Eight Suggestions about AI for Those Teaching this Fall

The challenges that generative AI poses to teaching requires campus-wide faculty discussions. Most students will have to use generative AI when they move into their careers, and it would be a shame for them to graduate without understanding how to use it and without having wrestled with its ethical limits. As you prepare for your fall classes consider these suggestions: 

Have a Class Discussion. Talk openly and frankly with your students about your expectations regarding the use of generative AI in your classes as well as how you are using it yourself. Invite your students to share with you in an honest discussion about these and related questions. Keep in mind that the line between which AI is acceptable and which is not is often blurry because AI is being integrated into many different apps and programs.

Keep the Door Open. Cultivate an environment in which students will feel comfortable approaching you if they need more direct support—whether from you, their peers, or a campus resource to successfully complete an assignment. Talk to them about their motivations for turning to generative AI: time pressure, curiosity, burn out, etc.  Barnard College 

AI Bias. Make the students aware that AI can reflect societal prejudices. If the AI training sets underrepresent the views of marginalized populations, then the essays they produce may omit those views as well. Bloomberg

Vulnerable Students. Consider how chatting with AI systems might affect vulnerable students, including those with depression, anxiety, and other mental health challenges. Chronicle of Higher Ed

Privacy Issues. It is important for students to be aware that personal information provided to generative AI tools has the potential to be shared with third parties. This can may raise serious privacy concerns for your students and perhaps in particular, those students who are from marginalized backgrounds. Barnard College 

Think Through the Pedagogical Impact. What are the cognitive tasks students need to perform without AI assistance? When should students rely on AI assistance? Where can an AI aid facilitate a better outcome? Are there efficiencies in grading that can be gained? Are new rubrics and assignment descriptions needed? Inside Higher Ed 

A Syllabus Statement. Include a syllabus statement that gives clear guidance regarding your expectations for the use of generative AI in your classes. The Sentient Syllabus Project

AI Detectors. If you plan to put students’ work through an AI detector, please inform them in advance, keeping in mind that a reliable detection tool has yet to be developed. False positives carry real harm when a student is wrongly accused. English language learners, international students, and students with learning challenges might write in a style that instructors wrongly assume is AI when it is not. Washington Post

“There’s more of a danger in not teaching students how to use AI. If they’re not being taught under the mentorship of scholars and experts, they may be using it in ways that are either inappropriate or not factual or unethical.” Johanna Inman, quoted in the Chronicle of Higher Ed