AI Guidance and Tools

Below are some practical considerations on using AI tools to complement or augment Whittier College’s mission on accessibility, diversity, equity, and inclusion. 

• Generate alt text or long descriptions for images. The generated text can then be refined or used as a starting point.
• Take notes and generate summaries of meetings or class sessions (adhering to privacy and security guidelines).
• Create representative images of challenging concepts.
• Generate outlines of lectures or course materials. Provide students with example prompts so they can do the same.
• Provide a GPT or AI assistant with upcoming lesson content (e.g., lecture materials or assignment instructions) and ask it to provide feedback (e.g., troublesome vocabulary, difficult concepts, or complementary activities) from certain perspectives. Begin with a single perspective (e.g., first-time, first-year student), but layer in more to build complexity as you interact with the GPT output.
• Use a GPT or custom AI assistant to generate alternative explanations for difficult concepts using examples or analogies that students are familiar with. In your prompt, specify the audience that will receive the explanation. For example, “Explain [concept] to [audience] using examples from a family gathering.”
• Create a space to discuss GPTs and invite students to share their perspectives, personal experiences, and concerns. Clarify your expectations about how students should use GPTs in your courses, including how to cite or acknowledge GPT use in their coursework.
• Reflect on areas where students typically struggle (e.g., using academic language, structuring their writing, and visualizing end products), and demonstrate how students can use a GPT as a collaborative, self-reflective learning assistant to help them improve their work or navigate assignments.
• Model effective AI use in your disciplines. What tools are you using and for what purposes (in English, environmental science, or civil engineering, for example)? If you use AI to be more effective in your domain, reveal these practices to your students. They are in your class to learn disciplinary skills and ways of knowing from you.
• Provide (or co-construct with your students) prompts for generative AI or generative AI searches in the same way that you might provide examples of search engine queries or library database searches for academic research.
• Demonstrate and teach expert practices in information verification, analytical questioning, and academic integrity.

Source: Educause | Read More on this Topic: Leveraging Generative AI for Inclusive Excellence in Higher Education