HumanAIze - AI in Academia by Dr Doc

Time-saving on service activities

dradockens — 2024-02-17 18:21:48 UTC

I run the department social media, so I use AI to help write blog posts and create low-stakes content for Facebook and Twitter. I've also used AI to create templates for letters of recommendation.

Idea guru

dradockens — 2024-02-17 18:21:59 UTC

I use AI to give me all sorts of ideas for my courses, my projects, my research, etc. (WITH FACT-CHECKING, of course!)

Creating feedback templates

dradockens — 2024-02-17 18:22:20 UTC

I use my rubrics for my assignments and have AI help me create templates of feedback. For example, if a student earns a 5 on content matter for the assignment but a 3 on writing style/grammar, there would be feedback for each that I could copy/paste into their assignment notes.

Engaging with students

dradockens — 2024-02-17 18:22:32 UTC

Faculty can make learning more engaging with generative AI by creating interactive quizzes, adaptive content, and virtual simulations that cater to individual student needs and preferences. AI-powered chatbots and virtual assistants can also provide instant support and facilitate discussions, making the learning experience more dynamic and personalized.

Also, students may have a keen interest in the topic, making interactions about AI more stimulating for conversations in class.

Academic Dishonesty

dradockens — 2024-02-17 18:24:39 UTC

Students could misuse this tool

AI still new and shiny

dradockens — 2024-02-17 18:25:39 UTC

Some may use it without considering the consequences, which aren't fully understood yet.

Ethical implications

dradockens — 2024-02-17 18:29:53 UTC

Concerns about student privacy, data security, and algorithmic bias

Jobs!

dradockens — 2024-02-17 18:30:47 UTC

Job displacement - Will there be automation of our work leading to faculty or our field's job losses?

Challenges in Changing Our Curriculum

dradockens — 2024-02-17 18:31:46 UTC

Challenges in incorporating AI responsibly and effectively into teaching methods

Training - Training - Training

dradockens — 2024-02-17 18:32:57 UTC

Since AI is developing and changing at the speed of light - how much continued training will we need to stay on top of things in higher ed? Will all that improved workflow just be taken up with more training?

AI in LMS

dradockens — 2024-02-17 18:34:11 UTC

Our Blackboard system has added AI feature to help create modules for courses, quizzes, add images, make rubrics and the like.

ChatGPT (free version)

dradockens — 2024-02-17 18:43:58 UTC

Microsoft CoPilot (Bing Chat)

dradockens — 2024-02-17 18:44:33 UTC

Our university has privacy and security agreements with Copilot.

Bard/Gemini

dradockens — 2024-02-17 18:44:45 UTC

HeyPI

dradockens — 2024-02-17 18:44:55 UTC

Dall-E

dradockens — 2024-02-17 18:45:16 UTC

Midjourney

dradockens — 2024-02-17 18:45:25 UTC

InQuisitive

dradockens — 2024-02-17 18:45:49 UTC

Canva LMS built-in AI

dradockens — 2024-02-17 18:46:08 UTC

Perplexity AI

dradockens — 2024-02-17 18:46:34 UTC

Grammarly AI

dradockens — 2024-02-17 18:46:52 UTC

QuillBot

dradockens — 2024-02-17 18:47:08 UTC

Chat GPT pro (4.0) plus its plug-ins

dradockens — 2024-02-17 18:47:30 UTC

Synthesia

dradockens — 2024-02-17 18:47:47 UTC

Curipod

dradockens — 2024-02-17 18:48:05 UTC

Adobe Firefly and other adobe apps in Creative Cloud

dradockens — 2024-02-17 18:48:28 UTC

Otter.AI

dradockens — 2024-02-17 18:48:44 UTC

Educaide

dradockens — 2024-02-17 18:48:53 UTC

Magic School AI

dradockens — 2024-02-17 18:49:04 UTC

Not using yet

dradockens — 2024-02-17 18:49:24 UTC

Tools that help faculty with administrative duties so they can focus on the real work

dradockens — 2024-02-17 18:50:13 UTC

Basic use of any of them

dradockens — 2024-02-17 18:50:25 UTC

How to write better AI prompts

dradockens — 2024-02-17 18:50:35 UTC

Adapting assessments and assignments

dradockens — 2024-02-17 18:50:53 UTC

How to help students keep thinking critically with AI

dradockens — 2024-02-17 18:51:08 UTC

Need a personal AI assistant

dradockens — 2024-02-17 18:51:22 UTC

How to use it ethically

dradockens — 2024-02-17 18:51:51 UTC

How to use it for draft writing

dradockens — 2024-02-17 18:52:13 UTC

how to streamline research (qualitative and quantitative)

dradockens — 2024-02-17 18:52:38 UTC

Assignment and rubric creation

dradockens — 2024-02-17 18:52:57 UTC

Summarization

dradockens — 2024-02-17 18:53:50 UTC

Everything

dradockens — 2024-02-17 18:53:58 UTC

Bias and AI hallucinations

dradockens — 2024-02-17 18:54:13 UTC

Cheating and catching cheaters

dradockens — 2024-02-17 18:54:33 UTC

Educate myself with online opportunities

dradockens — 2024-02-17 18:55:02 UTC

Be positive and buckle down to learn it.

dradockens — 2024-02-17 18:55:23 UTC

It ain't going anywhere.

Learn what AI can and can't do

dradockens — 2024-02-17 18:55:40 UTC

Prepare myself for discussions with students.

dradockens — 2024-02-17 18:55:56 UTC

Add syllabus policies

dradockens — 2024-02-17 18:56:15 UTC

Revamp my course to include AI (where it makes sense)

dradockens — 2024-02-17 18:56:40 UTC

Teach my students basic AI literacy

dradockens — 2024-02-17 18:57:00 UTC

Attend webinars like this so I can learn more

dradockens — 2024-02-17 18:57:23 UTC

Help my university set up training and discussion sessions for AI

dradockens — 2024-02-17 18:57:41 UTC

Talk to my colleagues about their ideas for AI in our program

dradockens — 2024-02-17 18:57:59 UTC

Think about the ethics so I can help set up safeguards

dradockens — 2024-02-17 18:58:27 UTC

Change my assignments to make them more AI-resistant

dradockens — 2024-02-17 18:58:57 UTC

Self-Educate

dradockens — 2024-02-17 18:59:08 UTC

Try to add assessments that address things AI does poorly:

dradockens — 2024-02-17 19:03:33 UTC

currency (in some cases), synthesis, judgement, presence, and process - paper on this topic, write j.vernon@imperial.ac.uk

Have added course topics and outcomes connected to AI

dradockens — 2024-02-17 19:04:02 UTC

Haven't yet - here to explore

dradockens — 2024-02-17 19:04:16 UTC

Have added more scaffolding assignments that require addressing feedback to promote human input

dradockens — 2024-02-17 19:04:58 UTC

Used Ai to improve my assignments and rubrics to match my objectives and outcomes

dradockens — 2024-02-17 19:05:35 UTC

Considered my entire course pedagogy

dradockens — 2024-02-17 19:06:07 UTC

Everything needs to change in light of AI

Have added outcomes on formulating ideas for ethical use of AI in our field

dradockens — 2024-02-17 19:06:43 UTC

Worked to add more application

dradockens — 2024-02-17 19:07:09 UTC

I have AI complete all my class assignments and assessments

dradockens — 2024-02-17 19:08:37 UTC

To better learn if my assignments can too easily be completed by AI and to familiarize myself with AI outputs for my course, I have AI complete all the work I assign to my students. If it's too easily completed by AI, I try to restructure. I've also used AI to help make suggestions to change my assignments.

Use AI to create assignments

dradockens — 2024-02-17 19:09:12 UTC

AI writes case studies for me to assign to my students

Showed my students what AI can and can't do

dradockens — 2024-02-17 19:10:37 UTC

I shared a video screen grab of me walking through an assignment being completed by AI and discussed what it did well and what it didn't do well, as well as what expectations I had for student input along each step of the way if they did use AI.

I have asked Chat GPT to evaluate my assignments against my course objectives/outcomes

dradockens — 2024-02-17 19:11:32 UTC

then had it provide feedback and give ways it could be improved

AI Spectrum Discussion

dradockens — 2024-02-17 19:13:35 UTC

Use Matt Miller's AI Spectrum with students to facilitate discussions of academic honesty.

I've told my students they cannot use AI under any circumstances

dradockens — 2024-02-17 19:14:03 UTC

I have very clear syllabus policies about what is and what isn't allowed

dradockens — 2024-02-17 19:14:32 UTC

Referencing

dradockens — 2024-02-17 19:15:17 UTC

Have had many discussions about how to cite AI with my students (prefer MLA citation style since it requires prompt inclusion, despite my field using APA).

Provided an AI literacy tutorial with a well-versed colleague

dradockens — 2024-02-17 19:15:42 UTC

Talk about my use of AI

dradockens — 2024-02-17 19:16:19 UTC

I try to maintain open dialogue with students by discussing my own use of AI

Open conversation

dradockens — 2024-02-17 19:17:19 UTC

My students and I have open conversation about AI topics in our field - what is and isn't ethical - what works and what doesn't

Save time

dradockens — 2024-02-17 19:21:51 UTC

Prioritize my workload

dradockens — 2024-02-17 19:22:01 UTC

Be more efficient

dradockens — 2024-02-17 19:22:11 UTC

Help me in course design of new classes or classes I am updating

dradockens — 2024-02-17 19:22:27 UTC

Pull key info out of large documents

dradockens — 2024-02-17 19:22:46 UTC

Give me ideas when I'm stuck

dradockens — 2024-02-17 19:23:00 UTC

Do some work for me!

dradockens — 2024-02-17 19:23:08 UTC

Scheduling

dradockens — 2024-02-17 19:23:43 UTC

Draft letters of recommendation

dradockens — 2024-02-17 19:24:04 UTC

Help me create presentations faster

dradockens — 2024-02-17 19:24:16 UTC

Help me brainstorm

dradockens — 2024-02-17 19:24:36 UTC

Help me look into issues of accessibility to improve equal access

dradockens — 2024-02-17 19:24:57 UTC

Help with literature review work

dradockens — 2024-02-17 19:25:16 UTC

Create discussion board prompts

dradockens — 2024-02-17 19:25:48 UTC

Service workload

dradockens — 2024-02-17 19:26:38 UTC

Have GPT help make templates for various service activities

Quick generation of images

dradockens — 2024-02-17 19:27:15 UTC

For projects that I wouldn't have purchased artist work, I have it make copyright free images

Write in specific language styles

dradockens — 2024-02-17 19:27:53 UTC

Write in policy language. Write for a general audience. Write for doctoral colleagues. etc.

Helped with my course assignment creation

dradockens — 2024-02-17 19:28:08 UTC

Made rubrics

dradockens — 2024-02-17 19:28:18 UTC

Help with outlines so no more blank pages to get me started

dradockens — 2024-02-17 19:28:40 UTC

Saves me time

dradockens — 2024-02-17 19:28:50 UTC

Created lesson plans based on my topics and course objectives/ outcomes

dradockens — 2024-02-17 19:29:17 UTC

Made a variety of case studies to promote individual student work on assignments

dradockens — 2024-02-17 19:29:43 UTC

Editing/summarizing

dradockens — 2024-02-17 19:30:04 UTC

I can be wordy so...

Personal collaborator

dradockens — 2024-02-17 19:30:24 UTC

Use AI as a thinking partner and creative companion

Slide deck creation

dradockens — 2024-02-17 19:30:44 UTC

I love gamma.ai

Writing

dradockens — 2024-02-17 19:31:08 UTC

non-native english speaker

help me develop more measurable learning outcomes

dradockens — 2024-02-17 19:31:24 UTC

Set SMART goals based for my to-do's

dradockens — 2024-02-17 19:31:39 UTC

Unusual language choices

dradockens — 2024-02-17 19:32:32 UTC

sometimes the output is either stilted or even over creative compared to natural speech and writing

Fabricated resources

dradockens — 2024-02-17 19:33:07 UTC

AI has made up some things that sound super real and even provided citations that do not exist.

Misuse

dradockens — 2024-02-17 19:33:24 UTC

Some people abuse its use

Vague or poor quality output

dradockens — 2024-02-17 19:34:22 UTC

Depending on the topic, I sometimes get very vague or low quality responses.

$$$

dradockens — 2024-02-17 19:34:50 UTC

If I want it to do complex work, it comes at a pretty hefty price

If I stay within a specific GPT stream of questions, it seems to get less accurate rather than more accurate

dradockens — 2024-02-17 19:35:37 UTC

So I have to start a new conversation periodically to keep it from being a problem

Prompts can be difficult to come up with sometimes

dradockens — 2024-02-17 19:36:06 UTC

Bias

dradockens — 2024-02-17 19:36:24 UTC

Have seen bias in some of the responses in AI

Not great at complex math

dradockens — 2024-02-17 19:37:02 UTC

Visit this Padlet

dradockens — 2024-02-17 19:38:02 UTC

From Dr. Tracy Moore - https://padlet.com/cetl6/university-policies-on-generative-ai-m9n7wf05r7rdc6pe

Visit this Group Think Google Doc

dradockens — 2024-02-17 19:38:49 UTC

From Dr. Lance Eaton - Syllabi Policies

Guidance on AI Detection and Why We’re Disabling Turnitin’s AI Detector

dradockens — 2024-02-17 19:41:05 UTC

AI-Detectors Biased Against Non-Native English Writers

dradockens — 2024-02-17 19:41:23 UTC

Open AI, creators of Chat GPT shut down their AI Detection efforts

dradockens — 2024-02-17 19:42:29 UTC

https://openai.com/blog/new-ai-classifier-for-indicating-ai-written-text

Inside Higher Ed – Student tools that beat AI Detection

dradockens — 2024-02-17 19:42:56 UTC

How Unreliable AI Detectors Actually Harm Students

dradockens — 2024-02-17 19:43:16 UTC

5 Text Prompts for ChatGPT that Professors Need to Try!

dradockens — 2024-02-17 19:44:35 UTC

https://academic.wlu.edu/2023/03/20/5-text-prompts-for-chatgpt-that-professors-need-to-try/

50 TIME-SAVING CHATGPT PROMPTS FOR TEACHERS

dradockens — 2024-02-17 19:44:56 UTC

How To Write Effective Prompts for Generative AI Tools

dradockens — 2024-02-17 19:45:51 UTC

https://www.montana.edu/facultyexcellence/teaching-advising/genai/prompts.html

An introduction to prompting generative AI like ChatGPT for teaching and learning

dradockens — 2024-02-17 19:46:45 UTC

HOW TO MINIMIZE YOUR WORKLOAD: AI PROMPTS FOR TEACHERS

dradockens — 2024-02-17 19:47:24 UTC

10 AI Tips & Prompts for Educators, Administrators, & School PR Professionals

dradockens — 2024-02-17 19:47:51 UTC

Maximizing your Course Success: Utilizing ChatGPT & Prompt Engineering

dradockens — 2024-02-17 19:48:22 UTC

ChatGPT Style Guide: Understanding Voice and Tone Prompt Options for Engaging Conversations

dradockens — 2024-02-17 19:48:59 UTC

ChatGPT Prompts to Accelerate Learning

dradockens — 2024-02-17 19:51:28 UTC

AI in Higher Education from Alchemy

dradockens — 2024-02-17 19:52:34 UTC

https://www.youtube.com/playlist?list=PLz6k7w7MM7W6DxJt1kdkytkGzIcxrJDFC

Lamar University CITL on social media

dradockens — 2024-02-17 19:53:37 UTC

https://www.facebook.com/LamarCITL

Promoting Authenticity of Student Work in the Age of AI: A Faculty Guide

dradockens — 2024-02-17 19:55:11 UTC

Provides 100 Ways to Encourage Human Input Over Artificially Generated Intelligence in Your Classroom Assignments with example assignments for each

LU CTLE Blog with AI related information

dradockens — 2024-02-17 19:56:21 UTC

Artificial intelligence section of website coming soon!

Excellent blog series on Higher Education and AI that includes overviews of success stories and provides “how to’s

dradockens — 2024-02-17 19:58:01 UTC

https://edtechmagazine.com/higher/university

Crowd sourced Syllabi Policies on open share Google Doc created by Lance Eaton

dradockens — 2024-02-17 19:59:36 UTC

https://docs.google.com/document/d/1RMVwzjc1o0Mi8Blw_-JUTcXv02b2WRH86vw7mi16W3U/edit?pli=1#heading=h.1cykjn2vg2wx

AI in Writing Intensive Courses

dradockens — 2024-02-17 20:00:12 UTC

https://www.youtube.com/watch?v=15aSTcTYAkA

BENEFITS, CHALLENGES, AND SAMPLE USE CASES OF AI IN HIGHER ED

dradockens — 2024-02-17 20:01:08 UTC

Stress Test Your Assignments

dradockens — 2024-02-17 20:01:30 UTC

Stress Test Your Assignments

dradockens — 2024-02-17 20:01:54 UTC

How to talk to students about AI

dradockens — 2024-02-17 20:03:35 UTC

AI Spectrum Discussion

dradockens — 2024-02-17 20:03:59 UTC

Use Matt Miller's AI Spectrum with students to facilitate discussions of academic honesty.

How to talk to students about AI

dradockens — 2024-02-17 20:04:11 UTC

Adapt Your Course for AI

dradockens — 2024-02-17 20:05:27 UTC

Adapt Your Course for AI

dradockens — 2024-02-17 20:05:36 UTC

One Useful Thing

dradockens — 2024-02-17 20:06:00 UTC

Navigating the Conundrum: Academic Honesty in the Era of Generative AI by Dockens

dradockens — 2024-02-17 20:07:52 UTC

https://www.linkedin.com/pulse/navigating-conundrum-academic-honesty-era-generative-ai-dockens-8bsdc%3FtrackingId=ZlXQmXu1kB2rCmmTa7a2Jg%253D%253D/?trackingId=ZlXQmXu1kB2rCmmTa7a2Jg%3D%3D

Speeds up my work

2024-02-17 20:16:17 UTC

Bloom's with AI in mind

dradockens — 2024-02-17 20:19:42 UTC

Bloom's with AI in mind

dradockens — 2024-02-17 20:20:09 UTC

Going to try using AI to better align my objective/outcomes with my course description

dradockens — 2024-02-17 20:20:57 UTC

Going to try out some of the example prompts with my course info

dradockens — 2024-02-17 20:21:20 UTC

Going to use AI to match my objectives and outcomes to higher order Bloom's

dradockens — 2024-02-17 20:21:59 UTC

Definitely using There's an AI for that and Futurepedia

dradockens — 2024-02-17 20:22:36 UTC

Making some rubrics

dradockens — 2024-02-17 20:22:55 UTC

Playing with all the different AI portals, as suggested

dradockens — 2024-02-17 20:23:17 UTC

Practicing prompts

dradockens — 2024-02-17 20:23:37 UTC

Exploring AI in my LMS

dradockens — 2024-02-17 20:23:49 UTC

trying the decision trees for faculty and students

dradockens — 2024-02-17 20:24:32 UTC

Taking a look at my current course design

dradockens — 2024-02-17 20:24:58 UTC

add ai into some of my assignments

dradockens — 2024-02-17 20:27:47 UTC

Use AI to make case studies

dradockens — 2024-02-17 20:28:17 UTC

Try simulating conversations with chatbots for my courses

dradockens — 2024-02-17 20:28:38 UTC

thinking about the ethics of AI use in my field

dradockens — 2024-02-17 20:29:00 UTC

watching some webinars on how to create my own GPT/RAG

dradockens — 2024-02-17 20:29:23 UTC

Learn to build your own GPTs

dradockens — 2024-02-17 20:30:07 UTC

3 Ways to Make a Custom AI Assistant | RAG, Tools, & Fine-tuning

dradockens — 2024-02-17 20:30:53 UTC

No-code retrieval augmented generation (RAG) with LlamaIndex and ChatGPT

dradockens — 2024-02-17 21:51:44 UTC

A beginner’s guide to building a Retrieval Augmented Generation (RAG) application from scratch

dradockens — 2024-02-17 21:52:10 UTC

https://medium.com/@wachambers/a-beginners-guide-to-building-a-retrieval-augmented-generation-rag-application-from-scratch-e52921953a5d

Retrieval Augmented Generation: Beginner’s Guide to RAG Apps

dradockens — 2024-02-17 21:53:02 UTC

A Teacher's Prompt Guide to ChatGPT aligned with 'What Works Best'

dradockens — 2024-02-17 21:53:52 UTC

Chat GPT's Prompt Professor

dradockens — 2024-02-17 21:54:51 UTC

GPT Prompts for Busy Educators

dradockens — 2024-02-17 21:55:59 UTC

How to cheat on your final paper: Assigning AI for student writing

dradockens — 2024-02-17 21:58:43 UTC

Use AI to find AI

dradockens — 2024-02-17 22:00:24 UTC

There's an AI for That

dradockens — 2024-02-17 22:01:21 UTC

https://theresanaiforthat.com/

Superhuman’s Ultimate 100 AI Tools

dradockens — 2024-02-17 22:01:47 UTC

Use AI to prevent AI use

dradockens — 2024-02-17 22:02:38 UTC

Make my syllabi more transparent about what I will and won't allow with AI in my class

dradockens — 2024-02-17 22:03:08 UTC

Chat GPT

dradockens — 2024-02-17 22:05:55 UTC

Google Bard

dradockens — 2024-02-17 22:06:47 UTC

Perplexity AI

dradockens — 2024-02-17 22:07:41 UTC

https://www.perplexity.ai

Microsoft Copilot (Bing Chat)

dradockens — 2024-02-17 22:08:14 UTC

What AI Topics Should CTLE Cover Next?

