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Who’s Afraid of A.I.?: Workshop in Pedagogy and Religious Studies
Proposal abstract :
This small project grant application, “Who’s Afraid of A.I.?: Workshop in Pedagogy and Religious Studies,” proposes a one-day workshop with two follow-up activities. The project’s central question is: Since A.I. is not going anywhere, how can faculty in Religious Studies and Theology find ways to productively engage A.I. in our classrooms? The project’s goals are two-fold. At the end of a pre-semester, one-day workshop, each participant will have a working draft of an A.I. course policy for their courses and an initial draft of an assignment that engages with A.I. in a critical and productive manner. The second goal is to reflect at the end of that semester on the effectiveness of the policy and possibly the assignment. The most frequent reason on our campus for avoiding A.I. is the lack of background and time to develop more complex policies and assignments. This project addresses those challenges.
Learning Abstract :
higher education: How do I ensure that my student's work is not the result of ChatGPT?
The widespread accessibility of artificial intelligence, such as large-language models like ChatGPT, quickly shook higher education. Some faculty issued all-out bans on student use of A.I., and others found ways to adapt. Software that inspects written work for use of A.I. is clunky, sometimes inaccurate, and often inconclusive. Whether faculty like it or not, A.I. is not something we can simply ban or ignore. For a field like Religious Studies and Theology, where conversation around ethics, morals, and values are frequent, the emergence of A.I. offers a new way to think about student learning and the practical application of our field.
This small project grant application, "Who's Afraid of A.I.?: Workshop in Pedagogy
This small project grant application, “Who’s Afraid of A.I.?: Workshop in Pedagogy and Religious Studies,” proposes a one-day workshop with two follow-up activities. The project’s central question is: Since A.I. is not going anywhere, how can faculty in Religious Studies and Theology find ways to productively engage A.I. in our classrooms? The project’s goals are two-fold. At the end of a pre-semester, one-day workshop, each participant will have a working draft of an A.I. course policy for their courses and an initial draft of an assignment that engages with A.I. in a critical and productive manner. The second goal is to reflect at the end of that semester on the effectiveness of the policy and possibly the assignment. The most frequent reason on our campus for avoiding A.I. is the lack of background and time to develop more complex policies and assignments. This project addresses those challenges.
Learning Abstract :
higher education: How do I ensure that my student's work is not the result of ChatGPT?
The widespread accessibility of artificial intelligence, such as large-language models like ChatGPT, quickly shook higher education. Some faculty issued all-out bans on student use of A.I., and others found ways to adapt. Software that inspects written work for use of A.I. is clunky, sometimes inaccurate, and often inconclusive. Whether faculty like it or not, A.I. is not something we can simply ban or ignore. For a field like Religious Studies and Theology, where conversation around ethics, morals, and values are frequent, the emergence of A.I. offers a new way to think about student learning and the practical application of our field.
This small project grant application, "Who's Afraid of A.I.?: Workshop in Pedagogy