This collection of resources is designed to help student better understand when and how to engage with generative AI tools. Each resource includes instructor-facing materials to guide teaching and student-facing content to foster understanding and responsible use of AI.
Each resource is adaptable, allowing educators to tailor them to their specific classroom contexts while maintaining a focus on critical thinking, ethical considerations, and practical application. Whether you’re introducing AI concepts or deepening existing knowledge, these tools aim to promote thoughtful and informed engagement among your students.
This resource is an educational activity designed to guide students in utilizing AI tools to select term paper topics and develop research questions. It fosters critical engagement with AI, enhances research skills, and promotes digital literacy through structured interaction and evaluation of AI-generated suggestions.
This resource introduces students to Indigenous knowledge and its representation by AI, focusing on the values, practices, and protocols inherent in Indigenous ways of knowing. Through readings, discussions, and AI-based activities, students critically evaluate how Large Language Models define and convey Indigenous knowledge, highlighting gaps, ethical concerns, and the need for cultural context. The activity promotes ethical AI use, critical thinking, and engagement with Indigenous perspectives in a digital age. Please note that this activity has two parts, and in its current form, requires 2-3 hours of class time.
- Part I: Instructor Facing Materials
- Part I: Student Facing Materials
- Part II: Instructor Facing Materials
- Part II: Student Facing Materials
This resource provides activities for discussing generative AI and academic integrity with students, focusing on fostering a shared understanding of integrity rather than punitive measures. It encourages group discussions, critical reflections, and collaborative development of definitions and perspectives on AI's role in academic work. The activity emphasizes aspirational engagement with academic integrity and addresses the complexities of using generative AI tools responsibly.
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Dr. Laurie McNeill emphasizes that writing is fundamentally a socially situated act—it responds to specific audiences and purposes within particular cultural and temporal contexts, and it plays an active role in shaping human relationships. She also stresses the importance of understanding what “doing one’s own work” means, especially when using generative AI tools like ChatGPT: writers must be aware of how these tools operate and carefully consider how their use aligns with the expectations of the academic community and their own ethical responsibilities.
- Part 1: McNeill, L. (2024). Writing Responsibly: Considerations for Academic Writing in the Time of Generative AI. In A. Chaudhuri and N. Nedaee (Eds.) Discipline-based Approaches to Academic Integrity.
- Part 2: (2024). Writing Responsibly: Considerations for Academic Writing in the Time of Generative AI. In A. Chaudhuri and N. Nedaee (Eds.) Discipline-based Approaches to Academic Integrity.
- Until the publishing website updates, this PDF may act as a workaround.
WOH team member, Dr. Jonathan Otto, has produced two videos to highlight the experiences of UBC Arts Alumni when it comes to GenAI. Please share with your students or watch together as a class!
- Misinformation & Fact Checking: An Interview with Arts Alumni
- Being Critical with AI: An Interview with Arts Alumni
This learning material introduces students to the importance of reading and writing in a literature course. It highlights challenges such as staying focused, interpreting complex texts, and overcoming writing difficulties, especially in the age of generative AI.
This policy outlines a balanced approach to generative AI in the classroom, allowing limited, transparent use of tools like ChatGPT for brainstorming, phrasing support, and citation formatting, while prohibiting AI use in other assignments. The policy emphasizes critical engagement, academic integrity, and student skill development, offering a clear model for instructors navigating AI in their courses
These activities, designed for Beginner's Spanish I or Spanish 101, provide instructors with an example of how they might encourage the guided use of AI tools like Chat GPT or Microsoft Copilot both in and out of the classroom to enhance language learning.