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Handbook resource for faculty being developed by newly formed AI Curriculum Working Group (cross college collaboration). Continue offering sessions like these, discipline specific also useful

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Handbook resource for faculty being developed by newly formed AI Curriculum Working Group (cross college collaboration). Continue offering sessions like these, discipline specific also useful

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We need to know how to use AI, and what the ethics are around it. Faculty don't have a lot of time to pick up these skills, but don't have a strong grasp, especially related to the ethical issues.

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DMSB Co-op integrated AI into Prof Dev for Co-op Course

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DMSB Co-op integrated AI into Prof Dev for Co-op Course

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Changing faculty mindset from 'AI is cheating' to 'how to use AI effectively'

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Changing faculty mindset from 'AI is cheating' to 'how to use AI effectively'

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Conferences really helpful (CAEBL, Co-op AI summit)

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Trainings that are more contextualized and tailored to specific courses, faculty, staff, and teaching needs.

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COE Bio-engineering Fact checking Claude is part of homework

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COE Bio-engineering Fact checking Claude is part of homework

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It's helpful to hear how others are using it for ideation. Having more discussions across the year would be helpful.

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How can we ensure that AI is there as a resource and a tool, not doing the work for students?

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The library provides access to two AI tools: scite.ai (aka scite_) and ScopusAI

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Can't guarentee anything.  Every students may not have the results. When should we teach this rubric?  When should we apply it?  In an AI class love it.  In other courses, where does this fit.  How would it fit in a content class.

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Can't guarentee anything.  Every students may not have the results. When should we teach this rubric?  When should we apply it?  In an AI class love it.  In other courses, where does this fit.  How would it fit in a content class.

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Set of departmental/college expectations, suggested syllabus wording, etc. Ways that department members have been effectively using Claude would also be useful

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Create a community where students can drop their ideas.

Ways to maintain authenticity.

Keep updated on what's being released.

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Regular exchange of ideas among fac/staff.

Continue to learn new applications, tools, and methods.

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Training sessions that give us time to practice as we go (need support in getting started and practicing). More workshop, less scary, no dumb questions, let's start at the beginning and do it together.

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We developed a Physics tutor bot and piloted it in a course. It has been used by 113 students with 25% using it daily and 50% 3 times a week.

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A resource hub that shares examples of how faculty have implemented AI. It should have a diversity of disciplines represented.

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Knowing how AI is being used currently in industry wold help us better prepare students for what's ahead for them.

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Learning for ourselves as educators - staying one step ahead

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Learning for ourselves as educators - staying one step ahead

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Strategies and tools

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Create a document faculty can share with students to identify how to ethically use AI

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Create a document faculty can share with students to identify how to ethically use AI

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Have chart with red, yellow, green -acceptable vs unacceptable uses. Incorporate into community agreements?

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Help faculty become more comfortable using AI in their academic discipline.

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Help faculty become more comfortable using AI in their academic discipline.

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How can a faculty member use GenAI models as a tool instead of replacement of learning? Student evaluations refer to faculty members using AI as a negative point. When students are encouraged to use it they do so by having the AI tools do the work for them.

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A university-wide statement on acceptable AI use in academia!

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A very pressing question--how to come up with a plan for teaching responsible and effective use of AI

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How to know when Claude gives accurate info when acting as students' study-buddy

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How to know when Claude gives accurate info when acting as students' study-buddy

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Clearer understanding of what exactly is being communicated to students regarding expectations of AI usage.

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How do we teach critical thinking skills in an age of AI?

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Our students are ahead of us in the use of AI -- even our HS-age kids are ahead of us!

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What needs to change? The ways we teach and assess are currently in tension, and we've historically relied on output. How do we understand what is the student's authentic work?

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How can we incorporate using AI without it taking over.  Can students code for themselves?

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How can we incorporate using AI without it taking over.  Can students code for themselves?

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Khoury - 1 per semester workshop series; CATLR self paced module series such as Claude

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Khoury - 1 per semester workshop series; CATLR self paced module series such as Claude

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CATLR offerings on GenAI

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Do we still need exams in the age of AI? Or do exams become more important for assessing learning?

