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If AI forces us to add more "human" elements to our assessments and assignments, I don't think this is bad. But not all disciplines can do this.

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Adjustments we make as instructors with [the negative of] AI in mind need to also apply to the students who aren't using AI. How do we navigate ensuring any changes we make are benefiting ALL students?

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deciding if I even want get involved. too new to detect or make policy on

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Are we at the point where we can require students to make video posts on discussion boards instead of text? I would like to, but I am concerned about the equity issue assuming access to the technology. It does seem like most students have smart phones or other access to a device to create videos.

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Student presentations might be a good assignment.

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AI has been great in helping develop a draft for some fun and enticing announcements in my class. Super helpful in this away.

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Putting in assignments HOW to use it rather than restricting them. Additionally, teaching them how to be aware of AI biases and issues.

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I think it cuts out some of the busy work, and allows for deeper thought.

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Concerns about critical thinking abilities

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Pushes faculty to create higher level assignment prompts (ex. synthesis vs summation)

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AI is wonderful for 2 s tudents sharing a textbook... Check out Speachify app.

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The difference between AI and machine learning/predictive text.

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something software-related: my students often submit multiple drafts of an assignment, and eventually material would get flagged as being AI-generated (and rightly so), but the exact same material was not always flagged in the earlier drafts -- so this creates an issue with when/how to intervene with the student

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AI reinforces the need for creativity, which is critical thinking, which is what we're supposed to be teaching. Research papers are boring for the writer and the grader.

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What does fluency in using AI look like for students?

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The more you use tech, the more you will notice patterns in assignment submissions.

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Room 20 is also discussing the biases of AI. Also, submitting your prompts/questions to AI can help you become aware of what the standard AI response is for your assignments.

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Awareness of how easy it is to cheat. Math people really had to deal with it since Online teaching. We had better results with online teaching, really?!

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Teaching how to use AI to get the results you want could be a whole new discipline.

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Room 20 has been discussing how different disciplines use AI and how cultivating an online presence may be more beneficial in certain fields. We have discussed the "reality" that students create online as well.

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We should inspire more brainstorming and problem solving assignments vs. historical recall of facts.

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group 12: It's been helpful to teach students genres, and create sonnets. We agree that having conversations with students on how to use AI responsibly is a priority.

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Using AI to create prompts or summaries of units

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Lack of attribution!!! Claiming AI responses as one's own response.

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Assignments need to transition to personal relevant questions how this is applicable to your own life, or based upon your own research. This is better anyways vs. regurgitating facts

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Group 12: issues with originality, proper citations, feeling students are depending on AI, vs their own information. It has made errors in math, so it's been important to warn students before referring to it for assistance.

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AI can help with writing new curriculum.

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The opportunity to discuss how the biases of the people who use the internet influence what machines see as truth.

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Students have new opportunities to express their creativity and thoughts, which should be embraced and shepherded.

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Learning how to detect it accurately.

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I haven't had many challenges identifying it; addressing it is a different story. The use of AI is so blatant. The fake quotes, the repetition that says virtually nothing, the favoring of white, standardized English and eradication of the voice of the student. It isn't hard to tell. Having the software to support the obvious observations make it easier to address. I have a strict overt policy. The department now has one too. I have them take a quiz on AI. We discuss it. We read articles on linguistic justice and the issues in AI for linguistic justice.

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It's sad that they go this route. They have a voice that isn't being used.

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Its added a new assignment type of pointing out the mistakes AI makes in a typical response to free response question. Its really can show if a student understand a concept from a different angle that I never thought of before.

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I use it in class to augment what we're doing. The students like it.

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My course is a basic knowledge course. AI is very good at basic knowledge. So it’s hard to test for that.

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I see opportunities to explore how to intentionally infuse social justice principles, and ILOs and institutional values, in the drafting of PLOs and CLOs. :-)

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Just watched a youtube video a couple of days ago where the lecturer makes the case that AI will replace computer programmers. https://youtu.be/JhCl-GeT4jw?si=eu_h2Q5OwptKqESW

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Large Language Models and The End of Programming - CS50 Tech Talk with Dr. Matt Welsh

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Room 16 is having a great conversation, but not sure if anyone is typing into Padlet.

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Nope

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They are claiming it is the same as Grammarly.

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It appears sometimes that the student is using a combination of their own thoughts and AI information.

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I'm open with students and explain the numerous reasons they shouldn't use it, but they still do.

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Definitely distinguishing between AI generated work vs. creativity from the students.

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I do not use AI or have any problems.

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Are students making connections between the questions they are given and the answers the get from AI.

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I can put a creative assessment up and it’s on the Internet in 1 hr with Chegg or others.

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My biggest issue is when zerogpt says something is 100% AI and the student denies it. What is the school's policy?

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It could help with grammar obstacles for students who have great ideas, but poor mechanics.

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I have them write a speech using AI

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with the prevalence of bots in our classrooms, it makes me question if some of my students are human which is a weird thing.

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It's good at creating samples, quiz questions, which I can modify. A for students it's great for feedback.

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I have come to understand how important the learner's role is in learning. I try to have conversations with students about the fact that AI is a wonderful resource . . . just don't let it steal your opportunities to learn!

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It has tutoring potential with proper prompts

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definitely quality of writing has imporved

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it's NOT the work of the student!!

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I have had some students use AI to help them formulate outlines or theses. So it can be a useful tool to help students write better.

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Quality of writing has improved in some areas, such as organization.

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Getting into debates about whether something is really AI or not. Report says yes, I think it is, but student swears it is not.

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Last semester I had some blatant AI but I didn't have anything in my syllabus

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Students using AI to complete discussion board posts which are not scanned.

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it's great for brainstorming

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I can't help but wonder how we may be obsolete at some point, unless we fully understand the current needs of learning students.

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There have been a lot of instances of false flags because students use apps like Grammarly.

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It is difficult to identify if it was AI generated or the student's original work. And I feel inhibited confronting them if I believe it is not their original work.

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SafeAssign is often not catching even blatant cases of AI generated answers.