dradockens — 2024-02-17 22:09:03 UTC

Educaide AI

dradockens — 2024-02-17 22:09:38 UTC

Claude AI

dradockens — 2024-02-17 22:09:57 UTC

Magic School AI

dradockens — 2024-02-17 22:10:25 UTC

Gamma AI

dradockens — 2024-02-17 22:10:57 UTC

Challenges raised by AI in higher ed

dradockens — 2024-02-17 22:18:18 UTC

Your current sentiments regarding AI

dradockens — 2024-02-17 22:18:49 UTC

US Dept of Ed Report on AI and the Future of Teaching & Learning

dradockens — 2024-02-17 22:27:14 UTC

Educause 2023 Horizon Report

dradockens — 2024-02-17 22:28:07 UTC

EDUCAUSE QuickPoll Results: Adopting and Adapting to Generative AI in Higher Ed Tech

dradockens — 2024-02-17 22:30:26 UTC

Let ChatGPT Be Your Teaching Assistant

dradockens — 2024-02-17 22:30:45 UTC

Tools to help you accelerate your research (open source)

dradockens — 2024-02-17 22:31:09 UTC

Free EdTech Texts and Journals

dradockens — 2024-02-17 22:32:00 UTC

Ideas for universities to create an AI workgroup

dradockens — 2024-02-17 22:32:54 UTC

WCET Report: Supporting Instruction & Learning Through Artificial Intelligence: A Survey of Institutional Practices & Policies

dradockens — 2024-02-17 22:33:13 UTC

Educause AI Workgroup

dradockens — 2024-02-17 22:33:46 UTC

https://connect.educause.edu/community-home/digestviewer?CommunityKey=3e9c1d98-f63e-4ac4-9efd-0187b8b72c8a

Prompt engineering for students – making generative AI work for you

dradockens — 2024-02-17 22:34:24 UTC

What to do about assessments if we can't out-design or out-run AI?

dradockens — 2024-02-17 22:34:50 UTC

Prompt engineering for educators – making generative AI work for you

dradockens — 2024-02-17 22:35:12 UTC

Authentic assessment: creating a blueprint for course design

dradockens — 2024-02-17 22:40:26 UTC

https://www.tandfonline.com/doi/abs/10.1080/02602938.2017.1412396

The development of student feedback literacy: enabling uptake of feedback

dradockens — 2024-02-17 22:40:56 UTC

https://www.tandfonline.com/doi/full/10.1080/02602938.2018.1463354

AI in Education

dradockens — 2024-02-17 22:41:26 UTC

Means, Motive, Opportunity: A Composite Narrative about Academic Misconduct

dradockens — 2024-02-17 22:42:14 UTC

A comprehensive AI policy education framework for university teaching and learning

dradockens — 2024-02-17 22:43:18 UTC

AI Resources from The University of Arizona

dradockens — 2024-02-17 22:43:49 UTC

AI Assignment Flip - 10 Examples

dradockens — 2024-02-17 22:44:24 UTC

AI Assignment Flip - 10 Examples

dradockens — 2024-02-17 22:44:50 UTC

text.cortex

dradockens — 2024-02-17 22:46:35 UTC

How can generative AI intersect with Bloom’s taxonomy?

dradockens — 2024-02-17 22:47:13 UTC

Design Statements to "show your work"

dradockens — 2024-02-17 22:48:14 UTC

AI and Bloom's - the article

dradockens — 2024-02-17 22:48:42 UTC

Students Outrunning Faculty in AI Use

dradockens — 2024-02-17 22:49:16 UTC

Guidance for Including Generative AI Policy in Syllabi

dradockens — 2024-02-17 22:50:00 UTC

Khanmigo AI

dradockens — 2024-02-17 22:50:17 UTC

Notion AI

dradockens — 2024-02-17 22:50:37 UTC

AI at Google Labs

dradockens — 2024-02-17 22:52:37 UTC

Carrot Squared AI

dradockens — 2024-02-17 22:53:06 UTC

Scite AI

dradockens — 2024-02-17 22:53:34 UTC

Midjourney AI

dradockens — 2024-02-17 22:53:57 UTC

Litmaps AI

dradockens — 2024-02-17 22:54:32 UTC

Google DeepMind

dradockens — 2024-02-17 22:54:56 UTC

How to Use Midjourney

dradockens — 2024-02-17 22:55:40 UTC

Merlin AI Plug-In

dradockens — 2024-02-17 22:56:12 UTC

QuillBot

dradockens — 2024-02-17 22:56:31 UTC

Grammarly AI

dradockens — 2024-02-17 22:56:55 UTC

Elicit Research AI

dradockens — 2024-02-17 22:57:31 UTC

https://elicit.com/?redirected=true

AI Meeting Assistants

dradockens — 2024-02-17 22:57:47 UTC

Beulr transcript AI

dradockens — 2024-02-17 22:58:14 UTC

Learnt AI

dradockens — 2024-02-17 22:58:35 UTC

AI in Assessments Pathway

dradockens — 2024-02-17 22:59:04 UTC

Practical AI Intro

dradockens — 2024-02-17 22:59:29 UTC

Poe AI

dradockens — 2024-02-17 23:00:08 UTC

ID-Assist

dradockens — 2024-02-17 23:00:37 UTC

Course Workload Estimator

dradockens — 2024-02-17 23:00:57 UTC

How Microsoft Copilot for Microsoft 365 works

dradockens — 2024-02-17 23:01:21 UTC

How to train ChatGPT to write like you

dradockens — 2024-02-17 23:02:16 UTC

Build your own GPT

dradockens — 2024-02-17 23:04:44 UTC

Prompt Engineering for ChatGPT

dradockens — 2024-02-17 23:05:09 UTC

Prompt Engineering for ChatGPT

dradockens — 2024-02-17 23:05:27 UTC

Exploring AI: Core Concepts and Applications

dradockens — 2024-02-17 23:05:51 UTC

Tips, guidance, and resources for instructors to adapt to AI in the classroom

dradockens — 2024-02-17 23:06:12 UTC

Exploring the Potential of AI Content Generation Tools in Teaching, Learning, and Research

dradockens — 2024-02-17 23:06:46 UTC

Create a quiz in ChatGPT and import it into Canvas

dradockens — 2024-02-17 23:07:05 UTC

Matt Wolfe: AI and FutureTech

dradockens — 2024-02-17 23:07:40 UTC

AI in Education Google Group

dradockens — 2024-02-17 23:08:10 UTC

The Rundown AI

dradockens — 2024-02-17 23:08:33 UTC

Join the AI Community Workgroup

dradockens — 2024-02-17 23:09:22 UTC

Luke Hobson AI Talk

dradockens — 2024-02-17 23:10:03 UTC

Utilizing ChatGPT & Prompt Engineering

dradockens — 2024-02-17 23:10:58 UTC

ChatGPT Style Guide: Understanding Voice and Tone Prompt Options for Engaging Conversations

dradockens — 2024-02-17 23:11:13 UTC

Adapting Your Teaching to Generative AI Tools GroupThink Doc

dradockens — 2024-02-17 23:11:47 UTC

Assessment ideas for an AI-enabled world

dradockens — 2024-02-17 23:12:24 UTC

APA: How to cite ChatGPT

dradockens — 2024-02-17 23:12:48 UTC

Citing Generative AI Models

dradockens — 2024-02-17 23:13:06 UTC

AI writing detection update from Turnitin's Chief Product Officer

dradockens — 2024-02-17 23:13:31 UTC

The Sentient Syllabus

dradockens — 2024-02-17 23:14:26 UTC

http://sentientsyllabus.org/

My Bib AI

dradockens — 2024-02-17 23:15:01 UTC

CHATGPT GUIDANCE FOR THE CUNY CLASSROOM

dradockens — 2024-02-17 23:15:20 UTC

I'm a student. You have no idea how much we are using ChatGPT.

dradockens — 2024-02-17 23:16:02 UTC

AI Is a Lot of Work

dradockens — 2024-02-17 23:16:21 UTC

ChatGPT: Post-ASU+GSV Reflections on Generative AI

dradockens — 2024-02-17 23:16:41 UTC

We tested a new ChatGPT-detector for teachers. It flagged an innocent student.

dradockens — 2024-02-17 23:17:01 UTC

Artificial Hallucinations in ChatGPT: Implications in Scientific Writing

dradockens — 2024-02-17 23:17:27 UTC

Believe Your Assignment is AI-Immune? Let's Put it to the Test

dradockens — 2024-02-17 23:17:50 UTC

Believe Your Assignment is AI-Immune? Let's Put it to the Test

dradockens — 2024-02-17 23:18:05 UTC

Why AI detectors think the US Constitution was written by AI

dradockens — 2024-02-17 23:18:31 UTC

From AI to A+: Prepare Your Students for Using ChatGPT and other AI

dradockens — 2024-02-17 23:19:15 UTC

OpenAI Abruptly Shuts Down ChatGPT Plagiarism Detector—And Educators Are Worried

dradockens — 2024-02-17 23:19:52 UTC

Don't use AI detectors for anything important

dradockens — 2024-02-17 23:20:13 UTC

an-mit-student-asked-ai-make-her-headshot-more-professional-it-gave-her-lighter-skin-blue-eyes

dradockens — 2024-02-17 23:21:04 UTC

AI Plagiarism Detection Software Keeps Falsely Accusing Students of Cheating

dradockens — 2024-02-17 23:21:23 UTC

AI in Education: New Guidance from the Department of Education

dradockens — 2024-02-17 23:21:51 UTC

MLA-CCCC JOINT TASK FORCE ON WRITING AND AI

dradockens — 2024-02-17 23:22:32 UTC

All work is group work now: Collaborative learning as a pedagogical and assessment framework for learning with generative AI

dradockens — 2024-02-17 23:23:09 UTC

Generative AI’s Act Two

dradockens — 2024-02-17 23:23:47 UTC

“I didn’t expect ChatGPT to get so good” | Unconfuse Me with Bill Gates

dradockens — 2024-02-17 23:24:22 UTC

2. AI and Education: A curated collection of resources by the Association for the Advancement of Artificial Intelligence (AAAI) focused on AI in education.

dradockens — 2024-02-17 23:31:35 UTC

A comprehensive AI policy education framework for university teaching and learning

dradockens — 2024-02-18 00:51:49 UTC

Guidance for Including Generative AI Policy in Syllabi

dradockens — 2024-02-18 00:52:05 UTC

WCET Report: Supporting Instruction & Learning Through Artificial Intelligence: A Survey of Institutional Practices & Policies

dradockens — 2024-02-18 00:52:21 UTC

Adapt Your Course for AI

dradockens — 2024-02-18 00:55:15 UTC

Bloom's with AI in mind

dradockens — 2024-02-18 00:55:28 UTC

Stress Test Your Assignments

dradockens — 2024-02-18 00:55:40 UTC

AI Assignment Flip - 10 Examples

dradockens — 2024-02-18 00:56:32 UTC

AI Spectrum Discussion

dradockens — 2024-02-18 00:56:51 UTC

Use Matt Miller's AI Spectrum with students to facilitate discussions of academic honesty.

How to talk to students about AI

dradockens — 2024-02-18 00:57:05 UTC

Promoting Authenticity of Student Work in the Age of AI: A Faculty Guide

dradockens — 2024-02-18 00:57:55 UTC

Provides 100 Ways to Encourage Human Input Over Artificially Generated Intelligence in Your Classroom Assignments with example assignments for each

Navigating the Conundrum: Academic Honesty in the Era of Generative AI by Dockens

dradockens — 2024-02-18 00:58:19 UTC

https://www.linkedin.com/pulse/navigating-conundrum-academic-honesty-era-generative-ai-dockens-8bsdc%3FtrackingId=ZlXQmXu1kB2rCmmTa7a2Jg%253D%253D/?trackingId=ZlXQmXu1kB2rCmmTa7a2Jg%3D%3D

Educause: Cross-Campus Approaches to Building a Generative AI Policy

dradockens — 2024-02-18 01:09:40 UTC

Anthology’s Education and Research Center: AI Policy Framework

dradockens — 2024-02-18 01:11:09 UTC

Adobe Firefly

dradockens — 2024-02-18 01:14:23 UTC

https://www.adobe.com/products/firefly.html

Adobe Express

dradockens — 2024-02-18 01:15:18 UTC

Canva

dradockens — 2024-02-18 01:16:05 UTC

Increasing speed of work

dradockens — 2024-02-22 17:13:36 UTC

Brainstorming

dradockens — 2024-02-22 17:13:46 UTC

Collaborating

dradockens — 2024-02-22 17:14:07 UTC

Create outlines for research ideas

dradockens — 2024-02-22 17:14:21 UTC

Organizing my thoughts

dradockens — 2024-02-22 17:14:39 UTC

Background research

dradockens — 2024-02-22 17:14:58 UTC

Generating ideas for future research directions

dradockens — 2024-02-22 17:15:13 UTC

Look at ideas from different viewpoints

dradockens — 2024-02-22 17:15:32 UTC

Developing frameworks

dradockens — 2024-02-22 17:15:45 UTC

Starting point for manuscript or literature review

dradockens — 2024-02-22 17:16:38 UTC

Pattern identification

dradockens — 2024-02-22 17:16:53 UTC

Automating coding of text (socio-behavioral research)

dradockens — 2024-02-22 17:17:20 UTC

Looking from a wider view

dradockens — 2024-02-22 17:17:36 UTC

Helping find info I might have missed

dradockens — 2024-02-22 17:17:49 UTC

Citations

dradockens — 2024-02-22 17:18:00 UTC

Generate examples

dradockens — 2024-02-22 17:18:19 UTC

Generating keywords to do literature search

dradockens — 2024-02-22 17:18:46 UTC

Data analysis and pattern recognition

dradockens — 2024-02-22 17:19:00 UTC

Comparative analysis

dradockens — 2024-02-22 17:19:26 UTC

Determination of best research method or statistical tests for a study

dradockens — 2024-02-22 17:19:49 UTC

Plagiarism

dradockens — 2024-02-22 17:20:38 UTC

Ethics

dradockens — 2024-02-22 17:20:47 UTC

Abuse of AI

dradockens — 2024-02-22 17:21:17 UTC

Incomplete or outdated information

dradockens — 2024-02-22 17:21:33 UTC

Biased information

dradockens — 2024-02-22 17:21:41 UTC

AI Hallucinations, False or Incorrect Responses

dradockens — 2024-02-22 17:22:04 UTC

Individuals not critically evaluating AI outputs

dradockens — 2024-02-22 17:22:26 UTC

Fabrication or Falsification

dradockens — 2024-02-22 17:23:15 UTC

Rules varying widely from journals and grant agencies

dradockens — 2024-02-22 17:23:37 UTC

Creativity loss

dradockens — 2024-02-22 17:23:56 UTC

Over-reliance on AI use

dradockens — 2024-02-22 17:24:04 UTC

Focus shift to product over process

dradockens — 2024-02-22 17:25:09 UTC

Transparency in use

dradockens — 2024-02-22 17:25:21 UTC

May pull info from limited databases

dradockens — 2024-02-22 17:25:47 UTC

Prompt skills must be excellent for it to be useful

dradockens — 2024-02-22 17:26:04 UTC

Copyright issues

dradockens — 2024-02-22 17:26:25 UTC

e.g., uploading copyrighted info

Coding help

dradockens — 2024-02-22 17:27:24 UTC

Survey question wording and ideas for additional questions

dradockens — 2024-02-22 17:27:42 UTC

Keyword brainstorming for lit reviews

dradockens — 2024-02-22 17:28:01 UTC

Helping with writing, rephrasing, grammar, shortening, etc.

dradockens — 2024-02-22 17:28:35 UTC

English for second language writer

dradockens — 2024-02-22 17:29:02 UTC

PDF summaries

dradockens — 2024-02-22 17:29:15 UTC

Topic or research question generation

dradockens — 2024-02-22 17:29:27 UTC

Teaching myself research skills

dradockens — 2024-02-22 17:29:43 UTC

Refining writing

dradockens — 2024-02-22 17:30:03 UTC

especially when over word count

Article search

dradockens — 2024-02-22 17:30:15 UTC

Brainstorming

dradockens — 2024-02-22 17:30:27 UTC

Synthesis

dradockens — 2024-02-22 17:30:34 UTC

Evaluating research gaps from existing literature

dradockens — 2024-02-22 17:30:57 UTC

Search for flaws in methodology or conclusions of existing studies

dradockens — 2024-02-22 17:31:26 UTC

Organization of first draft of manuscript

dradockens — 2024-02-22 17:31:56 UTC

Finding themes in qualitative data

dradockens — 2024-02-22 17:32:22 UTC

Writing feedback

dradockens — 2024-02-22 17:32:33 UTC

Statistical test choices

dradockens — 2024-02-22 17:32:59 UTC

Research Rabbit AI

dradockens — 2024-02-22 17:34:12 UTC

Free forever

dradockens — 2024-02-22 17:37:17 UTC

dradockens — 2024-02-22 17:37:31 UTC

dradockens — 2024-02-22 17:37:52 UTC

dradockens — 2024-02-22 17:38:12 UTC

https://keenious.com/

dradockens — 2024-02-22 17:38:29 UTC

dradockens — 2024-02-22 17:38:49 UTC

dradockens — 2024-02-22 17:38:59 UTC

Phind

dradockens — 2024-02-22 17:39:43 UTC

dradockens — 2024-02-22 17:40:36 UTC

dradockens — 2024-02-22 17:40:56 UTC

dradockens — 2024-02-22 17:41:10 UTC

dradockens — 2024-02-22 17:41:33 UTC

dradockens — 2024-02-22 17:41:44 UTC

Lots of tools to consider

dradockens — 2024-02-22 17:42:08 UTC

dradockens — 2024-02-22 17:42:31 UTC

dradockens — 2024-02-22 17:42:50 UTC

dradockens — 2024-02-22 17:43:07 UTC

dradockens — 2024-02-22 17:43:27 UTC

dradockens — 2024-02-22 17:43:48 UTC

dradockens — 2024-02-22 17:44:06 UTC

dradockens — 2024-02-22 17:44:29 UTC

dradockens — 2024-02-22 17:44:48 UTC

dradockens — 2024-02-22 17:45:08 UTC

dradockens — 2024-02-22 17:45:28 UTC

dradockens — 2024-02-22 17:45:51 UTC

dradockens — 2024-02-22 17:46:45 UTC

dradockens — 2024-02-22 17:47:16 UTC

dradockens — 2024-02-22 17:47:27 UTC

dradockens — 2024-02-22 17:47:41 UTC

dradockens — 2024-02-22 17:48:21 UTC

https://askyourpdf.com/

dradockens — 2024-02-22 17:48:37 UTC

dradockens — 2024-02-22 17:49:01 UTC

dradockens — 2024-02-22 17:49:26 UTC

https://jenni.ai/?

dradockens — 2024-02-22 17:49:40 UTC

dradockens — 2024-02-22 17:49:52 UTC

https://julius.ai/

dradockens — 2024-02-22 17:50:15 UTC

https://app.thesify.ai/

dradockens — 2024-02-22 17:50:35 UTC

dradockens — 2024-02-22 18:01:50 UTC

https://chat.openai.com/

dradockens — 2024-02-22 18:02:02 UTC

dradockens — 2024-02-22 18:03:16 UTC

dradockens — 2024-02-22 18:06:35 UTC

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dradockens — 2024-02-22 18:27:37 UTC

dradockens — 2024-02-22 18:28:01 UTC

dradockens — 2024-02-22 18:28:38 UTC

https://www.researchgate.net/publication/367436030_Using_AI_to_write_scholarly_publications

dradockens — 2024-02-22 18:29:01 UTC

dradockens — 2024-02-22 18:29:59 UTC

dradockens — 2024-02-22 18:30:26 UTC

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dradockens — 2024-02-22 19:24:03 UTC

dradockens — 2024-02-22 19:24:28 UTC

dradockens — 2024-02-22 19:24:51 UTC

https://www.wsj.com/tech/ai

dradockens — 2024-02-22 19:28:33 UTC

dradockens — 2024-02-22 19:29:12 UTC

dradockens — 2024-02-22 19:29:36 UTC

dradockens — 2024-02-22 19:29:45 UTC

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dradockens — 2024-02-22 19:30:58 UTC

dradockens — 2024-02-22 19:31:10 UTC

dradockens — 2024-02-22 19:31:25 UTC

https://alchemy.works/download-chatgpt-prompts-higher-ed/

dradockens — 2024-02-22 21:03:07 UTC

2024-02-23 04:37:03 UTC

Keeps me updated on topics I might not have otherwise researched or read about

2024-02-23 04:39:13 UTC

2024-02-23 04:48:00 UTC

2024-02-23 04:50:46 UTC

2024-02-23 04:51:31 UTC

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2024-02-23 05:03:36 UTC

2024-02-23 05:04:22 UTC

Errors in computing

2024-02-23 05:05:20 UTC

Academic Honesty

2024-02-23 05:05:49 UTC

I haven't yet 😳

2024-02-23 05:06:19 UTC

Do we need to do this? Can't we use regular GPTs?

