{"id":5934,"date":"2024-11-04T13:56:10","date_gmt":"2024-11-04T19:56:10","guid":{"rendered":"https:\/\/www.valpo.edu\/cital\/?p=5934"},"modified":"2024-11-04T13:56:10","modified_gmt":"2024-11-04T19:56:10","slug":"two-responses-to-ai-and-an-innovative-approach-to-teaching-ethics","status":"publish","type":"post","link":"https:\/\/intra.valpo.edu\/cital\/two-responses-to-ai-and-an-innovative-approach-to-teaching-ethics\/","title":{"rendered":"Two Responses to AI and An Innovative Approach to Teaching Ethics"},"content":{"rendered":"<p><em><span style=\"font-weight: 400\">By Cynthia Rutz, Director of Faculty Development, CITAL<\/span><\/em><\/p>\n<p><span style=\"font-weight: 400\">In this blog I will share with you three more sessions from the recent <a href=\"https:\/\/www.lillyconferences-mi.com\/\" target=\"_blank\" rel=\"noopener\">Lilly Conference<\/a> that could be helpful for your own teaching. The first two sessions have very different approaches to AI. The first provides some practical classroom tips, while the second suggests that faculty take a more skeptical approach to AI. The third session details an innovative collaboration with the theater department to teach ethics to engineering students.<\/span><\/p>\n<h3><b>Practical Pedagogical Responses to Generative AI<\/b><\/h3>\n<p><span style=\"font-weight: 400\">This speaker began by listing five reasons why faculty are understandably concerned about generative AI:<\/span><\/p>\n<ol>\n<li><strong style=\"color: initial\">Academic integrity. <\/strong><\/li>\n<li><strong style=\"color: initial\">Students using AI unquestioningly, as if it were an oracle. <\/strong><\/li>\n<li><strong style=\"color: initial\">Students are not in a position to judge when AI is right or wrong. <\/strong><\/li>\n<li><span style=\"font-weight: 400\"><strong>AI hallucinates sources<\/strong>. <\/span><span style=\"color: initial\">The speaker thought that a better way to put this is that AI\u00a0 \u201cbullshits,\u201d i.e. generates sources with a reckless disregard for the truth. The speaker cited the case of lawyers who were fired for using ChatGPT for legal briefs in which it hallucinated law cases. (<\/span><a style=\"font-size: revert;background-color: #ffffff\" href=\"https:\/\/www.washingtonpost.com\/technology\/2023\/11\/16\/chatgpt-lawyer-fired-ai\/\" target=\"_blank\" rel=\"noopener\">https:\/\/www.washingtonpost.com\/technology\/2023\/11\/16\/chatgpt-lawyer-fired-ai\/<\/a><span style=\"font-weight: 400\">)<\/span><\/li>\n<li><strong style=\"color: initial\">AI takes away your teachable moment. <\/strong><span style=\"color: initial\">Faculty know that homework is not about getting the answer, but about learning the process. When students use AI to get the answer, they are bypassing the process. We need to ask ourselves which parts of the process are essential and what parts are appropriate to use AI for.\u00a0<\/span><\/li>\n<\/ol>\n<p><span style=\"font-weight: 400\">The speaker then brought up three possible academic responses to AI and strategies for each. (These three are reminiscent of Derek Bruff\u2019s red, yellow, and green light.)<\/span><\/p>\n<p><b>1. FIGHT IT<\/b><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Consider weighting grading based on what you can actually watch them do.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Put your assignment prompt into AI so you can see what an AI answer looks like.\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Write assessments for which AI is most likely to hallucinate sources. Note that AI often does not have good data on recent events.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Do NOT use AI detectors. Not only are they inaccurate, but they disadvantage non-English learners.\u00a0<\/span><\/li>\n<\/ul>\n<p>\u00a0<\/p>\n<p><b>2. EMBRACE IT<\/b><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Give assignments that require students to both use AI as a source and to cite it.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Consider using AI yourself and encourage students to use AI for such accidental tasks as citation cleanup, editing, first drafts of presentation slides.