By engaging in a series of guided explorations to establish a common foundation, members of this work group will engage in informed discussion about generative AI applications, approaches, and experiences in the classroom and their potential impact on teaching and learning. This group will:
Explore the applications, capabilities, and limitations of existing generative AI tools, both stand-alone products and current integrations in essential software programs and resources, to enhance teaching and learning.
Identify the skills students need to ethically leverage generative AI in the classroom and the workplace; consider appropriate areas within existing programs and curriculum to integrate said skill development.
Identify best practices for the use of generative AI by faculty and students to enhance teaching and learning.
Identify areas of academic policy that may require modification to address issues posed by generative AI and devise approaches that are actionable, flexible, and fair.
| Alexandra Asbille | Billy Veczko | Brian Holbert |
| Chad Collins | Charlene Livaudais | Cory Roberts |
| Daniel Ray | Douglas Mikutel | Jocelyn Gaffney |
| James Wray | Jason Whitmarsh | John Paterson |
| Kim Van Vliet | Kristina Barnes | Lisa Mahoney |
| Matthew Giddings | Michelle Sjogren | Misty Sutton |
| Myrna Allen | Renee Ruffalo | Stephen Tomasovitch |
| Tekaylor Etienne | Thomas Flanagan | Tim Davis |
| Heather Jones |
This AI literacy framework was created by Barnard College to guide their institutional efforts.
Consider your own AI literacy - where does it fall on this framework?
What level of literacy should students have when they graduate from SJR State?
Image credit: Melanie Hibbert, Barnard College
Textbook and database publishers have already integrated AI into many of their products. Statements will be shared here as I find them. Please share with me any that are not listed and I will add them. - Christina