2024-02-23 05:06:58 UTC

Muse for ideas

2024-02-23 05:07:33 UTC

dradockens — 2024-02-26 02:31:59 UTC

dradockens — 2024-02-26 02:32:26 UTC

dradockens — 2024-02-26 02:32:52 UTC

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dradockens — 2024-02-26 02:37:40 UTC

dradockens — 2024-02-26 03:37:22 UTC

Consensus

2024-03-06 16:52:59 UTC

https://docs.anthropic.com/claude/prompt-library

2024-03-12 00:40:24 UTC

dradockens — 2024-03-23 20:09:55 UTC

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dradockens — 2024-03-25 16:25:30 UTC

dradockens — 2024-03-25 16:27:12 UTC

dradockens — 2024-03-25 21:49:05 UTC

Prompts specific for faculty

dradockens — 2024-04-02 01:10:24 UTC

dradockens — 2024-04-17 03:32:57 UTC

dradockens — 2024-04-25 17:38:37 UTC

dradockens — 2024-06-13 19:40:00 UTC

dradockens — 2024-06-13 20:07:18 UTC

www.scite.ai

dradockens — 2024-06-14 15:01:17 UTC

dradockens — 2024-06-17 17:59:16 UTC

AI apps for social science

2024-07-29 14:44:33 UTC

Excel spreadsheet with AI apps listed for social science research

Links for AI in Academia: Opportunities, Challenges, and Ethical Considerations

2024-07-29 15:14:18 UTC

What to do instead?

dradockens — 2024-08-10 18:38:21 UTC

https://padlet.com/dradockens/ai-in-academia-series-mmogpuq8vfwok1ir

dradockens — 2024-08-12 04:36:36 UTC

dradockens — 2024-08-12 04:37:02 UTC

dradockens — 2024-08-12 04:37:19 UTC

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dradockens — 2024-08-12 04:38:06 UTC

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dradockens — 2024-08-12 04:38:41 UTC

dradockens — 2024-08-12 04:39:00 UTC

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dradockens — 2024-08-12 04:39:42 UTC

dradockens — 2024-08-12 04:40:05 UTC

dradockens — 2024-08-12 04:40:17 UTC

Assignment & Rubric Creation

dradockens — 2024-08-12 04:41:27 UTC

Syllabus Creation

dradockens — 2024-08-12 04:42:02 UTC

Curriculum Evaluation

dradockens — 2024-08-12 04:43:30 UTC

Curriculum Creation

dradockens — 2024-08-12 04:44:17 UTC

dradockens — 2024-08-12 04:44:42 UTC

dradockens — 2024-08-12 04:46:11 UTC

dradockens — 2024-08-12 04:46:24 UTC

Khanmigo - Free to all teachers

dradockens — 2024-08-12 04:46:46 UTC

dradockens — 2024-08-12 04:47:02 UTC

dradockens — 2024-08-12 04:47:17 UTC

dradockens — 2024-08-12 04:47:36 UTC

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dradockens — 2024-08-12 04:49:02 UTC

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dradockens — 2024-08-12 04:53:35 UTC

dradockens — 2024-08-12 04:53:54 UTC

dradockens — 2024-08-12 04:54:14 UTC

How can faculty be helped by chatbots

dradockens — 2024-08-12 04:54:52 UTC

dradockens — 2024-08-12 04:55:40 UTC

dradockens — 2024-08-12 04:56:20 UTC

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dradockens — 2024-08-13 01:51:05 UTC

Simulated Conversation

dradockens — 2024-08-13 01:51:47 UTC

Case Study Creation

dradockens — 2024-08-13 01:52:39 UTC

dradockens — 2024-08-13 01:53:19 UTC

CLOs, Topic Outline, Presentation Outline

dradockens — 2024-08-13 01:54:22 UTC

Authentic, Active, Experiential Learning

dradockens — 2024-08-13 01:55:23 UTC

Assignment Evaluation & Recommendation

dradockens — 2024-08-13 01:56:22 UTC

dradockens — 2024-08-13 01:57:25 UTC

Feedback Appreciated!

dradockens — 2024-08-14 15:10:21 UTC

Free Conference at LU:

dradockens — 2024-08-14 15:11:23 UTC

UHD Center for Teaching and Learning Excellence

dradockens — 2024-08-14 15:12:13 UTC

dradockens — 2024-08-14 15:12:55 UTC

dradockens — 2024-08-14 15:13:18 UTC

Authentic Assignments with AI

dradockens — 2024-08-14 15:23:31 UTC

Authentic assignments and rubrics

dradockens — 2024-08-14 15:24:14 UTC

Encouraging Human Input over AI

dradockens — 2024-08-14 15:24:40 UTC

dradockens — 2024-08-14 15:25:09 UTC

dradockens — 2024-08-14 15:25:20 UTC

https://www.anthology.com/sites/default/files/2024-01/Mastering%20AI%20Policies-A%20Framework%20for%20Institutional%20Alignment-v4_11-23.pdf

dradockens — 2024-08-14 15:25:32 UTC

https://docs.google.com/document/d/1RMVwzjc1o0Mi8Blw_-JUTcXv02b2WRH86vw7mi16W3U/edit#heading=h.1cykjn2vg2wx

dradockens — 2024-08-14 15:25:43 UTC

https://er.educause.edu/articles/2023/12/cross-campus-approaches-to-building-a-generative-ai-policy

dradockens — 2024-08-14 15:25:51 UTC

dradockens — 2024-08-14 15:26:07 UTC

https://tinted-xenon-994.notion.site/WCET-AI-Policy-Center-74bdab27cc1243d88fbe834a991cac05

https://iapp.org/resources/article/us-federal-ai-governance/

dradockens — 2024-08-14 15:26:30 UTC

https://www.young.senate.gov/wp-content/uploads/Roadmap_Electronic1.32pm.pdf

dradockens — 2024-08-14 15:26:38 UTC

https://www.commerce.gov/news/press-releases/2024/04/department-commerce-announces-new-actions-implement-president-bidens

dradockens — 2024-08-14 15:26:46 UTC

https://www.whitehouse.gov/briefing-room/presidential-actions/2023/10/30/executive-order-on-the-safe-secure-and-trustworthy-development-and-use-of-artificial-intelligence/

dradockens — 2024-08-14 15:26:55 UTC

https://www.whitehouse.gov/ostp/ai-bill-of-rights/

dradockens — 2024-08-14 15:27:09 UTC

Simulated Conversations

dradockens — 2024-08-14 15:27:47 UTC

Case Study Creation

dradockens — 2024-08-14 15:28:13 UTC

dradockens — 2024-08-14 15:28:30 UTC

Learning Outcomes

dradockens — 2024-08-14 15:28:54 UTC

Today's Presentation

dradockens — 2024-08-14 15:30:17 UTC

2024-08-15 00:10:34 UTC

2024-08-15 00:11:05 UTC

2024-08-15 00:11:35 UTC

2024-09-20 17:23:48 UTC

Zweber, A. (18 September 2024). To teach students to use AI, teach philosophy. Inside HigherEd.

2024-09-20 17:24:14 UTC

Watkins, M. (14 August 2024). Why we should normalize open disclosure of AI use. It’s time we reclaim faculty-student trust through clear advocacy – not opaque surveillance. The Chronicle of HigherEd.

Virtu, A. (6 September 2024). Wake up, academia: The AI revolution waits for no one. Inside HigherEd.

2024-09-20 17:24:49 UTC

“Importantly, we’re not just teaching students how to use AI tools—we’re teaching them to think critically about AI, evaluate its societal implications and leverage it strategically in any variety of business contexts.”

2024-09-20 17:25:06 UTC

Taylor, P. (6 September 2024). The imperfect tutor: Grading, feedback and AI. Inside HigherEd.

2024-09-20 17:25:22 UTC

Schroeder, R. (10 September 2024). AI is already advancing higher education. Inside HigherEd.

2024-09-20 17:25:38 UTC

Schroeder, R. (29 August 2024). Upskilling, reskilling or retiring: Responding to the advent of AI. Inside HigherEd.

Sarofian-Butin, D. (17 July 2024). At the crossroads of innovation: Embracing AI to foster deep learning in the college classroom. Educause Review.

2024-09-20 17:26:02 UTC

“I therefore want to suggest that we are at a fundamental crossroads in higher education—our own forked-road moment. We must fundamentally rethink how teaching and learning are done in college and university classrooms if we are to make AI a catalyst rather than a replacement for deep learning.”

2024-09-20 17:26:16 UTC

Robert, J., & McCormack, M. (23 May 2024). 2024 Educause Action Plan: AI policies and guidelines.

2024-09-20 17:26:29 UTC

Robert, J. (12 February 2024). 2024 Educause AI Landscape Study

2024-09-20 17:26:46 UTC

Perlmutter, D.D. (4 September 2024). Admin 101: How to lead your campus on AI: Generative AI is just one more crisis for administrators, but it may very well be the one with the most long-term effects on institutions and careers. The Chronicle of HigherEd.

2024-09-20 17:26:57 UTC

Mowreader, A. (17 September 2024). Survey: When should college students use AI? They’re not sure. Inside HigherEd.

2024-09-20 17:27:09 UTC

Gibson, R. (10 September 2024). The impact of AI in advancing accessibility for learners with disabilities. Educause Review.

2024-09-20 17:27:44 UTC

Fowler, D., Sandoval, C., Layne, J., & Macik, M. (2011). Course design cycle. Retrieved from https://cte.tamu.edu/getmedia/9f7dc141-0815-4bed-9682-6a9ab14c7270/Fowler-et-al-2011-Course-Design-Cycle.pdf.

2024-09-20 17:27:57 UTC

Flaherty, C. (27 August 2024). New compilation: Teaching and learning with AI. Inside HigherEd. (Links for free booklet)

2024-09-20 17:28:11 UTC

Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses. San Francisco: John Wiley & Sons, Incorporated.

2024-09-20 17:28:25 UTC

Fang, B., & Broussard, K. (7 August 2024). Augmented course design: Using AI to boost Efficiency and expand capacity. Educause Review.

2024-09-20 17:28:47 UTC

Cyr, M. (19 September 2024). Leading AI adoption while still learning it yourself. Inside HigherEd.

2024-09-20 17:29:00 UTC

Coffey, L. (22 August 2024). Struggling to create AI policies? Ask your students. Inside HigherEd.

2024-09-20 17:29:13 UTC

Coffey, L. (19 August 2024). AAC&U, Elon University launch AI guide for students. Inside HigherEd.

2024-09-20 17:29:26 UTC

Center for Teaching Excellence at Texas A&M University – Learning Outcomes Online Course.

2024-09-20 17:29:39 UTC

BenMessaoud, F. (17 September 2024). Must-have competencies and skills in our new AI world: A synthesis for educational reform. Educause Review.

2024-09-20 17:29:50 UTC

Anderson, J., Champ, J., McKeown, C., & Tredwell, D. (8 April 2024). An interdisciplinary, grassroots team model for supporting digital accessibility. Educause Review.

2024-09-20 17:30:06 UTC

Alonso, J. (13 September 2024). AAC&U launches institute on AI, pedagogy and the curriculum. Inside HigherEd.

2024-09-20 17:41:18 UTC

Cook, T. (16 September 2024). We Must Stop The Obsession With Detecting AI. AIConfident.

2024-09-23 16:00:36 UTC

Sathy, V., & Hogan K.A. (30 November 2023)). How to make your teaching more inclusive. Academe Today – The Chronicle of Higher Education.

2024-09-23 16:01:22 UTC

Spence, L. (2001). The case against teaching. Change: The Magazine of Higher Learning.

2024-09-23 18:43:05 UTC

Almirall, E. (23 February 2023). Three creative ways to use ChatGPT in class. Times Higher Education.

dradockens — 2024-09-24 16:28:42 UTC

dradockens — 2024-09-24 16:28:52 UTC

dradockens — 2024-09-24 16:29:05 UTC

dradockens — 2024-09-24 16:29:18 UTC

2024-09-25 18:22:38 UTC

Using AI for Accessibility and Inclusion – University of Calgary

2024-09-25 19:40:57 UTC

Using AI for Accessibility and Inclusion - University of Calgary

2024-09-25 19:43:26 UTC

Kassorla, M. (14 December 2023). Teaching with GAI in mind. Educause Review.

2024-09-30 19:06:16 UTC

Yee, K., Uttich, L. Main, E., & Giltner, E. (2024). AI Hacks for Educators. UCF Created for OER.

2024-10-08 13:36:16 UTC

Watkins, M. (2 October 2024). Make AI part of the assignment. The Chronicle of Higher Education.

2024-10-11 17:09:41 UTC

McMurtrie, B. (3 October 2024). The Future is hybrid: Colleges begin to reimagine learning in an AI world. The Chronicle of Higher Education.

PSYC 3303

dradockens — 2024-10-14 22:09:11 UTC

BIOL 3104

dradockens — 2024-10-14 22:09:31 UTC

COMD 3341

dradockens — 2024-10-14 22:09:51 UTC

ENGL 257

dradockens — 2024-10-14 22:10:16 UTC

ENGL 382

dradockens — 2024-10-14 22:11:33 UTC

PHYS 1401

dradockens — 2024-10-14 22:11:47 UTC

PUR 3000

dradockens — 2024-10-14 22:12:05 UTC

PUR 4243

dradockens — 2024-10-14 22:12:20 UTC

SYA 4930

dradockens — 2024-10-14 22:12:40 UTC

Educause 2024 Western Carolina University Prompts

2024-10-22 16:53:54 UTC

EDUCAUSE 2024 Presentation

dradockens — 2024-10-23 10:47:05 UTC

Dr. Blackwell's LinkedIn

dradockens — 2024-10-23 10:50:09 UTC

Dr. Dockens' LinkedIn

dradockens — 2024-10-23 10:53:45 UTC

2024 EDUCAUSE AI Landscape Study

dradockens — 2024-10-23 10:55:05 UTC

EDUCAUSE Gen AI Primer

dradockens — 2024-10-23 10:55:51 UTC

Course Design Cycle. TAMU

dradockens — 2024-10-23 10:58:50 UTC

Bloom's with Instructional Strategies. TAMU

dradockens — 2024-10-23 10:59:46 UTC

AI Decision Tree - Original Temple University document

dradockens — 2024-10-23 11:01:20 UTC

AI Decision Tree - Oregon State University

dradockens — 2024-10-23 11:01:44 UTC

EDUCAUSE 2024 Syllabi for Discussion

dradockens — 2024-10-23 11:02:54 UTC

Example AI Generated Authentic Assignment Design

dradockens — 2024-10-23 11:08:39 UTC

LU Promoting Authenticity of Student Work in the Age of Artificial Intelligence: A Faculty Guide

dradockens — 2024-10-23 11:10:26 UTC

Has 100 Assignment Types with Examples to Promote Human Input Over Gen AI

Stress Test Assignments - U Pitts

dradockens — 2024-10-23 11:11:41 UTC

Chatbot example - How Can AI be Used in Course Design

dradockens — 2024-10-23 11:14:22 UTC

Chatbot for Consideration

dradockens — 2024-10-23 11:16:08 UTC

https://claude.ai

Example - Creating an Authentic Assignment with GAI

dradockens — 2024-10-23 11:19:28 UTC

Alchemy's AI Resources

dradockens — 2025-02-25 21:07:22 UTC

This playlist: https://www.youtube.com/playlist?list=PLz6k7w7MM7W6DxJt1kdkytkGzIcxrJDFC&si=2XPO9nHyfGqczRaG that goes along with these resources: https://alchemy.works/ai-chatgpt-resources/ is free and worth every moment of faculty or future faculty time.

AI For Education

dradockens — 2025-02-25 21:08:53 UTC

Generative AI for Educators

dradockens — 2025-02-25 21:09:07 UTC

Microsoft AI for Educators

dradockens — 2025-02-25 21:09:45 UTC

Khan's AI for Educators

dradockens — 2025-02-25 21:10:11 UTC

AI for Teachers and Educators

dradockens — 2025-02-25 21:10:42 UTC

2025-04-24 13:41:53 UTC

Clinical placement management

2025-04-24 13:41:57 UTC

Assignment creation

2025-04-24 13:41:58 UTC

Reference checks

2025-04-24 13:41:59 UTC

Clinical Assignments

2025-04-24 13:42:02 UTC

Creating case studies

2025-04-24 13:42:03 UTC

Student placements

2025-04-24 13:42:04 UTC

Crafting announcements to students

Developing case studies

2025-04-24 13:42:05 UTC

2025-04-24 13:42:06 UTC

I can incorporate more ideas for case studies.

Clinical Grading

2025-04-24 13:42:07 UTC

Weighted grades based on clinical experience

2025-04-24 13:42:07 UTC

Managing course and clinic schedules

2025-04-24 13:42:07 UTC

Developing grading rubrics.

2025-04-24 13:42:08 UTC

Provide clincial instruction feedback

2025-04-24 13:42:08 UTC

Creating new assignments for a class that was just given to me and starts in two weeks

2025-04-24 13:42:09 UTC

A case study

Scite

2025-04-24 13:42:11 UTC

Claude AI

2025-04-24 13:42:12 UTC

2025-04-24 13:42:13 UTC

Creating the clinic schedule

2025-04-24 13:42:13 UTC

Revising policy in the student handbook

Case studies

2025-04-24 13:42:13 UTC

Generating ideas and vision boards for therapy

2025-04-24 13:42:13 UTC

2025-04-24 13:42:14 UTC

Creating case studies for the Aphasia and Neurogenic Language Disorders course

2025-04-24 13:42:15 UTC

Mock case studies. Clinical writing

To adjust tone in emails

2025-04-24 13:42:15 UTC

Integrate into Pediatric Audiology course as an activity for students to practice counseling parents

2025-04-24 13:42:16 UTC

Case studies to illustrate how disorders manifest

2025-04-24 13:42:17 UTC

scenario-based exam question starters

2025-04-24 13:42:17 UTC

Interview prep for AuD externships

2025-04-24 13:42:17 UTC

Writing emails and support letters

2025-04-24 13:42:18 UTC

Clinical counseling examples

2025-04-24 13:42:18 UTC

Processes, rubrics

Meeting minutes

2025-04-24 13:42:20 UTC

Supervisor Feedback training

2025-04-24 13:42:21 UTC

Creating language samples for practice in class

2025-04-24 13:42:22 UTC

Creating clinical role play scenarios

Clinical Placements!!!

2025-04-24 13:42:22 UTC

Scite

2025-04-24 13:42:23 UTC

2025-04-24 13:42:24 UTC

Creating case scenarios

SCITE looks promising!

2025-04-24 13:42:25 UTC

2025-04-24 13:42:26 UTC

Move to more oral, hands on practice

Clinical Placements

2025-04-24 13:42:27 UTC

I’m going to try out matching students to placements when I get back!

2025-04-24 13:42:28 UTC

Teaching… varying case studies

2025-04-24 13:42:29 UTC

Goal writing with students. Still working on prompts

2025-04-24 13:42:29 UTC

Case studies

2025-04-24 13:42:29 UTC

Coming up with case studies

Scite

2025-04-24 13:42:30 UTC

Class assignments

2025-04-24 13:42:31 UTC

Scite is really exciting to me

2025-04-24 13:42:32 UTC

To create incorrect questions for multiple choice questions on tests. It was initially challenging, the answers sounded so loopy

2025-04-24 13:42:33 UTC

I use it to create writing samples for SLP students to score

2025-04-24 13:42:33 UTC

Creating case studies

Teaching, research and administration

2025-04-24 13:42:34 UTC

2025-04-24 13:42:35 UTC

Take one of my worksheets, but replicate it with slightly different questions for student practice, with an answer key

Templates for letters of recommendation

2025-04-24 13:42:35 UTC

Scite, to help with lit reviews

2025-04-24 13:42:36 UTC

Reference lists linked to in text citations

2025-04-24 13:42:36 UTC

Scite_

2025-04-24 13:42:36 UTC

Sorting and prioritizing clinical placement assignments.

Email writing

2025-04-24 13:42:37 UTC

It helps to write emails that go out to students regarding professional/rote information

2025-04-24 13:42:37 UTC

I’ve used AI to generate options for titles for papers and research presentations

Case studies

2025-04-24 13:42:38 UTC

Practicum planning

2025-04-24 13:42:38 UTC

Support in cleaning up instructions, objectives, and rubrics for assignments. They must still be edited, but the time saving is tremendous.

2025-04-24 13:42:38 UTC

Starting point for writing difficult emails

2025-04-24 13:42:38 UTC

creation of new student assignments

create case studies and simulated conversations

2025-04-24 13:42:38 UTC

Generating case studies for class

2025-04-24 13:42:39 UTC

Scite_

2025-04-24 13:42:39 UTC

Initiating lit reviews using score.