<\/span><\/li>\n<\/ul>\n<p>\u00a0<\/p>\n<p><b>3. TEACH A DISCRIMINATING VIEW OF IT<\/b><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Teach students to both cite AI and to evaluate it as a source.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Give students assignments where they evaluate and correct generative AI output.<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400\">For his upper-level classes he does not allow the use of AI; he tells them that at this level AI is worse than the worst student in the class. For lower level classes he is developing various techniques for detecting AI usage. If he finds that a student has used AI when instructed not to, he meets with them individually before assigning a penalty.<\/span><\/p>\n<p><span style=\"font-weight: 400\">The speaker had lots of ideas about course design that addresses AI.\u00a0 He suggested emphasizing purpose and engagement with assignments, for example, giving students options. Consider designing writing assignments around the writing process, not just the final result, and talk to them about their process. For example, students could use a feature like \u201ctrack changes\u201d from their very first draft so that you and they can see how a paper evolves.<\/span><\/p>\n<p><i><span style=\"font-weight: 400\">Presenter: Jim Huggins, Computer Science, Kettering University<\/span><\/i><\/p>\n<p><strong>______________________________________________________________________________________________________________________________<\/strong><\/p>\n<h3><b>Friend, Frenemy, Foe, or Faust: Education\u2019s Dance with AI<\/b><\/h3>\n<p><span style=\"font-weight: 400\">This speaker is an instructional designer who has experienced peer pressure to say that Generative AI is just great. But so far he himself remains a skeptic who believes that the narrative around it is driven by hype. He has four pleas to the Academy:\u00a0<\/span><\/p>\n<p><b>1. Resist the hype.\u00a0<\/b><\/p>\n<p><span style=\"font-weight: 400\">They hype is coming from outside the academy from those who would most benefit. These outside forces are imposing urgency, telling us we must train students to work with AI right now.\u00a0 In fact, his own dean recently mandated it. However, the love fest with AI is starting to diminish, even in the business world.<\/span><\/p>\n<p>\u00a0<\/p>\n<p><b style=\"color: initial\">2. Be Informed<\/b><\/p>\n<p><span style=\"font-weight: 400\">The metaphors we are using can be harmful here; AI is not \u201cintelligence.\u201d\u00a0 It should be called instead something like \u201cmaths maths,\u201d because it does not think. It is a large language model (LLM) and LLMs do not provide truth, but the illusion of\u00a0 knowledge. It is really merely fancy autocompletion, i.e. it finds patterns. Note that reinforcement learning from human feedback is actually training AI to be less racist and also apologetic when it gets things wrong. We also need to beware of the promise of efficiency, which is rarely met. It takes time to put in prompts several times, to check for hallucinations, etc.<\/span><\/p>\n<p>\u00a0<\/p>\n<p><b style=\"color: initial\">3. Be Leaders, not Followers<\/b><\/p>\n<p><span style=\"font-weight: 400\">As teachers we need to be like the Roman god Janus, looking both backward to the past and forward to the future.\u00a0 We need to start doing with AI what higher education does best. Instead of just adopting it randomly, we need to use it in controlled ways and then evaluate its usefulness for good pedagogy, i.e. the Scholarship of Teaching and Learning (SoTL).<\/span><\/p>\n<p><span style=\"font-weight: 400\">Research shows that making mistakes is key to neuroplasticity, our brains need to struggle with new ideas for at least twenty minutes. So be careful using AI even for idea generation because the research shows that you get attached to those early ideas, and therefore will not struggle to find better ones.\u00a0\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">As faculty, we also need to beware of overusing it and skipping this useful stage of struggling. For example, Blackboard now has AI all over it, giving faculty ideas for classroom activities, for example. We also need to disclose to students when we are using AI, modeling that for students.