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Abundance of resources but lack of time for Faculty to determine what would be best/work within the resource for individual works.

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Training - for professionals

Progressive ruberic/standards outlining expectations for ethics/understanding of AI

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Support in developing expertise. Time to devote to exploring the different processes (Claude). Time to talk with colleagues and practice the skills we are learning. Additional workshops offered to learn more about the tools. Collaborative efforts across the University.

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What resources are available for (K-12) students? (Ex: not all students come to campus with same access to AI resources) - Equity challenge: How are we addressing varied student experiences with AI tools?

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More opportunities to collaborate with those working across the global network

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Curated and up-to-date information regarding industry expectations of skills needed and appropriate use of AI.

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Explain value of authentic self-generated writing

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Explain value of authentic self-generated writing

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Explain to students why products that they produce (e.g. cover letters) can sound generic and uninteresting when AI-generated. Emphasize value of uniqueness

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There is great concern about AI being used to help students avoid challenge, but are there ways we can use it to increase the rigor in how students learn.

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how to find the time to teach AI and leave some time for questions/discussions of AI in class. Focusing on using AI to complete the assignment. include focus on student input on how AI could be improved. how to construct a better or more more effective prompt, which means knowing about what the AI can do.

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We all need time to learn and adjust to advancing technologies, especially in regard to how it can be used in our disciplines.

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We all need time to learn and adjust to advancing technologies, especially in regard to how it can be used in our disciplines.

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How do we create standards & policies for AI ethics?

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Training on prompt development, especially on complex topics

Use of Chatbots

Initiative of faculty to use AI depends on their own interests

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We need to talk to each other, compare notes, and coordinate within departments.

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How does the rubric help in non-AI classes?

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How does the rubric help in non-AI classes?

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More top-down communication about how to frame AI usage for students

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What are the lines for what you can use AI for? When is not your own original thought.

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How to reassert our emphasis on critical thinking and scholarship at an age when students are using AI as a crutch in their homework? Especially when teaching writing as an example. How do we effectively assess student performance?

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How to reassert our emphasis on critical thinking and scholarship at an age when students are using AI as a crutch in their homework? Especially when teaching writing as an example. How do we effectively assess student performance?

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Centralized AI resource hubs with multiple use-case examples by disciple of studies.

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Time and space to learn (individually and with others) about how to integrate AI in our teaching and work.

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How can we continue wholistic student development of the youngest generation (student sense of self, growth, identity) while acknowledging AI. Let them know that they can contribute to knowledge. How can older students use AI to explore their past in new ways to "loosen up" their thoughts.

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How do we change our assessments such that they are meaningful and not as open to cheating? How can we get them to actually engage with course material, and not just outsource it to AI?

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How do we stay current as faculty, staff, academic leaders on AI trends, usage, and tools?

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How to demonstrate AI literacy on resume, in interviews, etc. since employers are seeking AI proficient candidates

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How to demonstrate AI literacy on resume, in interviews, etc. since employers are seeking AI proficient candidates

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Get ahead of it before it's required.  They should be able to do grammar.  Part of the rubric: is this clear?

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Get ahead of it before it's required.  They should be able to do grammar.  Part of the rubric: is this clear?

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How much AI is too much? Is there a learning limitation to AI? Calculator=you need to learn math.

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Discarding or revising assignments that are prone to over-AI use; Students using AI tools during job interviews

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Discarding or revising assignments that are prone to over-AI use; Students using AI tools during job interviews

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Work around the deficit mindset some faculty have towards students and AI. Specifically when it comes to the idea of AI and cheating

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Bring faculty together in small groups to brainstorm what types of assignments complement learning in the discipline. Could generate specific assignment examples and help articulate to students acceptable vs unacceptable uses

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How can we teach AI wisely while cultivating student critical thinking skills?

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What specific AI skills are employers looking for?

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What specific AI skills are employers looking for?

