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 two of this two-part workshop series, “Developing a Plan for Addressing GenAI Writing Tools in your Classroom this Fall,” participants will build on the evidence-based teaching practices discussed in part one and begin to develop their own plan for responding to GenAI in the Fall semester. In particular, instructors may be concerned with issues of academic integrity and developing approaches to encourage behaviors that support, rather than undermine student learning. Through a series of individual and small group discussions, participants will begin to draft/revise syllabus statements, reconsider assignment prompts and structures, and reflect on how to talk to students about the new technology on the first day of class. Although approaches to these activities should be informed by school/college specific policies and practices, this session will offer insights on how to proactively and inclusively address the use of GenAI in your classroom.