Peer to peer scripts

2025-04-24 13:42:40 UTC

Scite_

2025-04-24 13:42:40 UTC

Creating case studies, student teaching simulations, and aid in brainstorming research questions.

2025-04-24 13:42:42 UTC

2025-04-24 13:42:43 UTC

Using scite for research opportunities and a quicker way to access a variety of resources.

2025-04-24 13:42:43 UTC

Develop new case studies

Creating timelines to reach goals

2025-04-24 13:42:44 UTC

I would like to develop the same knowledge that you have in this area. It is necessary in all areas — clinic, research, and academics.

Using to create quizzes

2025-04-24 13:42:45 UTC

Emails, outlines, personal organization

2025-04-24 13:42:45 UTC

Supervisor training

2025-04-24 13:42:45 UTC

2025-04-24 13:42:46 UTC

Making instructions clear!

2025-04-24 13:42:46 UTC

Editing

Generating case studies

Generating ideas

Administrative to write letters of rejection to candidates who applied for new positions

2025-04-24 13:42:47 UTC

The ChatGPT 4.0 image creator

2025-04-24 13:42:48 UTC

Helping to make templates

SCITE to get started with a lit review

2025-04-24 13:42:48 UTC

2025-04-24 13:42:49 UTC

Helping neurodivergent staff to streamline their workflow

Scite!

2025-04-24 13:42:49 UTC

Concerns for the environmental impacts?

2025-04-24 13:42:49 UTC

Having students edit AI generated answers

Providing feedback on a therapy plan and a progress note

2025-04-24 13:42:50 UTC

Scite

2025-04-24 13:42:51 UTC

Assist with writing policies and procedures for accreditation application

Chat gpt

2025-04-24 13:42:51 UTC

Templates

2025-04-24 13:42:51 UTC

Creating templates

2025-04-24 13:42:52 UTC

Simulated conversations

2025-04-24 13:42:52 UTC

Case studies for classes

Handbook and policy procedure guides

2025-04-24 13:42:53 UTC

2025-04-24 13:42:54 UTC

Creating clear rubrics for assignments

Ideas for student research projects

2025-04-24 13:42:54 UTC

Hugging face

2025-04-24 13:42:54 UTC

2025-04-24 13:42:55 UTC

Alignment with NACE competencies, curriculum mapping, rubrics

Creating case studies.

2025-04-24 13:42:56 UTC

Grading rubrics

2025-04-24 13:42:56 UTC

Case study creation

Scite to help with literature reviews

2025-04-24 13:42:56 UTC

Research

2025-04-24 13:42:57 UTC

I would like to explore the ethical use of GenAI in my research.

Make myself into a superhero

2025-04-24 13:42:57 UTC

2025-04-24 13:42:58 UTC

Syllabus creation

2025-04-24 13:42:59 UTC

Research methods course

Scite

2025-04-24 13:43:00 UTC

Simulated patients

2025-04-24 13:43:00 UTC

Assisting in creating case studies

2025-04-24 13:43:00 UTC

Improve my writing and allow me to develop more content quickly.

2025-04-24 13:43:01 UTC

Interactive assignments

Letters of recommendation and meeting minutes de identified

2025-04-24 13:43:02 UTC

Simulated conversations!

2025-04-24 13:43:02 UTC

2025-04-24 13:43:03 UTC

SCITE

AI for study tool

2025-04-24 13:43:04 UTC

Show students how to use AI to process notes and create study tools

2025-04-24 13:43:04 UTC

Feedback to incorrect multiple choice questions

2025-04-24 13:43:04 UTC

Scite

2025-04-24 13:43:06 UTC

in planning for clinical sites and making sure all students get a variety experiences

2025-04-24 13:43:06 UTC

To create case studies and ethics scenarios

Building rubrics

2025-04-24 13:43:07 UTC

Creating case studies and language samples

2025-04-24 13:43:07 UTC

Revision and analysis of program policies

drknightslp — 2025-04-24 13:43:07 UTC

2025-04-24 13:43:07 UTC

Lit reviews.

2025-04-24 13:43:09 UTC

To make case studies for courses.

To develop quiz questions.

In class, to answer clinical questions and compare to text reading or evidence based practice.

Writing quiz questions where wrong answers include teaching

2025-04-24 13:43:10 UTC

Databank

2025-04-24 13:43:10 UTC

Wondercraft

2025-04-24 13:43:10 UTC

2025-04-24 13:43:11 UTC

New Ideas for creative ways to produce assignments that are engaging and beneficial for students.

Students to practice interview skills

2025-04-24 13:43:13 UTC

Creating assignments

2025-04-24 13:43:13 UTC

Scite

2025-04-24 13:43:14 UTC

claude

2025-04-24 13:43:16 UTC

Creating cases to facilitate studying for comprehensive exams

Generation of assignments, assignment instructions, rubrics

2025-04-24 13:43:16 UTC

Scite

2025-04-24 13:43:16 UTC

Writing case studies

Clinical feedback and teaching methods

2025-04-24 13:43:17 UTC

ydkbell — 2025-04-24 13:43:19 UTC

Create case studies

Revise policies and procedures

Simulated conversations

2025-04-24 13:43:20 UTC

Students are using Wondercraft to input their notes and create a podcast for studying

2025-04-24 13:43:20 UTC

https://www.wondercraft.ai/tools/ai-podcast-generator

2025-04-24 13:43:20 UTC

Creating rubrics for grading as well as grading guides

Research Rabbit

2025-04-24 13:43:21 UTC

When starting to investigate a new topic, I love RR for helping me map out, move sideways and go deeper.

Brain dump to help me make and outline for lectures

2025-04-24 13:43:22 UTC

Generating case examples

2025-04-24 13:43:24 UTC

so far, only primitive use; I had it make a case example and assigned the students to critique language used and to list things they would want more information on

Clinical placements and broad emails

2025-04-24 13:43:25 UTC

Scite. Also generating interactive activities for class

2025-04-24 13:43:25 UTC

Scite

2025-04-24 13:43:25 UTC

Developing a supervision feedback form for session observation

2025-04-24 13:43:26 UTC

Writing a quiz for ASHA ethics quiz. To narrow down topics

2025-04-24 13:43:29 UTC

I am creating a new course in our program related to professional practice and counseling and I’m excited to use AI to help students practice motivational interviewing or client/family education

Questions to ask in faculty interviews

2025-04-24 13:43:29 UTC

I’ve been using it for case generation

2025-04-24 13:43:29 UTC

Helping students generate ideas for activities to engage clients

To develop an outline for their literature review based on RQ, IV, and DV.

2025-04-24 13:43:30 UTC

Case studies

Claude, Hugging Face

2025-04-24 13:43:31 UTC

Using AI to help generate case scenarios for student clinical-decision making. As well as using AI to help with research literature review

Use AI to create a generic letter template and then edit and add specific data on my own

2025-04-24 13:43:32 UTC

Rubrics for application review

2025-04-24 13:43:32 UTC

To create case studies and simulations

drknightslp — 2025-04-24 13:43:32 UTC

I use goblintools to help with tone in emails

2025-04-24 13:43:33 UTC

2025-04-24 13:43:34 UTC

Generating policies in a handbook

Scite

2025-04-24 13:43:35 UTC

Creating “lesson plans” for my classes that provide how much time to spend on each topic and activity.

2025-04-24 13:43:35 UTC

Creation of remediation quizzes for concepts students haven’t mastered

2025-04-24 13:43:35 UTC

Creating forms to gather data

2025-04-24 13:43:35 UTC

Ethics and FERPA and HIPAA violations

2025-04-24 13:43:36 UTC

2025-04-24 13:43:38 UTC

ChatGPT to develop research ideas

GenAI

2025-04-24 13:43:38 UTC

2025-04-24 13:43:39 UTC

CHAT GPT-using for clinical supervisor training

Scite-looking at references when students do literature reviews for poster sessions

Creating case studies

2025-04-24 13:43:39 UTC

using for clinic scheduling

2025-04-24 13:43:40 UTC

Case study dialogues

2025-04-24 13:43:40 UTC

Then load them into Plotagon for animation version

Scite

2025-04-24 13:43:41 UTC

Claude

2025-04-24 13:43:42 UTC

I’ve used ChatGPT and I think it’s great, I haven’t liked Gemini at all. But I’d like to try Claude because I’ve heard good things

2025-04-24 13:43:43 UTC

I will use it for developing case studies and having students use it to develop goals and present levels. I will start to use it for the simulated conversations and try to add at least 2 assignments in each course.

Simulated Conversations

2025-04-24 13:43:43 UTC

I’m teaching a counseling class and I’m definitely going to explore the simulated conversation activity!

Email responses

2025-04-24 13:43:44 UTC

Podcasts and other accommodation tools that help lecture followup

2025-04-24 13:43:44 UTC

Creating case studies to use in class

2025-04-24 13:43:44 UTC

Creating case studies for student practice

2025-04-24 13:43:44 UTC

scite for literature reviews

2025-04-24 13:43:46 UTC

Assisting with writing literature reviews and research methods.

Assignment generation

2025-04-24 13:43:46 UTC

2025-04-24 13:43:49 UTC

I ask it to write replies to difficult or wordy emails (anonymizing the information)

2025-04-24 13:43:49 UTC

Chat GPT

Creating on campus clinic formula

2025-04-24 13:43:49 UTC

Clinical placements and feedback.

2025-04-24 13:43:49 UTC

Scite - so many tools shared today. It’s scary to see so much change

2025-04-24 13:43:49 UTC

EDUCAUSE

2025-04-24 13:43:51 UTC

EDUCAUSE

2025-04-24 13:43:51 UTC

I teach a research design class, and I now have some great ideas for how to incorporate AI into my teaching, such as generating search terms, identifying literature, creating clients to use in an EBP project, etc.

Teaching students to use AI responsibly by having them enter a cast study that AI will get wrong

2025-04-24 13:43:53 UTC

2025-04-24 13:43:55 UTC

Helping new supervisors with clinical teaching and feedback

2025-04-24 13:43:55 UTC

Developing an IPE case.

Developing in class activities

Create clinical forms.

Course design, course assignments, student aligning practice with evidence, literature search

2025-04-24 13:43:56 UTC

Creating templates and guides for documentation

Clinical

2025-04-24 13:43:57 UTC

Goal writing with beginning student clinicians and have them analyze the appropriateness for their clients

SCITE

2025-04-24 13:43:59 UTC

Mock interviews

2025-04-24 13:44:00 UTC

Compare and contrast big topics and ideas

2025-04-24 13:44:00 UTC

2025-04-24 13:44:01 UTC

Simulation for interviewing with clinical sites

PowerPoints, case studies, creating active and engaging activities for students to pair with academic and clinical connections

2025-04-24 13:44:01 UTC

Case Studies

2025-04-24 13:44:01 UTC

Generating case studies is such a time saver

Lit reviews for ebp ideas

2025-04-24 13:44:02 UTC

Developing cases for documentation practice.

2025-04-24 13:44:04 UTC

NA

2025-04-24 13:44:05 UTC

Chatgpt

2025-04-24 13:44:05 UTC

ChatGPT

2025-04-24 13:44:06 UTC

To compose scholarly response emails to peers.

2025-04-24 13:44:09 UTC

Simulated conversations and patient interviews for diagnostic class

2025-04-24 13:44:10 UTC

Counseling simulation for parents of newborn identified with hearing loss

Already did some generation of case studies and designing rubrics for class. Excited to try simulated conversations/sessions and feedback examples

2025-04-24 13:44:10 UTC

Inspiration for emails, graduation speeches and infographics for our program

2025-04-24 13:44:11 UTC

2025-04-24 13:44:13 UTC

Ideas for difficult conversations with students

2025-04-24 13:44:14 UTC

I have used AI for writing letters of recommendation.

Clinical documentation

2025-04-24 13:44:16 UTC

Generating examples and non-examples of documentation to help students discern quality of documentation as well as learning components and style of documentation

Creating kickoff points for class discussion on topics.

2025-04-24 13:44:18 UTC

2025-04-24 13:44:19 UTC

Creating information sheets for incoming students

Finding weaknesses in the research

2025-04-24 13:44:19 UTC

Themes

2025-04-24 13:44:20 UTC

Generating qualitative themes from feedback surveys

Setup feedback for clinical reflection

2025-04-24 13:44:21 UTC

Scite for preliminary literature review

2025-04-24 13:44:22 UTC

Open knowledge maps

2025-04-24 13:44:22 UTC

2025-04-24 13:44:24 UTC

Assistance with creating assignments

2025-04-24 13:44:28 UTC

I upload my lecture slide decks and notes and ask it to create multiple choice questions for short weekly quizzes.

2025-04-24 13:44:28 UTC

Clinical placements.

Simulated client dialogue to practice interview skills

2025-04-24 13:44:29 UTC

Simulated Conversations

2025-04-24 13:44:30 UTC

Scite

2025-04-24 13:44:31 UTC

2025-04-24 13:44:32 UTC

Creating example sentences for teaching grammar.

2025-04-24 13:44:34 UTC

Using ai to create supplementary materials for my classes

Simulated conversations

2025-04-24 13:44:35 UTC

2025-04-24 13:44:39 UTC

Scite for literature

Educate more about AI and show forms of misuse.

2025-04-24 13:44:40 UTC

2025-04-24 13:44:41 UTC

Clinic stimuli

2025-04-24 13:44:44 UTC

Not waiting until I calmed down to send an email

summarizing a semester of de-identified clinical feedback

2025-04-24 13:44:45 UTC

Case studies

2025-04-24 13:44:46 UTC

Case studies.

Simulated conversations for students

2025-04-24 13:44:47 UTC

Clinical case creation

2025-04-24 13:44:47 UTC

Creating EBP clinical handbook

2025-04-24 13:44:47 UTC

Pre-grading

2025-04-24 13:44:51 UTC

Give my students a prompt using my rubric and their work to “pre-grade” their paper and make improvements before turning it in to me (with the AI)

Ask for help in statistical analysis

2025-04-24 13:44:51 UTC

Scite for research methods

2025-04-24 13:44:52 UTC

Project planning

2025-04-24 13:44:53 UTC

I used it to generate a time/task line for planning a conference

Create case history information for clinic practice

2025-04-24 13:44:57 UTC

Clinical materials

2025-04-24 13:44:58 UTC

Creating texts for tx sessions (reading comprehension, expository texts, phonetically loaded sentences, etc.).

Love the ideas

2025-04-24 13:45:01 UTC

Scribe

aids in writing recommendation letters for licensure and jobs for my students

2025-04-24 13:45:01 UTC

As a muse

2025-04-24 13:45:02 UTC

Helping with workload.

2025-04-24 13:45:02 UTC

2025-04-24 13:45:04 UTC

I’m planning to use AI to generate ideas for FAQ documents for incoming graduate students.

Scite

2025-04-24 13:45:06 UTC

creating clinical conversations with chat bot

In language development, in class group project to put in what is the expected language of a 1 year old. They had to cut and paste it and then comment on errors and things missing

2025-04-24 13:45:08 UTC

Scite_

2025-04-24 13:45:09 UTC

I’d like to try Scite_ and compare it to Perplexity

Creating summaries to introduce topics

2025-04-24 13:45:10 UTC

Creating fake clients for examples

2025-04-24 13:45:11 UTC

Generating outlines for modules

2025-04-24 13:45:11 UTC

2025-04-24 13:45:12 UTC

Our LMS has AI chat integration and I'm using it for counseling practice sessions. I also have had students use it for in-class quick tutoring sessions on the more dry readings.

2025-04-24 13:45:13 UTC

Generating target word lists for phonology goals with very specific parameters (but always check for accuracy!)

2025-04-24 13:45:13 UTC

SCITE_ for supporting student research And understanding strengths and weaknesses.

2025-04-24 13:45:16 UTC

Creating case studies

Claude

2025-04-24 13:45:24 UTC

Simulated Conversations

2025-04-24 13:45:25 UTC

This sounds like such a great idea and one that would spark a great clinical conversation in class.

creating reports for acccreditation. Does CAA have any rules related to use of AI?

2025-04-24 13:45:26 UTC

Scite

2025-04-24 13:45:28 UTC

MI skill practice for students with stutterers.

Shells/templates for rec letters

2025-04-24 13:45:28 UTC

I’ve used AI to suggest titles for professional research presentations that align with a conference theme.

2025-04-24 13:45:28 UTC

Scite_

2025-04-24 13:45:30 UTC

2025-04-24 13:45:32 UTC

Using it to help in course buildout

Simulation

2025-04-24 13:45:37 UTC

External practicum

2025-04-24 13:45:41 UTC

Matching students with clinical sites

2025-04-24 13:45:42 UTC

Development of realistic and comprehensive cases to assess student ability to apply information they learned in academic courses.

Help with course creation when taking over a course from someone else to make it my own.

2025-04-24 13:45:42 UTC

2025-04-24 13:45:44 UTC

It’s extremely helpful to assist with explaining procedures to new staff members when you are a veteran staff member who knows the procedures so well it’s second nature. It is also helpful to help create onboarding checklists

Exploring use for clinical supervision

2025-04-24 13:45:47 UTC

just using it more and not being afraid to use it

2025-04-24 13:45:58 UTC

inessavilkher — 2025-04-24 13:45:58 UTC

Create simulated interviews , case histories and language sampling as assignments for students

Creating rubrics

2025-04-24 13:45:59 UTC

Search strings

2025-04-24 13:46:10 UTC

I don’t know always how to format them! Helps to use plain language to generate.

Scispace

2025-04-24 13:46:10 UTC

2025-04-24 13:46:11 UTC

Simulated conversations for patient interaction

2025-04-24 13:46:18 UTC

case scenarios
Improving writing flow/clarity

2025-04-24 13:46:18 UTC

I have used Copilot.

I want to try scite.

Enhancing discussion topics and themes. Creating reflection questions for lecture content.

2025-04-24 13:46:20 UTC

ChatGPT for analyzing student responses on observation reflection. (Will inform students that I'm using AI to complie group feedback for them.)

2025-04-24 13:46:23 UTC

2025-04-24 13:46:26 UTC

create an in class activity based on my slide content with worksheets and an answer key

I asked ChatGPT to write instructions on how to score a particular survey which had confusing instructions - the ChatGPT answer was just plain wrong.

2025-04-24 13:46:29 UTC

I may use it in student self-evaluation.

2025-04-24 13:46:35 UTC

2025-04-24 13:46:37 UTC

Using it to draft emails that can be sent to mass groups (I.e accepted students receiving key information they need)

Difficulty creating schedules

2025-04-24 13:46:46 UTC

I attempted to create a schedule on ai the other day and asked it to put it in a block like schedule that was easy to read. It continuously missed information like important dates, activities, etc. I would prompt it with the things I needed it to correct; however, it could not get it right! I also asked it to group a large class of students into groups of 3-4 based on specific characteristics that I provided such as weaker, stronger and in between students. AI continuously repeated students in groups, did not add students in groups. I tried over and over to explain the errors I was seeing and i never got it correct. I ended up grouping students myself and it wasted a lot of time! Advice?

2025-04-24 13:46:47 UTC

Creating a research prompt and timeline

Meeting minutes

2025-04-24 13:46:51 UTC

Got assistance in writing clinical case studies.

2025-04-24 13:46:53 UTC

Simulating a clinical interview

2025-04-24 13:46:53 UTC

Assistance for ideas for a new course in our program

2025-04-24 13:47:08 UTC

2025-04-24 13:47:23 UTC

Course slides

Check for paper organization and consistency of terminology given a prompt with my operational definitions.

2025-04-24 13:47:27 UTC

Use to help creating student friendly emails that will garner actual reading and response

2025-04-24 13:47:36 UTC

I have heard Heidi Health is “ safe” and it records clinic session but I feel worried that it is an HIPPA

2025-04-24 13:47:53 UTC

Updating and enhancing clinic procedures/policies

2025-04-24 13:47:56 UTC

2025-04-24 13:47:59 UTC

If I prompt (Claude) that I want a coaching conversation, it's like sitting down with a mentor to refine my questions or think about a different perspective.

2025-04-24 13:48:02 UTC

Brainstorming semi-structured interview questions for research project.

Refining docs - emails, proposals, events

2025-04-24 13:48:15 UTC

Admin

2025-04-24 13:48:30 UTC

Meeting minutes from transcript

Scite to get started with research

2025-04-24 13:48:33 UTC

Create some practice questions for students based on chapters covered.

2025-04-24 13:49:04 UTC

Can AI be used to analyze admissions information (e.g., student personal essays?)

2025-04-24 13:49:31 UTC

Universal Design for Learning

2025-04-24 13:49:33 UTC

Universal desi

To create simulated conversation with clients for counseling course.

2025-04-24 13:50:23 UTC

Can AI be used to create clinical simulations to offer students ASHA clinical hours?

2025-04-24 13:50:45 UTC

Simulated conversations

2025-04-24 13:51:02 UTC

I want to have students use simulated conversations for clinic preparation

2025-04-24 13:52:23 UTC

When i ask for a hard find, it will sometimes create a paper that sounds PERFECT but it's fake.

2025-04-25 12:37:38 UTC

I have my students use copilot with specific prompts to build pico questions and generate Boolean search terms.

