AI Resources
Since its launch in late 2022, the uncannily convincing AI text generator ChatGPT has prompted questions, opinions, and uncertainty about the potential impacts of AI-generated content on learning and academic work. Referred to as Language-Learning Models (LLM), Generative Artificial Intelligence (GenAI), or simply AI, this new technology is predicted to change the way we live and work. Here, we focus on pedagogical approaches to AI. Below you will find a frequently-updated list of pedagogical readings and resources.
Choosing a Gen-AI platform? Though are many out there, but Microsoft CoPilot is a zero-cost Gen-AI choice for CUNY students and faculty and accessible via your internet browser at coplilot.mircrosoft.com.
Staff Picks
Our Office’s Research
Our Study Findings: AI Use Amongst Baruch Undergraduate Students
In the 2023-2024 academic year, the Center for Teaching and Learning at Baruch College, CUNY, partnered with a group of student research fellows to investigate whether and how undergraduate students from all schools at Baruch were being impacted by the increasing availability of generative AI tools. We’re excited to present the final report with detailed findings, insights, and recommendations from our study. We’ve also included our survey and focus group instruments as appendices.
Poster Presentation
The CTL AI study team—including our undergraduate research fellows Adriana Tavares and Lizzie Tskhovrebadze—received Honorable Mention at the 2025 CUNY Teaching and Learning Conference for our poster presentation of the AI study.
Our 2023 Whitepaper on Generative AI
In February 2023, we attempted to synthesize what we’d learned and make some targeted suggestions to faculty for the Spring 2023 semester. Some of our suggestions should be pretty fast to implement, and others more time-consuming.
General Info and Key Perspectives
A Student Guide to Artificial Intelligence
Media Type: Website and eBook
Author: Imagining the Digital Future Center, Elon University, in partnership with the American Association of Colleges and Universities (AAC&U)
Description: This guide takes a holistic look at the core principles of generative AI, its potential roles in classrooms, and how to use it ethically.
How to interact with it: It’s a good early stop for thinking overall about the impacts and affordances of AI, with some guiding principles to follow.
A People’s Guide to AI
Media Type: Booklet (PDF)
Authors: Mimi Onuoha and Mother Cyborg (Diana Nucera)
Description: This is a super accessible guide to learning more about AI, algorithms, machine learning, and questions of equity in the face of these new technologies. The authors offer simple, non-jargon definitions and explanations of what AI currently looks like in our lives and its potential impacts on our lives and social relations. While they take the stance that AI has the potential to exacerbate unequal social structures, the authors also call for more democratic and imaginative approaches to building AI and setting policies and rules around it that will help us solve social problems rather than intensifying them.
How to interact with it: This is about a couple hours of reading front-to-back. You can also just skip to the section you’re most interested in. It also includes some exercises and note-taking spaces for making sense of the information and connecting it more concretely to our lives.
5 Small Steps for AI Skeptics
Media Type: Article (Chronicle of Higher Education, Oct. 30, 2024)
Author: Flower Darby (U. Missouri)
Description: Darby addresses the anxiety associated with generative AI and offers some approachable ways to use it as a teaching enhancement.
How to interact with it: It’s got especially useful advice for instructors considering where to begin employing and addressing generative AI in their courses for the first time.
The AI Pedagogy Project
Media Type: Website
Author: metaLAB (at) Harvard
Description: This resource walks starts at the very basics of generative AI from an educational perspective, beginning with an “AI Starter” of essential definitions and contexts of LLMs, then moves into an interactive space to practice with an LLM alongside commentary.
How to interact with it: This is a well-structured, open-handed platform for understanding generative AI and its implications for teachers and fostering your own approach. Use the interactive tutorial to playtest and learn about important “moves” when prompting on AI platforms. The third section, a set of resource links, is a complement to our own list of resources on this page.
A Conversation on Generative AI
Media Type: Recorded Presentation (Vimeo)
Authors: Andrea Lunsford (Stanford) and Deb Bertsch (Columbus State CC)
Description: This clear and insightful conversation—from major scholars on academic writing and the academic experience—names strategies for leveraging AI to think with but not for us. Their practical and ethical frameworks focus on utilizing the prompting, dialogue, and response features of AI to assist in open-ended intellectual exploration (beyond “giving the answer”) and to guide, instead of disrupt, the development of writing skills.