<\/span><\/p>\n<p>\u00a0<\/p>\n<p><b style=\"color: initial\">4. Have Smart Conversations about AI<\/b><\/p>\n<p><span style=\"font-weight: 400\">Talk with students and colleagues about the importance of expertise and skills, the areas where AI can\u2019t help you. Be sure to include those skills in learning objectives and to discuss them with students. Such discussions will help students\u00a0 realize what skills they need to master, so they will be less likely to outsource important activities to AI.\u00a0\u00a0<\/span><\/p>\n<p>\u00a0<\/p>\n<p><b>AI\u2019s Challenge To Us:<\/b><\/p>\n<p><span style=\"font-weight: 400\">The speaker ended by talking about what we can learn about our own teaching from the challenge presented by generative AI. In the past, we may have relied too much on writing as a way to gauge student knowledge. Insofar as AI can do our writing assignments well, we can see that there is no direct connection between language and knowledge. So a student handing in a well-written paper does not necessarily mean they have learned the material. Our challenge will be to either reimagine writing or to find other ways for students to demonstrate knowledge and skills gained.<\/span><\/p>\n<p><i><span style=\"font-weight: 400\">Presenter: Matthew Roberts, Grand Valley State University<\/span><\/i><\/p>\n<p><strong>______________________________________________________________________________________________________________________________<\/strong><\/p>\n<h3><b>Advancing Engineering Ethics Using Active Learning<\/b><\/h3>\n<p><span style=\"font-weight: 400\">This talk outlined an innovative program for engineering ethics that involved partnering with the theater department.\u00a0 <\/span><span style=\"font-weight: 400\">The speakers began by talking about the limitations of the traditional approaches to engineering ethics, which have been either theory-based or case studies. The problem with these approaches is that they were not engaging students, written exams could be unfair to non-native speakers, and the case studies did not involve current-day issues.\u00a0\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">Their new approach was to have engineering students create videos on current-day ethical dilemmas in the field. They had a grant that allowed them to \u201chire\u201d four theater students who helped with costuming, scripts, and acting. The project began with six current-day issues, then the students ultimately chose three of them to dramatize.\u00a0<\/span><\/p>\n<ol>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">The Texas Power-Grid Crisis: <\/span><a href=\"https:\/\/www.texastribune.org\/2022\/02\/15\/texas-power-grid-winter-storm-2021\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400\">How Texas\u2019 power grid failed in 2021<\/span><\/a><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">The Pacific Gas &amp; Electric Wildfires: <\/span><a href=\"https:\/\/apnews.com\/article\/67810cb4d9b6b90e451415b76215d6c9\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400\">PG&amp;E confesses to killing 84 people in 2018 fire<\/span><\/a><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">The Toyota Fake Emissions Scandal:<\/span> <a href=\"https:\/\/www.reuters.com\/business\/autos-transportation\/committee-probing-toyota-unit-hino-blames-company-culture-false-data-scandal-2022-08-02\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400\">Toyota falsified emissions data from at least 2003<\/span><\/a><span style=\"font-weight: 400\">\u00a0<\/span><\/li>\n<\/ol>\n<p><span style=\"font-weight: 400\">The first two videos were made primarily by the theater students, but by the third video, the engineering students took over. Each video involved role playing, recognizing stakeholders, identifying ethics violations, and envisioning an alternate ending. A senior design class of twenty-four students created the videos, then they were shown to freshman engineering students.