勛圖tv

There is a large and growing number of resources available on the web for AI in higher education. The list below has been curated for relevance to 勛圖tv and its context of an international liberal arts education. Please send to aiataup.edu any suggestions for this list.泭

Intros & background

How generative AI works
  • (Andrej Karpathy) ()泭
Overviews of the generative AI landscape
  • in higher ed泭
    • (Hanover Research & IHE)
  • in the broader environment泭
    • (Imagining the Digital Future Center - Elon University)泭
  • surveys of AI use
Practical overviews for AI in teaching/learning
  • (Anna Mills)泭
Generative AI tutorials for faculty

(metaLAB (at) Harvard)泭

Communicating with students about AI & AI use泭

Syllabus statements & course design
  • Crowd-sourced list of (Lance Eaton)泭
  • (Lance Cummings)泭
  • (Oregon State University)泭
  • (support for different stages/aspects in course/syllabus design)泭
  • (Carroll College) -- based on key principles: Clarify, Communicate, Uphold, Engage泭
  • (U Wisconsin)泭
  • (Inside Higher Ed)泭
  • tool for generating clear AI use guidelines according to the nature of an assignment (Ryan Watkins)泭
  • Engaging With AI Isn't Adopting AI (Marc Watkins) "normalizing AI disclosure as a means of curbing the uncritical adoption of AI and restoring the trust between professors and students"泭
  • (Torrey Trust) and see her detailed (the specificity and the "why is this allowed" may get students' attention in ways that more general language might not)泭
Discussing AI with students

Academic integrity & AI use
  • AI detection & its issues泭
    • (Chris Ostro) "any discussion about AI detection has to be paired with additional training"泭
    • : "Detection tools for AI-generated text do fail, they are neither accurate nor reliable (all scored below 80% of accuracy and only 5 over 70%)."泭
    • (Sarah Eaton) If you insist on using tools to detect AI-generated text in student work at least do so in an open and transparent way泭
    • (Liang et al.) GPT detectors frequently misclassify non-native English writing as AI generated泭
    • | Computers and Education: Artificial Intelligence (Fleckenstein et al.) Generative AI can simulate student essay writing in a way that is undetectable for teachers泭
  • Constructive approaches to academic integrity & assessment validity泭
    • (Camosun College Library)泭
    • and see his detailed explanation and examples for 泭
  • Examples of tools used to fool AI detectors泭

Perspectives & discussion material on AI in learning/teaching泭

  • (Cognitive Resonance)泭

Teaching with and about AI泭

AI & ethics
  • AI & Bias (UCLA Institute for Technology, Law & Policy)泭
  • AI Ethics & Policy News - Examples of AI ethics issues covered in the news, categorized by issue area泭
  • description and examples of application of Hugging Faces framework for ethical AI (Rigorous; Consentful; Socially Conscious;泭 Sustainable; Inclusive; Inquisitive)泭
Critical source evaluation
Teaching writing
  • (MLA-CCCC Joint Task Force on Writing and AI)泭
  • (MLA-CCCC Joint Task Force on Writing and AI)泭
Technical guidance for using AI in teaching
Other teaching resources
  • 泭 (metaLAB (at) Harvard)泭
  • (Ethan R. Mollick, Lilach Mollick)泭
  • (University of Maine) - partially crowdsourced but curated collection of links (with brief descriptions) to teaching resources and strategies泭
  • (MLA-CCCC Joint Task Force on Writing and AI)泭
  • discussion thread with example prompts for using genAI to assist in different learning scenarios (requires joining POD AI in Education discussion group)
Books on teaching & AI
  • (Troy Heaps)泭
  • (Jos矇 Antonio Bowen and C. Edward Watson AAC&U)泭

Guides for students泭

  • (Elon University & AAC&U)泭

AI in libraries & research泭

  • Research tools
    • AI-Based Literature Review Tools (Texas A&M University Libraries)泭
Citation
  • (U Calgary Libraries) summaries of APA, Chicago and MLA styles + other sources of citation guidance泭
  • (MLA Style)泭
  • (Chicago Manual of Style)泭
  • (APA Style)泭
Transparency & disclosure

