Texas Tech University

AI Teaching Resources

This resource page is evolving quickly with new resources and information, and we hope that you will check back often. If you would like to talk about ChatGPT and your concerns or ideas, please feel free to contact Suzanne Tapp or Alec Cattell, or any member of the TLPLDC team at 806-742-0133.

Upcoming Events

Harnessing AI for Enhanced Neuro-Accessibility

March 7th | 1:30-2 PM | Zoom

In this session, we will explore the intersection of artificial intelligence (AI) and neurodiversity to enhance accessibility. We'll delve into how AI can be leveraged to create modular systems that support diverse forms of human expression and communication, particularly for individuals with neurological differences. The presentation will cover key concepts such as understanding neurodiversity and accessibility, and the role of AI in interpreting, recollecting, composing, and articulating complex ideas. By examining various AI tools, we will discuss their potential to make environments, resources, and systems more accessible for people of many backgrounds.

Responding Well to AI: How Faculty Can Determine its Effect on Higher Ed

March 28th | 3:30-4:20 PM | TLPDC Room 153 & Zoom

Student Observations: Using Generative Artificial Intelligence and LLM Tools in the College Classroom

April 22nd | 10-11:20 AM | TLPDC Room 153 & Zoom

Presenter: Lisa Phillips (Ph.D.), Assistant Professor of Technical Communication and Rhetoric, Department of English 

This panel discussion highlights students' experiences with, and critical observations of, GenAI tools. The goal of the conversation is to help fellow TTU faculty, staff, and administrators consider how, why, or whether to incorporate GenAI and other LLM assistive technologies into the college classroom. What do students think about GenAI and how are they really using it? Is their use of it evolving, and, if so, how and why? Join us for a listening session as students share their insights about using GenAI composing tools in the classroom and the ethical implications thereof.

Practical Approaches to Using AI Writing Tools Responsibly

April 22nd | 6-7 PM | Graduate Center & Zoom

Register now!

Presented by The Graduate Writing Center

This workshop is a follow-up to the Fall 2023 GWC workshop on using AI writing tools responsibly. In this workshop we will generate text with AI tools and talk about where and when to ask questions about the text's quality, credibility, and language choice. 

RSVP Deadline: Monday, April 22nd, 9 AM

The University Libraries AI Literacy Tools & Skills Series 

The workshop series will focus on generative AI Literacy tools and skills, as well as ways we can use this technology in higher education. Please come with your questions and experiences to share with us. Sessions will be recorded and sent to participants who signed up and preregistered on the Libraries' website. 

For your convenience, listed below are the general topic areas of each discussion workshop, dates and the registration links. We are offering in-person meetings in room 309 at the University Library as well as via Zoom. Feel free to bring your lunch. All sessions are 12 - 1 PM:

Part 1: Overview and Critical Examination | Feb 7

Part 2: Evaluating and Using Generative AI and Detection Tools | Feb 14

Part 3: AI Tools for Writing | Feb 21

Part 4: AI Prompt Engineering | Feb 27

Part 5: AI Tools for Research | March 6

Part 6: AI Images and Art | March 20

Part 7:  AI, Ethics, and Social Justice | March 27

Part 8: AI and Copyright | April 3

*Contact Brian Quin or Erin Burns for more information. 

Check our new blog, A.I. Small Bytes!


Questions to Ask Yourself about ChatGPT from Suzanne Tapp

After reading the insightful article, “ChatGPT Advice Academics Can Use Now” by Susan D'Agostina (Inside Higher Ed, January 12, 2023), I adapted a few questions that educators might ask themselves as we all consider the implications of ChatGPT and other AI tools:

  • Does ChatGPT fit your learning objectives?
  • Can we help to familiarize you with ChatGPT? TLPDC staff members are glad to sit down and explore ChatGPT with you. Perhaps you can use productive experimentation to help with anxiety you might feel about ChatGPT.
  • Try asking ChatGPT to generate answers or text to prompts relevant to a class you teach. How does it compare to text that your students typically generate?
  • Can you envision tasks that your students should not do with ChatGPT or tasks that your students might try with AI assistance? Can AI tools help us to achieve our intended learning outcomes?
  • ChatGPT is the most recent product but models will continue to develop (including monetizing these resources, adding the ability to add citations and more). How do you think your students are likely to use these tools in the future? How might writing change?
  •  How can we teach our students to identify the shortcomings of AI generated content and gain AI literacy? Why is the ability to read and write important to your students?
  • Have you thought about adding your expectations about AI generated text to your syllabus?
  • Perhaps most importantly, talk with your students about your rules and expectations, and ask them to tell you what they know and understand about ChatGPT.

