Reimagining Teaching: AI and the New Normal
As we gear up for the new semester, many of us continue to grapple with ongoing advancements in generative artificial intelligence (GAI) and its potential impacts on our personal lives, our scholarly activities, and, most significantly, on our courses and student learning. There is a cacophony of emotions at play here – excitement about the possibilities, uncertainty about implementation and potential misuse, and a healthy amount of skepticism about this new frontier. One thing is certain, GAI is becoming more and more integrated into our personal and professional lives. Despite the swift evolutionary trajectory of GAI (and the reality that it will continually adapt), the Faculty Development Center remains invested in a careful, curious, and cautious process of pedagogical exploration as we adjust to this new normal.
As we have worked with colleagues this summer to consider GAI-focused course adaptation and integration, the AI Assessment Scale, recently refined by Perkins and colleagues, has provided a helpful starting point to think about if, how, and under what circumstances instructors might integrate or allow the use of GAI tools in their courses. Relatedly, when it comes to using the power of GAI to boost course planning you might consider joining our AI-Powered Assignment and Assessment Workshop on Wednesday, September 4 at 3:15 p.m. in Duke Library 042. In our recent Faculty Colloquium session on GAI course integration, workshop facilitators shared an evolving FAQ document that answers some common questions about the technology. Finally, the FDC maintains a list of current GAI learning opportunities.
As we continue to explore the potential of GAI in our work and classrooms, please know that Faculty Development Center staff are available to support your thoughtful and informed decision-making about the technology. Together, we can harness the potential of GAI to enhance learning that enriches our students’ educational experience while navigating questions and the unknown in ways that are mindful, deliberate, and developmentally-focused.