Session 3: From Rules to Teaching: Helping Students Use AI Ethically by Janet Mitchell-Lambert

Session #2 Padlet

Janetml1 — 2026-10-07 20:42:48 UTC

Session #1 Padlet

Janetml1 — 2026-10-07 20:43:35 UTC

Assignments

2026-10-09 16:09:23 UTC

I would love to see sample assignments which are simple low stakes that integrate AI. I haven't allowed students to use AI and really want to incorporate use of it in the clas but want to start small. Any suggestions or samples would be great. I teach law classes.

Educate about AI

aholzgang — 2026-10-09 16:09:23 UTC

Students should know where AI gets its "knowledge" and where it has been trained. In a simple way, I think it's important to have a conversation about who has historically created content on the internet (global north), where the models come from, whose voices are left out.

cmcgaughey3 — 2026-10-09 16:11:02 UTC

While we might support students in recognizing the more glaring biases and stereotypes, so much of this is deeply embedded because the data is deeply rooted in the implicit biases and white supremacy of our culture. Language itself and the languages that it privileges is inherently rooted in the language of wealthy white men. This goes much deeper than grammar fixes - it also runs much deeper than students simply recognizing that there is a stereotype

Reflections

2026-10-09 16:11:09 UTC

I have been trying to use more reflection assignments (like we read about in the John Warner books for those who did the book clubs). I think this kind of works. More and more I feel like, with any kind of cheating, those who are going to do it probably can't be stopped, but I do think the reflection activities help the rest of the students pause before hitting that "easy" button. I am also in the Grammarly pilot, and I think having to submit the authorship report has been somewhat helpful. I know I have had some very good conversations with students about their writing process.

Critical Thinking

2026-10-09 16:11:29 UTC

Teach them to critically think about the curriculum, so they are equipped to analyze AI content. In other words, if they understand on a deeper level they should recognize bias, etc.

cmcgaughey3 — 2026-10-09 16:11:31 UTC

AI Assignment

lserwin — 2026-10-09 16:12:13 UTC

I ask students to prompt LLMs to flesh out debatable aspects of a large subject they are interested in. This way they can do the actual brainstorming prior to using AI and then they can fine tune what they want to explore based on what's returned. For example, I gave them a sample of my interest in the NFL and how I discovered a topic about new rules and how they will affect the game positively and negatively. They can see how to prompt further and do research on their own as well

2026-10-09 16:12:19 UTC

I have spent so much time thinking about this. I find that my in person classes have less AI submitted than my online. I attribute that to the personal relationship that is established in the classroom and the constant reminders that our classroom is a safe learning environment and the place to make mistakes. I convey the same thing online but it doesn't go over with the students. When they are in person or even remote on zoom I can force engagement and response and develop a rapport.

cmcgaughey3 — 2026-10-09 16:13:12 UTC

This is an article covering an ethnographic study in interacting with ChatGPT - there is a really interesting section on its response in being asked to use "black language" and the response essential places Chat as a white male speaker and then simultaneously others AAVE and "non-standard" forms of speaking and writing outside of SAE

2026-10-09 16:14:10 UTC

I would love an article about AI bias, perspectives etc that I could use for hypothesis. I think it would be a great way for students to read, comment and reflect with peers.

Brainstorming and Feedback.

2026-10-09 16:14:42 UTC

I have students use AI for two types of assignments.

I let them use it to help them brainstorm topics. I do provided specific prompts that step them through the process, so that (hopefully) they come out with topics that are appropriate for the assignment. For one of their assignments they are doing research on the impact some form of technology is having on a career they are interested in, and it think using AI is helpful because they don't know what they don't know, and AI can help them find interesting topics that they would not have known about otherwise.
In the critical thinking class, I also let them use AI to get feedback on their drafts. Again, I provide specific prompts to step them through this process.

This is a topic we discuss . . .

Janetml1 — 2026-10-09 16:16:23 UTC

These are some of the answers I share after they have had a chance to think about it.

cmcgaughey3 — 2026-10-09 16:17:16 UTC

I think we really need to rethink our larger cultural attitudes in regard to what education is and affirm students agency and intellectual identity, moving away from the attitude that education is somehow a box to be checked to get them to a job. I think highlighting that their voices and knowledge matter. I also in looking at some use data - there is actually information showing that older students 35-60 use it more than younger students.

aholzgang — 2026-10-09 16:17:23 UTC

I think we should share with our students how we are (or aren't) using AI. Being honest with them about it's positives and negatives and then share how we've all dealt wtih it.

I had students using Ebscohost to find an article of their choosing (with guidelines). Then I had them go to an AI program and see if they can find the same article. I did the exercise too and we're going to share what we found.

Conversations

Janetml1 — 2026-10-09 16:17:40 UTC

cmcgaughey3 — 2026-10-09 16:18:55 UTC

I don't I think that the environmental impact that is destroying specifically marginalized communities in the U.S. and across the globe is not worth it. I also think that critical AI literacy is not simply learning to use it but to question the system more broadly, and so many of our students arrive with learned helplessness that AI only perpetuates.

Questions

Janetml1 — 2026-10-09 16:22:27 UTC

Where is it finding its knowledge?

Whose knowledge is privileged?

Who is left out?

How is AI biased?

What else?

Gender bias in AI

aholzgang — 2026-10-09 16:38:59 UTC

Essay Development - ENGL

nlovejoy — 2026-10-09 16:41:02 UTC

This is an assignment my students are currently working on for the essay unit on academic writing: https://docs.google.com/document/d/1SVJQj_nPDmOMTFDUrbMik-fqW4UcKkn0Ptan-q1ma10/edit?usp=sharing

AI Sandwich

Janetml1 — 2026-10-09 16:43:41 UTC

Edna's Design Studio

Janetml1 — 2026-10-09 17:43:01 UTC

This PlayLab Chatbot guides faculty through assessment design