In this section, we will examine how generative AI (GenAI) tools may assist with academic reading and research. Examples of content generated by ChatGPT will show how GenAI may be incorporated into a classroom setting. Each section offers suggestions for use and various strategies that could be incorporated for those who wish to allow the use of these tools for assignments. Included throughout are suggestions on how to promote students’ ethical and effective use of these tools and to possibly limit their use if desired. By the end of this section, you should be able to use GenAI to support reading practices.

Author: Jonahs Kneitly
Contributors: Gwendolyn Inocencio, Mary Landry, C. Anneke Snyder
Designers: Irene AI, Sweta Kailani
Supervisors: Terri Pantuso, Sarah LeMire

In this section, illustrative examples from ChatGPT show how to incorporate Large Language Models (LLMs) into the writing process while considering ethical concerns associated with such tools, namely avoiding plagiarism or exploitation of AI-generated content. The advent of public access to LLMs means they are now a critically important aspect of digital information literacy. As such, this technology must be addressed in the composition classroom with guided instruction. We recommend a strategy that models application of a modified version of stasis theory to all LLM-generated content.

After reading this section you should be prepared to teach stasis theory as a strategy for continual interrogation that helps rhetors discern whether generative-AI content exhibits appropriate depth, scope, and quality, along with the appropriate next steps in argumentation, writing, or research.

Author: Gwendolyn Inocencio
Contributors: C. Anneke Snyder, Mary Landry, Jonahs Kneitly
Designers: Irene AI, Shweta Kailani
Supervisors: Terri Pantuso, Sarah LeMire

"An Introduction to Teaching with Text Generation Technologies" serves as a seminal collection aimed at educators, particularly in the realm of writing and language arts. Developed at a time when automated writing technologies like ChatGPT are gaining ground, the collection addresses a wide array of topics such as prompt engineering, alignment, data bias, and language model temperature. It seeks to offer teachers pedagogical tools and assignments to integrate computational writing into their curricula. The assignments range from introducing Markov chains and simple neural networks to critiquing AI platforms for ethical considerations and biases.

This video covers using the Blackboard learn Ultra AI Design Assistant to generate Learning Module images or generate image from unsplash.

This meta-analysis of research in Artificial Intelligence (AI) in higher education provides a synthesized examination of the emerging trends, applications, and implications of AI in this specialized educational sector. Drawing on articles, reports, and academic publications, this review aims to offer an integrated perspective on the dynamic role AI plays in higher education. 

This collaborative online document provides an expansive set of resources categorized into multiple sections that would benefit higher education faculty focusing on the integration of AI in education:

This section is designed to build confidence about what Generative Artificial Intelligence (GenAI) means for the future of education by closely studying the operations, limitations, and theoretical value of a Large Language Model (LLM) like ChatGPT. To this end, this section seeks to explain what language modeling is and how this process contributes to an LLM’s tendency to generate inaccurate information. Additionally, this section considers how the design of an LLM—specifically, the collective knowledge it is trained upon—can contribute to the perpetuation of biases. Lastly, this section encourages critical thinking about the value of an LLM from a theoretical standpoint regarding the writing process and collaborative learning. By the end of this section, you should be able to articulate how an LLM like ChatGPT operates, as well as the value and limitations of this design within the evolution of learning.

Author: Mary Landry
Contributors: Gwendolyn Inocencio, C. Anneke Snyder, Jonahs Kneitly
Designers: Irene AI, Shweta Kailani
Supervisors: Terri Pantuso, Sarah LeMire

In this section, you will gain insights about privacy and confidentiality concerns related to a form of Generative Artificial Intelligence (GenAI) known as Large Language Models (LLMs) and, specifically, OpenAI’s policies about ChatGPT.

The full extent of privacy and confidentiality risks in relation to ChatGPT, which relies on collective intelligence for information gathering and dissemination, has not been fully realized. Users should be mindful of OpenAI’s terms of use, particularly as those terms are subject to change. Though OpenAI claims to not share private user information, the language around such statements is vague and contradictory, and there is a strong possibility that personal information may be monitored by human proctors. Moreover, educators who are bound to the legal obligations outlined in FERPA should be particularly concerned about how student privacy could be potentially violated by using ChatGPT and other GenAI technologies.

After reading this section, you should be able to articulate and discuss OpenAI’s significant terms of use and privacy policy, consider the potential privacy and intellectual property violations contained within the collective intelligence paradigm, and communicate your own concerns about privacy and confidentiality in relation to GenAI technologies.

Author: C. Anneke Snyder
Contributors: Gwendolyn Inocencio, Mary Landry, Jonahs Kneitly
Designers: Irene AI, Sweta Kailani
Supervisors: Terri Pantuso, Sarah LeMire

The presentation emphasizes the importance of being specific, contextual, and consistent when crafting prompts. It encourages users to treat AI as if explaining to a human, use meta-prompts, and iterate to refine results.Key points covered include:An overview of what AI can and cannot do wellThe importance of human oversight in AI usePrivacy concerns when using AIPractical applications for educators, such as creating learning objectives, quiz questions, discussion prompts, and meeting agendasTips for effective prompt writing

With the aid of the AI Design Assistant, instructors can build question banks to gauge comprehension of the text-based elements within an Ultra Document. This streamlined process saves significant time. It also stands as a robust aid in shaping both formative and summative assessments. This video covers the process.

The AI Design Assistant can take the helm in rubric creation, drawing cues from course context. While retaining human-centered authority, instructors can define the rubric. This includes specifying details like descriptions (learning objectives or topics), rubric type (percentage, points, or range), complexity, and dimensions. The rubric remains open to review and refine, guaranteeing the instructor's input at every step. This video covers the process.

