GenAI Programs and Resources

• CRLT's Seminar Series regularly includes workshops on topics such as evidence-based responses to GenAI, assignment redesign in an age of AI, and responses to AI that support equity. Follow this link to see a list of CRLT’s upcoming events and to register. 
• CRLT customized Workshops and Retreats are available to departments, schools and colleges on topics related to GenAI. To request a program, email [email protected].
• U-M’s Teaching with Technology Collaborative includes IT offices across campus many of which offer workshops on GenAI. A full list can be found on their website.
• Critical Conversations in GenAI and Higher Education is a monthly community of practice for faculty and instructional staff interested in talking with each other about navigating this evolving landscape. Visit this website for information about the program and how to register. 

CRLT consultants are available to meet with you to discuss how GenAI technology such as ChatGPT and Maizey can be integrated into your courses. You can set up an appointment through our consultation form. UM faculty can also apply for funding for projects involving GenAI through the following CRLT competitions:

• The Faculty Development Fund (deadline in early fall) and the Gilbert Whitaker Fund for the Improvement of Teaching (deadline in early winter) award up to $10,000 to individual faculty members or small groups of faculty proposing revisions to courses or initiating smaller projects. Grant awards up to $17,500 are available to departments, programs, and groups of faculty who want to work together on more extensive teaching and learning projects that require a larger investment of time/resources and broader collaboration than Level 1 proposals.
• The Instructional Development Fund offers small grants (up to $1,000) throughout the year to support innovative activities to support teaching, learning, and student engagement at the University of Michigan.
• The Provost's Teaching Innovation Prize honors original, specific innovations to improve student learning. All Ann Arbor campus faculty, GSIs, students, chairs, directors, deans, and staff members may nominate individuals for this prize. Faculty self-nominations are also accepted.

• UM's GenAI portal contains links to UM’s GenAI tools (UM GPT, Maizey, GPT Toolbox) and GenAI focused events on campus.
• U-M’s Guidance for Instructors page on the portal includes general resources for instructors, and a discussion of GenAI syllabus statements, including examples from a range of disciplines.
• Sweetland Center for Writing's Guides include advice on teaching writing with GenAI tools in mind. Topics include using AI in the writing process, citation conventions,  and AI considerations for writing assignments in STEM.
• UM Flint's page on GenAI offers an overview of popular AI tools, along with resources on prompt literacy and rethinking assessment in the era of GenAI.
• UM Canvas Course Teaching With GenAI is open to all members of the UM community. The course covers essential topics, including crafting effective prompts, redesigning assignments, and maintaining academic integrity.

• Chronicle of Higher Education: Chronicle writers regularly publish articles on GenAI, including summaries of recent research - such as How Are Students Really Using AI - and a teaching newsletter that summarizes discussions with faculty across the country about how they are responding to AI. Recent pieces focus on Assignments That Mitigate AI Abuse and How to Encourage Students to Write Without AI.
• One Useful Thing: Ethan Mollick, author of Co-Intelligence: Living and Working with AI posts regularly about uses of GenAI, including this guide to choosing the right platform to meet your goals, and this post on 15 times to use AI, 5 Not to.
• The Case for Slow-Walking Our Use of GenAI: this article by José Bowen, co-author of Teaching with AI: A Practical Guide to a New Era of Human Learning, offers four principles for considering how AI might fit into your courses - variety, transparency, sequencing, and reflection.

• This ITS article explains UM policy toward AI detection tools, with a focus on their unreliability and tendency to give false positives.
• CRLT's webpage on academic integrity outlines strategies that apply to GenAI as well. These include having explicit conversations with students about your expectations for what is acceptable/unacceptable usage of tools like ChatGPT and the rationale behind your policies.
• The Provost's Seminar on Teaching: Generative AI & Undergraduate Education webpage features videos of the opening plenary and results from a survey of undergraduates about GenAI, as well as materials from individual concurrents.
• UM Canvas Course Teaching With GenAI, Module 7 the following possible solutions to concerns about academic integrity and then offers guidance for implementation:
  • Having an Academic Integrity/GenAI Statement in the Syllabus
  • Discussing Academic Integrity with Students
  • Modeling Ethical Behavior through Transparency
  • Scaffolding Assignments
  • Designing Authentic Assignments
  • Teaching Citation Practices
  • Planning What to Do If You Suspect Academic Dishonest