2025-04-25 12:39:52 UTC

What are the environmental implications of using all these tools?

Online programs??

2025-04-25 13:40:41 UTC

After this conference, we’ve been excited to think through converting or adding an online graduate program. How in the world can you have an online program in this AI filled world? Maybe we SHOULD be pivoting to more in person programs so students have to demonstrate the skills.

2025-04-25 17:05:46 UTC

Outline for ideas that need organizing

Help with the section breakdown of a paper.

Title ideas

Help with creating a Rubric for a project that uses information from another discipline.

A list of ChatGPT prompts for various categories

inessavilkher — 2025-05-04 17:15:07 UTC

2025-06-07 14:17:28 UTC

I would like to have AI help manage my calendar to book appointments for me with considerations for location, drive time, and appointment type.

I think this will be super helpful with clinical supervisory work with both students and clinical staff to alleviate the work load.

2025-06-20 19:05:42 UTC

dradockens — 2025-07-22 18:14:42 UTC

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dradockens — 2025-07-22 18:49:07 UTC

dradockens — 2025-07-22 18:49:15 UTC

50 Top Ted Talks on Artificial Intelligence

dradockens — 2025-07-22 18:51:14 UTC

dradockens — 2025-07-22 18:53:22 UTC

dradockens — 2025-07-22 18:54:16 UTC

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dradockens — 2025-07-22 18:59:06 UTC

Article list AI

dradockens — 2025-07-22 19:00:01 UTC

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dradockens — 2025-07-22 19:01:29 UTC

Overall--feeling optimistic

2025-09-26 19:06:41 UTC

I have been enjoying making sure to explore AI with my students. We are doing things together so we can identify pros/cons together.

2025-09-26 19:07:39 UTC

Access to AI tools is filtered through large institutions awarded grants; problematic to embrace without access

clinical practice

2025-09-26 19:09:13 UTC

chatgpt

2025-09-26 19:09:47 UTC

2025-09-26 19:10:46 UTC

I've used AI to summarize feedback from the whole semester that I've already written to students and use those summaries for end of semester Typhon evaluations

teach undergrads how to use to develop a lesson plan

2025-09-26 19:10:49 UTC

experiential learning activities in courses

2025-09-26 19:11:29 UTC

myriamortiz3 — 2025-09-26 19:13:49 UTC

Claude

dradockens — 2025-10-09 03:23:23 UTC

dradockens — 2025-10-09 03:25:01 UTC

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cindyblackwell — 2025-10-13 20:58:05 UTC

cindyblackwell — 2025-10-13 21:01:25 UTC

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cindyblackwell — 2025-10-13 21:20:18 UTC

cindyblackwell — 2025-10-13 21:22:31 UTC

cindyblackwell — 2025-10-13 21:26:10 UTC

"There is a strong link between mental health and the decision to leave college.

Only 31% of at-risk students rated their mental health as excellent or good compared with 61% of on-track students."

cindyblackwell — 2025-10-13 21:30:32 UTC

Three in five students report experiencing mental health challenges that have impacted their success in college, 15 percentage points higher than those who noted financial challenges and twice as many as those who said they had academic challenges."

But what about those mental health challenges that are created from academic challenges?

cindyblackwell — 2025-10-13 21:33:43 UTC

dradockens — 2025-12-08 19:52:07 UTC

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dradockens — 2025-12-08 19:52:53 UTC

2025-12-08 19:58:28 UTC

For resistant universities

dradockens — 2025-12-08 20:23:26 UTC

How are you getting buy-in from faculty who have been resistant to AI?

Future AI skills

ejohnsonwhit — 2025-12-08 20:44:37 UTC

What skills should faculty (and students) develop NOW to remain current in this ever evolving AI focused landscape?

2025-12-08 21:11:02 UTC

2025-12-08 21:11:50 UTC

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2025-12-08 21:45:30 UTC

2025-12-08 21:47:11 UTC

AI competency

dradockens — 2025-12-11 02:07:20 UTC

What basic AI competencies should all teachers have in the next 3–5 years?

Upskilling Education

dradockens — 2025-12-11 02:07:50 UTC

How can institutions upskill educators who are resistant to technology or overwhelmed by change?

No AI assignments?

dradockens — 2025-12-11 02:08:34 UTC

Are there types of assessments that remain “AI-proof”

Risk in AI use

dradockens — 2025-12-11 02:09:23 UTC

What are the most urgent risks of using AI in schools today?

Finding balance

dradockens — 2025-12-11 02:10:12 UTC

How can institutions balance human-centered pedagogy with AI-driven learning?

Student voice

dradockens — 2025-12-11 02:11:05 UTC

How can we convince students that their "voice" is still so important to create and use?

Workforce skills

dradockens — 2025-12-11 02:11:56 UTC

What AI skills will be essential for graduates entering the workforce in 2025-30?

Non-existent job preparation

dradockens — 2025-12-11 02:12:22 UTC

How can education systems prepare learners for jobs that don’t exist yet?

Roadblocks on the path to innovation

dradockens — 2025-12-11 02:13:05 UTC

What organizational roadblocks prevent academic transformation?

Long-term AI

dradockens — 2025-12-11 02:13:40 UTC

How do leaders make AI integration sustainable rather than trendy?

AI work + rubrics

dradockens — 2025-12-11 02:14:21 UTC

How can rubric design evolve to account for AI-assisted work?

Humans in the loop

dradockens — 2025-12-11 02:15:14 UTC

Where is human judgment irreplaceable in the AI-supported classroom?

Connections

dradockens — 2025-12-11 02:15:49 UTC

How can participants stay involved in the AIEd community after the conference?

How to be more authentic and Humane?

2025-12-12 03:57:27 UTC

AI Questions from David Omollo

2025-12-12 04:16:33 UTC

How cab we humanze AI Technologies?

What is the future of AI in ensuring integrity in students' assessment?

AI IN STUDENTS ENGAGEMENT AND SUCCESS PREDICTION

delstarfordisaiah — 2025-12-12 05:33:12 UTC

How to use AI for monitoring students engagement and success,to detect failure and disadvantages before affecting the learners. Looking for a team to work on MIRA AI .To answer this.

In Industry

2025-12-13 16:45:15 UTC

Working on building on device AI tools to keep data local and private for enterprise and education

dradockens — 2025-12-13 17:25:46 UTC

We haven't done anything yet and it's concerning.

dradockens — 2025-12-13 17:26:16 UTC

Faculty and students use AI at individual level.

dradockens — 2025-12-13 17:26:34 UTC

in my university, faculty is using AI detector before their research work

dradockens — 2026-06-25 16:41:07 UTC

Critical evaluation of an AI essay and its sources

AI Peer Review

2026-06-25 18:50:38 UTC

I have students use peer reviews with their actual humans and use AI. I do this after the third peer review so they can evaluate both outputs.

2026-06-26 16:00:13 UTC

Looking at our program as a whole to find AI curriculum opportunities

2026-06-26 19:30:24 UTC

Evaluating what our faculty are already doing and what they know about AI in their fields

2026-06-26 19:31:13 UTC

Explaining to my faculty and staff that AI shouldn't be an option

2026-06-26 19:32:02 UTC

Adding a why statement to my assignments that are and aren't allowing AI

2026-06-26 19:32:59 UTC

Using AI to evaluate whether my syllabus content is in line with what is happening in engineering

2026-06-26 19:58:53 UTC

Adding AI critiques around discussion board questions

dradockens — 2026-06-26 20:00:28 UTC

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dradockens — 2026-06-26 20:05:19 UTC

dradockens — 2026-06-26 20:05:56 UTC

2026-06-26 20:07:10 UTC

Stop my griping and look into meaningful, relevant AI additions

2026-06-26 20:08:08 UTC

Right now I've Tony Chachere'd my courses with AI, going to move to something more intentional and specific to needed outcomes

dradockens — 2026-06-26 20:10:24 UTC

dradockens — 2026-06-26 20:10:44 UTC

dradockens — 2026-06-26 20:11:35 UTC

2026-06-26 20:13:33 UTC

New research shows AI detection tools flag the students who used AI least and clear the ones who used it most. We should stop using them to police students.

The study was published open access last week in Education and Information Technologies. The method tested 81 scripts built from 4,000 words of human-written management essays, with text from ChatGPT, Copilot, Gemini and Grammarly spliced in at every step from 5% to 100%, so Turnitin's score could be checked against known ground truth every time.

The detector got it backwards. At 5% and 10% AI content it returned no score at all. Between 15% and 40% it scored higher than the real proportion. From 70% up it scored consistently lower. A script written entirely by ChatGPT came back as 60%. When a fully AI-generated text was run through a paraphrasing tool first, several combinations scored 0%.

One reading of this is that light, assistive use gets inflated into suspicion, whereas wholesale generation often slides under the threshold. The tool flags the honest and clears the strategic, and it does both from the same broken number.

The full paper is here: https://link.springer.com/article/10.1007/s10639-026-14049-2

Universities are suspending students, failing assignments, and convening misconduct panels on this number. No one would accept a plagiarism process built on a coin that lands wrong more often when you are telling the truth. AI detection is that coin. It cannot tell us who cheated, and every month we keep treating its percentage as evidence, we punish the wrong people and teach the rest that integrity is a game of evasion.

Stop policing students with a tool that does not work. Redesign the assessment instead.

Anthropic just filed to go public

dradockens — 2026-06-26 21:01:04 UTC

Digital Education Council AI Skills Opportunity Map

dradockens — 2026-06-26 21:02:38 UTC

dradockens — 2026-06-26 21:03:05 UTC

dradockens — 2026-06-26 21:03:50 UTC

dradockens — 2026-06-26 21:04:14 UTC

The 2026 AI Index Report from Stanford Institute for Human-Centered Artificial Intelligence (HAI) just dropped, offering one of the most comprehensive, data-driven snapshots of where AI is right now and where it’s headed next. Check it out.

dradockens — 2026-06-26 21:05:16 UTC

dradockens — 2026-06-26 21:05:46 UTC

I pushed hard to block the use of AI detectors at my University. Here's why.

2026-06-26 21:08:22 UTC

A peer-reviewed paper published in January 2026 in the Journal of Higher Education Policy and Management summarized arguments I have been making for years.

The core problem isn't just that AI detectors are inaccurate (and yes, they are). It's that their outputs are fundamentally unverifiable. Unlike plagiarism detection, which can point to a source, AI detection produces a probability score with no ground truth to check it against. You get a number that you don't know how to interpret properly, nothing more.

And even if the number it outputs *seems* high, it never allows you to confirm whether a flagged paper was actually AI-generated---at least not to a degree that can make it of any use as evidence in penalizing students.

A brief example: A detector's false positive rate tells you how often it wrongly flags human-written papers as AI-generated in controlled testing. But that number alone tells you nothing about whether any specific flagged paper is actually AI-generated. To calculate that, you also need to know what proportion of papers in the real cohort were AI-generated to begin with, the base rate, and that number is unknowable in practice. The paper works through the numbers: with a 1% false positive rate, a 90% true positive rate, and only 10 AI-generated papers out of 1,000 submitted, a flagged paper is only 47.6% likely to actually be AI-generated. Worse than a coin flip (p. 9).

And that's assuming you trust the detector's published false positive rate, which was measured on papers written before 2019. Turnitin, for example, tested its model on 700,000 pre-GPT-3 submissions. There's no good reason to assume students wrote the same way then as they do now, after years of exposure to AI-generated text, social media content, etc.

Every workaround educators use to "confirm" a detection result has a similar problem. Running a paper through multiple detectors doesn't give you independent verification. It just amplifies the shared flaws of tools built on the same broken assumptions. Comparing a student's current writing to past work assumes writing doesn't naturally change over time. Asking an LLM whether it wrote a passage is useless because LLMs can't reliably recognize their own outputs (see https://lnkd.in/esD3PJvX).

And yet, I constantly see fellow professors saying they put a student paper into ChatGPT to ask if it wrote the paper. So much wrong with that, and yet they keep doing it.

Much more in the paper itself; highly recommend reading it in full (linked here).

The answer is better assessment design, not surveillance built on false hope.

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Dockens Top Voice in Higher Ed

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Much public conversation around AI and work swings between two extremes. Either AI is about to eliminate huge categories of jobs, or it is mostly hype with little real impact. As usual, the truth appears more complicated.

Anthropic recently published, “Labor Market Impacts of AI: A New Measure and Early Evidence,” that uses the concept of “observed exposure.” Instead of just measuring what AI might theoretically do, they also looked at real usage data to see what AI is actually being used for in professional settings today.

It’s an excellent direction since many occupations have tasks that AI could “theoretically” perform but may or may not be. The research shows there is still a sizable gap between theoretical capability and real adoption. So while AI may be “technically capable” of assisting with many tasks, much of that potential has not actually translated into widespread workplace automation…yet.

Interestingly, the labor market signals so far are relatively modest. Jobs with higher AI exposure are projected to grow slightly slower over the next decade, but researchers find no clear increase in unemployment among workers in those roles since the release of ChatGPT.

There is, however, one signal to watch. And this has already been noted in other trend reports and research - that hiring into some AI-exposed occupations may be slowing slightly for younger workers entering the workforce. This doesn’t necessarily mean jobs are disappearing, but that entry points are shifting.

For those of us working in higher ed, this reinforces something I’ve been sharing about a lot lately. AI integration in learning cannot simply be about adding tools to assignments or trying to design around them. And it certainly cannot be driven only by hype or fear. What matters more is helping students develop the durable human capacities that remain essential in an AI-augmented world. Judgment. Interpretation. Ethical reasoning. Communication. Creativity. The ability to work with emerging technologies thoughtfully rather than passively.

This is part of why discipline-specific approaches to AI integration matter so much. AI will not shape nursing the same way it shapes software development. It will not affect criminal justice the same way it affects marketing or design. Programs need the support to explore what AI actually means inside their professions and how graduates should engage with it responsibly.

Research like this reminds us that the transformation of work is unlikely to arrive as a single dramatic moment. It will emerge unevenly, field by field, workflow by workflow.

Which means our response in higher education should probably look the same. Thoughtful. Contextual. Grounded in real evidence. And focused on preparing students not just to use AI tools, but to navigate the complex human decisions that surround them.

If you’re interested in the research, the full report is worth the read: https://www.anthropic.com/research/labor-market-impacts

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The latest JRC report from the European Commission confirms that Generative AI in education is not entering a "blank slate"—it is entering a "crowded field." When analyzed through three critical layers, a much more complex picture emerges:

1. Reality Check: AI Enters as "Work," Not Just Code The report confirms that while teachers see AI as a time-saver, in practice, it creates a significant cognitive load. AI literacy is no longer just a technical skill; it has become a rigorous process of pedagogical supervision where the most critical skill is knowing "when to stop" using the tool.

2. Context Translation: Is the Digital Divide Deepening? While global narratives promise "AI for all," JRC data shows students are miles ahead of institutions. However, there is a crucial nuance: students use AI for efficiency but still demand the human guidance and physical presence of the teacher. AI can personalize learning, but it cannot architect trust.

3. What Experts Miss: Ethics Beyond "Plagiarism" Most debates remain trapped in the orbit of academic integrity. Yet, reading between the lines of the report reveals deeper, systemic risks—environmental costs, data sovereignty, and the future of Vocational Education (VET)—that remain dangerously peripheral to the policy-making radar.

The Field Note: AI is not entering education systems to "improve" them; it is entering to stress-test existing cracks and capacity limits. Success will not be defined by better models, but by how well those models align with the cultural and human layers of the classroom.

Is your system ready to carry this load, or are we simply multiplying the tools?

Department level guidance example

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Department policy example

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Program level guidance example

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University of Michigan: Course Policies and Syllabus Statements

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Stanford University: Creating Your Course Policy on AI

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Arizona State University: Digital Trust Guidelines

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Penn State: University AI Guidelines

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University of Michigan: Generative AI Advisory Committee Resources

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Harvard University: Generative AI Guidelines

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Harvard Business Publishing Education: Developing Your Institution’s AI Policy

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CHEA: Framework for Developing University Policies on Generative AI Governance

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JISC: Leading AI in Colleges, A Strategic Framework

dradockens — 2026-06-29 21:25:37 UTC

WCET: Developing Institutional-Level AI Policies and Practices

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WCET Artificial Intelligence Resource Collection

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EDUCAUSE: AI Ethical Guidelines

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EDUCAUSE: In the Room Where It Happens, Generative AI Policy Creation in Higher Education

dradockens — 2026-06-29 21:27:41 UTC

Texas DIR: AI Acceptable Use Policy

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UNESCO: AI and Education, Guidance for Policy-Makers

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UNESCO: Guidance for Generative AI in Education and Research

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U.S. Department of Education: Artificial Intelligence Guidance

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NIST Generative AI Profile

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NIST AI RMF Playbook

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Texas DIR: AI Templates and Resources

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NIST Artificial Intelligence Risk Management Framework

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EDUCAUSE: 2024 Action Plan for AI Policies and Guidelines

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WCET: 2025 AI Education Policy, Guideline, and Practice Ecosystem Framework

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University of Cincinnati: Prompt Library Resources

dradockens — 2026-06-29 21:38:45 UTC

Curated guide to established prompt libraries, highlighting differences in purpose and helping users identify collections appropriate to particular projects.

University of South Florida Libraries: Prompt Library

dradockens — 2026-06-29 21:39:14 UTC

A library-developed collection of prompts and prompting resources that can be used as a model for organizing a campus-facing prompt repository.

University of Maryland: AI Prompt Library

dradockens — 2026-06-29 21:39:41 UTC

Distinguishes user prompts from system prompts and provides examples that demonstrate context, constraints, roles, formatting, and behavioral instructions. It is particularly useful when considering how an institution might organize prompts by prompt type.

Harvard Graduate School of Education: Prompt Support

dradockens — 2026-06-29 21:40:54 UTC

Offers introductory prompt-design guidance and access to the Harvard Initiative for Learning and Teaching System Prompt Library, a repository of customizable system prompts.

University of California, Davis: Prompt Engineering

dradockens — 2026-06-29 21:42:35 UTC

A concise research-library guide to constructing successful prompts, supplying appropriate context, evaluating outputs, and improving results through continued interaction.

University of Illinois Urbana-Champaign: Effective Prompt Strategies

dradockens — 2026-06-29 21:43:02 UTC

A university-library guide introducing the elements of effective prompts and strategies for refining prompts when initial outputs are incomplete, inaccurate, or overly general.

University of South Carolina: Prompt Library and RICCE Framework

dradockens — 2026-06-29 21:43:36 UTC

Provides a clear institutional framework for prompt construction: Role, Input, Context, Constraints, and Examples. The page explains each component and demonstrates how structure can improve relevance and output quality.

EDUCAUSE: AI Literacy in Teaching and Learning Framework

dradockens — 2026-06-29 21:44:09 UTC

Although the larger framework addresses multiple university populations, it can support institutional definitions of progressive AI literacy for faculty, researchers, students, and administrators. Prompt creation and effective interaction with AI are treated as components of applied literacy rather than isolated technical tricks.

American Library Association: Advancing AI Literacy, An Analysis of AI Library Research Guides at R1 Universities

dradockens — 2026-06-29 21:45:12 UTC

A useful benchmarking study for institutions developing prompt-literacy resources. The researchers examined 102 R1 university research guides and identified inconsistent coverage of prompt engineering and other core AI-literacy competencies.

The CLEAR Path: A Framework for Enhancing Information Literacy Through Prompt Engineering

dradockens — 2026-06-29 21:45:51 UTC

Introduces the CLEAR framework: Concise, Logical, Explicit, Adaptive, and Reflective. This is especially useful when developing a common prompt-design vocabulary for a university, department, library, or program.

Association of College and Research Libraries: AI Developments and Resources for Academic Librarians

dradockens — 2026-06-29 21:46:20 UTC

Connects prompt engineering with information literacy and explains how traditional search and reference skills can support more effective interaction with generative AI. It also points readers toward established prompting frameworks and resources.

San Bernardino County: AI Prompt Library

dradockens — 2026-06-29 21:47:28 UTC

A practical example of a government-maintained prompt library. The prompts demonstrate structured objectives, required components, audience expectations, style requirements, and public-sector communication constraints.

University of Michigan: GenAI Prompt Library

dradockens — 2026-06-29 21:48:01 UTC

An institution-wide library intended for faculty, staff, and students. It distinguishes user prompts from system prompts and connects the library to broader prompt-literacy guidance.

Columbia University: Prompt Library for Effective Academic AI Use

dradockens — 2026-06-29 21:48:50 UTC

Provides a detailed composite prompt template built around role, objective, scenario, expected output, steps, guardrails, and quality standards. It also demonstrates how to incorporate verification, uncertainty, formatting, and anti-fabrication instructions into reusable prompts.

Wharton Generative AI Labs: Prompt Library

dradockens — 2026-06-29 21:49:19 UTC

One of the strongest university prompt-library models. It provides reusable, customizable prompts along with guidance for developing, testing, refining, documenting, and sharing prompts across different AI models.

