is appropriate in the era of GAI.
There is no right or wrong approach to GAI in academic settings. The incorporation or shunning of GAI technologies is related to what outcomes you wish students to reach.
What do we mean by learning outcomes
Learning Outcomes
Assigments
Bloom’s Taxonomy
Bloom’s Remember Level in GAI
Bloom’s Understand Level in GAI
Bloom’s Apply Level in GAI
Bloom’s Analyze Level in GAI
Bloom’s Evaluate Level in GAI
Bloom’s Create Level in GAI
Prohibit: Redesign and reframe assignments to minimize the likelihood that students will use GAI tools to complete course assignments.
Embrace: Redesign assignments to encourage exploration of and reflection on GAI tools in a manner consistent with your learning outcomes.
Elevate: Reimagine your courses to extend the knowledge and skills of students by elevating learning outcomes in light of the capabilities afforded by GAI tools.
Including this in your syllabus will codify for students your commitment to academic integrity and its positive impact on learning and scholarship.
Affirming your commitment to the core values of academic integrity, including honesty, trust, fairness, respect, responsibility, and courage, with examples of why they are important to students, will help to generate a culture that values academic integrity.
Why Academic Integrity?
Pre-college Experience with Academic Integrity
How to Engage Students in Academic Integrity
You may choose to use this CITL Academic Integrity Training Video in your course to introduce the topic.
Please ensure it complies with the UWSP handbook section on GAI policy.
The UWSP handbook mandates inclusion of a GAI policy in your syllabus. Adding syllabus language that addresses your expectations for student use of GAI will help to avoid confusion. It’s important to stress to students that policies vary by instructor and by discipline.
Discussions about your expectations in advance of major assignments within the context of academic integrity allow students to ask questions and clarify your written expectations.
Transparent Assignment Template
Transparent Assignment Checklist
Being transparent about how you will deal with academic misconduct in the use of GAI before misconduct occurs is vital for maintaining a positive learning environment for students.
UWSP academic misconduct procedures are based on system-level regulations and should be followed.
Academic Misconduct Procedure Guide
Why Follow ProceduresDo your plans demonstrate your commitment to academic integrity by conforming to UWSP Academic Misconduct Procedures?
You are demonstrating academic integrity by following the designated procedure. You may save time by downloading DOS resources in advance, posting chart in your office.UWSP Dean of Students – Student Conduct
Failing to follow established procedure for academic misconduct can violate student rights and demonstrate a lack of academic integrity. Consider how your plans can be brought into line with the DOS procedure.
GAI and Your Assignments
Please review the questions above on GAI Policies and Your Course before diving into this content on GAI and Your Assignments.
Being transparent about your expectations for use of GAI on each assignment will help students to better understand expectations. Each course at UWSP may have a unique set of rules governing GAI use, so making your expectations clear is crucial.
Transparency In Learning and Teaching(TILT)
Transparent Assignment Template
Transparent Assignment Checklist
Do your instructions contain a summary of your reasoning behind the GAI use expectations for this assignment?
Reaffirming the value of academic integrity, and explaining how adhering to the policy benefits students helps to secure their buy-in.
Discussions about your expectations in advance of major assignments within the context of academic integrity allow students to ask questions and clarify your written expectations.
Discussing Assignment Expectations in Class
Transparency in Learning and Teaching (TILT)
The American Associations of Colleges and Universities in conjunction with Elon University has published AI-U, Fall 24 1.0: A student guide to navigating college in the Artificial intelligence era, which you may wish to provide to your students.
This practice will allow you to evaluate potential GAI output. Note that Microsoft Copilot in Microsoft Explorer is included in the Universities of Wisconsin Microsoft contract. Information entered in this chat is FERPA-protected as long as you are logged into your UWSP Microsoft account.
You should make sure that your assignment meets the needs of diverse learners. Evaluating your redesigned assignments can help you to ensure that your assignment is accessible and inclusive. Contact CITL to schedule a consultation.
Are you able to revise or redesign your assignment to limit or leverage the utility of GAI tools?
Review ideas for assignment redesign or request a consultation with a CITL instructional designer to explore possibilities.
Reducing Academic Misconduct on Assignments
Revising Your Assignments: Supporting Use of GAI
Revising Your Assignments: Prohibiting Use of GAI
Revising Your Assignments: Elevating Student Learning Through the Use of GAI
Does the new assignment consider the needs of diverse learners and issues of access and equity?
Evaluating your redesigned assignments can help you to ensure that your assignment is accessible and inclusive. Contact CITL to schedule a consultation.