Welcome to the Cleveland State University Center for Faculty Excellence Pressbook!

This Pressbook will be a place for archived workshop materials, findings from our Faculty Learning Communities, and other content created by our faculty participants over the course of the year.

This video covers how Blackboard Ultra's AI Design assistant crafts test questions for formative and summative assessments.

This resource is a quick primer on AI, with examples of what the different programs can generate based on user prompts, challenges and opportunities, discussion of implications and our recommendations for higher education institutions.

Artificial Intelligence in general poses numerous challenges for educators and students alike, such as academic integrity, lack of knowledge and training, misinformation, and implementation costs. However, AI also presents opportunities to support equity and access, increased efficiency, new understandings of (and urgency around) digital literacy and crucial workforce skills, and improved instruction and learning, among others.

In April 2023, WCET – the WICHE Cooperative for Educational Technologies, undertook a national survey to ascertain how and why postsecondary institutions are using Artificial Intelligence to support instruction and learning, what policies are in place, and what are the perceived barriers to, and benefits for, its use.

This report highlights the survey results plus six in-depth interviews conducted post survey.

This resource offers student-focused tutorials that demonstrate how ChatGPT can augment the writing process for assignments commonly given in a rhetoric and composition course. These tutorials cover the evaluation essay, rhetorical analysis, Rogerian argument, annotated bibliography, and research essay—all while promoting the responsible and ethical use of AI in writing and research. With this comprehensive resource, instructors and students can not only build confidence in their understanding of generative AI within academia, but also build digital literacy that will serve them in the world beyond.

Author: Mary Landry

By the end of this tutorial, you will be able to utilize a specific formation of generative AI (GenAI)—the prominent Large Language Model (LLM) ChatGPT—as an aid within the annotated bibliography writing process to

explore, evaluate, and refine a research question
brainstorm and determine effective search components and keywords
decipher complex ideas within academic articles

Additionally, you will critically reflect on ChatGPT’s place within the citation practices of an annotated bibliography. Specifically, you will consider why and how ChatGPT should be cited according to both MLA and APA.

This resource offers student-focused tutorials that demonstrate how ChatGPT can augment the writing process for assignments commonly given in a rhetoric and composition course. These tutorials cover the evaluation essay, rhetorical analysis, Rogerian argument, annotated bibliography, and research essay—all while promoting the responsible and ethical use of AI in writing and research. With this comprehensive resource, instructors and students can not only build confidence in their understanding of generative AI within academia, but also build digital literacy that will serve them in the world beyond.

Author: Mary Landry

By the end of this tutorial, you will be able to utilize a specific formation of generative AI (GenAI)—the prominent Large Language Model (LLM) ChatGPT—as an aid within the evaluation essay writing process to

develop specific assessment criteria
maintain a professional, unbiased tone
articulate the sociohistorical context of a subject

Additionally, you will be able to identify specific limitations with using ChatGPT for an evaluation essay, including its limited ability to perform evaluations itself.

This resource offers student-focused tutorials that demonstrate how ChatGPT can augment the writing process for assignments commonly given in a rhetoric and composition course. These tutorials cover the evaluation essay, rhetorical analysis, Rogerian argument, annotated bibliography, and research essay—all while promoting the responsible and ethical use of AI in writing and research. With this comprehensive resource, instructors and students can not only build confidence in their understanding of generative AI within academia, but also build digital literacy that will serve them in the world beyond.

Author: Mary Landry

By the end of this tutorial, you will be able to utilize a specific formation of generative AI (GenAI)—the prominent Large Language Model (LLM) ChatGPT—as an aid within the research paper writing process to

survey the ongoing discourse of research on a given topic
draft with different reasoning strategies
integrate sources and quotes

Additionally, you will critically reflect on the possible pitfalls in regards to originality and time management when using ChatGPT as an aid for composing a research paper.

This resource offers student-focused tutorials that demonstrate how ChatGPT can augment the writing process for assignments commonly given in a rhetoric and composition course. These tutorials cover the evaluation essay, rhetorical analysis, Rogerian argument, annotated bibliography, and research essay—all while promoting the responsible and ethical use of AI in writing and research. With this comprehensive resource, instructors and students can not only build confidence in their understanding of generative AI within academia, but also build digital literacy that will serve them in the world beyond.

Author: Jonahs Kneitly

By the end of this tutorial, you will be able to utilize a specific formation of generative AI (GenAI)—the prominent Large Language Model (LLM) ChatGPT—as an aid within the rhetorical analysis writing process to

identify rhetorical situations and strategies
evaluate applied logic within a text
locate bias and logical fallacies within a text

Additionally, you will be able to develop critical evaluation skills to avoid the possible pitfalls from using GenAI for performing rhetorical analysis.

This resource offers student-focused tutorials that demonstrate how ChatGPT can augment the writing process for assignments commonly given in a rhetoric and composition course. These tutorials cover the evaluation essay, rhetorical analysis, Rogerian argument, annotated bibliography, and research essay—all while promoting the responsible and ethical use of AI in writing and research. With this comprehensive resource, instructors and students can not only build confidence in their understanding of generative AI within academia, but also build digital literacy that will serve them in the world beyond.

Author: Jonahs Kneitly

By the end of this tutorial, you will be able to utilize a specific formation of generative AI (GenAI)—the prominent Large Language Model (LLM) ChatGPT—as an aid within the Rogerian argument writing process to

determine and refine an appropriate topic argument
brainstorm effective counterarguments and concessions
locate faulty logic and explore workable solutions

Additionally, you will develop critical evaluation skills to avoid the possible pitfalls with using GenAI for argumentation.