AI in Sentencing and Parole Decisions
Candace Schmidt
Investigate how AI
is used to assist in sentencing and parole decisions.
• Analyze case studies where AI tools have been implemented.
• Assess the accuracy and fairness of these tools.
• Discuss the potential benefits and ethical concerns.
• Discuss the impact on the judicial process and potential for reducing human bias.
“Interview A Philosopher”
UsingAItoEngagein
PhilosophicalDiscussion
Jon Steele, Social Sciences and Humanities
SOCRATES
Hey ChatGPT! Take on the role of Socrates…
Utilize AI to simulate conversations with famous philosophers by prompting it to adopt their perspectives and mannerisms.
► Provides a flexible platform for debate, argumentation, and inquiry.
► Brings philosophical ideas to life, making complex theories more accessible and stimulating for students.
► Supplements traditional study with an immersive learning tool that clarifies abstract ideas.
► Simulates how philosophers might respond to hypothetical scenarios or contemporary issues.
► Synthesizes philosophical bodies of work, helping to resolve ambiguities and different interpretations.
Which historical or contemporary figures in your field would be most valuable for your students to engage with, either through interviews, debates, or discussions?
Blah? Hmmm... Blah
blah blah.
AI IN DISCUSSION FORUMS
Helping student frame ethical vs unethical uses of AI with explicit examples.
Lea Ann Turner
Classroom AI policy: Fully AI Integrated English Comp
• Goals in creating this:
• Set clear expectations
• Focused on process and AI in process
• Grade more authentically
• Normalize ethical use
• Remove socio-economic barriers
• Model workplace use
• Use AI to reinforce and reteach major course concepts
• HIP's: First year seminar, Learning Community, Writing Intensive Course
Using AI in Dental Materials
Dental Materials Lecture Final Assignment
by Brenda Alberts
Assignment on the 10 course competencies with two-page written report on each topic
• This assignment was designed to make sure students met the minimum standard of all the course competencies for Dental Materials and that they comprehended the material
Two-page paper due each week but assignment is not graded until all competencies are completed
• Students are encouraged to use AI to help them generate their reports
• The challenge is that the material generated needs to be cross checked against the material from the textbook and the information learned in lab
• From an instructor standpoint, it was very clear which students did not cross check the content of their reports-AI generates information that is not always applicable to our particular class.
Sample Rubric for One of the Competencies
******Below are the learning objectives for each competency that need to be addressed within your paper. Make sure each starred objective is a bolded heading within your paper and that each objective is thoroughly addressed. ********
Learning Objectives for preparing liners, bases, and cements:
Use dental terminology as related to liners, bases and cements appropriately
*Describe the use of dental cements as a luting agent, base/liner, filling material, temporary restoration, intermediate restoration, periodontal pack and temporary cement
*Differentiate the properties of liners, bases and cements (ie., physical and biological)
*Explain the use of adhesives/bonding in relationship to restorative dentistry
*Describe the relative properties of the component of the liquids and powders of materials
*Explain the setting reaction of dental cements
Identify the armamentarium needed for manipulation of each cement
*Describe the procedure for dispensing and mixing various materials
*Identify safety precautions used during preparation of liners, bases and cements
Identify personal protective equipment required
Identify appropriate aseptic techniques during preparation of liners, bases and cement
Competency 1 - All bullet pointed questions for each paper were bolded and addressed. Presentation needs to provide true and accurate information in a clear and easy to read fashion with bolded headings. No spelling or grammatical errors. Minimum of two pages on this topic
AI-Proof Assignment Idea
Faculty In-service 2024
Carrie Jarosinski
Peer to Peer Presentation with Immediate Feedback
• Students are assigned a peer to coordinate a meeting time on Teams – this is recorded
• Students select a topic area within the content for that week and they have required elements to research, talk about and apply to a specific client scenario (their own client they have chosen to work with) for that topic
• They create a presentation and talk about each of the required elements as applied to that client to their assigned peer during a Teams meeting
• Instead of a peer response, the peer is required to actively participate with questions and to identify any omitted or incorrect information and offer insights on next steps for future client planning based on the presentation
• The process is then reversed for the peer to present on the alternate chosen topic –both students need to be proficient in the course content from different perspectives
• The recording is uploaded to the discussion forum
AI Exam Revision and Ranking Assessment
Kelly Soczka Steidinger, M.A., Behavioral Science & Communication Instructor
Purpose of the Summative Assessment
This open pedagogy assessment aims to expose students to the use of large language models, DEI principles, and exam question construction while ensuring the refinement of students’ analytical and critical thinking skills. This assessment can be utilized in multiple disciplines across the college.
Learning Objectives
• Construct effective prompts for use with large language models to create scenario-based multiple-choice questions
• Identify inherent bias in generative AI question construction
• Demonstrate critical thinking through the revision and justification of ranking answer choices
• Utilize theories and course concepts to construct effective question stems
• Apply accurate representations of diversity, equity, & inclusion principles during question revision
Description
For this assessment, students will use generative large language models (Gemini, ChatGPT, Claude, etc.) to formulate scenario-based multiple-choice questions, but with a critical eye. Since LLMs are infused with inherent human bias, mistakes, and occasionally poor question structure, students will generate, examine, and revise questions to guarantee they reflect course content accurately. Additionally, students will add authenticity and humanize questions by creatively revising the contextual details of the questions using DEI principles. To ensure deep learning and critical thinking occur, students will justify the accuracy of the question’s answer using course materials, while also ranking and explaining the plausibility of the other question’s alternative choices. Furthermore, to increase student engagement and promote open pedagogy, the revised questions will be utilized to create digital learning objects, practice quizzes, and exams for use by future students.
Publication Note
This assessment will be appearing as a chapter in the OER book titled Emphasizing a StudentCentered Process: Open Pedagogy Course Assessments Across Disciplines which will be published in Jan/Feb. of 2025 by Milne on Pressbooks. The chapter will contain directions, student examples, rubrics, and additional resources to execute the assessment.
