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Course: NRS 460 Senior Synthesis: Advancing the Culture of Health

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Course: NRS 460 Senior Synthesis: Advancing the Culture of Health

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The students learn about just culture, root cause analysis, and meaningful recognition in healthy work environments. Students currently do not have the opportunity to practice this as a skill. I propose an assignment that would integrate the three concepts. They would utilize a case study about a conflict between a staff nurse and their nurse manager. They would utilize a RCA tool, such as the Fishbone diagram to determine the root cause of the problem. They would consider the role of meaningful recognition in the situation and write a solution using just culture. The students will be instructed to utilize an AI tool to assist with only one portion of the assignment (just culture, RCA, or MR). This would be a group project where the members would utilize a different AI tool for the various aspects of the assignment. The members would reflect individually and collaboratively about their experience with AI. Some themes to consider while reflecting are gratitude, recognition, and appreciation.

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here's the opening for a syllabus (generated in AI with some light editing)

Welcome to "Artificial Intelligence in the Fine Arts: Ethics, Aesthetics, and Innovation"

Greetings, future creative pioneers and philosophical ponderers! In this class, we’re diving headfirst into the swirling vortex where the Arts and artificial intelligence collide. By the time we’re done, you’ll know more about AI’s role in the Arts than the average sci-fi writer. But fair warning—this course might make you question everything from the concept of originality to the future of your paycheck.

Here’s the blueprint for our journey:

Ethics of AI in the Arts: Let’s kick things off by wrestling with the big questions—plagiarism, originality, and morality. Is a machine just remixing the past, or is it capable of true creativity?

AI as a Creative Tool: Think of AI as your new favorite paintbrush, keyboard, or collaborator. We'll explore how to use it without feeling like you’ve handed over the keys to your creative kingdom.

What’s Possible with AI: From generating music to creating surreal visual art, we’ll examine the mind-boggling capabilities of these tools.

Prompt Engineering: If AI is the genie, prompts are your magic lamp. Learn how to make your wishes more specific than “make art good.”

AI and the Economics of Art: Will AI destroy the arts as a paid profession, or is it creating new income streams? We’ll talk ownership, copyright, licensing, and whether your dream job is about to be automated.

Aesthetic Implications of AI: What happens when AI-generated art is indistinguishable from human creations? Does AI have its own aesthetic, or is it just riding the trends we give it?

The History of AI in the Arts: From the Illiac Suite’s first computer-composed notes to today’s generative tools, we’ll trace how AI got its creative chops.

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Last semester I taught a course called "The Future of Work" that examines the evolving nature of work, which is heavily influenced by rapid advancements in artificial intelligence (AI) and generative AI technologies. The class explores the dynamic interaction between human workers and AI systems, highlighting how this collaboration shapes organizational practices, job roles, and the concept of work itself. A key aspect of this changing landscape is the focus on combining human capabilities with AI capabilities in an ethical way. For the final assignment students were asked to go out into industry, interview how people work now, observe the work patterns and norms, use a theory as a heuristic to notice gaps or opportunities for humans to collaborate with AI ethically. The assignment that didn't go quite as well as I had hoped asked students to identify ethical prinples for collaborating with AI, define the principle, and then describe how to apply the principle in practice in industry. Students struggled to identify the ethical principles and differentiate between where humans played a distinct, but collaborative role with the AI. I will be improving this assignment (also collaborating with AI as a brainstorming partner and assistant) to develop an interactive experience where students will be given case study of ethical dilemmas in industry. Students will 1. discuss/debate the ethical issues I provide, 2. report back on what the key ethical issues are in place, 3. propose guiding principles for how need to identify what the ethical issue is, 4. describe possible example applications of the principle based on the ethical dilemma.

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CS376 is a required computer science laboratory course that teaches students how to use Linux/Unix tools in the context of Software Engineering and DevOps. The new re-vamped version of the course will include two weeks of assignment on how to use generative AI tools as a software engineer. The hands-on labs will include exercises that cover the basics of AI and data modeling, the software development tasks that the AI is really good at as well as the tasks that the AI fails to accomplish, and the ethics of breaching the copyright laws when using the AI generated code answers.