EDUCAUSE: A Framework for AI Literacy

dradockens — 2026-06-29 21:50:44 UTC

Particularly useful for defining institutional prompt-literacy competencies. It addresses prompt iteration, context, specificity, zero-shot and few-shot prompting, output evaluation, hallucinations, privacy, confidentiality, and copyright.

U.S. Department of Energy: Generative Artificial Intelligence Reference Guide

dradockens — 2026-06-29 21:51:26 UTC

Appendix I, “GenAI Prompt Engineering,” provides a concise government guide to clear and specific instructions, delimiters, standardized output formats, assumption checking, step-based instructions, and iterative prompt improvement. See document pages 49–50.

Lightcast: The GenAI Job Market

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Lightcast: Emerging Skills in AI Jobs

dradockens — 2026-06-29 22:02:34 UTC

Examines the growing importance of cross-functional collaboration, stakeholder management, operational understanding, trustworthiness, and other nontechnical capabilities within AI-related job postings.

Lightcast: Beyond the Buzz, Developing the AI Skills Employers Actually Need

dradockens — 2026-06-29 22:06:46 UTC

Uses job-posting data to identify where AI skills are appearing, how demand extends beyond technology occupations, which capabilities employers request, and the salary differences associated with AI-related skills.

IBM Institute for Business Value: 2026 CEO Study

dradockens — 2026-06-29 22:07:16 UTC

Examines how organizations are redesigning leadership roles, decision-making, collaboration, management, skills, and operating models for AI-first environments.

Accenture: Pulse of Change

dradockens — 2026-06-29 22:07:49 UTC

A recurring survey of executives and employees examining AI investment, implementation, workforce readiness, employee confidence, organizational change, and the gap between leadership expectations and workforce experience.

McKinsey: Future of Work Research Collection

dradockens — 2026-06-29 22:08:18 UTC

A broad collection covering automation, occupational transitions, workforce planning, skills, remote and hybrid work, talent systems, and changing organizational models.

McLean & Company: Fostering Collaboration in the AI Era

dradockens — 2026-06-29 22:08:43 UTC

Focuses on the human side of organizational AI adoption, including employee resistance, collaboration, trust, change management, and the difference between introducing AI and achieving meaningful value from it.

McLean & Company: Future of Work

dradockens — 2026-06-29 22:09:21 UTC

Provides an HR-focused framework for examining technological, labor-market, demographic, and organizational forces shaping work. It includes implications for organizational practices, employee experience, workforce planning, and leadership decisions.

Deloitte: Generative AI and the Future of Work

dradockens — 2026-06-29 22:09:44 UTC

Offers a useful framework distinguishing work, jobs, tasks, and skills. It emphasizes analyzing tasks and capabilities before making claims about entire jobs being automated or replaced.

Deloitte: 2026 Global Human Capital Trends

dradockens — 2026-06-29 22:10:05 UTC

Examines how AI is changing organizational structures, leadership, workforce design, talent systems, management practices, human capabilities, and the relationship between technology and work.

PwC: Global AI Jobs Barometer

dradockens — 2026-06-29 22:10:31 UTC

Uses large-scale job-posting and company data to examine changing skills, wages, productivity, AI-related hiring, and differences among industries and countries.

OpenAI: GPTs Are GPTs, An Early Look at Labor-Market Impact Potential

dradockens — 2026-06-29 22:10:50 UTC

An influential early occupation-exposure study. It evaluates the share of occupational tasks that language models could affect while distinguishing task exposure from direct predictions of employment loss.

OpenAI: Mapping Europe’s AI Workforce Opportunity

dradockens — 2026-06-29 22:11:07 UTC

Applies OpenAI’s jobs-transition framework to occupational data, categorizing work into occupations that may grow, reorganize, face greater automation potential, or experience less immediate change.

Anthropic: Labor Market Impacts of AI, A New Measure and Early Evidence

dradockens — 2026-06-29 22:11:30 UTC

Develops a measure combining theoretical AI capability with observed workplace use. It is especially valuable for distinguishing what AI could technically do from what workers and organizations are currently using it to do.

Anthropic Economic Index

dradockens — 2026-06-29 22:11:59 UTC

Uses privacy-preserving analysis of Claude usage to examine which occupations and tasks people are actually using AI to perform, where adoption is occurring, and whether use patterns more closely resemble augmentation, collaboration, or automation.

Microsoft: Work Trend Index Research Collection

dradockens — 2026-06-29 22:12:19 UTC

Provides annual and special-topic research on AI adoption, employee behavior, management, productivity, digital labor, agents, organizational capacity, and changing work practices.

Burning Glass Institute: The AI Skill Domains Reshaping Work

dradockens — 2026-06-29 22:12:46 UTC

Defines areas of AI fluency and connects them to changing workplace expectations. It is useful for institutions evaluating which AI-related capabilities should be developed across academic programs rather than confined to computer science.

World Economic Forum: How AI Is Changing Early Careers

dradockens — 2026-06-29 22:13:12 UTC

Focuses specifically on how AI adoption may affect entry-level roles, early-career skill development, career progression, and the transition from education into employment.

Harvard Project on Workforce: The Expertise Upheaval

dradockens — 2026-06-29 22:13:45 UTC

Examines how AI may alter learning curves, entry-level assignments, professional development, expertise formation, mentorship, and traditional pathways from novice to experienced worker.

Harvard Project on Workforce: AI and the Future of Work

dradockens — 2026-06-29 22:14:11 UTC

A research collection from Harvard Kennedy School, Harvard Business School, and the Harvard Graduate School of Education covering AI, employment, skills, career mobility, workforce systems, and economic opportunity.

Brookings Institution: New Data Show No AI Jobs Apocalypse, for Now

dradockens — 2026-06-29 22:14:36 UTC

Offers an evidence-based counterweight to both alarmist and overly optimistic projections. It emphasizes that current aggregate employment data show limited disruption so far, while acknowledging that effects could accelerate or remain concentrated in particular occupations and age groups.

Brookings Institution: Generative AI, the American Worker, and the Future of Work

dradockens — 2026-06-29 22:14:57 UTC

Analyzes how generative AI exposure differs from earlier waves of automation. It focuses on cognitive and nonroutine work, occupational differences, worker demographics, and potential policy responses.

SHRM: Shaping the AI-Driven Workforce of Tomorrow

dradockens — 2026-06-29 22:15:25 UTC

Examines employee adoption, organizational support, workforce confidence, AI-related skills, and the gap between access to AI and the ability to use it effectively.

SHRM: Automation, AI, and Job Displacement Risk in U.S. Employment

dradockens — 2026-06-29 22:15:54 UTC

Uses occupation-level estimates to distinguish task automation, AI usage, technical feasibility, nontechnical barriers, and actual displacement risk. This distinction is valuable when addressing exaggerated claims about job loss.

SHRM: Navigating AI in the Workplace, 2026

dradockens — 2026-06-29 22:17:12 UTC

Provides current worker-level evidence on organizational adoption, employee use, sector differences, attitudes toward AI, and how implementation is affecting work.

U.S. Government Accountability Office: AI Agents

dradockens — 2026-06-29 22:17:37 UTC

Examines the potential capabilities, applications, benefits, and risks of AI agents, including their possible use in data entry, customer support, operations management, scheduling, and other workplace functions.

U.S. Government Accountability Office: Employment in a Changing Economy

dradockens — 2026-06-29 22:18:34 UTC

Brings together GAO work on automation, changing tasks, worker surveillance, emerging technology, employment transitions, labor-market data, and protections for workers.

U.S. Bureau of Labor Statistics: Productivity and Artificial Intelligence Resource Center

dradockens — 2026-06-29 22:18:51 UTC

Collects BLS and Bureau of Economic Analysis research on AI, productivity, economic growth, occupational projections, and industry-level effects.

U.S. Bureau of Labor Statistics: AI Impacts in Employment Projections

dradockens — 2026-06-29 22:19:38 UTC

Provides an accessible summary of the BLS analysis. It illustrates how AI may reduce demand for some tasks while increasing demand for occupations that develop, support, maintain, or apply AI systems.

U.S. Department of Labor: AI Best Practices for Employers and Developers

dradockens — 2026-06-29 22:20:17 UTC

Provides a worker-centered framework for introducing AI into workplaces. It addresses worker participation, job quality, transparency, privacy, rights, economic security, accountability, and support for workers affected by changing technologies.

OECD: Artificial Intelligence and the Changing Demand for Skills in the Labour Market

dradockens — 2026-06-29 22:23:10 UTC

Uses job-vacancy evidence to examine which technical, managerial, business, cognitive, emotional, and digital skills are becoming more important in AI-exposed occupations.

OECD: AI & Work

dradockens — 2026-06-29 22:23:57 UTC

OECD: AI and Work

A continually updated collection examining AI adoption, productivity, job quality, worker agency, automation, privacy, transparency, skills, and employment effects across OECD economies.

Stanford HAI: 2026 AI Index Report

dradockens — 2026-06-29 22:25:28 UTC

One of the strongest comprehensive resources for a higher education audience. The economy chapter examines AI adoption, productivity, job postings, skills demand, occupational change, and emerging evidence concerning entry-level employment.

World Economic Forum: Future of Jobs Report 2025

dradockens — 2026-06-29 22:25:49 UTC

Examines employer expectations concerning job creation, displacement, changing skill requirements, reskilling, automation, and workforce strategies through 2030.

Microsoft: 2026 Work Trend Index

dradockens — 2026-06-29 22:26:14 UTC

Examines how AI agents are changing individual work, management, organizational design, decision-making, and human agency. It is especially useful for discussions about human-agent teams and the rearchitecture of work.

EAB: The Future of College Graduates in the AI Workforce

dradockens — 2026-06-29 22:26:37 UTC

Directly connects changing entry-level employment with higher education’s responsibility to prepare graduates. It addresses the possible contraction of junior tasks, changes to career ladders, and the growing importance of applied experience and AI fluency.

Anna Mills says, "The time to reckon with AI agents in digital learning spaces is now".

dradockens — 2026-06-29 22:43:20 UTC

UNESCO: Leveraging Agentic AI for Smarter Decision-Making in Education

dradockens — 2026-06-29 22:43:53 UTC

Describes a UNESCO and Capgemini initiative using agentic AI to transform complex international education data into accessible, actionable insights for policymakers and education leaders.

NIST: AI Agent Standards Initiative

dradockens — 2026-06-29 22:44:20 UTC

Provides a national standards initiative focused on the secure, trustworthy, and interoperable use of AI agents. It is particularly relevant to universities considering agents that access institutional data, communicate with other systems, or take actions on users’ behalf.

NIST: Strengthening AI Agent Hijacking Evaluations

dradockens — 2026-06-29 22:44:44 UTC

Examines how agentic systems can be manipulated through malicious or indirect instructions. The resource is useful for understanding security risks when educational agents browse websites, retrieve documents, use tools, or interact with campus systems.

UMass Boston Applied Ethics Center: AI Agents in Higher Education

dradockens — 2026-06-29 22:45:05 UTC

Provides a substantial white paper distinguishing non-autonomous, hybrid, and autonomous educational systems. It examines applications in instruction, research, advising, registration, and administration while addressing academic integrity, mentorship, critical thinking, institutional stratification, and human oversight.

EDUCAUSE: The Current State of Play, AI in Higher Education and the Road Ahead

dradockens — 2026-06-29 22:45:31 UTC

Examines the transition from generative AI to agentic systems across higher education. It discusses agents in advising, early alerts, enrollment, financial aid, content development, and administrative operations while emphasizing workflow redesign, institutional policy, and the changing nature of staff roles.

WCET: Agentic AI, Academic Integrity, and the Question We Are Avoiding

dradockens — 2026-06-29 22:46:08 UTC

Examines how agents capable of navigating an LMS, locating assignments, completing work, and submitting responses challenge traditional evidence of learning. It connects agentic AI with assessment design, institutional policy, online education, access, security, and the future credibility of asynchronous learning.

Deloitte: Agents of Transformation, Reimagining Higher Education with Agentic AI

dradockens — 2026-06-29 22:46:42 UTC

Provides a higher education field guide covering personalized learning, student support, financial aid, enrollment, research, administrative operations, governance, risk assessment, data readiness, human oversight, and phased implementation.

Microsoft: Discover the Potential of Agentic AI in Higher Education

dradockens — 2026-06-29 22:46:59 UTC

Explores how universities can use agentic systems to create tailored solutions, automate multistep processes, support institutional decision-making, and improve student and employee experiences. It also introduces the infrastructure needed to build, deploy, and govern agents at scale.

OpenAI: Hello Education. Meet Agents.

dradockens — 2026-06-29 22:47:38 UTC

Describes agents as a potential operating layer for student support, faculty work, and institutional processes. It distinguishes agents that complete coordinated actions from chatbots that only provide information and recommends beginning with bounded workflows, clear ownership, and governance.

OpenAI: How to Build Agents for Higher Education

dradockens — 2026-06-29 22:48:02 UTC

Presents a practical structure for designing higher education agents around six elements: the job, knowledge sources, tools, workflow, human review, and continued improvement. It emphasizes that an effective agent is more than a chatbot with an expanded prompt.

OpenAI Academy: Understanding Workspace Agents in Higher Education

dradockens — 2026-06-29 22:49:01 UTC

Explains how shared agents can support repeatable university workflows such as intake processes, recurring reports, meeting preparation, request reviews, grant checklists, and project tracking. It also stresses institutional policy alignment, controlled access, testing, review points, and gradual scaling.

Salesforce: College Student and Administrator Perspectives on AI Agents

dradockens — 2026-06-29 22:54:02 UTC

Reports survey findings on how students and administrators view agents for admissions, advising, registration, time management, coursework, and campus support. It is useful for understanding user expectations and identifying services where institutions may experience early demand.

Salesforce: AI Agents in Education, Benefits and Use Cases

dradockens — 2026-06-29 22:54:37 UTC

Explains how education-focused agents differ from traditional automation and chatbots. It covers personalized learning, administrative automation, enrollment, scheduling, reminders, retention, educator workload, implementation planning, governance, and human escalation.

Amazon Web Services: Build and Scale Adoption of AI Agents for Education

dradockens — 2026-06-29 22:55:38 UTC

Provides an architecture and implementation example for making AI agents available across an educational institution. It identifies applications in learning, research, student support, faculty assistance, and administrative workflows while addressing deployment and scalability.

Amazon Web Services: How Amazon Bedrock AgentCore Enables Production-Ready AI in Higher Education

dradockens — 2026-06-29 22:56:04 UTC

Examines the technical and governance infrastructure needed to operate agents at institutional scale. Potential applications include academic workflows, research automation, computational tasks, web-based tasks, and secure access to university tools and data.

University of Iowa: Awareness of Agentic AI, Essential Knowledge for Faculty

dradockens — 2026-06-29 22:56:38 UTC

Introduces faculty to goal-directed AI systems that can plan, make decisions, use external tools, and act with limited supervision. It helps educators understand why agentic browsers and assistants create different instructional, privacy, and academic integrity concerns than ordinary chatbots.

UPCEA: The Rise of the Agentic AI University in 2026

dradockens — 2026-06-29 23:31:24 UTC

Discusses the emergence of an institution in which agents support advising, enrollment, learning services, operations, and continuing education. It is useful for senior leaders considering how agentic systems may affect institutional strategy and competitive position.

UPCEA: Setting a Context for Agentic AI in Higher Ed

dradockens — 2026-06-29 23:31:49 UTC

Offers concrete examples of how agents could support faculty and staff, including monitoring discussions, generating follow-up questions, identifying new research, updating course resources, and assisting with recurring academic work.

The Ohio State University: Agentic AI in Higher Education

dradockens — 2026-06-29 23:32:28 UTC

Provides a higher education-focused explanation of agentic AI and how it differs from conventional generative AI. It examines agents that plan, use tools, maintain memory, adjust their actions, and pursue multistep goals, with particular attention to teaching and learning implications.

EAB: How Will Agentic AI Show Up in Higher Education?

dradockens — 2026-06-29 23:32:47 UTC

Explains how agentic systems may appear in teaching, tutoring, advising, student support, data analysis, and institutional operations. Examples include tutors that identify learning challenges and agents that contact advisors or initiate interventions on a student’s behalf.

Instructure: Feature Overview, IgniteAI Agent for Canvas

dradockens — 2026-06-29 23:33:10 UTC

Explains how the Canvas agent translates natural-language requests into LMS actions through more than 500 Canvas APIs. It addresses administrative controls, transparency, permissions, institutional guardrails, and the difference between an AI assistant that suggests an action and an agent that completes the workflow.

Moodle: When AI Agents Show Up to Class

dradockens — 2026-06-29 23:33:59 UTC

Discusses how AI agents can navigate an LMS, complete activities, submit work, and imitate signals traditionally interpreted as student participation. It also examines the use of Moodle analytics and its open architecture to identify unusual behavioral patterns and respond to emerging agent activity.

Online Learning Podcast: Canvas, Credentials, and the Agentic AI Classroom

dradockens — 2026-06-29 23:34:14 UTC

Features a discussion with Instructure’s vice president of global academic strategy about Canvas, digital credentials, online learning, and the emergence of the agentic AI classroom. It is useful for considering how LMS platforms, credentials, assessment evidence, and learning design may evolve together.

Blackboard: Responding to the Threat of AI Agents in Pedagogy

dradockens — 2026-06-29 23:34:43 UTC

Presents Blackboard’s position that agents should not be used to replace the learner’s required intellectual work. It frames the issue around learning integrity rather than AI use alone and discusses why LMS vendors cannot independently identify or block all external agents acting through browsers and other interfaces.

Inside Higher Ed: Agentic AI Can Complete Whole Courses for Students. Now What?

dradockens — 2026-06-29 23:35:18 UTC

Examines an agentic tool designed to enter Canvas, watch lectures, read course materials, participate in discussions, write papers, and submit assignments. The article highlights the implications for academic integrity, LMS security, evidence of participation, and the continued validity of online course designs.

Blackboard: AI Agents in Education, Risks to Academic Integrity

dradockens — 2026-06-29 23:35:35 UTC

Explains how browser-based agents can interact with an LMS by clicking, completing forms, making API calls, and submitting work while appearing similar to ordinary student activity. It emphasizes the limitations of LMS-only detection and the need for updated policies, assessment practices, and institutional responses.

TEQSA: Enacting Assessment Reform in a Time of Artificial Intelligence

dradockens — 2026-06-29 23:45:06 UTC

Provides institution-level implementation guidance and examples for reforming assessment across programs and courses. It addresses learning assurance, responsible AI use, assessment validity, academic integrity, and the practical challenges of large-scale reform.

Jisc: Trends in Assessment in Higher Education

dradockens — 2026-06-29 23:45:53 UTC

Examines emerging assessment and feedback practices in the context of digital transformation and generative AI. It is useful for institutional planning, benchmarking, and evaluating possible directions for assessment redesign.

Advance HE: Rethinking Assessment Design for an AI-Enabled Future

dradockens — 2026-06-29 23:46:33 UTC

Offers practical recommendations centered on authentic tasks, process rather than product, staged assessment, reflection, feedback, explanation, and students’ ability to justify their decisions and use of AI.

Ireland’s National Forum for Teaching and Learning: Generative AI and Assessment in Higher Education

dradockens — 2026-06-29 23:46:54 UTC

Provides sector-level guidance for developing assessment strategies that maintain academic integrity while recognizing that AI will remain part of educational and professional environments.

Deloitte: How Higher Education Can Realize the Potential of Generative AI

dradockens — 2026-06-29 23:47:33 UTC

Examines how institutions can redesign teaching, learning, policies, and assessment practices to support flexible demonstrations of learning, student motivation, self-assessment, and responsible AI integration.

FeedbackFruits: Transforming Authentic Assessment with AI

dradockens — 2026-06-29 23:47:57 UTC

Explores how AI can be incorporated into inquiry, problem-solving, peer learning, feedback, and real-world assessment rather than being treated only as an academic integrity threat.

Turnitin: The “Show Your Work” Approach to Student Writing

dradockens — 2026-06-29 23:48:33 UTC

Focuses on making the writing process visible through planning, drafting, revision, feedback, and evidence of original thinking. It presents process documentation as a more productive response to AI than relying only on final-product evaluation.

Instructure: AI Is Not the End of Academic Integrity, It Is an Invitation to Redefine It

dradockens — 2026-06-29 23:48:57 UTC

Recommends using Canvas and related institutional supports to emphasize applied learning, authentic demonstration, real-world tasks, iterative feedback, and assessment of understanding within meaningful contexts.

Cornell University: AI in Assignment Design

dradockens — 2026-06-29 23:49:34 UTC

Provides a structured process for reviewing learning outcomes, determining what an assignment should assess, deciding where AI may support learning, and incorporating practice, feedback, scaffolding, and critical evaluation of AI output.

MIT Sloan: 4 Steps to Design an AI-Resilient Learning Experience

dradockens — 2026-06-29 23:49:50 UTC

Offers a research-informed toolkit based on backward design. It guides instructors through reconsidering learners, learning outcomes, assessments, and learning activities in light of generative AI capabilities.

Harvard University: Designing Courses and Assignments in the Age of AI

dradockens — 2026-06-29 23:50:06 UTC

Helps instructors evaluate existing assignments, determine when AI supports or undermines learning, redesign assessment formats, and make students’ reasoning and learning processes more visible.