AI Plagiarism Detection

Sample Syllabi Statements

Academic Integrity and Artificial Intelligence (Offered freely by Jill Hogan, Higher Ed Discussions of AI Writing Facebook Group)

Course Policies on Using AI ToolsGuidelines shared from Autumn Caines (University of Michigan/College Unbound) and Lance Eaton (College Unbound)

Honor code for quizzes and tests (Found on Reddit, r/ChatGPT, January 17, 2023):

"I, _________________, used only my notes and the readings for this open-note quiz. I did not consult other students' notes, the Internet, ChatGPT or any AI chatbot that could generate answers. I don't need to do that!"

How to communicate about ChatGPT with your class:

Consider an approach shared by Dr. Nicole Morelock in a recent TLPDC session, and recognize that if your students are considering use of ChatGPT or contemplating compromising their academic integrity in other ways, they may be feeling considerable pressure. Is there anything that you can do to ease this pressure? Would encouraging them to come to you to share their struggles and discuss possible interventions before making a decision like this be helpful? In particular, if students seem to be using ChatGPT to answer reflection style prompts that incorporate their experiences, helping them to see that you want to gauge their understanding and insight and not information generated by an AI resource.  Only when a written reflection is truly a student's work can an instructor gauge the learning that is taking place and what changes may need to be made.

Sample statement shared by Chrissann Sparks Ruehle (with permission for others to use) on Higher Ed Discussions of AI Writing Facebook Group on 1/6/2023:

“Since writing, analytical, and critical thinking skills are part of the learning outcomes of this course, all writing assignments should be prepared by the student. Developing strong competencies in this area will prepare you for a competitive workplace. Therefore, AI-generated submissions are not permitted and will be treated as plagiarism.”

Sample statement shared by Laura Dumin (Higher Ed Discussions of AI Writing Facebook Group):

"Welcome to the wide world of new programs that can “do your writing for you”. Why did I put that into quotes? Because some of the writing is problematic and a lot of it is downright bland. Having said that, I accept that this is yet another way to get around doing your own work, if that is the choice being made. But maybe it can be used for good, and that is where we are right now. In the “what if” and “how to” zone. We might have assignments that use or integrate AI writing this semester. There might be other places where it simply isn't appropriate for the assignment. Perhaps AI can be a helpful tool, and that is part of what we can explore this semester. With that in mind, if you are found to have used AI writing programs in a place where they are not explicitly allowed on an assignment, you will receive a ‘0' grade, be reported for academic dishonesty, and will not have the chance to re-do or replace that assignment. I'd prefer that we see this as a chance to learn and adapt rather than just another way to cheat, so we'll approach it from that angle and see where we end up. I look forward to entering this newish universe with you."

Sample Rubrics & Assessment Tools

Syllabus Resources(Boris Steipe, The Sentient Syllabus Project)

Taking Teaching to Task(Marc Chun, Council for Aid to Education)

Using AI to make teaching easier & more impactful(Ethan Mollick, One Useful Thing)

Sample Assignments Incorporating ChatGPT

Alarmed by AI chat bots, universities are starting to overhaul their teaching methods(Shared by Dr. Harvinder Gill, Chemical Engineering)

Group Research Project(Alec Cattell, 4000-level undergraduate course)

How to cheat on your final paper: Assigning AI for student writing(Springer Link)

Individual Assignment(shared by Mike Ryan, Rawls College of Business)

Professional Letter Assignment(Suzanne Tapp, HUSC 1100)

The Unessay(Marc Kissel, An alternative to the traditional writing assignment)

Jennifer Arthur (Posted on Higher Ed Discussions of AI Writing Facebook Group on 1/4/2022) shared an alternative to essays. She asks students to create PowerPoints instead:

"My courses are sociology-based. Students are given articles that complement the main textbook themes. They must present an APA-based cover page, abstract, outline, min number of slides, and reference page. They are to provide an overview/summary of the author's main points, supported by sub points, if applicable. No direct quotes are allowed and APA in-text and reference page citations must be used (including images). I made this change b/c I felt it would push students to better understand what the authors are discussing, by making them read and paraphrase, rather than write essays that can be rote. It also gives them a bit of creativity (but the PPTs must be professional, so no circus themes), and it takes a bit of pressure off of those who do not enjoy writing. I believed it would cut down on plagiarism, but I busted four this last semester. But what tipped me off was that the slides looked like paragraphs rather than PPT points(?), so maybe it does work."

Next Pop-up session: 

3/7:Harnessing AI for Enhanced Neuro-Accessibility 

AI Tools for Research & Writing:

Curated by University Libraries

Teaching in an AI World

Review information from sessions with Flower Darby

AIPRM's Ultimate Generative AI Glossary

A resource to help you understand common terms around AI

Teaching, Learning, & Professional Development Center

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