Introduction
Faculty, students, and staff at Lehigh are focused on artificial intelligence (AI) and its place in university classrooms. AI as an aid to productivity. AI as a coding assistant and teaching consultant. AI for improvisation and shared humor. Also: students’ use of AI as incongruent to academic integrity?
This web page on AI and approaches to teaching and learning will:
help faculty talk with students and set guidelines regarding the use of AI; and
aid faculty in the design of assignments and assessments related to AI.
Further reading and resources
You can continue your study of AI with Lehigh-specific Resources for directed learning about AI, Using AI Tools for Library Research, join our AI Community of Practice, or request a consultation with LTS staff related to Generative AI.
What is Generative AI?
Generative AI is a subfield of AI. In a few words, “AI can be defined as ‘automation based on associations’” (Cardona 2023, 1). In longer form: “AI is a branch of computer science. AI systems use hardware, algorithms, and data to create ‘intelligence’ to do things like make decisions, discover patterns, and perform some sort of action” (Ruiz and Fusco 2023). Generative AI refers to AI systems that produce text and images, among other possibilities.
Generative AI at Lehigh
Students, faculty, and staff at Lehigh have been adapting their workflows to incorporate generative AI tools. As a result, LTS staff have been adapting as well, by gaining the necessary skills to support these tools in teaching, learning, and research environments. Below is a list of tools that have been supported by LTS:
| Tool | Usage | Cost | Contacts | |||
|---|---|---|---|---|---|---|
| Gemini | Text and image generation | Lehigh license | LTS | |||
| DataCamp AI Assistant | Data analysis and code generation | Lehigh license | LTS/CITL | |||
| Adobe Firefly | Image generation and effects | Lehigh license* | LTS/CITL | |||
| Keenious | Primary literature search | Lehigh license | LTS/Libraries | |||
| OpenAI (Platform and API usage) | Text, image, data analysis and code generation | Variable | LTS/CITL | |||
| MidJourney | Image generation and effects | Variable | LTS/CITL | |||
| ResearchRabbit | Primary literature search | Free | LTS/Libraries |
*Available on the Digital Media Studio Mac Lab computers
Platform vs. API Usage
Companies that build generative AI tools allow you to access them in several ways. Two common ways are by a software platform designed by the company (e.g., website or mobile app), or through an Application Programming Interface (API). Software platforms typically follow a pricing model where they offer a free tier, usually with reduced features (functionality, performance, and privacy controls), with additional tiers at monthly (or yearly) prices that include increased features.
Usage of these tools through an API, similar to higher platform tiers, provides increased features, but at a reduced cost. However, the interaction with the API requires programming knowledge and experience with programming languages like Python, JavaScript, PHP, or R. To help with the learning curve associated with programming languages, LTS has created a sandbox environment (website) that interacts with OpenAI's generative AI tools (ChatGPT and DALL-E) through their API. Depending on the volume of usage and type of media generated (text vs. image), this method can provide a much reduced cost compared to monthly subscriptions.
If you would like to schedule a discussion of a Generative AI use case you envision, or a tool you are considering using, please submit a consultation request ticket.
The impact of AI
In a recent critical literature review, researchers identified a discourse of imperative change surrounding AI in higher education (Bearman, Ryan, and Ajjawi 2023, 369–85). But that imperative should be critiqued and analyzed in specific scenarios of teaching and learning. Faculty bandwidth is wide and limited. Take time to consider the impact of AI on your course and field of study. Know that there will be many opportunities for change in semesters and years to come.
Speaking to students about AI
Address AI
Directly address generative AI in your classroom, in your syllabi, in each assignment prompt, and in course materials.
Whether or how
- Provide students with explicit guidance about whether and how they may use AI-powered tools in your class. In all cases, have your students review Undergraduate and Graduate Student Senate Statements on Academic Integrity and Article III of Lehigh's Code of Conduct. During the 2023 spring and fall semesters, instructors had access to the Turnitin AI detection tool as part of the university's ongoing license. Beginning in spring 2024, Turnitin required a separate license to access this AI detection functionality. LTS evaluated Turnitin’s AI content checker, were wary of false positives, and decided not to pursue the add-on.
Guidance on any use
If you permit or encourage the use of generative AI, offer guidance to students on how they can best use it to enhance their learning, which uses they should avoid, and why.
Engage, explore, question
Engage your students in thinking together about this emerging technology by inviting them to share their perspectives, experiences, questions, and concerns.
The next generation
Show students how generative AI is or will be impacting your discipline—then teach students in ways that prepare them for that future.
Foreground equity
Address the thorny questions about AI: bias, inaccuracies/ hallucinations, equity of access, ethical concerns about using others’ work, complexities of using and citing AI-generated texts and images, privacy/ reasons not to share personal information, etc.
Redesign and revise assignments
Create personalized assessments such as brief in-class writing or coding exercises; writing on topics unique to each student; in-person presentations, oral exams, one-on-one discussions of paper topics, etc.