> [!summary]+ Summary > This page describes a video series ideated and produced as a response to faculty and staff wanting to have examples of actual genAI use. Details of the series and additional planned series is provided, as well as previews of the produced video content. # Highlighting faculty and staff leaning into genAI As the George Washington University (GWU) community adapted to a new educational landscape with generative Artificial Intelligence (genAI) and the controversy it spawned, I was consistently hearing from faculty and staff how they strongly wanted resources and guidance on the technology. (See [[2021-2024, SDLI Website#In-focus "L2 Generative Artificial Intelligence (genAI)"]].) As the point person and team in the central library responding to genAI, I wanted to deliver on this. One of the ways I pursued responding to faculty and staff needs was to ideate with a Multimedia Producer on my team, a video series highlighting faculty and staff that were leaning into using genAI. Over a couple of months in fall 2023 we came up with 5 potential series under this umbrella. Above all, we wanted to kick-off the series with faculty. For one, they are typically the *leadership* in higher-education and staff typically only move on something when they feel approval from faculty. Another interest of ours/mine was to use the series as an avenue to create a new look and feel to the team's media production. I wanted my Multimedia Producer to be able to explore his creative interests, and I also wanted others to say "*wow, thats totally different*". Furthermore, I truly wanted to leverage the resources I had to highlight some of the amazing work I was seeing among GWU faculty when it came to genAI use. Despite much conservativeness, a few were pushing themselves and reimagining their teaching. ## Series: Integrating generative AI into teaching practice The purpose of this series was to highlight faculty at GWU who had integrated genAI tools in ways that enhanced their teaching and student learning experience. The general idea was not so much to highlight exemplars as it was give the teaching community ideas of what they may do and to identify someone that they could reach out to for advice. In doing this, we sought faculty from across the university. I made a request to the [[genAI Faculty Advisory Council]] and reached out to some faculty I had strong relationships with for recommendations. While each of the faculty interviewed demonstrated strong use of genAI in teaching and were generally optimists, they were all cautious to the technology in their own way. ### Other series planned In addition to the series highlighted on this page, there were 4 other series planned but not recorded. The reasons for this were time, resources, and shifting priorities. If they were to have been developed, we would have pursued 3 examples for each and highlighted staff too. 1. **Student engagement and learning with genAI** - <u>Idea</u>: To highlight changes in student engagement and learning that GW faculty are observing when genAI tools are used. Discuss differences in learning outcomes, discussions, perception of human work, and both novel and unexpected ways students are using genAI in their learning. 2. **Addressing ethics and academic integrity** - <u>Idea</u>: To highlight approaches faculty have taken with students to set expectations, boundaries, and guidance with the use of genAI tools. Potentially address changes to their syllabus. 3. **Streamlining workflows** - <u>Idea</u>: To highlight faculty and staff that are using genAI tools to improve their workflows and administrative activities. Show ways genAI tools are making a difference in for the classroom and for the business of the university. 4. **Future possibilities and innovations** - <u>Idea</u>: To highlight novel approaches from faculty and staff using genAI tools. ## Interviews and produced videos Conceptualizing and planning the project took place during fall 2023 between myself and a Multimedia Producer. All interviews were recorded in a recording studio and the videos were produced during spring 2024. The production team included a Multimedia Producer and a student staff assistant. The following was a pool of interview questions drafted in fall 2023 for this series. 1. Broadly speaking, how have you incorporated Generative Artificial Intelligence (GAI), such as ChatGPT, into your course curriculum? 2. Walk us through an activity you have designed for students and found success with using GAI. - How have you defined success? - Would you say that the use of GAI has made the activity more successful than without it? 3. What were some of the motivations for you to integrate GAI into your teaching? 4. What specific instructional objectives do you aim to accomplish through the use of GAI in your courses? 5. What kinds of results are you seeing among your students since you’ve made this change? 6. How do you select GAI tools or platforms for your teaching and what factors influence your choices? 7. How do you assess the effectiveness of GAI tools in enhancing the learning experience of your students 8. Are there specific resources, training or support that you think faculty members should receive when it comes to incorporating GAI effectively into teaching? 9. How do you keep yourself updated with the latest developments and ethical considerations related to GAI integration in education. --- > [!attention]+ A note about the provided videos > The original videos for each of the examples are not available on this website. Instead, you may view versions encoded at 4x speed and with the audio removed. These are for conceptualization of the work only. Where available, links to the full versions are provided. --- ### Faculty: Douglas Crawford <u>GW College/School</u>: Corcoran School of Art and Design (CSAD) [Faculty website](https://corcoran.gwu.edu/douglas-crawford) This example shows how genAI tools were built into an undergraduate interior architecture course. GenAI tools highlighted are [Midjourney](https://www.midjourney.com/home), [Adobe Firefly](https://www.adobe.com/products/firefly.html), and [Stable Diffusion](https://stablediffusionweb.com). The video was produced by a Multimedia Producer based on our design work and my comments through the review process. <div class="container"><iframe class="responsive-iframe-vid" src="https://1drv.ms/v/c/13829E5D2EB238DE/IQRJH-PMsfWSRbrIPEJnkAmGAfuYbhtI0cIBK2wWaLyCsWs" width="100%" height="540" frameborder="0" scrolling="no" allowfullscreen></iframe></div> Go to [Vimeo](https://vimeo.com/954926066) to view the original video. --- ### Faculty: Alexa Alice Joubin <u>GW College/School</u>: Columbian College of Arts and Sciences (CCAS) [Faculty website](https://english.columbian.gwu.edu/alexa-joubin) This example shows how OpenAI ChatGPT-3.5 was used to help students fine-tune research questions and work with AI to expand and refine their questions. The video was produced by a Multimedia Producer based on our design work and my comments through the review process. <div class="container"><iframe class="responsive-iframe-vid" src="https://1drv.ms/v/c/13829E5D2EB238DE/IQQuwt2S86UHTpv4I46fJnETAa9iGp7nNEw6km40aZFVGl8" width="100%" height="540" frameborder="0" scrolling="no" allowfullscreen></iframe></div> Go to [Vimeo](https://vimeo.com/954926361) to view the original video. --- ### Faculty: Elisabeth Kutscher <u>GW College/School</u>: Graduate School of Education and Human Development (GSEHD) [Faculty website](https://gsehd.gwu.edu/directory/elisabeth-kutscher) This example shows how OpenAI ChatGPT was used with students in an education course to develop draft lesson plans, then refine those further with the addition of course materials. The video was produced by a Multimedia Producer based on our design work and my comments through the review process. <div class="container"><iframe class="responsive-iframe-vid" src="https://1drv.ms/v/c/13829E5D2EB238DE/IQSqT4veXCTITKtEQF8bSc-zARf65nb6qHwRyZVW7JjcCnA" width="100%" height="540" frameborder="0" scrolling="no" allowfullscreen></iframe></div> Go to [Vimeo](https://vimeo.com/954926658) to view the original video.