AI Across Moody
Keri Stephens' Crisis
Communication (CMS 395)
It was challenging to utilize tools like AI that I didn't have a lot of experience with. However, I thought Dr. Stephens did a great job preparing us for the assignment that used AI, making it a fun challenge.
Getting Started with AI in Your Course
Why use AI in this course? By using UT Austin’s version of MicroSoft CoPilot, the students were able to compile good ideas and use our textbook to critique the quality of what CoPilot drafted. They were able to iterate and learn how the prompts they write directly impact the quality of the output. They also used critical thinking to evaluate the quality of what CoPilot produced by using their textbook as the authoritative source. They had permission to explore generative AI (GenAI) tools and I found that not only helped them learn content at a deeper level, but it also helped them do what I call “think around a problem.”
How were students supported to use AI in ethical and practical ways? Students were encouraged to practice writing prompts and reflect on how their choices influenced the outcomes. Because AI was an integral part of the class, they cited what they used and felt free to reflect on how it increased their efficiency as well as how it missed details covered in the textbook.
What was your AI policy in your syllabus? Cheating on a paper includes using Generative AI (GenAI like ChatGPT or UT’s version of CoPilot) UNLESS you acknowledge their use and tell me how they helped you complete your work. In general, I am fine if you write the original copy and it contains your own ideas, but then you use a GenAI tool to refine your writing, but please acknowledge that use. We will deliberately use GenAI tools on some assignments because I support their use when they enhance and not replace learning.
Highlighting Workplace GenAI Skills
There were many workplace skills highlighted. First, they learned how a GenAI tool can help them organize their ideas and write reports. They learned how to brainstorm, carefully evaluate many potential solutions, and chose those that best fit their goals. I found many students were afraid of using GenAI and others were trying to hide how they were using it. By bringing these tools into the class assignments, many students learned new skills, and others refined their understanding of the range of uses of GenAI in the workplace. I’ve been studying and teaching organizational communication and technology for 25 years and I’ve learned that people rarely use technology at work in the precise ways it was designed. They adapt workplace technologies to meet their needs. By using GenAI in the classroom we are teaching our students how to explore new technologies in responsible ways, and most importantly, we are teaching them the value of human intelligence and decision making in the workplace and in life.
Assessments Using AI and Course Design Considerations
Using a Midterm Paper to Critique Generative AI-generated Crisis Communication Plans: After learning about crisis communication plans, this assignment allows students to practice writing complete prompts in a generative AI system and evaluating the plan's quality generated by an AI system. Students use their textbook and what we learn in class to critique the AI-generated plan, re-work the prompts several times, edit the content themselves, and generate a plan that reflects the best practices learned in class. They also reflect on the advantages and disadvantages of using generative AI to create and edit organizational documents.
Instructional Design Considerations: Dr. Stephens used several effective instructional design moves to support student growth in the area of AI literacies. She introduced the midterm assignment by having Dr. Shelly Furness speak to her class on prompt engineering as a foundational skill. This introductory learning experience scaffolded content for those who were completely unfamiliar with the use of GenAI. For those who had dabbled in the use of GenAI, the scaffolded experience helped grow critical thinking related to practical and ethical use in academic settings. Next, Dr. Stephens introduced the midterm assignment that involved students in experiential learning related to GenAI. By designing for student inquiry, students drove the learning to refine skills based on their individual and colloabortive findings. Ultimately, Dr. Stephens designed for authentic assessment wherein her students were able to critique GenAI outputs from a crisis communication lens.
Co-Writing with AI Activity Example
Step 1: Instructor Collaboration with AI
Dr. Stephens collaborated with the GenAI tool Claude.ai to brainstorm writing cycle tips. Based on critical analysis of Claude.ai output, she used her instructional expertise to create a one-page writing resource for her students, a synthesis of human and AI expertise.
Step 2: Students Experimented with Writing Recommendations
Students selected one writing tip or technique to explore that week with their own writing process. They captured their thoughts on what aspects of the AI collaboration were helpful or not in making progress on their writing tasks.
Step 3: Students Shared Insights
After experimenting with the instructor recommendations and their own use of AI for collaboration on writing tasks, students shared their experience and insights. The exchange of peer ideas created a trusting and supportive learning environment to allow for academic risk and hone new skills.
