Artificial Intelligence

an illustration of a campus with georgian architecture. It looks vaguely familiar, but is not actually Wake Forest. It is covered in dots and lines, representing computer code.
Midjourney’s rendering of “an illustration of the Wake Forest University campus covered in computer code.”

For teaching centers, the weeks before the start of the fall semester are the most wonderful time of the year. We welcome new faculty into our community of teacher-scholars, and faculty of all ranks begin to reach out as they design their syllabi and reflect on changes they would like to make. This year, almost everyone is considering how they want to approach artificial intelligence in their classrooms. Although ChatGPT was released in November, it took some time for the news to spread, and many of us took a wait-and-see approach in the spring. We’re now hoping to develop a more intentional approach. Yet, as is often the case in the life of a teacher, there is too much to read and not enough time.

The resources below aim to ease that burden by summarizing and curating the relevant literature. Given the need for just-in-time guidance, I’ve organized the resources into a series of FAQs with the most time-sensitive questions at the top. As of 8/22, we’ve addressed AI policy, syllabus statements, and strategies for preserving academic integrity. In the coming days, we’ll share strategies for using AI to support student learning, discuss ways AI might support our work as teachers, and recommend readings, podcasts, and videos for those who want to learn more about the nature of artificial intelligence and its broader implications for society.

As always, the CAT is available for consultations if you have any questions or would like a conversation partner as you think through your approach!

Artificial Intelligence & Academic Integrity