Appendix: The Tools You Need
The aims educators in the humanities seek to achieve through the courses we teach are often labeled as student learning outcomes (or SLOs). Some are as abstract and broad as critical thinking. Others are as narrowly defined as citing sources correctly in research. In this chapter we offered one undergirding solution that can be helpful across a wide array of assignment types. Having students work on any project in a cloud-based document that allows you to review the stages and process will help make it more difficult to rely on AI in inappropriate ways and get away with it. Whether the focus is on getting students to write and revise in the interest of clarity, the substance of their reporting on what they have learned, both, or anything else in the humanities, having the process visible will benefit them and you.
In the chapters of this book, you will find an array of specific types of projects and activities that will work for various specific ends. Here are some of the ones that we think will work particularly well to develop specific skills.
- Reading comprehension: Short Writes with Specific Prompts; Reading Together; Reading in Conversation with AI; Infographics; Memes (chapters 5 and 6)
- Writing: “Stump the Chatbot”; Evaluating LLM’s Edits of Writing; Grading Student Prompts; Journaling Essay-Writing; Writing Fiction (Chapters 4, 5, and 6)
- Evaluating Sources: Annotate and Fact Check LLM Content; Reverse-Engineering LLM Output (chapter 4)
- Demonstrating Understanding of Existing Knowledge: Oral/Video Exam; LLM Discussion Partner; Playing Games; Infographics (chapters 5 and 6)
- Original Research: Reverse-Engineering LLM Output; Journaling Essay-Writing; Tackle Wicked Problem; Locally-Focused Research; Working with Untranslated Texts/Undercurated Artifacts; Theses (chapters 4 and 7)
