START HERE: A few words about AI in your classroom...
In this module, CTL has assembled some helpful resources related to “AI in the Classroom.” The goal of this module to support SDSU faculty as you update your classes for another semester impacted by generative AI. As university educators, we need to address the practical and ethical implications of GenAI directly in our syllabi and in our classrooms.
The content of the "Basics" section is intended to help any faculty member begin to adapt to the changing landscape of higher ed. I suggest that you start with the valuable introduction to AI Literacy in this AI literacy guide Links to an external site.from the Conference on College Composition & Communication (CCCC) and the Modern Language Association (MLA). It's Links to an external site.also available in this module as a pdf. This Guide includes definitions and a detailed description of what it looks like to be AI literate.
Another good starting point is the Academic AI micro-credential Links to an external site., produced by SDSU's own ITS — its principal authors are SDSU faculty members.
Subsequent sections in this module offer additional perspectives on the subject of AI in higher ed, with emphases on pedagogy. Don't miss: Michael Gerlich's recent article on the "cognitive offloading" associated with AI use and its impact on learning loss; numerous articles on "critical AI literacy," what it is and how to teach it; and our colleague E.J. Sobo's optimistic "Commentary" on the ChatGPT era.
As Dr. Julia Staffel puts it Links to an external site. in her webinar "AI in Academia: Teaching Challenges and Opportunities" (NCFDD): "we need to have honest conversations with [our students] about the contexts in which it is acceptable to use AI-generated texts, and the contexts in which AI assistance is illegitimate." The goal of these efforts is to cultivate student engagement and promote AI literacy.