AI in teaching and learning

"When it comes to AI LLMs (large language models), one big worry is that users will perform 'cognitive offloading,' letting the AI do all of the thinking for them. However, LLMs might be better used as thought partners. Honors 102 students therefore did the hard work of drafting projects, but they then incorporated AI to find the holes in their arguments, turning AI into a constructive sparring partner."

"In my Culture through Film course, where we focus on visual anthropology, representation, bias, and ethnocentrism, I invited my students to use AI in a hands-on way. Early in the term, they generated AI images of cultures featured in classic ethnographic films. As the course progressed and we learned more about these cultures while discussing the politics of representation, students returned to those images to identify stereotypes and inaccuracies embedded in the AI outputs. Students observed clear improvements by revising their prompts and regenerating images with a critical lens. They were asked to reflect on how both AI systems and their own perspectives shape representation. One of my main goals was to highlight bias within AI systems and to emphasize that AI outputs can be questioned and improved. The project aimed to strengthen critical thinking, visual literacy, and students’ sense of responsibility when depicting others."

"Economics uses equations and graphs to explain human behavior, but students often find the math harder than the underlying ideas. I give them AI prompts that guide them through math problems, using color to connect each calculation to the underlying algebra or calculus. I also use AI to build interactive graphs that allow students to change a variable or parameter and observe how it affects the results. In addition, I use AI to create animations that illustrate key concepts that are harder to visualize in a static graph."

"By creating a Gemini Notebook for my FYI 101/100 class, I can quickly check important assignment guidelines and dates, keep track of the advising calendar and deadlines, and generate emails and flyers that I can share with students and advisees.  Many of the questions that I would normally get as an advisor, I can answer now ahead of time by creating content before it is needed.  It allows me to ensure that I can give each advisee information consistently, no matter if it is the first time or fifth time I’ve answered that question that week. I have shared this Notebook with other FYI 101/100 instructors and I am happy to share it with anyone interested."