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AI and Unintended Consequences in Entrepreneurship - BUS 385

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AI and Unintended Consequences in Entrepreneurship - BUS 385

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The AI and Ethics in Entrepreneurship module focuses on the often-overlooked ethical challenges of unintended consequences associated with AI deployment in business. It emphasizes the ripple effects of AI systems, such as the environmental toll of training and deploying large models, the displacement of specialized labor markets, and the subtle erosion of human agency in decision-making processes. Students will critically examine scenarios where AI solutions, while seemingly beneficial, lead to unintended societal harm—such as exacerbating inequalities through biased resource allocation or creating dependency on opaque algorithms.

A key component of the module is exploring how startups can anticipate and mitigate these consequences. Topics include ethical concerns around AI-driven manipulation, like exploiting consumer behavior through hyper-targeted marketing, and the risks of surveillance applications extending beyond their intended scope. Through case studies, students will analyze ventures that faced backlash from unforeseen outcomes, such as community pushback against intrusive AI systems or missteps in data privacy. Assignments will focus on identifying potential unintended consequences in students’ venture ideas and crafting innovative strategies to address them. This module equips students to think critically and holistically about the far-reaching impacts of AI, fostering responsible and resilient entrepreneurial practices.

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Instead of having students present one final presentation and research poster, there will be two drafts due prior to the final presentation. While this does not prevent the use of AI, doing labor-based grading and in class research components, students are less likely to have AI create a final product because of the in-class work time and check-ins with the teacher. In addition, there must be rough drafts showing improvement, rather than a final product.

Mid-semester, when I am introducing their final research project, I will have students use AI to brainstorm topics and composers for their research. By asking AI to discover composers and questions related to a topic the student is interested in researching, AI can give them a broad overview of ideas and options for their research. They will work in small groups and share their ideas, and what AI recommends to each of them. We will also use this time to talk about the biases AI has….most notably, recommending male composers, and leaving out women and BIPOC composers. Students will continue to revise their queries to AI to come up with at least 15-20 interesting composers they can consider researching. I love this use of AI because in the past, I have been the AI source. I try to come up with composers the students might want to research; however, my knowledge is not as vast as AI and they can come up with more options in a very short time.

By changing the format of their final research project, and introducing ways AI can help, and hinder their research, students will have an introduction to when and where it is appropriate to use AI for research.

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Consistent with sociological theory, this course incorporates careful attention to the ways that AI can be used ethically and productively to enhance student learning and the ways it could undermine the learning process. For each written assignment, students will be asked to describe whether and how AI was used in the creation of the final product. Additionally, the course asks students to creatively apply theoretical concepts, such as "historical materialism," "the social construction of society," functional analysis, critical theory, and/or social conflict theory to reflect on how AI is shaping and will continue to shape society.

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social change and artificial intelligence

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I’m going to be incorporating AI into an existing creative assignment for my Byzantine Christianity course, in which students create new saints (real or fictional) by writing Byzantine-styled saints’ lives and crafting Byzantine-styled icons. = Jon Stanfill (theology)

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a Byzantine icon of Nicholas cage as a vampire vanquishing a dragon

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I am developing a homework policy that will allow students to use an AI tool to solve their homework problems. Students will be expected to solve the problems by hand based on the methods taught in class and rank their confidence in their solution. The students will then be asked to upload the assignment into a AI tool and prompt it to solve the problems in the assignment (I may only require them to prompt it to solve one problem). Students will be asked to rank their confidence in the AI solution and compare it with their hand calculated solution. Students will be asked to reflect on the similarities/discrepancies in the hand vs AI-generated solution and which one they are more confident in.

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Screenshot 2025-01-09 at 15-12-09 April 2024 Early Edition by structuremag - Issuu

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IN ED 621: Dissertation Prospectus, education doctoral students plan their dissertation methodology and write their first three chapters of their dissertation. I'm working on an assignment where they use AI tools in an activity in class and then produce an assignment to help them determine key citations in their area, clarify their RQs, determine research gaps, and start designing their methodologies. They will then reflect on the extent to which this process was helpful or not, and also reflect on and discuss the ethical ramifications of such work and how such work must be used.