Yale University: AI-Resilient Assessment

dradockens — 2026-06-29 23:50:31 UTC

Provides practical strategies such as oral follow-ups, presentations, local or restricted resources, multimodal demonstrations, classroom assessment techniques, and written or spoken explanations of submitted work.

University of Michigan: Course and Assignment (Re-)Design

dradockens — 2026-06-29 23:50:50 UTC

Connects AI-aware assessment redesign with active learning, project-based learning, peer collaboration, self-assessment, experiential learning, and assessments that move beyond recall and superficial procedural knowledge.

University of Illinois Chicago: Adapting Assignments for the Age of AI

dradockens — 2026-06-29 23:51:07 UTC

Offers a comprehensive redesign guide with assignment types, reflection strategies, process verification, authentic applications, prompt templates, AI-supported scenarios, and methods for evaluating rather than merely producing answers.

Stanford University: Integrating AI into Assignments

dradockens — 2026-06-29 23:51:23 UTC

Recommends beginning with clearly defined learning objectives and making purposeful changes to specific parts of an assignment. It includes examples of AI-integrated and AI-limited assessment approaches.

Georgetown University: Designing Assignments, Artificial Intelligence Toolkit

dradockens — 2026-06-29 23:51:39 UTC

Provides practical strategies for designing assignments that integrate, limit, or critically examine AI while prioritizing authentic thinking, original writing, disciplinary inquiry, and transparent expectations.

University of Oregon: Authentic Assessment

dradockens — 2026-06-29 23:51:59 UTC

Explains how authentic assessments connect learning with professional, civic, cultural, and real-world contexts. It includes AI-specific considerations, examples, grading strategies, and methods for assessing decision-making processes rather than only final answers.

University of Oregon: Assessing Learning as a Process

dradockens — 2026-06-29 23:52:16 UTC

Focuses directly on collecting evidence of student thinking, development, revision, and reflection. It offers process-oriented assessment strategies that can reduce inappropriate AI substitution and demonstrate growth over time.

Duke University: Authentic Assessment over Surveillance

dradockens — 2026-06-29 23:52:33 UTC

Recommends moving away from detection-centered responses and toward transparent policies, scaffolded assignments, authentic assessment, student dialogue, and clear decisions about when AI is permitted during each stage of a task.

Columbia University: Learning Through Writing in the Age of AI

dradockens — 2026-06-29 23:52:54 UTC

Explains how disciplinary writing supports thinking and learning even when AI-generated text is widely available. It emphasizes authentic disciplinary genres, brainstorming, drafting, feedback, revision, reflection, and alignment between AI use and learning outcomes.

MIT: AI-Aware Implementation, Assessment Examples

dradockens — 2026-06-29 23:54:12 UTC

Provides examples of assignments redesigned to promote analysis, evaluation, critique, and other higher-order cognitive skills through carefully structured uses of generative AI.

Yale University: AI Assignment Case Studies

dradockens — 2026-06-29 23:54:22 UTC

Offers discipline-specific examples involving oral assessment, reflective expansion, AI critique, writing, coding, language learning, data ethics, collaboration, and AI-resilient assessment.

AI Pedagogy Project: Assignment Collection

dradockens — 2026-06-29 23:54:47 UTC

Provides a curated collection of educator-created assignments designed to help students critically investigate AI’s capabilities, limitations, risks, and social implications. The assignments can be adapted across disciplines.

WAC Clearinghouse: TextGenEd, Teaching with Text Generation Technologies

dradockens — 2026-06-29 23:55:17 UTC

An open-access, peer-reviewed collection of undergraduate assignments addressing AI literacy, professional writing, ethics, rhetorical analysis, creative work, and critical engagement with text-generation tools.

WAC Clearinghouse: Continuing Experiments in Teaching with Text Generation Technologies

dradockens — 2026-06-29 23:56:08 UTC

Expands the TextGenEd collection with assignment sequences involving AI-supported interviews, simulated audiences, multimodal feedback, rubric development, source evaluation, reflection, and critical analysis of AI outputs.

WCET: Assessment and Academic Integrity

dradockens — 2026-06-29 23:57:08 UTC

Collects higher education resources on authentic assessment, online assessment, academic integrity, student identity, AI, alternative assessments, and evidence of mastery in digital learning environments.

Blackboard: When Pedagogy Meets Technology, AI-Generated Suggestions for Authentic Assessments

dradockens — 2026-06-29 23:58:17 UTC

Explains how Blackboard’s AI Design Assistant can generate authentic assessment suggestions at different levels of Bloom’s taxonomy while leaving instructors responsible for reviewing, revising, and approving the final task.

D2L: Ensuring Academic Integrity in the Age of AI, How to Assess Real Skills

dradockens — 2026-06-29 23:58:49 UTC

Addresses authentic, skills-based assessment in Brightspace, including critical thinking, meaningful student engagement, video-based assignments, spontaneous explanation, and responsible uses of AI-supported feedback.

Penn State Schreyer Institute: AI Resilient and AI Integrative Assessment Strategies

dradockens — 2026-06-29 23:59:40 UTC

Provides a framework that intentionally separates AI-resilient assessment from AI-integrative assessment. It includes defining characteristics, design principles, and activity examples intended to support authentic learning, ethical AI use, and alignment with learning outcomes.

University of Colorado Denver: Designing AI-Responsive Assessments and Assignments

dradockens — 2026-06-30 00:00:08 UTC

Uses the term AI-responsive to describe assignments designed for the realities of rapidly changing AI capabilities rather than attempting to make assessments fully AI-proof. Recommendations include assessment wrappers, process evidence, source identification, lower-stakes practice, student explanation, and clear assignment-level expectations.

University of Montana: Assessment in the Context of AI

dradockens — 2026-06-30 00:00:40 UTC

Provides a substantial collection of AI-responsive assessment approaches, including portfolios, performances, presentations, simulations, case studies, oral assessments, reflective components, and process statements. It emphasizes assessing both the final product and the reasoning, reflection, revision, and synthesis that produced it.

Northeastern University: Standards and Recommendations for Generative AI in Teaching and Learning

dradockens — 2026-06-30 00:01:39 UTC

Connects AI-responsive design with learning outcomes, disciplinary and workplace practices, critical AI literacy, process-over-product assessment, staged projects, feedback cycles, multimodal work, AI-use documentation, output verification, and assignment-level AI labels. It explicitly recommends that verification and critical analysis be built into AI-integrated tasks.

Austin Community College: AI-Responsive Assignment Design

dradockens — 2026-06-30 00:02:09 UTC

Introduces AI-Responsive Assignment Design, or ARAD, as a framework for designing assignments that account for current technology while remaining accessible, ethically aligned, and centered on meaningful evidence of learning. The related assessment resources emphasize making student reasoning visible rather than evaluating only what students submit.

Indiana University: Developing AI Literacy in an Upper-Level History Course

dradockens — 2026-06-30 00:08:49 UTC

Reports a semester-long history course sequence that moved students from writing without AI, to guided experimentation, to student-directed AI use. Student reflections indicated movement toward more nuanced and task-specific decisions about AI.

American Historical Association: Digital History Resources

dradockens — 2026-06-30 00:09:10 UTC

Includes AI-related teaching examples such as asking students to critique a ChatGPT-generated history essay and examining what altered historical images can teach students about evidence, interpretation, and representation.

UCLA: AI in Language Learning

dradockens — 2026-06-30 00:09:43 UTC

Examines how AI can support language practice while drawing attention to voice, cultural context, human expression, translation limitations, and the aesthetic choices that distinguish human communication.

UCLA: Designing Writing Assignments to Work with AI

dradockens — 2026-06-30 00:10:45 UTC

Provides humanities instructors with strategies for revising writing assignments to account for AI while preserving student agency, disciplinary thinking, voice, interpretation, and engagement with the writing process.

Columbia University: Learning Through Writing in the Age of AI

dradockens — 2026-06-30 00:11:07 UTC

Connects writing with cognitive processing, disciplinary learning, and professional communication. It recommends scaffolded writing, drafting, peer and instructor feedback, writer’s statements, AI-use reflection, and explicit decisions about where AI may support the process.

Columbia University: Teaching Language Courses with AI

dradockens — 2026-06-30 00:11:30 UTC

Provides a detailed Spanish-language teaching example. Students compare AI-generated and human translations, identify cultural and contextual errors, practice speaking with AI, evaluate feedback, and reflect on using AI as a supplement rather than a replacement for language practice.

Columbia University: Teaching Literature with AI

dradockens — 2026-06-30 00:12:18 UTC

Presents Hamlet AI, a role-based tool that allows students to interact with a simulated Hamlet while analyzing scenes, themes, characterization, and literary devices. The tool supports interpretation but is intentionally structured not to write students’ essays.

Columbia University: Teaching Critical History with AI

dradockens — 2026-06-30 00:12:44 UTC

Presents Logyupa, an AI tool designed to guide students through contextual analysis of historical sources. Students examine who created a source, why it was created, and which political, social, and epistemic forces shape its meaning.

Columbia University: Teaching History with AI

dradockens — 2026-06-30 00:13:11 UTC

Presents Sounding Board, an AI-supported history activity that helps students identify topics, research entry points, and keywords while documenting the development of their research through a progress journal.

Columbia University: Teaching the Humanities with AI

dradockens — 2026-06-30 00:13:48 UTC

Presents KeySearch, a customizable humanities research assistant that helps students refine research questions, identify concepts, and develop search terms without conducting the intellectual work for them.

American Philosophical Association: AI and Teaching Series

dradockens — 2026-06-30 00:14:17 UTC

Invites humanities educators to examine which forms of reasoning may be threatened or strengthened by AI, which skills remain distinctly human, and which assignments can use AI without displacing philosophical thinking.

University of Delaware: AI and the Humanities

dradockens — 2026-06-30 00:14:43 UTC

Profiles humanities faculty using AI in writing, language, literature, art, and cultural inquiry. The examples emphasize helping students recognize their own assumptions, question generated content, and better understand human interpretation and creativity.

Arizona State University: Generative AI in the Humanities Classroom

dradockens — 2026-06-30 00:15:03 UTC

Discusses AI as a tool for brainstorming, research, organization, editing, language learning, and inquiry while emphasizing that students need the critical capacity to evaluate AI output and determine when its use is appropriate.

University of Notre Dame: Building Critical AI Literacy in the Humanities Classroom

dradockens — 2026-06-30 00:15:36 UTC

Explains why literature, history, philosophy, and writing courses are particularly important places for students to question how AI produces language, reproduces existing patterns, affects authorship, and potentially outsources thinking.

UCLA: AI Toolkit for the Humanities Classroom

dradockens — 2026-06-30 00:16:04 UTC

One of the most substantial humanities-specific teaching collections. It includes AI ethics, research tools, syllabus guidance, writing-assignment design, reading reflections, assessment, accessibility, language learning, AI contracts, and student resources.

American Historical Association: Guiding Principles for Artificial Intelligence in History Education

dradockens — 2026-06-30 00:16:26 UTC

Provides 14 disciplinary principles for teaching history in an AI environment. It addresses historical thinking, evidence, source evaluation, transparency, citation, assignment-level expectations, access, privacy, and responsible experimentation.

Modern Language Association: Task Force on World Languages and Generative AI

dradockens — 2026-06-30 00:16:59 UTC

Examines how AI is changing language learning, intercultural education, literary studies, professional practice, and the continuing relevance of world-language programs

Modern Language Association: Resources for Teaching with AI

dradockens — 2026-06-30 00:18:09 UTC

Collects humanities-oriented resources on writing with AI, AI literacy, chatbot design, prompt construction, authorship, classroom practice, and the MLA-CCCC principles for writing and AI.

University of Utah: Humanities Perspectives on Artificial Intelligence Institute

dradockens — 2026-06-30 00:18:59 UTC

Presents an interdisciplinary humanities approach to AI that includes technological foundations, historical and cultural analysis, ethics, public-facing projects, lesson plans, and transferable teaching resources.

Princeton University: AI and the Humanities, An Era of Collaboration

dradockens — 2026-06-30 00:19:21 UTC

Provides examples of humanities scholars using AI to study ancient texts, languages, archives, culture, and other humanistic subjects while also bringing critical humanities perspectives to AI research.

George Washington University: Ghost in the Machine, Can the Humanities Learn to Love AI?

dradockens — 2026-06-30 00:19:52 UTC

Frames AI as a fundamentally humanistic issue involving consciousness, agency, free will, creativity, language, ethics, and the relationship between humans and technology.

American Academy of Arts and Sciences: Signs Taken for Wonders, AI, Art, and the Matter of Race

dradockens — 2026-06-30 00:20:43 UTC

Explains why AI must be more deeply integrated with humanities and arts scholarship, particularly when examining representation, race, social assumptions, cultural narratives, and human flourishing.

American Philosophical Association: The Role of the Arts and Humanities in Thinking About Artificial Intelligence

dradockens — 2026-06-30 00:21:32 UTC

Argues that AI ethics cannot be reduced to technical efficiency or preferred outcomes. Humanities inquiry is needed to examine values, procedures, rights, human purposes, and the social goals AI should serve.

Stanford: Artful Intelligence

dradockens — 2026-06-30 00:21:58 UTC

Explains why AI development needs humanities perspectives to address human identity, culture, narrative, justice, interpretation, and the assumptions embedded in technological systems.

University of Richmond: Center for Liberal Arts and AI

dradockens — 2026-06-30 00:22:26 UTC

Provides a strong institutional model for centering liberal arts methods in AI research and education. The center connects AI with critical inquiry, cultural understanding, ethics, interpretation, and responsible development.

American Academy of Arts and Sciences: Artificial Intelligence and the Academic Humanities Today

dradockens — 2026-06-30 00:22:49 UTC

Reports humanities department chairs’ perspectives on AI, including the importance of humanities-based critical evaluation, ethical inquiry, interpretation, and examination of AI’s wider effects on education and society.

National Endowment for the Humanities: Humanities Perspectives on Artificial Intelligence

dradockens — 2026-06-30 00:23:18 UTC

Positions humanities scholarship as essential to understanding the ethical, legal, cultural, historical, and societal implications of AI. The initiative supports research, education, and public-facing projects that help people become informed users and critics of technology.

Turnitin: Using the AI Writing Report

dradockens — 2026-06-30 00:25:55 UTC

Even the detector provider states that its AI model may misidentify both human and AI-generated writing and should not be used as the sole basis for adverse action against a student. The report is a prediction requiring additional evidence, human judgment, and application of institutional policy.

University of Pittsburgh: Encouraging Academic Integrity

dradockens — 2026-06-30 00:26:35 UTC

States that current AI detection software is not reliable enough to deploy without substantial false-positive risk. The university disabled Turnitin’s AI detection feature and emphasizes assessment practices that provide stronger evidence of student learning.

Johns Hopkins University: Detection Tools, Limitations and Alternatives

dradockens — 2026-06-30 00:27:03 UTC

Explains why Johns Hopkins disabled Turnitin’s AI detection feature, including false-positive concerns and the risk of falsely accusing students. It recommends gathering process evidence, discussing concerns with students, and using established academic-integrity procedures.

Vanderbilt University: Guidance on AI Detection and Why We’re Disabling Turnitin’s AI Detector

dradockens — 2026-06-30 00:28:20 UTC

Explains Vanderbilt’s decision to disable Turnitin’s AI detection feature. Concerns include false positives, disproportionate effects on non-native English writers, limited transparency, rapidly changing AI models, and the risk of treating uncertain predictions as evidence.

MIT Sloan: AI Detectors Don’t Work.

dradockens — 2026-06-30 00:29:27 UTC

Explains the risks of high error rates, false accusations, and overconfidence in detector outputs. It recommends clearer AI policies, conversations with students, assignment redesign, and examination of students’ learning processes instead.

Cornell University: AI and Academic Integrity

dradockens — 2026-06-30 00:30:10 UTC

Cornell does not recommend relying on automated AI detection algorithms for academic integrity violations because they are unreliable and cannot provide definitive evidence of misconduct. It recommends authentic assessment and trusting relationships rather than technology-centered policing.

Bordalejo et al.: The Impact of AI on Commonly Used Writing Tools and AI Detection

dradockens — 2026-06-30 00:30:42 UTC

Examines how tools such as Grammarly, Writefull, and other writing assistants can affect detector results. The study is important because students may be flagged after using widely accepted editing or accessibility tools rather than using AI to generate an assignment.

Perkins et al.: Simple Techniques to Bypass Generative AI Text Detectors

dradockens — 2026-06-30 00:31:09 UTC

This peer-reviewed study found poor overall detection performance and demonstrated that relatively simple text-modification techniques could substantially reduce detection accuracy. It also identified false-positive risks for human-written control samples.

Stanford HAI: AI Detectors Biased Against Non-Native English Writers

dradockens — 2026-06-30 00:31:45 UTC

Summarizes Stanford research finding that several detectors frequently misclassified writing by non-native English writers as AI-generated. It raises significant fairness concerns when detector scores are used in evaluative or disciplinary settings.

Weber-Wulff et al.: Testing of Detection Tools for AI-Generated Text

dradockens — 2026-06-30 00:32:07 UTC

This peer-reviewed study evaluated 14 detection systems, including commercial tools used in education. The researchers concluded that the available tools were neither sufficiently accurate nor reliable and that paraphrasing, translation, and text modification further reduced their effectiveness.

Lamar University: Guidelines on AI Detection Software

dradockens — 2026-06-30 00:34:31 UTC

States that Lamar University does not support using AI detection software to evaluate suspected student AI use because of concerns about false positives, inaccurate conclusions, and unfair outcomes. It advises faculty not to use unapproved detection tools and instead recommends authentic assessment strategies, formative assessment, peer review, interactive assessments, detailed rubrics, supported proctoring tools, and consultation with the Center for Innovation in Teaching and Learning.

EDSAFE AI Alliance: SAFE Benchmarks Framework

dradockens — 2026-06-30 00:38:17 UTC

Provides a values-based framework for evaluating and governing AI in education. It emphasizes safety, accountability, fairness, transparency, human oversight, student data protection, accessibility, and institutional responsibility.

Stanford Graduate School of Education: Classroom-Ready Resources About AI for Teaching

dradockens — 2026-06-30 00:38:35 UTC

Provides free, adaptable AI-literacy lessons for high school classrooms. The multidisciplinary resources help students explore how AI works, question its outputs, examine its social implications, and critically evaluate AI systems.

Digital Promise: AI Literacy Framework

dradockens — 2026-06-30 00:38:53 UTC

Defines AI literacy around understanding, evaluating, and using AI safely and effectively. The framework includes core values, modes of engagement, types of AI use, and practical strategies for incorporating AI literacy throughout K-12 education.

MIT RAISE: Day of AI

dradockens — 2026-06-30 00:39:10 UTC

Offers free, open-source curriculum, assessments, educator guides, student materials, and professional development for teaching AI across K-12 grade levels. Lessons address how AI works, its applications, its risks, and responsible design and use.

Computer Science Teachers Association: AI Learning Priorities for All K-12 Students

dradockens — 2026-06-30 00:39:26 UTC

Provides grade-band guidance on the AI concepts, knowledge, and skills students should develop. The priorities can help standards writers, curriculum developers, districts, and teachers build coherent K-12 AI-learning experiences.

ISTE+ASCD: Artificial Intelligence in Education

dradockens — 2026-06-30 00:39:51 UTC

Provides K-12 educators with AI resources, professional learning, educator communities, classroom ideas, and materials focused on safe and responsible teaching and learning with AI.

CoSN and Council of the Great City Schools: K-12 Generative AI Maturity Tool

dradockens — 2026-06-30 00:40:17 UTC

Helps districts evaluate their readiness to implement generative AI across leadership, instruction, operations, data, technology, security, legal compliance, and academic AI literacy. It can support district planning and roadmap development.

TeachAI: AI Guidance for Schools Toolkit

dradockens — 2026-06-30 00:40:31 UTC

Helps school systems develop responsible AI guidance and policies. It includes guiding principles, sample language, real-world examples, stakeholder resources, and materials for educators, students, families, and district leaders.

U.S. Department of Education: Artificial Intelligence and the Future of Teaching and Learning

dradockens — 2026-06-30 00:40:49 UTC

A foundational federal report focused primarily on K-12 education. It examines AI-supported learning, teaching, assessment, research, policy, human oversight, algorithmic bias, and the need to place educators and students at the center of technology decisions.

U.S. Department of Education: Guidance on the Use of AI in Schools

dradockens — 2026-06-30 00:41:24 UTC

Provides current federal guidance on responsible AI integration in education. It addresses instructional materials, tutoring, college and career advising, student privacy, stakeholder engagement, and allowable uses of federal grant funding.

Southern Methodist University: Course Design with Generative AI

dradockens — 2026-06-30 00:47:50 UTC

Describes an immersive course-design process for faculty building a new course or substantially rethinking an existing one. The initiative positions generative AI as part of intentional course development rather than as an isolated classroom tool.

University of Houston: Teaching Innovation Program AI Awardees

dradockens — 2026-06-30 00:48:41 UTC

Offers numerous examples of AI-supported course and curriculum redesign across humanities, engineering, business, health, communication, architecture, sociology, languages, and other disciplines. Projects emphasize critical thinking, creativity, real-world applications, student engagement, and purposeful integration of AI into learning.

