SAS Office of Undergraduate Education
From humanities papers to STEM lab reports, generative AI (GenAI) is affecting how students approach their writing. Whether you’re worried your current writing assignments are vulnerable to misuse of GenAI, or curious about ways students might productively use these tools, your writing assignments could benefit from adapting to these new developments. This interactive workshop will guide you through the process of redesigning a writing assignment in light of GenAI.
Participants will bring a writing assignment they want to redesign and learn more about strategies for no-GenAI, GenAI-limited and GenAI-integrated versions. All disciplines and forms of written assignments are welcome.
Metacognition—our unique human ability to think about our own thinking—can help us gauge if, when, and how to use GenAI to support learning. The more we understand metacognition, the better we can support learners in developing metacognitive skills and strategies that empower them to navigate the current technological landscape productively and with integrity. This interactive session provides an exploration of what metacognition is, its relevance in the age of GenAI, and easy-to-implement strategies that support metacognition in any discipline.
Explicitly including metacognitive strategies into a course doesn’t have to take much time or even replace course content; participants can consider various ways to intentionally infuse these strategies into pre-existing coursework.
What does an effective instructional explanation look like in your discipline? How do your explanations guide students rather than just “telling them” the answers? This session introduces an evidence-based framework outlining the steps and features for facilitating productive teacher-student instructional dialogue in STEM but will invite all to consider what effective instructional dialogues look like in other disciplines.
Our ability to guide students' construction of knowledge through instructional explanations is especially important in the age of GenAI, because when learners don’t “get it” in our classes, they may turn to GenAI for explanations, which may lead to inaccuracies, passive learning, and dependency (if not used productively). Session participants will have a chance to explore and consider both possibilities and pitfalls of students accessing GenAI for instructional explanations.
