New generative artificial intelligence (GenAI) tools, such as OpenAI’s ChatGPT, have now become widely available and are raising concerns about how student learning can be assessed. Some have reacted with alarm, proclaiming that this is the end of writing assignments. Others argue that if these tools are intentionally brought into the classroom, they could further enhance student learning. Given the wide range of possibilities, many instructors are wondering what changes they should be making to their classroom to prepare for fall. 

In part one of this two-part workshop series, “Evidence-Based Teaching Practices to Shape Your Response to GenAI Writing Tools*,” instructors will be introduced to evidence-based teaching practices that should shape how they respond to the new technology. While the impact that GenAI will ultimately have in the classroom is unknown, the impact of certain teaching practices, such as creating inclusive learning environments and promoting authentic tasks, are well understood, and should guide any response. Participants will have a chance to see how ChatGPT responds to various assignment prompts to better understand its strengths and limitations. They will also have a chance to apply evidence-based practices to a set of case studies that could inform their own approach to GenAI writing tools in their own classrooms.

*Please note that this workshop is a repeat of the June 26 CRLT workshop and sets the groundwork for part two. If you already attended that workshop, you do NOT need to attend this session and can just register for part two of the series.

Registration for this session will close at 10:00 a.m. on July 26, 2023.