Texas Tech University: AI Teaching Resources

dradockens — 2026-06-30 00:49:20 UTC

Provides guidance on appropriate uses of AI in teaching, including course redesign, sequencing course content, developing active-learning strategies, creating assessments, and helping students critically evaluate AI-generated information.

The University of Texas at Austin: Generative AI in Teaching and Learning, Course Design

dradockens — 2026-06-30 00:49:43 UTC

Encourages instructors to use research-driven course design and consider how AI may augment learning, research-skill development, student agency, and shared responsibility for learning. The resource connects AI decisions with outcomes, instructional activities, assessments, and effective teaching principles.

Lamar University: Promoting Authenticity of Student Work in the Age of Artificial Intelligence

dradockens — 2026-06-30 00:49:58 UTC

Provides a comprehensive faculty guide addressing AI integration, academic integrity, authentic assessment, and meaningful evidence of student learning. It includes more than 100 assignment examples designed to promote human input, critical analysis, creativity, communication, and disciplinary application.

Stanford Graduate School of Education: Beyond ChatGPT, Critical Thinking in the Age of AI

dradockens — 2026-06-30 00:50:20 UTC

Examines how AI can supplement rather than supplant the learning process. It emphasizes balancing student intellectual contribution with AI output and designing learning experiences that preserve critical thinking, creativity, productive struggle, and active engagement.

UC Berkeley: AI-Responsive Instruction

dradockens — 2026-06-30 00:51:08 UTC

Collects faculty-designed examples of AI-responsive learning experiences across disciplines. The activities emphasize experimentation, creation, critique, reflection, student explanation, and examination of the choices made while working with AI.

MIT Teaching + Learning Lab: AI-Aware Implementation and Assessment Examples

dradockens — 2026-06-30 00:51:32 UTC

Provides examples of assignments redesigned to promote higher-order cognitive skills through purposeful AI use, as well as examples that limit AI when independent mastery is the intended outcome. It helps faculty connect the role of AI to the specific learning outcome being assessed.

Columbia University: Teaching Nursing with AI

dradockens — 2026-06-30 00:51:51 UTC

Provides a concrete example of a full course redesign rather than a single AI activity. The redesigned course added AI-literacy outcomes, introduced foundational AI concepts, integrated AI into case studies, and used ChatGPT as a scaffold that helped novice students progress toward more advanced cognitive work.

University of Oregon: Authentic Assessment and Generative AI

dradockens — 2026-06-30 00:52:12 UTC

Connects course learning with professional, cultural, civic, and real-world contexts that give students a reason to engage. It emphasizes open-ended problems, student decision-making, multiple possible solutions, meaningful application, process awareness, and demonstrations of mastery.

University of Oregon: Assessing Learning as a Process

dradockens — 2026-06-30 00:52:31 UTC

Focuses on designing courses that capture evidence of thinking, revision, decision-making, feedback, and growth rather than relying only on polished final products. It provides a useful foundation for staged assignments, formative checkpoints, reflection, and visible learning processes.

University of Oregon: AI Health Check

dradockens — 2026-06-30 00:52:46 UTC

Offers a self-check for reviewing courses and assessments in light of AI. It asks what knowledge students should retain, which skills they must master with and without AI, which learning modalities matter, and how instructors can keep learning purposeful and meaningful.

Georgetown University: Designing Assignments, Artificial Intelligence Toolkit

dradockens — 2026-06-30 00:53:20 UTC

Provides practical strategies for deciding whether an assignment should integrate, limit, or critically examine AI. It emphasizes authentic disciplinary work, original thinking, reflection, contextualized tasks, and clear explanations of why particular forms of AI use are or are not appropriate.

University of Illinois Chicago: Adapting Assignments for the Age of AI

dradockens — 2026-06-30 00:53:38 UTC

Begins redesign with course goals and learning objectives rather than concerns about cheating. It addresses transparent expectations, assignment purpose, process documentation, reflection, formative activities, authentic applications, and the need to explain how AI use relates to learning.

EDUCAUSE: Advancing AI Literacy Through a Faculty Course Refresh Institute

dradockens — 2026-06-30 00:54:06 UTC

Describes a structured faculty course-redesign process that moves beyond simply adding an AI tool. Faculty reconsider learning experiences, develop AI-literacy outcomes, redesign activities and assessments, and decide when students should work independently and when they should work with AI.

Cornell University: AI in Assignment Design

dradockens — 2026-06-30 00:54:27 UTC

Emphasizes that AI can support creation and revision but may also bypass the process through which learning occurs. It guides faculty in identifying essential knowledge, determining what students must practice, scaffolding learning activities, and using AI to support application and critical thinking rather than replace them.

Harvard University: Designing Courses and Assignments in the Age of AI

dradockens — 2026-06-30 00:54:50 UTC

Provides guidance for integrating AI into both the process and product stages of learning. Examples include workflow logs, source-based critique, revision rationales, model comparison, brainstorming followed by evaluation, and short demonstrations that confirm student mastery.

MIT Teaching + Learning Lab: Generative AI and Your Course

dradockens — 2026-06-30 00:55:11 UTC

Connects generative AI decisions with established course-design principles. The resource helps instructors clarify intended learning outcomes, decide where AI supports or interferes with those outcomes, and align policies, activities, assessments, and student communication.

University of Michigan: Course and Assignment (Re-)Design

dradockens — 2026-06-30 00:56:05 UTC

Encourages instructors to begin with course objectives and the rationale behind them, then determine which tasks students must personally complete to demonstrate learning. It emphasizes incremental development, authentic learning, higher-order thinking, collaboration, research, and sustainable experimentation rather than reacting to AI with isolated restrictions.

Stanford University: Artificial Intelligence Teaching Guide

dradockens — 2026-06-30 01:00:26 UTC

Helps instructors make intentional decisions about AI in courses. The guide includes AI literacy, course policies, assignment design, responsible use, student communication, and strategies for integrating AI into learning activities.

University of Michigan: Generative AI Resources for Faculty and Instructors

dradockens — 2026-06-30 01:00:45 UTC

Provides free guidance on getting started with generative AI, course policies, assignment redesign, academic integrity, responsible use, instructional strategies, and AI-augmented learning environments.

Columbia University: Teaching and Learning in the Age of AI

dradockens — 2026-06-30 01:01:01 UTC

Offers a broad collection of practical resources, including AI fundamentals, syllabus guidance, assignment redesign, prompt libraries, faculty use cases, disciplinary examples, accessible course design, and methods for evaluating learning.

Cornell University: Generative Artificial Intelligence Resources

dradockens — 2026-06-30 01:01:18 UTC

Provides an extensive faculty resource collection covering AI fundamentals, ethical use, academic integrity, assignment design, assessment, accessibility, course policies, and instructional examples.

TOPkit: AI Resource Hub

dradockens — 2026-06-30 01:02:05 UTC

Designed for faculty developers, instructional designers, online educators, and academic leaders. Resources are organized around planning, developing, and evaluating AI-supported online teaching and learning.

Heil et al.: Students’ Perceived Impact of GenAI Tools on Learning and Assessment in Higher Education: The Role of Individual AI Competence

dradockens — 2026-06-30 01:15:49 UTC

Surveyed 223 students from institutions in multiple countries. Students’ self-reported AI competence was associated with how they evaluated the usefulness of different generative AI tools.

Kim et al.: Examining Faculty and Student Perceptions of Generative AI in University Courses

dradockens — 2026-06-30 01:16:16 UTC

Surveyed 982 students and 76 faculty members at a large U.S. public university. The study identified differences in reported use, perceived usefulness, ethical concerns, and intentions across groups and disciplines.

Wessels: Developing an AI Framework for Learning in Higher Education: A Humanities Perspective from English Literature

dradockens — 2026-06-30 01:16:34 UTC

Examines the use of AI tools to support students studying Chaucer. AI helped with initial language and context but lacked the depth needed for advanced literary study.

Lee and Palmer: Prompt Engineering in Higher Education: A Systematic Review to Help Inform Curricula

dradockens — 2026-06-30 01:16:52 UTC

Reviews prompt-engineering frameworks relevant to higher education. The authors emphasize connecting prompts to context, educational goals, and evaluation of AI outputs.

Corbin et al.: “Where’s the Line? It’s an Absurd Line”: Towards a Framework for Acceptable Uses of AI in Assessment

dradockens — 2026-06-30 01:17:15 UTC

Interviewed 19 students and 12 staff members at one Australian university. Participants reported difficulty defining and communicating clear boundaries for acceptable AI use in assessment.

Walton et al.: How University Students Work on Assessment Tasks with Generative Artificial Intelligence: Matters of Judgement

dradockens — 2026-06-30 01:17:36 UTC

Used interviews and students’ prior AI interaction records to examine decision-making during assessments. The study identified both critical evaluation and uncritical reliance on AI-generated content.

Zhan and Yan: Students’ Engagement with ChatGPT Feedback: Implications for Student Feedback Literacy

dradockens — 2026-06-30 01:17:53 UTC

Studied 16 undergraduates using ChatGPT feedback on IELTS writing tasks. Students often engaged more cognitively than metacognitively and varied in how critically they evaluated and applied the feedback.

Henderson et al.: Comparing Generative AI and Teacher Feedback: Student Perceptions of Usefulness and Trustworthiness

dradockens — 2026-06-30 01:18:11 UTC

Surveyed 6,960 students at four Australian universities. Students generally viewed teacher feedback as more helpful and trustworthy, while valuing AI feedback for speed, accessibility, and volume.

Farrokhnia et al.: Generative AI Offers More, but Students Revise Less: Comparing the Effects of Teacher and AI Feedback on Student Essay Revisions

dradockens — 2026-06-30 01:18:29 UTC

A randomized study compared teacher feedback with two forms of AI feedback. More highly rated AI feedback did not lead to significantly greater essay improvement.

Hwang and Lee: Exploring Students’ Experiences and Perceptions of Human-AI Collaboration in Digital Content Making

dradockens — 2026-06-30 01:18:45 UTC

Compared students in a prompt-literacy course with students using conventional digital tools. The prompt-literacy group showed greater improvement in creative problem-solving, though the groups were not randomly assigned.

Wei et al.: The Effects of Generative AI on Collaborative Problem-Solving and Team Creativity Performance in Digital Story Creation

dradockens — 2026-06-30 01:19:07 UTC

In a 20-week study of 60 students, the AI-supported group showed stronger collaborative problem-solving and higher scores in some dimensions of team creativity. The study focused on digital storytelling.

Qian: Pedagogical Applications of Generative AI in Higher Education: A Systematic Review of the Field

dradockens — 2026-06-30 01:19:20 UTC

Reviewed 37 empirical studies published in 2023 and 2024. The review identified uses involving creativity, critical thinking, autonomy, feedback, and prompt literacy, while also noting risks of cognitive outsourcing.

Jin and Sercu: ChatGPT Interventions in Higher Education: A Systematic Review of Experimental Studies

dradockens — 2026-06-30 01:19:39 UTC

Reviewed 21 experimental studies. ChatGPT interventions were generally associated with gains in knowledge acquisition, while findings for skill development were less consistent.

Pallant et al.: Mastering Knowledge: The Impact of Generative AI on Student Learning Outcomes

dradockens — 2026-06-30 01:19:54 UTC

Analyzed 192 student reflections across three marketing units. Students described both constructive, knowledge-building uses of AI and more procedural uses focused on completing tasks.

Kestin et al.: AI Tutoring Outperforms In-Class Active Learning: An RCT Introducing a Novel Research-Based Design in an Authentic Educational Setting

dradockens — 2026-06-30 01:20:09 UTC

A randomized crossover study in introductory physics found higher immediate post-test scores and lower median time-on-task with a custom AI tutor than with two specific active-learning lessons. The findings are limited to this course and intervention.

dradockens — 2026-06-30 01:24:12 UTC

dradockens — 2026-06-30 01:24:30 UTC

dradockens — 2026-06-30 01:24:52 UTC

dradockens — 2026-06-30 01:25:09 UTC

Hugging Face Spaces

dradockens — 2026-06-30 01:25:30 UTC

Provides a directory of community-created AI applications and interactive demonstrations. It is particularly useful for exploring open-source models, experimental tools, and applications that can be tested directly in a browser.

dradockens — 2026-06-30 01:25:46 UTC

OpenAI Academy: Creating Workspace Agents for Higher Education Faculty and Researchers

dradockens — 2026-06-30 01:29:16 UTC

A webinar replay introducing workspace agents for recurring faculty and research workflows. It is most relevant to educators exploring more advanced AI use beyond conversational prompting.

OpenAI Academy: The AI Educator Brain on Prompting

dradockens — 2026-06-30 01:29:40 UTC

A recorded webinar focused on helping educators develop more effective prompts and use AI responses purposefully in educational settings. It is especially relevant to prompt literacy and instructional applications.

EDUCAUSE: Learning and Teaching with AI Through plAI

dradockens — 2026-06-30 01:29:59 UTC

Explores playful and creative educational uses of tools such as ChatGPT, Gemini, NotebookLM, image generators, and text-to-voice systems. It is designed for educators and instructional designers interested in games, experimentation, creativity, and interdisciplinary learning.

EDUCAUSE: AI Potential, Higher Education’s Shift from Literacy to Fluency

dradockens — 2026-06-30 01:30:23 UTC

Focuses on moving beyond introductory AI awareness toward institution-wide fluency. It is relevant to faculty development, curriculum planning, campus readiness, and preparing students to use AI effectively and responsibly.

EDUCAUSE: AI Is Here. Are Students Still Learning?

dradockens — 2026-06-30 01:30:45 UTC

Addresses how colleges and universities can integrate AI without undermining rigor, critical thinking, creativity, or academic integrity. It also considers institutional policy, faculty practice, and preparation of students for AI-influenced workplaces.

WCET: Where AI Meets Accessibility

dradockens — 2026-06-30 01:31:52 UTC

Examines the opportunities and risks created when AI is incorporated into educational environments. The session is particularly relevant to institutions considering accessibility needs.

WCET: Advancing Quality in Digital Learning Through AI Tools

dradockens — 2026-06-30 01:32:14 UTC

Features academic leaders discussing how AI can support course design, instruction, quality standards, rubrics, and faculty efficiency across disciplines and delivery formats.

WCET: Webcast Collection

dradockens — 2026-06-30 01:33:05 UTC

A higher education webcast hub covering AI, online learning, accessibility, course quality, institutional policy, student support, and digital learning. Many session pages provide recordings and supporting materials.

OpenAI Academy: Higher Education Community

dradockens — 2026-06-30 01:33:25 UTC

Provides webinars, replays, practical resources, and campus examples for university faculty, staff, researchers, and leaders. Topics include teaching, research, AI literacy, ChatGPT Edu, institutional implementation, and workspace agents. Registration may be required.

Anthology and UNESCO: Free AI Courses for Educators

dradockens — 2026-06-30 01:33:54 UTC

Offers modules on AI concepts, AI-supported course design, student engagement, and ethical practices. The courses include material connected to Anthology’s AI Design Assistant and are provided through UNESCO’s Global Skills Academy.

ISTE+ASCD: AI Deep Dive for Educators

dradockens — 2026-06-30 01:34:36 UTC

A structured online course moving from foundational AI concepts to practical instructional implementation. It includes AI-supported learning design, assessment, academic integrity, and pedagogically appropriate classroom use. Registration fees apply.

Microsoft Learn: AI for Educators

dradockens — 2026-06-30 01:35:30 UTC

A self-directed learning path covering AI foundations, large language models, generative AI, prompting, responsible use, and educational applications. It is identified for both K-12 and higher education educators and has no prerequisites.

EDUCAUSE: Teaching with AI

dradockens — 2026-06-30 01:35:47 UTC

An online program for higher education faculty, instructional designers, and support staff. It addresses AI foundations, curriculum integration, student engagement, personalized learning, assessment, and responsible implementation. Registration fees may apply.

2026-06-30 16:25:33 UTC

We are still assessing how AI may affect teaching, learning, operations, and workforce preparation.

2026-06-30 16:25:50 UTC

Several faculty and staff members are experimenting with AI, but we do not yet have a coordinated institutional strategy.

We are providing professional development to help faculty use AI effectively and responsibly.

2026-06-30 16:26:01 UTC

2026-06-30 16:26:13 UTC

We offer workshops on AI-supported teaching, assessment redesign, course development, research, and administrative productivity.

We are exploring and starting in how AI can support feedback, tutoring, practice, accessibility, and personalized learning.

2026-06-30 16:26:43 UTC

2026-06-30 16:26:58 UTC

We are providing students with AI literacy training, including prompting, verification, ethical use, privacy, and disclosure.

2026-06-30 16:27:29 UTC

We are working with employers to identify how AI is changing regional workforce needs.

2026-06-30 16:27:43 UTC

We are incorporating AI into career and technical education programs based on how it is being used in the workplace.

We are supporting adult learners, displaced workers, and incumbent employees who need AI upskilling.

2026-06-30 16:28:23 UTC

We are using AI to support employees, not simply to replace positions.

2026-06-30 16:28:51 UTC

2026-06-30 16:29:19 UTC

We are addressing access, privacy, cybersecurity, accessibility, and interoperability before scaling AI tools.

2026-06-30 16:30:22 UTC

At Lamar University, we are approaching AI as a teaching and learning, workforce, technology, and institutional strategy issue rather than simply an academic integrity concern. We are developing responsible-use guidance, supporting faculty and staff development, integrating AI literacy and discipline-specific applications into academic programs, redesigning learning and assessment, evaluating secure tools, and working with employers and community partners to understand regional workforce needs. We are also addressing privacy, accessibility, equity, cybersecurity, and human oversight as we move from individual experimentation toward a more coordinated institutional approach.

2026-06-30 16:31:12 UTC

Our faculty are moving faster than our policies and infrastructure.

2026-06-30 16:31:41 UTC

We are concerned that students may graduate without the AI skills employers increasingly expect.

2026-06-30 16:32:26 UTC

We are teaching students to recognize inaccurate, biased, incomplete, or fabricated AI output.

We are developing short-term credentials and continuing education for employees who need to build AI-related skills.

2026-06-30 16:32:48 UTC

2026-06-30 16:33:43 UTC

HA! We're being left to fend for ourselves and figure it all out. But we're still being told from upper admins to "do something about it" and make sure the students are learning.

EDUCAUSE AI Community Group

dradockens — 2026-06-30 16:42:18 UTC

A large higher education community discussing the pedagogical, ethical, privacy, governance, and operational implications of generative AI for students, faculty, and staff. Members participate through EDUCAUSE Connect discussions, shared resources, and virtual meetings. The group currently includes more than 4,000 participants.

GSA Artificial Intelligence Community of Practice

dradockens — 2026-06-30 16:50:31 UTC

A cross-sector AI community hosted by the U.S. General Services Administration. People working in academia may join with a .edu email address. The group holds monthly virtual meetings with guest speakers, organizational showcases, training opportunities, and collaborative working sessions. https://www.gsa.gov/artificial-intelligence/ai-community-of-practice

Google for Education Higher Education Communities

dradockens — 2026-06-30 16:51:08 UTC

An online discussion platform for higher education professionals with forums, events, curriculum resources, and role- and discipline-specific groups. Current conversations address AI assessment, cognitive off-loading, generative AI in university operations, instructional design, and AI use across academic disciplines.

Women in AI + ED Community

dradockens — 2026-06-30 16:51:41 UTC

A community for women leaders, educators, and innovators working at the intersection of AI and education. Participants connect with peers, exchange practices, collaborate on projects, and participate in webinars and community events. The group includes educators from multiple sectors, including higher education.

Digital Collegium AI Community Group

dradockens — 2026-06-30 16:52:24 UTC

A higher education AI community offering online discussions, recordings, a member directory, and ongoing conversations through an AI-focused Slack channel. Topics include institutional AI implementation, governance, prompting, custom GPTs, AI-enabled workflows, marketing, and digital strategy. Registration for the group is free for current Digital Collegium members.

UPCEA AI Labs, Study Groups, and CORe Community

dradockens — 2026-06-30 16:53:30 UTC

UPCEA offers targeted AI labs and study groups for enrollment leaders, instructional designers, administrators, and online education professionals. Participants collaborate with peers and create practical action plans. UPCEA’s CORe Community also supports ongoing discussion and knowledge sharing about AI in online and professional education. Membership or separate program enrollment may be required.

AACC AI Skills for All Community of Practice

dradockens — 2026-06-30 16:54:04 UTC

An American Association of Community Colleges and Microsoft initiative bringing together community college workforce leaders to share strategies for integrating AI skills into programs, faculty and staff development, and institutional operations. The community uses webinars, peer learning, expert speakers, practical tools, and shared examples. Participation appears to be coordinated through AACC member colleges rather than through a public individual application.

UERU Advising Administration Community of Practice Working Group on AI

dradockens — 2026-06-30 16:54:37 UTC

A specialized higher education workgroup focused on AI in academic advising and student success. Members examine how AI can support advising, improve student services, and influence the future of advising administration. Participation is available through Universities for Educational Research and Understanding membership.