AI Resources

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Intro to AI

AI (Artificial Intelligence) is not a new concept. Science fiction writers offered readers various iterations of AI in the early 20th century, disputably even earlier. The 1950s saw the academic conceptualization of AI in science and technology.  

ChatGPT (Chat Generative Pre-Trained Transformer) is a form of AI many of us became familiar with in late 2022. As librarian Kristen Palmer writes and quotes, "Chat GPT is a specific chatbot built as an online assistant that can talk back-and-forth with a user. The creators, OpenAI, describe ChatGPT by saying, 'We’ve trained a model called ChatGPT which interacts in a conversational way.’” (Butler University lib guide). 

You can use Chat GPT, Bard, and Bing Chat to get resume examples, classroom activity ideas, and non-essential life advice. You can create visual art by composing a detailed prompt for AI art generators such as NightCafe or DALL-E 2.0, among others. You can even use generative AI (GenAI) platforms like WordTune to hone your writing, video editors like Firefly to turn scripts into storyboards, or Scribe to create a step-by-step guide for any process.  

Using AI, in sum, can be enormously fun and wonderfully educational. Despite its many limitations, including, but not limited to the perpetuation of racism, sexism, and other biases and unreliable information, a lot of people are currently using GenAI, including students. Consequently, a syllabus statement concerning its usage is very useful to help students learn the most effective use of the AI tools. 

Equity and AI 

There are many ways in which inequities are produced and perpetuated by AI tools. The data sets used to train GenAI tools are one area in which racial, gender, and other biases occur. Critical analysis of AI tools through an equity lens helps to clarify their risks and best use. The equity in AI page serves as a starting point for learning about racial bias in the AI industry, research on AI impacts, and organizations that tackle equity issues, such as the DAIR Institute and Black in AI.  

The following video explains the concept of algorithmic bias: 

Integrating AI into Courses 

GenAI tools like ChatGPT have capabilities that make them suitable for learning activities and assignments. The ideas in this AI assignment guide can provide a starting point for developing course materials that integrate AI and teach students foundational skills.  The guide includes tips for implementation and further resources. You can also reference this AI discussion guide for instructors as well as this overview of pro-active approaches to AI

AI Course Policies 

If you haven’t crafted an AI policy for your courses, there are many existing examples to pull from. Alternatively, co-creating policy with students generates the most buy-in and can lead to more transparent communication about AI use. It can also be helpful to poll your students on AI use in their lives and discuss the topic with colleagues. For further exploration, here is an extensive collection of syllabus statements with many discipline-specific examples. You can submit your own as well! 

Additional resources: 

AI syllabus statements and guiding questions for crafting course policy 

Sample course policy statements, organized by level of permission 

Wide range of AI Syllabus Statements 

Short sample syllabus statements regarding AI 


I am new to AI. Where should I begin? 

Here is a recommended sequence for becoming familiar with AI tools: 

  1. Quick guide to Artificial Intelligence – overview of 6 types 
  2. If you learn well by listening, the podcast In Machines We Trust offers discussions about automation and the impact of AI on everyday life. 
  3. These 10-minute videos by PBS about AI are helpful for visual learners. 

Here is a list of common concerns for educators with suggestions for navigating anticipated issues. Faculty can also refer to this list of pro-active approaches to AI. 

Here are a few suggestions for crafting effective AI syllabus statements: 

  • Check to see if you wrote your AI syllabus statement similarly to your plagiarism statement. The two can inform each other. 
  • See if you clearly defined what you mean by using AI and/or ChatGPT, so that students understand what it is and what it means to use it. Can it be used for some assignments, but not others?  
  • If you feel that using AI for course assignments is detrimental to learning, see if you clearly explain why.  
  • If you haven’t already, offer opportunities to discuss AI with students in class, during office hours, or via email.  
  • If you'd like your students to use AI for some assignments, let them know how you've marked those assignments in the syllabus or elsewhere. 
  • Make sure that you have let students know how you'd like them to document and/or cite AI usage. 
  • Show it in addition to saying it: A short video or a synchronous/live class demo and activity will help students ask clarifying questions and demonstrate their understanding. 


The amount of information about AI is enormous as well as full of rabbit holes and speculations. It can be helpful to scan a collection of headlines and limit deep dives to the most promising topics. Here are two newsletters that provide small chunks of information on a regular basis:   

This guide to staying informed provides tips for learning together with colleagues and a sampling of recent headlines, research articles, and product announcements.  

AI Canvas shell produced by Seattle Colleges eLearning 

AI panels featuring faculty from across the Seattle Colleges 

AI in education resource library 

AI citation guide 

Black in AI 

Federal algorithmic discrimination protections 

One useful thing about AI 

OpenAI blog 

Quick intro to AI 

Short & sweet tutorial on AI in education 

U.S. Federal Government AI page