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*This information will continue to evolve and change as advances in AI continue to do so.  

Tufts Information and Resources

Teaching in a World with AI

Using AI at Tufts in your Teaching, Learning & Work

Hitchhikers Guide to AI, January 2024 Update

A brief demo, thinking about the use of AI from the perspective of a faculty member teaching a course in Spring 2023.  You can find opportunities to learn about AI on CELT's Events Page and from ETS.

Recordings and notes from the full fall 2023 series of events on AI can be found online here and links to helpful resources for instructors can be found at the bottom of this page.

What do recent advances in AI mean for higher education?

In higher education, rapid advances in AI tools raise important questions about our role moving forward as to what our students need to learn, and how they can best learn. These tools require us to consider how they can be helpful for learning and teaching, and when they may not be helpful. They raise questions about potential embedded bias, or other negative aspects to their use. The new availability of AI tools requires a paradigm shift and ongoing dialogue at all levels of the university as we think through what this means for Tufts. For more see Resilient and Equitable Teaching and Assessment Require a Paradigm Shift.

Change is hard, and we all respond differently. Individual faculty responses to AI tools will fall somewhere on a continuum from resistance and concerns about “cheating” to reflection on whether current assignments and assessments will continue to nurture and assess student learning and how to adapt them, to embracing these new tools and experimenting with how to leverage them for learning by redesigning courses or assessments. At CELT, we view this moment as an opportunity to engage in meaningful dialogue with each other, to think deeply about what and how we teach, and to be innovative and creative.


Guiding Questions for Individuals, Departments, Schools

Below are sets of questions for individuals, departments, and schools to guide important discussions as we navigate our decisions related to AI.

What do recent advances in AI mean at the individual instructor level?

There are a range of ways individual faculty can begin to explore the potential impact of AI tools in their courses. While our responses will vary, critical reflection and a thoughtful approach for teaching will be important in order to preserve a respectful faculty-student relationship, provide clarity and guidance for students, and for you to have a framework for how you might adapt your teaching where necessary.

Some questions to consider

  • How can I begin to experiment with and explore existing generative AI systems?
  • How might generative AI be helpful for my students in learning course materials or expanding course activities?
  • Do my students understand when and in what contexts they can use AI in my courses and assignments?
  • Are there conversations that I can have with my students to explore the potential ethical, learning and other issues related to AI in the context of my discipline and courses?

See Developing Syllabus Statements for AI for advice and example syllabus policies, Designing Courses in the Age of AI  prompts for designing authentic learning experiences, advice for teaching students to write with AI and discussion of each of the practices above

Practical resources for using AI in the classroom

Many faculty at Tufts are beginning to try out activities in the classroom or in assignments utilizing AI. Some are using AI to help prepare teaching materials, and others are having students use AI in activities.  Here are some examples from around the web of how faculty are using AI in their teaching:

Selected recent articles & resources