Research Guides: Classroom and Teaching Technology Update: Generative Artificial Intelligence

Law Library Research Guides

There are many great research guides on Generative AI that cover its use in teaching and in law. Below are some selected resources:

Chickasaw Nation Law Library, Remote Teaching / Learning Technologies: Law Faculty Guide to AI, ChatGPT, and Similar Technologies
Daniel F. Cracchiolo Law Library, Chat GPT and Bing Chat Generative AI Legal Research Guide
This research guide provides a brief introduction to generative AI text generators and highlights their potential as a useful tool for legal research, while also acknowledging their limitations and potential pitfalls
Loyola University School of Law Library, AI in the Legal Field: ChatGPT and Legal Practice
This guide provides an introduction to AI in the legal field, and has resources discussing how it can be used in law school and in the practice of law. The technologies involved are changing rapidly. We will try to update this guide on a weekly basis to reflect new developments.
Moakley Law Library, Suffolk University, Law Faculty Guide to ChatGPT
Northwestern Pritzker Legal Research Center, ChatGPT Guide
This guide provides suggested resources for visitors interested in learning about ChatGPT. Please check back often for updates.

Selected Teaching with Generative AI Resources

In addition to explanations of Generative AI and current issues surrounding its use in higher education, these materials provide information on suggested syllabus language, how to structure assignments so that Generative AI does not eliminate the value of the assignment, as well as information on creating assignments that incorporate the use of Generative AI.

Monash University, Generative Artificial Intelligence Technologies and Teaching and Learning It is not practical or beneficial to try to ignore, ban or eradicate AI. At Monash, the preferred path is to work on developing assessment, teaching and learning in ways that promote responsible engagement with AI. As the dust settles and staff move beyond early responses to the rapid improvement of AI technologies, it will be important to carefully consider the purposes of assessments and the forms of evidence of learning that are valued in relation to modules, units and students.
Montclair State University, Practical Responses to ChatGPT In education, a number of quick solutions has been developed, such as AI-detecting functionalities and GPT teach-outs. But as we get better at damage-controlling the negative implications of generative AI’s humanlike outputs, we also face new questions: how can we incorporate generative AI into the classroom flow and turn it into a learning tool? how can we teach students to interact with AI safely and usefully? how will the advance of generative AI shape our students’ future industries, and how should teachers respond to that?
Northwestern University, Generative AI tools and the Impact on Teaching and Learning Generative artificial intelligence (AI) tools have become increasingly accessible and will impact teaching and learning in numerous ways. AI technologies such as ChatGPT offer new ways to engage students in critical thinking, writing and analysis. AI also can serve as a tool for instructors in the creation of course material. To effectively use these technologies, instructors will want to understand how generative AI tools work and how they are reshaping our disciplines and workplaces. It also will be important to provide policies for students with explicit information on expectations for disclosing use of AI technologies. Northwestern is committed to providing instructors with teaching and learning support related to generative AI as these technologies evolve. This webpage provides information on upcoming events, answers to frequently asked questions, and additional resources for faculty.
UCLA, The Use of Generative Artificial Intelligence in Teaching and Learning: Guidance for Instructors Students and instructors are embracing ChatGPT (GPT-4 as of March 2023) and similar artificial intelligence (AI) technologies across disciplines for different learning goals. There is no one-size-fits-all best practice for their use. This document is meant as a guideline for instructors on what to consider as these tools evolve. We will provide strategies for adopting AI technologies in a responsible, ethical manner, and innovating within each discipline, major, and course. Exploring and communicating about the opportunities and limitations to using these tools will allow instructors and students to critically think about how knowledge is created.
University of Wisconsin-Madison, Considerations for Using AI in the Classroom Like with any new technology, one approach instructors can take in the classroom is to transparently make use of it. This allows you to move beyond stress over whether or not students are using AI, and instead have a voice in when, why, and how you and your class use it. You can even invite students to consider and explore AI with you (Tufekci, 2022). Although this approach may not work or be right for all instructors and courses, this strategy has the advantages of encouraging student participation in a larger societal question and helping students to develop their own ethical grounding and practical understanding of academic integrity related to AI.

Selected Teaching with Generative AI Videos

ALWD Virtual Front Porch, How ChatGPT and Generative AI Impact Legal Writing and Research Courses
This VFP presented a great chance for our community to gather and dialogue on current challenges related to generative Artificial Intelligence, such as ChatGPT, and its impact on legal writing and research courses. This topic is related to this year’s ALWD conference theme of Raising the Bar: Reaching New Heights through Innovation and Collaboration, as we revisit how we teach, publish, and lead. This VFP generated dialogue, questions, and reflections on these concepts, as we are pushed to reconsider what we do and how we do it.
CET&L Teaching with ChatGPT
How students are using (or misusing) ChatGPT has recently become a pressing issue for instructors. However, many professors aren’t sure of the capabilities, limitations, and opportunities that ChatGPT presents. This workshop aims to help instructors develop an understanding of ChatGPT and how it might impact their classes (in both positive and negative ways). We will begin with an introduction and overview of ChatGPT, before transitioning to an open discussion about how it impacts our specific disciplines.
Boston College, Chat GPT: Implications for Teaching and Learning
A recent headline in the New York Times announced that "Alarmed by A.I. Chatbots, Universities Start Revamping How They Teach." Faced with the development of tools like ChatGPT, many faculty are wondering whether they need to be alarmed or whether there are productive ways to incorporate this technology into student assignments. Others may be curious about how ChatGPT works and what its capabilities and limitations are. In this forum organized by the Institute for the Liberal Arts in collaboration with the Center for Teaching Excellence, four Boston College experts will provide information about ChatGPT and ideas for teaching with and around it. There will be time for questions from and discussion with the audience.
Columbia University CTL, Teaching and ChatGPT Forum
On February 13, 2023, the Columbia Center for Teaching and Learning (CTL) hosted a “Teaching and ChatGPT Forum” for the Columbia community. The forum featured contributions from: Kathy McKeown, Henry and Gertrude Rothschild Professor of Computer Science and Founding Director of Columbia’s Data Science Institute; Melanie Subbiah, Ph.D. Student in Computer Science and a lead author on the GPT-3 Paper, which was ChatGPT’s predecessor; Nicole Wallack, Director of the Undergraduate Writing Program and Senior Lecturer in the Discipline of English and Comparative Literature; and Victoria Malaney-Brown, Director of Academic Integrity. The event was hosted by Amanda Irvin, Senior Director of Faculty Programs and Services at the CTL. Contributors shared resources and facilitated an informal conversation about AI tools, specifically ChatGPT, and its implications in the classroom.
Educause Member QuickTalk | GPT: The Generative AI Revolution
Note: Requires Educause membership to login. Select University of Cincinnati for Federated Login and use your UC credentials. Generative AI is revolutionizing the way we create original text and images with computer assistance. The ramifications are many for both content creation and pedagogy in higher education. We will examine the OpenAI application of ChatGPT. Discussion will center on how we can leverage generative AI to enhance the quality and relevancy of our classes today and in the future.