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">Benefits to students included:\u00a0<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Increased Engagement\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Practical understanding of ethics in real-world contexts\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Skill development: critical thinking, communication, and teamwork<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">In the case of the theater students: paid experience in the field for their resume<\/span><\/li>\n<\/ul>\n<p>\u00a0<\/p>\n<p><span style=\"font-weight: 400\">Benefits to faculty included:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">No more ethics essays to read!<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Efficient feedback in real time as the video is developed<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">More time for direct engagement with students<\/span><\/li>\n<\/ul>\n<p>\u00a0<\/p>\n<p><span style=\"font-weight: 400\">The idea for this project came from a faculty learning community (FLC)\u00a0 on career readiness. That FLC studied the National Association of Colleges &amp; Employers\u2019 <\/span><a href=\"https:\/\/www.naceweb.org\/career-readiness\/competencies\/career-readiness-defined\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400\">Career Readiness Competencies<\/span><\/a><span style=\"font-weight: 400\">. This project hit all eight of those competencies.<\/span><\/p>\n<p><span style=\"font-weight: 400\">The project was funded by a grant from Dow Chemical.\u00a0 The grant supports 4-5 faculty each year for innovation teaching projects. No money goes directly to faculty, but instead is used for resources &amp; materials, conference attendance, and student pay at work study rates.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">For faculty who would like to try this approach, the speakers suggested two things:<\/span><\/p>\n<ol>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Identify the Need: Find a teaching situation where hands-on learning can replace traditional methods like writing or testing.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Collaborate Across Disciplines: Partner with a colleague who can offer creative approaches to creating immersive, interdisciplinary learning experiences.<\/span><\/li>\n<\/ol>\n<p><i><span style=\"font-weight: 400\">Presenters: Rajani Muraleedharan (ECE), Tommy Wedge (Theatre), Erik Trump (Director, Center for Excellence in Teaching and Learning) from Saginaw Valley State University<\/span><\/i><\/p>\n<p><strong>______________________________________________________________________________________________________________________________<\/strong><\/p>\n<p><b>FINAL NOTE:<\/b><span style=\"font-weight: 400\">\u00a0 If you are interested in learning more about the ethics of teaching with AI, be sure to register for the upcoming<b> Faculty Workshop on the Big Questions in AI <\/b>on November 12, 3:00-4:30 p.m. To register <a href=\"https:\/\/bookwhen.com\/valpo#focus=ev-s944-20241023100000\" target=\"_blank\" rel=\"noopener\">CLICK HERE.<\/a> I also highly recommend the <\/span><a href=\"https:\/\/www.lillyconferences.com\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400\">Lilly Conferences<\/span><\/a><span style=\"font-weight: 400\"> as great places to get evidence-based ideas for improving your teaching. They have annual conferences at five locations, two are within driving distance of Valparaiso.\u00a0<\/span><\/p>\n\n\n<p><\/p>\n","protected":false},"excerpt":{"rendered":"<p>By Cynthia Rutz, Director of Faculty Development, CITAL In this blog I will share with you three more sessions from the recent Lilly Conference that could be helpful for your own teaching. The first two sessions have very different approaches to AI. The first provides some practical classroom tips, while the second suggests that