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Brit Lit 1: Podcast Assignment

Early British literature may seem vastly disconnected from the world of AI, but the implications and impact of 21st-century LLMs have striking parallels with the technological advancements of the medieval and early modern periods (increasing literacy, printing press, pre-humanist/post-humanist world, etc.)--all with their own ethical implications. Engaging with these connections throughout the semester, students will end the course working in groups to write and produce podcasts that examine the connection between early British literature and a modern issue. They will use AI tools to collaborate on, create, fact-check, and edit a 15- minute podcast on an issue of their choice.

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Activity to include in ENG 107: Thinking Through Writing

I will generate an inventory tool that I will give to my students in the first week of class that will gauge (anonymously) their level of understanding and use of Generative Artificial Intelligence as a writing tool as well as their assumptions and attitudes about the ethical implications of GAI in the process of producing original compositions (brainstorming /researching, drafting, editing, and revising). I envision a series of statements (25-30) that students will respond to with one of three options: I agree, I disagree, or I am uncertain. I will collate this information and report the results back to the class. I will use this reporting as a catalyst for a robust conversation centered on the role AI can play in our writing class while adhering to clear ethical guidelines. In the last week of class I will have my students complete the same inventory. I will collate the data and report back again. Together we will be able to measure any changes that may have occurred.

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This semester I'm teaching a GIS (mapmaking and spatial analysis) class in ENV. A key skill students learn is troubleshooting their work using online tools. I intend to embed reflection on and comparison of different types of tools (1. the software's official help page, 2. online forums like Stack Exchange and Reddit, and 3. GenAI) in each assignment. Over the course of the term, students will learn that different tools are better for different common tasks we do in the class, such as: 1. Making a plan for conducting a specific spatial analysis, 2. Troubleshooting a specific error, 3. Completing a cartography task, 4. Assessing the reliability, source, metadata, etc. of a freely available online data source. Students will also reflect on the timesavings / utility of these tools relative to developing proficiency through repeated trial and error.

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I am developing guidelines for the SPN 308 and SPN 202 courses to emphasize that traditional language learning experiences—such as engaging in conversation with real people, embracing mistakes, and exploring cultural contexts—are irreplaceable by tools like Duolingo Max or Google Translate. However, the syllabus will emphasize that they can harness these tools as powerful supplements to enhance their learning journey, making language acquisition more efficient. I will add two days in the first week to explore this possibility and set clear guidelines for both courses.

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Barroque style painting: Don Quixote in Rocinante fighting against the Artificial Inteligence robot

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FA343: Drawing II

Drawing II challenges students to explore and redefine what drawing means in our contemporary world. Building upon foundational skills, this course investigates drawing's evolution from historical practices to current innovations, including AI as a creative tool. Students will examine traditional tools, techniques, and concepts while questioning how modern technology is reshaping artistic practice. Through a combination of hands-on projects, AI-assisted analysis, and peer critiques, students will develop their unique artistic voice while considering important questions about copyright, ethics, and artistic responsibility in the digital age.

The course emphasizes process over product, encouraging students to document and reflect on their artistic journey using both traditional and technological methods. Regular peer critiques and AI-assisted feedback provide multiple perspectives for growth and development. By creating a safe, collaborative environment, students will learn to see through diverse lenses and engage in meaningful discussions about the nature of drawing itself. The drawing projects allow each student to articulate their personal definition of drawing through a work that synthesizes their understanding of historical precedents, contemporary practices, and future possibilities.

Drawing on my 24 years of teaching experience and professional practice as an MFA-trained painter, I aim to foster an environment where questions lead to discoveries and where students learn as much from each other as they do from instructor guidance. This approach reflects my belief that the best art education is a collaborative journey of mutual discovery and growth.

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DALL·E 2025-01-09 14.15.26 - A conceptual illustration representing the essence of drawing, featuring a hand holding a pencil in the act of sketching on a blank piece of paper, wi copy