Brooke Schreiber & Jen Whiting, March 2023
Download a copy of the resources here.
Classroom policies & syllabus statement
Sample Syllabus Statement: Artificial Intelligence and Large Language Model Policy (Originally written by Katy Pearce at the University of Washington)
Classroom Policies for AI Generative Tools, crowdsourced and compiled by Lance Eaton
Helpful resources
Teach@CUNY AI Toolkit: Critical Strategies and Resources for CUNY Instructors
Baruch’s CTL Resources: ChatGPT & Its Impact On Teaching In Spring 2023
AI and Writing: MLA – CCCC Joing Task Force Resources
A Teacher’s Prompt Guide to ChatGPT
A session from Zicklin’s Ethics Week on AI: Chatting with the Future: Exploring the Legal and Ethical Challenges of ChatGPT and Generative AI. Watch a video recording of the session.
European Network for Academic Integrity’s recommendations for ethical uses
Purdue University’s AI & Writing: General Guidelines
Purdue University’s AI & Writing: Resources
Articles on ChatGPT and using AI in writing courses
Building a writing course around ChatGPT: AI Can Save Writing by Killing “The College Essay”
A practical bullet point list of how to respond to AI as a teacher
An instructor documenting his use of AI in a class on digital storytelling this semester
ChatGPT for Higher Education and Professional Development: A Guide to Conversational AI
ChatGPT as an Educational Tool: Opportunities, Challenges, and Recommendations for Communication, Business Writing, and Composition Courses
WAC Clearinghouse has a good collection of sources: AI Text Generators and Teaching Writing: Starting Points for Inquiry
John Warner has a series of articles on Inside Higher Ed about ChatGPT: This is the most recent
Peer-reviewed research on AI in the writing classroom
Chris M. Anson and Ingerid Straume, “Amazement and Trepidation: Implications of AI-Based Natural Language Production for the Teaching of Writing,” in Journal of Academic Writing (2022).
Paul Fyfe, “How to cheat on your final paper,” in AI and Society (2022).
Siu-Cheung Kong, William Man-Yin Cheung, Guo Zhang, “Evaluation of an artificial intelligence literacy course for university students with diverse study backgrounds,” in ScienceDirect (2021).
Ethan R. Mollick and Lilach Mollick, “New Modes of Learning Enabled by AI Chatbots: Three Methods and Assignments” in SSRN (December 13, 2022).
Xiaoming Zhai, “ChatGPT User Experience: Implications for Education,” in SSRN (December 27, 2022).
Paré & Joordens’ work on peer-review outcomes (and other articles)
Fiona Deller, Jackie Pichette, and Elyse Watkins, eds. Driving Academic Quality. [Of note, Chapter One: Learning Outcomes at Scale: The Promise of Peer Assessment] (2018).
Lisa-Marie Collimore, Dwayne E. Paré, and Steve Joordens. “SWDYT: So What Do You Think? Canadian students’ attitudes about peerScholar, an online peer-assessment tool,” in Learning Environments Research (2015).
Steve Joordens, Dwayne E. Paré, and Lisa-Marie Collimore, “Taking Learning Outcomes to the Gym,” by the Higher Education Quality Council of Ontario (2014).
Dwayne E. Paré and Steve Joordens, “Peering into large lectures: examining peer and expert mark agreement using peerScholar, an online peer assessment tool,” in Journal of Computer Assisted Learning (2008).