How to interact with it: The practical advice in the presentation is useful for anyone, but perhaps especially in the contexts of thinking about writing and expression, and how we can continue to prioritize the diversity of voices that students bring to writing. They acknowledge that AI’s tendency to push towards cookie-cutter responses and unstyled, robotic tones can be thwarted, and replaced with better interactions, with creatively prompted and responsible interactions.
Practical AI for Instructors and Students
Media Type: Video series (YouTube)
Authors: Ethan Mollick and Lilach Mollick (The Wharton School, UPenn)
Description: This series of five videos, 10-15 minutes each, offers good background and introduction to Generative AI models and their uses in educational contexts.
How to interact with it: Watch this (roughly one-hour long) video series to learn the basics about Generative AI and how you can use it to help you prepare your course, integrate AI into assignments, and/or guide your students in its use.
Syllabus Statements and Course Policies
Should You Add an AI Policy to Your Syllabus?
Media Type: Article (Chronicle of Higher Education, July 31, 2023)
Author: Kevin Gannon (Queens University of Charlotte)
Description: In this Chronicle of Higher Education piece, Gannon, Director of the Center for the Advancement of Faculty Excellence at Queens University of Charlotte, encourages faculty to incorporate language about the use of AI in their syllabus policies and have thoughtful discussions about AI with students.
How to interact with it: Read the article to get an idea for how to introduce an AI policy into your syllabus. It includes suggestions for background reading on which to make informed decisions about AI, its relation to your pedagogy, academic integrity, and the changing pace of the field.
Syllabi Policies for AI Generative Tools
Media Type: Google Doc
Author: Lance Eaton (UMass Boston)
Description: This document compiles dozens of syllabus policy statements for AI-powered tools from institutions around the U.S. and across academic disciplines. A Spanish-language link is also provided within the document.
How to interact with it: Eaton invites instructors “to download or share this resource or parts of it with their colleagues, institutions, and communities of practice.”
AI/LLM Policy Statements
Media Type: Blog post
Author: Katy Pearce (University of Washington)
Description: After writing an AI policy earlier in the year and implementing it in her courses, Pearce has since made revisions and offers her feedback in this thoughtful post.
How to interact with it: Adapt Pearce’s sample statement or use it as inspiration for your own.
Assignments and Activities
ChatGPT Assignments to Use in Your Classroom Today
Media Type: Open-resource book
Authors: Kevin Yee, Kirby Whittington, Erin Doggette, and Laurie Uttich (University of Central Florida)
Description: With the goal of facilitating “AI Fluency,” this open-resource, book-length project offers 60 assignment ideas or using ChatGPT across disciplines.
How to interact with it: Though it annoyingly lacks a table of contents, it makes for a flip-through trove of quick ideas for interacting with LLMs.
Instructors as Innovators: a Future-focused Approach to New AI Learning Opportunities, With Prompts
Media Type: Whitepaper
Authors: Ethan Mollick and Lilach Mollick (The Wharton School, UPenn)
Description: With an “instructor-driven approach,” this resource offers practical guidance and usable “blueprint” samples of exercises that utilize AI for different classroom purposes.
How to interact with it: Go here for a clear guide to matching learning goals and instructional styles to classroom applications of AI.
Assigning AI: Seven Approaches for Students with Prompts
Media Type: Whitepaper
Authors: Ethan Mollick and Lilach Mollick (The Wharton School, UPenn)
Description: The authors posit and explore different conceptual roles for generative AI in teaching, including “AI-tutor, AI-coach, AI-mentor, AI-teammate, AI-tool, AI-simulator, and AI-student.”
How to interact with it: Go here to think about what roles you might want to have AI perform based on your course objectives, teaching styles, and disciplinary goals.
CITA Book Club: Teaching with AI
Media Type: Recorded presentation (YouTube)
Authors: Casandra Silva Sibilín (York College) and Dominique DiTommaso (CITA)
Description: Members of the CUNY Innovative Teaching Academy (CITA) present on C. Edward Watson and José Antonio Bowen’s recent book Teaching with AI, with chapters divided into the key questions, challenges, and paradigm shifts underlying generative AI’s use in education. The presentation is an insightful and clear introduction to the book elements and digs into real examples of teaching content changing because of AI.
How to interact with it: The presentation, through broad-sweeping, is packed with ideas and examples from our CUNY colleagues. Whether you’re planning to read the book they’re outlining or not, there’s a lot of great content here!
