Artificial Intelligence (AI) - Faculty Resources and Articles

This guide shares strategies and tactics for getting better results from large language models (sometimes referred to as GPT models) like GPT-4.

Five semesters after ChatGPT changed education forever, some professors are taking their classes back to the pre-internet era.

Shares insights from a conference on teaching with AI, and describes the latest on the ongoing reading challenge.

The crisis has worsened, many professors say. Is it time to think differently?

Includes links to survey data, webinar recordings, and Harvard tech talks.

By Jeanne Beatrix Law, Professor of English, Kennesaw State University

A citation for ChatGPT’s output refers us back to nothing that can be confirmed. Instead, it’s more like an acknowledgement that one has consulted the world’s worst plagiarist.

Universities have a chance to shift the relationship now, before Silicon Valley AI systems become entrenched in higher education.

Generative AI tools such as ChatGPT-4, Gemini Advanced and their competition now have more features than the versions we used just a year ago.

Four ways faculty members in higher education are teaching about or with AI.

MIT Technology Review

A new study finds over half of students use generative AI, while more than 75 percent of faculty members do not regularly use the technology.

Curricula are reassessed as rarely as every five years. AI demands we do a deep review right now and repeat it often.

Mark Daley, CAIO of Western University in Canada, answers questions about his groundbreaking new role.

Mingling with young researchers last month in Germany, luminaries in computer science debated AI’s potential impact on the future of humanity.

As professors grapple with new technologies in the classroom, a report from Cornell offers suggestions for best practices and policies related to generative artificial intelligence.

Naomi S. Baron on the Detrimental Impact of Artificial Intelligence on Literacy and Cognition

Because the field is fast moving, the impact generative AI will have on teaching in the near term is uncertain.

A concerning look at what happens when you use it to find sources.

Student Spotlight during Cornell University’s Impacts of AI Week: Jonathan P. Chang, a Ph.D. candidate in computer science, explores how artificial intelligence might improve the nature of online discourse.

Dean Eve Riskin talks about the power of mentorship, diversity in excellence and what she, as an electrical engineer and computer scientist, thinks about the emergence of generative AI.

Three steps to help you envision the role of ChatGPT — first in your academic discipline and then in your classroom.

Faculty members and administrators are reporting their latest obstacle to a clean inbox: Emails marketing new AI tools.

The discipline offers a potential model for integrating ChatGPT and other artificial-intelligence tools into the curriculum.

What to consider in drafting your own course guidelines on students’ use of tools like ChatGPT.

Why you should understand how to teach with AI tools — even if you have no plans to actually use them.

As generative AI gains sophistication, so do detectors.

AI can play a positive role in a doctoral student’s research and writing — if we let it.

When paired with “soft” inquiry-related skills it can help people ask better questions and be more innovative.

The Review | Opinion

An average user’s conversational exchange with ChatGPT amounts to dumping a large bottle of fresh water out on the ground, new research says.

Article co-authored by Clemson Dean of Libraries, and Associate Dean for Teaching and Learning and Research

By Hannah Rozear, Duke University Librarian for Biological Sciences and Global Health, and Sarah Park, Librarian for Engineering and Computer Science

These new tools may be key to engaging students and faculty in the never-ending search for information that leads to lifelong learning.

Faculty members have welcomed chat bots into their classrooms. But how will they help students manage AI’s sometimes-disturbing replies?

The Association of Research Libraries (ARL) senior director of Scholarship and Policy, Judy Ruttenberg, interviewed Jonathan Band, counsel to the Library Copyright Alliance (LCA), which consists of ARL and the American Library Association.

Some instructors seek to craft assignments that guide students in surpassing what AI can do. Others see that as a fool’s errand—one that lends too much agency to the software.

To harness the potential and avert the risks of OpenAI’s new chat bot, academics should think a few years out, invite students into the conversation and—most of all—experiment, not panic.

From the Chronicle of Higher Ed., providing background about new AI writing and research tools, pointing to resources to familiarize and get involved in the conversation around AI

"If we’re worried about students turning to ChatGPT, why not consider ways to deliver the experiences they both want and benefit from, the experiences that help them learn?"

Fueled by artificial intelligence, ChatGPT (Generative Pre-trained Transformer) is an AI chatbot that uses advanced natural language processing (NLP) to engage in realistic conversations with humans.

Faculty from the Stanford Accelerator for Learning share thoughts about how the new AI chatbot will change and contribute to learning and teaching.

A, Inside Higher Ed. guest post from Marc Watkins of the University of Mississippi, the second in a likely series on freaking out about ChatGPT.

From the Chronicle of Higher Ed.: Scholars of teaching, writing, and digital literacy say it is critical to begin conversations with students and colleagues about how to shape and harness these AI tools as an aid, rather than a substitute, for learning.

AI startup Hugging Face has undertaken the tech sector’s first attempt to estimate the broader carbon footprint of a large language model.