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PLEASE NOTE: All Purdue Global (PG) stakeholders should follow the university communications included in the PG Artificial Intelligence (AI) Task Force site to the right.
AI & Writing Across the Curriculum (WAC): General Guidelines
The following document provides detailed information on the integration of artificial intelligence in Writing Across the Curriculum, along with various resources and best practices. The material is updated often, so be sure to check back regularly for additions.
AI & Writing (For Students)
This brief presentation, designed to share with Purdue Global students, addresses some of the ethical implications and proper usage of artificial intelligence tools in academic writing.
Key points include:
Pitfalls of Using AI: Loss of personal "voice" in writing, risks of plagiarism by not properly citing AI-generated content, potential biases and inaccuracies in AI-generated text, ethical concerns regarding the use of text to train AI models (particularly issues related to copyright infringement), and the importance of maintaining the writer's own intellectual development rather than over-relying on AI.
Guidelines for AI Use: Appropriate uses include brainstorming ideas, analyzing samples, and offering search term recommendations. Misuses involve submitting AI-generated content as your own, using AI-derived material without citation, and relying too heavily on AI for content generation.
General Recommendations for Responsible Use: Students are encouraged to review general guidelines on AI and writing, to be aware of the potential risks, including the generation of false information by AI, and the ease of identifying AI-generated content.
Notes: Students may also be directed to the PG resource: AI and Writing: General Guidelines for Students, or access the document below, for further information and guidelines.
AI & Writing Student Version 2 2023.docxLearn More
CTL044: Writing Across the Curriculum and Artificial Intelligence
A Purdue Global Center for Teaching and Learning (CTL) Workshop
Workshop Description
This course, offered by PG's Center for Teaching and Learning, examines reactions to AI tools such as ChatGPT, with a focus on academic institutions like the Association of Writing Across the Curriculum. Participants will learn best practices for effectively utilizing AI and will be equipped with strategies to address potential instances of academic dishonesty related to AI usage in writing tasks.
Workshop Objectives
Consider the impact of Artificial Intelligence (AI) tools when designing writing prompts
Understand the role of AI detectors when grading assignments
Identify WAC support for appropriate AI use guidelines and grading approaches
Determine appropriate uses of AI for curriculum development, scholarship, and writing
Additional Resources
TextGenEd: Teaching with Text Generation Technologies
Synopsis: From the WAC Repository, a publication of the WAC Clearinghouse and the Association for Writing Across the Curriculum, a new collection: TextGenEd: Teaching with Text Generation Technologies. This is a comprehensive resource edited by Annette Vee, Tim Laquintano, and Carly Schnitzler, focusing on the integration of generative artificial intelligence (AI) into writing pedagogy. As generative AI, exemplified by tools like ChatGPT, transforms the writing landscape, this open-access, peer-reviewed collection provides thirty-four undergraduate-level assignments designed to enhance AI literacy, rhetorical and ethical understanding, creative exploration, and professional writing skills.
The collection includes an introduction to generative AI and offers guidance for instructors on incorporating these technologies into their courses. Assignments are categorized into five thematic sections: rhetorical engagements, AI literacy, ethical considerations, creative explorations, and professional writing. Each assignment has been tested in classroom settings, includes detailed implementation instructions, and features reflections from instructors on student responses.
TextGenEd aims to prepare students and teachers for the evolving role of AI in writing, promoting critical thinking and ethical use of text generation technologies. The resource is published by the WAC Clearinghouse and is available under a Creative Commons Attribution-Noncommercial (CC-BY-NC) license, allowing educators to adapt and share the materials freely.
Introduction:
The rapid development of artificial intelligence large language models (LLMs) like OpenAI's ChatGPT presents significant challenges and opportunities for writing teachers. To adapt pedagogical practices effectively, educators must understand the functionality, quality, and ethical implications of AI text generators. This includes addressing concerns about potential learning loss and academic integrity issues, guiding students to use AI critically and effectively, and integrating these technologies into teaching.
Shared Resources:
Resources on language models, their impact on learning, and teaching methods provide a foundation for educators. Key considerations for writing teachers highlight the questions they should consider when dealing with AI text generators. Additionally, strategies for mitigating harm associated with AI-generated writing offer practical approaches to minimize negative impacts and ensure ethical use.
Opportunities to Engage and Participate:
Writing teachers can actively engage with this evolving field by using Hypothesis to comment on articles about AI text in education, tagging their comments with ChatGPTedu and AItextedu. They are encouraged to suggest additional resources, questions, or teaching strategies, contributing to a collaborative effort to refine teaching policies and practices. Educators can also add to the list of strategies aimed at mitigating the harms involved with AI-generated writing, fostering a community of inquiry, discussion, and research.
Authorship and Credits:
Curated by Anna Mills, this collection serves as a vital resource for educators navigating the integration of AI in writing instruction. Anna Mills teaches writing at Cañada College and has extensive experience, having previously taught at City College of San Francisco for 17 years. She serves on the MLA/CCCC task force on writing and AI and has consulted for OpenAI, testing GPT-4 before its release. Anna's contributions to the field include an Open Educational Resource (OER) textbook, "How Arguments Work: A Guide to Writing and Analyzing Texts in College," used at over 65 colleges, and articles on AI published in The Chronicle of Higher Education and Inside Higher Ed. More information about her work can be found at annarmills.com.
Association for Writing Across the Curriculum (AWAC): Artificial Intelligence Writing Tools in WAC Settings
This statement from AWAC discusses the role of AI writing tools in educational settings, emphasizing that writing is essential for cognitive development and learning. While AI tools should not replace human authorship, the statement suggests that institutions might explore how these tools can be integrated into pedagogy without undermining student learning. The statement also reaffirms the importance of traditional writing practices and the need for ongoing research into the impact of AI in education.
For more details, you can review AWAC's Statement on Artificial Intelligence Writing Tools in WAC Settings.
European Association for the Teaching of Academic Writing (EATAW): Position Statement on Generative AI and Writing
The Policy and Position Statements page of EATAW outlines the organization's stance on various issues related to academic writing. The primary focus is on the role of generative AI in higher education, emphasizing the need for AI literacy, ethical use, and integration into curricula. The page discusses the benefits and challenges of AI in academic writing, offers guidelines for responsible AI use, and underscores the importance of critical thinking and humanistic education.
For more details, you can visit EATAW Policy and Position Statements.
American Psychological Association (APA): Journals Policy on Generative AI: Additional Guidance
This APA webpage provides guidelines on the use of generative AI in the publishing process. According to APA policy, authors must disclose if they have used AI tools like ChatGPT for generating or editing text. The use of AI should be for specific purposes, such as editing, and should not replace authorship. This policy ensures transparency and maintains the integrity of human authorship in scholarly publications.
For more details, you can review the APA Journals Policy on Generative AI.
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