Writing and AI
MLA-CCCC Working Paper on AI: Issues, Statement of Principles, and Recommendations
Media Type: Whitepaper
Author: MLA-CCCC Joint Task Force on Writing and AI
Description: This working paper from the two flagship organizations in English and Writing Studies discusses the risks and benefits of generative AI for teachers and students in writing, literature, and language programs. It makes principle-driven recommendations for how educators, administrators, and policy makers can work together to develop ethical, mission-driven policies and support broad development of critical AI literacy.
How to interact with it: Read this paper to learn about the effect of AI on literacy and writing education. See especially the “principles and recommendations” section on pages 10-11 for a nuanced and ethically minded set of approaches to AI.
Resources on AI and Student Writing
Media Type: Whitepaper
Authors: Brooke Schreiber and Jen Whiting (Baruch)
Description: Curated by two writing professors at Baruch, this page includes syllabus statements, assignment design, academic integrity guidance, and peer-reviewed articles on the implications of AI on writing as a way of learning and assessment in higher ed.
How to interact with it: This resource was originally curated to support the First-Year Writing program at Baruch, but it generally applies to the practices of writing and learning across disciplines.
Developing AI Literacy (opens as PDF)
Media Type: Journal Article (Business and Professional Communication Quarterly, vol. 86, no. 3, 2023, pp. 257-95)
Authors: Peter Cardon, Carolin Fleischmann, Jolanta Aritz, Minna Logemann (of Baruch), and Jeanette Heidewald
Description: Co-written by a Baruch Communication Studies faculty member, the article focuses on AI writing in business contexts and approaches to AI literacy in business communication courses, though with possible wider applicability.
How to interact with it: Read it to learn about AI writing specifically in business communication contexts but also for its interesting, comprehensive take on the “journey” of learning about and addressing AI among students, faculty, and staff on campuses (it is long, but see especially pages 24-25 on developing a cross-campus culture of AI literacy).
Association for Writing Across the Curriculum (AWAC) Statement on AI Writing Tools in WAC Settings
Media Type: Whitepaper
Author: AWAC Executive Committee
Description: This statement from the flagship organization on Writing Across the Curriculum in the U.S. addresses the growing presence of AI text generators and their impact on writing education, highlighting concerns about their potential to replace authentic writing-based learning experiences, and encouraging a nuanced exploration of how AI tools might be integrated into writing pedagogy while upholding established best practices in Writing Across the Curriculum.
How to interact with it: Read especially if you are interested in the practical and ethical implications of AI—in this case, AI’s effect on writing as a cognitive process.
Academic Integrity and Citation
Modern Language Association (MLA) Guidance on Citations for the Use of Generative-AI
Media Type: Website
Author: MLA Style Center
Description: The MLA offers its guidance for citing material from different AI platforms in MLA formatting, with case examples. Its guidance begins with the important recommendation to not treat an AI tool as an author.
How to interact with it: Use this resource as a reference for MLA citations for AI-generated content.
How to Cite ChatGPT, American Psychological Association (APA)
Media Type: Blog post
Author: APA
Description: The APA offers its guidance for citing material from different AI platforms in APA formatting, with case examples.
How to interact with it: Use this resource as a reference for APA citations for AI-generated content.
Our AI Programming at Baruch
Spring `25 Keynote: Casandra Silva Sibilin
In February, Professor Sibilin (York College) joined us for a conversation on the impact of AI on our pedagogies. Check out the event recording in the Baruch Digital Media Library.
AI Pedagogy Faculty Working Groups
The CTL has organized small working groups, clustered by disciplinary affinity, to collaboratively respond to the challenges and opportunities presented by AI. Each group, led by a member of the CTL, is meeting (on Zoom) 3-4 times in the semester to reflect on their teaching values, engage with the emerging discourse on teaching with AI, and work on materials that will be useful for their teaching (e.g. a revised assignment, an AI syllabus statement, in-class activity, grading policy). Participating faculty will be invited to consider sharing their outcomes with other faculty.
We will share what we learn from the working groups in this and other spaces. If you have any questions, please reach out to [email protected].
AI Conversations Series
In Fall 2023, the CTL facilitated a series of conversations about the impact of AI on education with and amongst Baruch College faculty and staff. These conversations, held once each month via Zoom, were guided by a central topic and created a space for discussion among faculty about how we can adapt our teaching to a quickly changing landscape in the nature of work and learning. We invited Baruch faculty and staff to grapple with these changes and what it means for our work through these informal dialogues and exchange of ideas.
View our slides and info from each session:
Oct. 24: Teaching with and about AI
Sept. 20: Information Literacy and Academic Integrity with AI
Aug. 22: Intro to ChatGPT and How to Talk with Students on Day One