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anxious scared

doubtful skeptical

excited

enthusiastic optimistic

confused

unsure

intrigued curious

The Center for Teaching Innovation at Cornell University

Range of GAI Attitudes

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“AI is weird. No one actually knows the full range of capabilities of the most advanced Large Language Models, like GPT-4. No one really knows the best ways to use them, or the conditions under which they fail. There is no instruction manual. On some tasks AI is immensely powerful, and on others it fails completely or subtly. And, unless you use AI a lot, you won’t know which is which.”

--Ethan Mollick

Quoted by Tamara Tate, Digital Learning Lab, UC Irvine

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CCSF Vision

CCSF shall provide a sustainable and accessible environment where we support and encourage student possibilities by building on the vibrancy of San Francisco

and where we are guided by the principles of inclusiveness, integrity, innovation, creativity, and quality.

Empowered through resources, collegiality, and public support, the college will provide diverse communities with excellent educational opportunities and services. We will inspire participatory global citizenship grounded in critical thinking and an engaged, forward thinking student body.

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CCSF Mission

Consistent with our Vision, City College of San Francisco provides

educational programs and services that promote student achievement and life-long learning to meet the needs of our diverse community.

In the pursuit of individual educational goals, students will improve their critical thinking, information competency, communication skills, ethical reasoning, and cultural, social, environmental, and personal awareness and responsibility.

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CCSF Student Code of Conduct: Academic Dishonesty

Academic or intellectual dishonesty such as cheating, plagiarism, or the use of

generative tools (including but not limited to GPT-4, Chat GPT, Claude, Cohere),

without the permission of the instructor to produce responses to school tasks or activities.

Cheating is defined as taking an examination or performing an assigned, evaluated task in a dishonest way.
Plagiarism is defined as the unauthorized use of the written language and thought of another author/tool without proper quoting or citing and representing the author's/tool’s work as the student's own.
A student may not use generative tools to produce content that the student submits as the student’s own thoughts and/or language.

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Concerns of CCSF Faculty

Academic integrity and the use of AI in student work

When are Generative AI tools appropriate/not?
When are Generative AI tools helpful/not?

Designing & Communicating Clear Gen AI Policies

In classes, in departments, across the college

The “cheating” narrative

Gatekeeping
Equity

Pedagogy

Re-designing assignments & assessments in the Gen AI Age

Partnering with librarians for student & faculty support

Digital Literacy
Academic Integrity

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Alisa Messer

English

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English Dept: No Consensus On Gen AI

This is NEW for us: The landscape is changing
Model not knowing things.
How do we help students think critically about new tools?
A general lack of understanding of the tool

Built-In Bias
Misinformation/Disinformation
Extractive labor and exploitation
Loss of jobs
Environmental costs

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Richard Velasquez

OLET, Educational Technology Trainer

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Generative AI is here to stay

Using AI Responsibly in Academia

•Focus on higher-order skills

•Verify before amplifying

•Model responsible use of AI

•Customize for your class

Lean into it - Generative AI is here to stay, so think about how you can embrace it in your teaching rather than view it as a threat. Consider creative ways to incorporate it as a tool for enhancing student learning.
Focus on higher-order skills - While generative AI can generate text, it cannot replace human abilities like critical thinking, synthesizing information, designing creative projects, etc. Emphasize developing assignments and activities that build these higher-order skills in students.
Case Studies
Project-based learning
Debate
Self-reflective assignments
Verify before amplifying - Generative AI can produce convincing but sometimes inaccurate or biased text.
Teach students strategies for evaluating and curating generative content responsibly before utilizing it.
Stress the importance of verifying information before sharing or spreading generative content, to avoid amplifying misinformation.

•Model responsible use - Demonstrate thoughtful use of generative tools in your own teaching. Explain when and why you choose to use or not use AI content. Using ChatGPT effectively - Student Guide to ChatGPT - LibGuides at University of Arizona

•

•Customize for your class - There is no one-size-fits-all approach. Take into account discipline, learning objectives, tech constraints, etc. when deciding how to integrate AI into your courses.

