Getting started with generative AI
Introduction Generative AI tools are changing our understanding of teaching and learning. Inevitably, the exciting opportunities we may identify seem outweighed by the many daunting challenges. We offer these resources as part of important and necessary community discussions on the impact and use of generative AI tools in teaching and learning at Boston University. We […]
Quick references for teaching with AI
There is a wealth of information available on generative AI within higher education, but we have purposefully kept this list short to be an effective quick guide for faculty. As research and practice-based use of generative AI continues to evolve, we will curate this short list on a regular basis to reflect significant changes. Generative […]
AI in the classroom
As we grapple with the idea that Generative AI will become a permanent part of teaching and learning experiences in higher education, instructors are faced with the challenge of how to use it appropriately and effectively in their classrooms, or alternatively, to create assignments that purposefully constrain AI-integration. The following list provides quick suggestions for […]
Communicate with students about generative AI
Generative AI’s inroads into higher education environments necessitates that instructors provide clear guidelines and expectations for their students. This is most often provided in the course syllabus as a statement regarding the use of generative AI in the course. A note of the importance of the syllabus: The syllabus is a critical tool for faculty […]
Types of Generative AI
The sections below list common types of generative AI, with brief descriptions and some illustrative examples. Text: (text to text, audio to text, image to text) ChatGPT 3 or Chat GPT4, Bard, and Bing are among the most popular large language models (LLM) producing AI tools. They work by answering a prompt the user creates. […]
Situational Factors
Identifying Situational Factors: A Planning Guide Adapted from L. Dee Fink’s Designing Significant Learning Experiences (2003) Why are “situational factors” important in course design? Situational factors affect the design of a course, as they take in the contexts that connect the instructor and students with each other and their institution, and also to external […]
Team Progress Reports/Memos: Sample Assignments
Find below two authentic assignments designed to help students track and reflect on their work. These assignments also make explicit student work around the learning outcomes for TWC. Post-Class Team Progress Report Weekly Progress Memo for Teams
CTL Guide to Critical Thinking
Guidance for designing or teaching a Critical Thinking (CRT) course, including assignment resources and examples. From the BU Hub Curriculum Guide “The ability to think critically is the fundamental characteristic of an educated person. It is required for just, civil society and governance, prized by employers, and essential for the growth of wisdom. Critical thinking […]
CTL Guide to The Individual in Community Hub Area
Guidance for designing or teaching an Individual in The Community (IIC) course, including assignment resources and examples. From the BU Hub Curriculum Guide “Over a lifetime, people move in and out of multiple communities that range from the family, to neighborhoods and cities, to professional and other organizations (which might be international), to larger units […]
Creativity/Innovation Hub Guide
Guidance for designing or teaching a Creativity/Innovation (CRI) course, including assignment resources and examples. From the BU Hub Curriculum Guide “BU students across fields of study will benefit from learning how to think in new ways, imagine new possibilities, take new approaches, and/or make new things. Creative activity is a source of deep human satisfaction […]