Supporting the AI Curious in Teaching and Learning
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Presenters: Steven Sturman & Cynthia Tysick, Angela Thering
This presentation will describe the use of a goal directed and discipline specific community of practice (COP) designed to support AI curious faculty. We define AI curious faculty as that middle group of faculty that are not early adopters but recognize that AI is here, it will impact our students’ future professional lives and we need to help prepare them for that future. This group has a varying range of expertise in using AI and need support in thinking about how to teach their students AI digital literacies and how to integrate this content into their existing curricula. The structure of the COP is very intentional to meet the needs and boundaries of the AI curious faculty member. It has a specific end goal, to create one AI assignment that teaches students a component of AI digital literacy. Through monthly meetings participants receive a mini-lecture on a specific consideration in developing that assignment and then they are given time to discuss that content within the group. By making the goal low stakes and concrete it increases faculty engagement and is less intimidating than asking them to design an entire course worth of materials. The group is also discipline specific, focusing on Social Work faculty. This allows us to concentrate on providing information that is relevant and specific to the courses the faculty teach. This makes it easier for the AI curious to connect the content being covered to how they will use it in their own teaching. They do not have to spend time learning about how other disciplines are using AI and then re-interpret that information to make it fit within their curriculum. The COP runs over the course of the year. The first five months faculty receive content on how to design an AI assignment using the Backwards Design model. The first session provides an introduction to various AI digital literacy models so that faculty can start thinking about their learning objectives. The second session focuses on using AI to craft good learning objectives. The third session focuses on assessment. The fourth session focuses on scaffolding the assignment within their course. And, the fifth session is an open session to talk about their assignments and get peer feedback. Faculty are then required to offer their assignment within the following semester. At the end of the COP faculty are asked to record a short video describing their assignment, feedback from students, and future revisions. These videos will be shared with the broader Social Work faculty along with the written assignment descriptions so that other faculty can adopt and modify them for their own use.
This presentation will describe the use of a goal directed and discipline specific community of practice (COP) designed to support AI curious faculty. We define AI curious faculty as that middle group of faculty that are not early adopters but recognize that AI is here, it will impact our students’ future professional lives and we need to help prepare them for that future. This group has a varying range of expertise in using AI and need support in thinking about how to teach their students AI digital literacies and how to integrate this content into their existing curricula. The structure of the COP is very intentional to meet the needs and boundaries of the AI curious faculty member. It has a specific end goal, to create one AI assignment that teaches students a component of AI digital literacy. Through monthly meetings participants receive a mini-lecture on a specific consideration in developing that assignment and then they are given time to discuss that content within the group. By making the goal low stakes and concrete it increases faculty engagement and is less intimidating than asking them to design an entire course worth of materials. The group is also discipline specific, focusing on Social Work faculty. This allows us to concentrate on providing information that is relevant and specific to the courses the faculty teach. This makes it easier for the AI curious to connect the content being covered to how they will use it in their own teaching. They do not have to spend time learning about how other disciplines are using AI and then re-interpret that information to make it fit within their curriculum. The COP runs over the course of the year. The first five months faculty receive content on how to design an AI assignment using the Backwards Design model. The first session provides an introduction to various AI digital literacy models so that faculty can start thinking about their learning objectives. The second session focuses on using AI to craft good learning objectives. The third session focuses on assessment. The fourth session focuses on scaffolding the assignment within their course. And, the fifth session is an open session to talk about their assignments and get peer feedback. Faculty are then required to offer their assignment within the following semester. At the end of the COP faculty are asked to record a short video describing their assignment, feedback from students, and future revisions. These videos will be shared with the broader Social Work faculty along with the written assignment descriptions so that other faculty can adopt and modify them for their own use.
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