AI Literacy in the Age of ChatGPT

Thinking about ChatGPT as a pedagogy problem, rather than a plagiarism problem, is a way to approach our teaching generatively.

Scaffolding mitigates library anxiety, imposter syndrome, and accidental plagiarism.

Rather than assigning a big, summative paper or project at the end of the course, breaking it up into stages with student reflection reinforces original work and a growth mindset that can reduce the perceived need for students using a tool such as ChatGPT.

Our liaison librarians can help: Set up an instruction consultation.

Start with Artificial Intelligence in Teaching and Learning - UCATT
for guidance on:

• guidance on syllabus language
• academic integrity
• privacy and intellectual property
• citation and acknowledgement
• AI detection software
• opportunities, ethical issues, and risks
• teaching and learning with AI
• talk with students about AI
• using AI to develop teaching materials
• strategies to adjust assignments

See also:

• Artificial Intelligence at the University of Arizona 
  A site to bring together information from the AI working groups around campus.

meta(LAB) at Harvard - The AI Pedagogy Project 
A collection of assignments and materials for educators curious about how AI affects their students and their syllabi.

Integrating Generative AI in Teaching and Learning: Faculty approaches across Barnard
Faculty across disciplines provide a glimpse into their approaches.

Critical Thinking with AI: Two Approaches 
"How can we use AI to foster rather than replace critical thinking? The answer may lie in providing worked examples demonstrating the steps taken in the critical thinking process, using AI not as an answer tool but as a process tool."

Ethan Mollick, Wharton School at Univ. of Pennsylvania.
His newsletter has lots of useful information: One Useful Thing.