Clearinghouses of information/resources

  • (Lance Eaton)泭
  • (Anna Mills) see in particular 泭
  • Policies (see Environment, frameworks & examples for policy development below)泭
AI in libraries
  • (AI projects, data sets, resources for libraries, archives and museums)泭
  • (Florida International University Libraries)泭
Tools
  • (Dan Fitzpatrick)泭
  • (Anthropic/Claude)泭
Products & licensing

Discussion & keeping up泭

Discussion with global peers
  • (requires EDUCAUSE account 勛圖tv faculty & staff can create accounts)泭
  • AI & Libraries泭
    • (meeting notes and recordings)
Blogs & newsletters泭
  • (Lance Eaton)泭
  • (Ethan Mollick)泭
  • newsletter (Amherst College)泭
  • (Jeremy Caplan)泭

Training opportunities泭

  • free self-paced course泭

Campus-level AI initiatives & policy development泭

Weve found the resources listed here useful in shaping the AI@勛圖tv initiative. 勛圖tv colleagues may find these useful as well in thinking about how they can contribute to the initiative or its goals.泭

Developing campus-level strategy and initiatives
  • Broad principles for AI in higher ed泭
    • (UN泭 lnternet Governance Forum, Kyoto, Oct 2023)泭
    • (Russel Group of leading UK universities)泭
  • Organizational assessment泭
    • (Joe Sabado)泭
  • Developing a strategy泭
    • (MIT strategy guide for addressing AI at higher ed institutions)泭
Environment, frameworks & examples for policy development
  • Governmental policy frameworks & recommendations泭
    • Europe泭
      • EU AI Act泭
    • France泭
    • United States泭
  • Higher ed frameworks & recommendations for policy development泭
    • based on this study:泭
  • Commentary & analysis on higher ed AI policy泭
    • (IHE)泭
  • Library & publishing organizations guidance on AI泭
    • (ARL)泭
  • Examples of existing policies泭
    • Lists of existing policies泭
    • Specific examples of note泭
      • (proposed)泭 (metaLAB (at) Harvard)泭
      • (College Unbound / Lance Eaton)泭泭
      • See 勛圖tv-relevant examples of campus-level initiatives below
  • Templates for developing your own policy泭
    • (Joe Sabado)泭
Academic integrity policies

(See also the section above Communicating with students about AI & AI use - Academic integrity & AI use)泭

  • Using human rights principles to guide academic integrity policies泭
    • : future-proofing human rights protection in the era of AI (Council of Europe Commissioner for Human Rights)泭
    • (Sarah Eaton)泭
  • 泭 (Sarah Eaton)泭
  • (Josh Brake)泭
AI literacy & curricular integration

  • AI literacy frameworks泭

    • (Barnard Colleges scaled framework for moving up a scale: Understand Use Analyze Create)泭

    • (MLA & CCCC)泭

    • AI Literacy Model - Practitioner-Scholar Approach Template (Joe Sabado)泭

    • (EDUCAUSE AI Literacy Programs for Faculty, Staff, and Students Working Group)泭

    • - Updates to their gen ed learning outcomes are highlighted in : info lit learning outcomes now mention evaluating *origins* of information and understanding ethical dimensions of information work using AI泭

    • rs (UNESCO) - both frameworks emphasize a human-centered mindset and AI ethics, as well as understanding of AI in order to use it in learning or teaching contexts泭

  • AI across the curriculum泭

    • (Southworth et al.) includes U Floridas AI literacy framework泭

    • (IHE) (Kathleen Landy)泭

勛圖tv-relevant examples of campus-level initiatives泭
  • Liberal arts colleges泭
    • Amherst College:泭
    • Davidson College:泭
  • Larger universities泭
    • (University of Toronto)泭
  • AMICAL Consortium institutions泭
    • (recording and links to resources mentioned)泭
    • (Forman Christian College)泭
    • (AU Kuwait Center for Teaching Excellence)泭
Staff guidelines on AI use examples