Ethical uses:

•AI prevalence growing in higher education

•Potential benefits: efficiency, research, teaching

•But responsible development is crucial

•Could undermine integrity, ethics if misused

•Need thoughtful, ethical deployment

•Avoid harming academic values, students

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Kevin Sherman

Cinema, TLTR Chair

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Testing Out AI Detection Tools in Class

Main concern with the AI detectors: They are not accurate.
A 300 word post can generate a 96% human score.
The first 100 words from that same post can generate a 4% human score.
Done over 100 times with different examples.
The AI generators differently depending on how much text is put into the field.
Have tried AI Content Director. Zero GPT. Yet to try the TurnItIn detector.

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Aaron Brick

Computer Science

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Detecting Artificial Intelligence: A New Cyberarms Race Begins: "False positives and negatives are considerable among current automated detectors. Detector accuracy also significantly drops off when content falls outside the dataset that trained the detector."

Research: AI Detectors are not accurate or equitable

Testing Detection Tools for AI Detection Text (a study out of Germany): "Our findings do not confirm the claims presented by the systems. They too often present false positives and false negatives…Our conclusion is that the systems we tested should not be used in academic settings."

Accused: How students respond to allegation of using Chat GPT on assessments (Drexel University): "Even if an AI detector was highly accurate and reliable, it would be insufficient for its purpose… This very low false positive rate still suggests that 80 students per year will be falsely accused of cheating with AI. Moreover, the perceived infallibility of such tools may mean that innocent students are left unable to defend themselves."

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Lisa Velarde

Library & Learning Resources

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Library’s new Online Workshop: Academic Integrity

Helps students distinguish between academic honesty & dishonesty
Acknowledges challenges & pressures students face
Helps students identify good work habits & problematic ones
Lists resources & supports
References generative AI

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Library’s Academic Integrity Workshop

Contains short quiz that is automatically graded
Students earn a badge/credential called Academic Integrity Striver

SAMPLE

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Access to the new workshop

Students and Faculty can access the workshop from the

Online Library Workshops page:

https://library.ccsf.edu/research/workshops

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Dayamudra Dennehy

ESL, Distance Education Co-Coordinator

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The “With or Without It” Contradiction

If students never learn AI, they will be at a disadvantage in their study and careers.

If they use AI too much and too early, they will also be at a disadvantage as they will be robbed of foundational skills necessary to use it well.

Tamara Tate, Digital Learning Lab, UC Irvine

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Try It Out

Reflect

Learn More

Talk to Colleagues

Refine for Class

Insert prompts. Observe what happens.

Determine if and how students are using it for class

Ethical and accessible considerations
CCSF Guidelines

Discuss with dept.
Future GAI events
Ongoing PD

Develop course policies
Modify assessments
Communicate with students

Next Steps for Instructors

The Center for Teaching Innovation at Cornell University

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Conclusion

Challenges & Solutions

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Concerns of CCSF Faculty

Academic integrity and the use of AI in student work

When are Generative AI tools appropriate/not?
When are Generative AI tools helpful/not?

Designing & Communicating Clear Gen AI Policies

In classes, in departments, across the college

The “cheating” narrative

Gatekeeping
Equity

Pedagogy

Re-designing assignments & assessments in the Gen AI Age

Partnering with librarians for student & faculty support

Digital Literacy
Academic Integrity

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Working Questions

Ethical concerns

How can we support AI literacy in a way that is ethical and equitable?
When might AI use be forbidden, discouraged, encouraged, or required?
Why/how might this vary for specific courses, assignments, students, or instructors?

Other concerns: Data privacy, unpaid labor, and equal access

Adapted from Daniel Stanford by Tamara Tate, Digital Learning Lab, UC Irvine

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This is a Promethean Moment

This is a Promethen moment we have entered - one of those moments in history when certain new tools, ways of thinking, or energy sources are introduced that such a departure and advance on what existed before that you can’t just change one thing, you have to change everything.

That is, how you create, how you compete, how you collaborate, how you work, how you learn.

-Thomas L. Friedman

This quote from Joe Marquez, CUE Director of Academic Innovation, OTAN Presentation 10/10/23

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