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Knowing discipline-specific employer uses of AI can help students connect what they are learning to their career goals.

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TIME -- we need time to learn and work on AI but pulled in so many directions. We are also trying to be a resource for students, so balancing the 2 is tricky.

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What level do we take our use of AI to?

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Not being completely dependent on AI. Students should be critical thinkers and know when and how to use AI.

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Do multilingual students need to learn English in a non-writing centered classroom?  If the ideas come from AI or just the language is coming from AI.

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Do multilingual students need to learn English in a non-writing centered classroom?  If the ideas come from AI or just the language is coming from AI.

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More access to information - professor is not just delivering content

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We're encouraging students to use AI, but how can we teach them to use it to their advantage, not as a substitute for thinking?

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Each discipline agreeing within each school on the most important discipline specific competencies and where to put them and which classes to put them on and bake them into objectives of courses.

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COS appointed people to lead AI-integration in each department. Fact finding, teaching circles, distribute resources, faculty education, etc.

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How do we as staff and faculty remain relevant in our work with students given AI integration?

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How can we tangibly assess the application of AI skills?

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Students given real-life transportation data and work with AI to visualize and draw useful pattern.n analyzing the information and producing an analysis. This is an intensive course with students learning a variety of software. Experiential research and work. Helps define data types.

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Tech that supports gaps in teaching & learning: Use AI to help develop rubrics, assignments, learning outcomes, exams, etc. Use AI to help students learn how to use effectively, safetly

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How to encourage AI use, without having learners use it as a crutch/compromise learning?

Students don't know, what they don't know... so their ability to evaluate output and refine, may be lacking.

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When is AI appropriate to use, especially at the capstone level. Complexity of task is difficult for students to grasp the limitations of AI

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What are the best sources of information on AI in education - for best practices, research, etc.

Is there a resource for curriculum - that is established - for elementary, middle, high school, college, and professionals (lifelong learning)

Ethics -- what is an ethical use of AI?

How do you conceptualize AI for education -- if it is ok to ask someone else to review/give feedback - but not create content - is that the correct framework to introduce to students --> where are the ethical boundaries?

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Addressing the fear AI inspires in some Faculty

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Strategies, Resources, Conditions for Faculty 

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Strategies, Resources, Conditions for Faculty 

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Looking for practical ways to utilize AI in our courses. Appreciating the value of workshops to collaborate on ideas from peers. RE: Strategy, query the students on how they use/feel about AI can aid in implementing responsible use of the AI tools. Be clear with the conditions in which the tool can or should be used.

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1. How to remain authentic while using AI.

2. What are the students' perceptions of the purpose of AI?

3. How to keep the student in the driver's seat when using AI?

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Having disciplinary conversations on AI literacy and ways to restructure our courses is necessary and extremely important and it takes time especially given that higher education moves slowly and AI moves extremely quickly.

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How do we prepare students for AI use during co-op since Employers are already using it.

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How do we incorporate AI into assignment design so we can assess students understanding of AI?

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Co-op AI summit (employers, students, co-op faculty)

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CATLR teaching circles (College of Science). Leverage early adopters to put a structure in place

COE workshops

AI in Action Series

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Having Co-op students use AI to connect their interests to course material.

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How do we encourage the motivation to learn meaningfully and through sustained attention?

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Teaching students honesty & transparency in AI use

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What do we no longer need to hold onto in terms of instructional expectations / teaching norms? An example is handwriting, which we don't need to rely on as much.

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Teaching students (and faculty!) to effectively engineer prompts!

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How do we get students to internalize the values and ethics of AI use?

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How do we get students to internalize the values and ethics of AI use?

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Super-user faculty (e.g., Nik Brown at CoE) who share ideas, are go-to people.

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How do we use AI to assess student learning? In grading? Is it cheating for faculty to utilize AI when they are grading?

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Critically evaluate AI outputs and identify when AI harms ethical literacy

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Both we and our students can be easily overwhelmed by the many tools, options, and voluminous output.

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Hearing about student experiences using AI

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Hearing about student experiences using AI