faculty&hellip;<\/p>\n","protected":false},"author":7,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_uag_custom_page_level_css":"","advgb_blocks_editor_width":"","advgb_blocks_columns_visual_guide":"","footnotes":""},"categories":[39],"tags":[58,75,76,82,94,102,115,143],"post_folder":[],"class_list":["post-5934","post","type-post","status-publish","format-standard","hentry","category-39","tag-ai","tag-cross-disciplinary","tag-curriculum","tag-faculty-development","tag-grants","tag-instructional-design","tag-pedagogy","tag-technology"],"author_meta":{"display_name":"kim.pomeroy@valpo.edu","author_link":"https:\/\/intra.valpo.edu\/cital\/author\/kim-pomeroyvalpo-edu\/"},"featured_img":null,"uagb_featured_image_src":{"full":false,"thumbnail":false,"medium":false,"medium_large":false,"large":false,"1536x1536":false,"2048x2048":false,"Profile":false},"uagb_author_info":{"display_name":"kim.pomeroy@valpo.edu","author_link":"https:\/\/intra.valpo.edu\/cital\/author\/kim-pomeroyvalpo-edu\/"},"uagb_comment_info":0,"uagb_excerpt":"By Cynthia Rutz, Director of Faculty Development, CITAL In this blog I will share with you three more sessions from the recent Lilly Conference that could be helpful for your own teaching. The first two sessions have very different approaches to AI. The first provides some practical classroom tips, while the second suggests that faculty&hellip;","coauthors":[],"tax_additional":{"categories":{"linked":["<a href=\"https:\/\/intra.valpo.edu\/cital\/category\/2024\/\" class=\"advgb-post-tax-term\">2024<\/a>"],"unlinked":["<span class=\"advgb-post-tax-term\">2024<\/span>"]},"tags":{"linked":["<a href=\"https:\/\/intra.valpo.edu\/cital\/category\/2024\/\" class=\"advgb-post-tax-term\">AI<\/a>","<a href=\"https:\/\/intra.valpo.edu\/cital\/category\/2024\/\" class=\"advgb-post-tax-term\">cross-disciplinary<\/a>","<a href=\"https:\/\/intra.valpo.edu\/cital\/category\/2024\/\" class=\"advgb-post-tax-term\">Curriculum<\/a>","<a href=\"https:\/\/intra.valpo.edu\/cital\/category\/2024\/\" class=\"advgb-post-tax-term\">faculty development<\/a>","<a href=\"https:\/\/intra.valpo.edu\/cital\/category\/2024\/\" class=\"advgb-post-tax-term\">grants<\/a>","<a href=\"https:\/\/intra.valpo.edu\/cital\/category\/2024\/\" class=\"advgb-post-tax-term\">instructional design<\/a>","<a href=\"https:\/\/intra.valpo.edu\/cital\/category\/2024\/\" class=\"advgb-post-tax-term\">pedagogy<\/a>","<a href=\"https:\/\/intra.valpo.edu\/cital\/category\/2024\/\" class=\"advgb-post-tax-term\">technology<\/a>"],"unlinked":["<span class=\"advgb-post-tax-term\">AI<\/span>","<span class=\"advgb-post-tax-term\">cross-disciplinary<\/span>","<span class=\"advgb-post-tax-term\">Curriculum<\/span>","<span class=\"advgb-post-tax-term\">faculty development<\/span>","<span class=\"advgb-post-tax-term\">grants<\/span>","<span class=\"advgb-post-tax-term\">instructional design<\/span>","<span class=\"advgb-post-tax-term\">pedagogy<\/span>","<span class=\"advgb-post-tax-term\">technology<\/span>"]}},"comment_count":"0","relative_dates":{"created":"Posted 1 year ago","modified":"Updated 1 year ago"},"absolute_dates":{"created":"Posted on November 4, 2024","modified":"Updated on November 4, 2024"},"absolute_dates_time":{"created":"Posted on November 4, 2024 1:56 pm","modified":"Updated on November 4, 2024 1:56 pm"},"featured_img_caption":"","series_order":"","_links":{"self":[{"href":"https:\/\/intra.valpo.edu\/cital\/wp-json\/wp\/v2\/posts\/5934","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/intra.valpo.edu\/cital\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/intra.valpo.edu\/cital\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/intra.valpo.edu\/cital\/wp-json\/wp\/v2\/users\/7"}],"replies":[{"embeddable":true,"href":"https:\/\/intra.valpo.edu\/cital\/wp-json\/wp\/v2\/comments?post=5934"}],"version-history":[{"count":0,"href":"https:\/\/intra.valpo.edu\/cital\/wp-json\/wp\/v2\/posts\/5934\/revisions"}],"wp:attachment":[{"href":"https:\/\/intra.valpo.edu\/cital\/wp-json\/wp\/v2\/media?parent=5934"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/intra.valpo.edu\/cital\/wp-json\/wp\/v2\/categories?post=5934"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/intra.valpo.edu\/cital\/wp-json\/wp\/v2\/tags?post=5934"},{"taxonomy":"post_folder","embeddable":true,"href":"https:\/\/intra.valpo.edu\/cital\/wp-json\/wp\/v2\/post_folder?post=5934"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}