Generative AI Uses for Academic Writing
The GWC has developed a handout listing use cases for GenAI in research and writing that may be a helpful reference for faculty setting policy about what types of AI use are acceptable. The list includes sample prompts and cautions on uses that may be problematic.

Using Generative AI for Learning, Writing, and Research
The NPS Generative AI Task Force produced a poster with ideas for how students can use AI to support their learning.

Generative AI Product Tracker
ITHAKA S+R is an academic consulting and research organization (it shares a parent company with JSTOR). It has released an overview, and a product tracker focused on generative AI in higher education.

Top 100+ Generative AI Applications
An industry insights company, AIMultiple, compiled this list of 100+ applications of generative AI, which is useful for understanding the current landscape. 

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Two Paths to Prompting 
Prompt engineering is often overemphasized in conversations about generative AI. According to Wharton professor Ethan Mollick, “just using AI will teach you how to use AI. You can become a world expert in the application of AI to your domain by just using AI a lot” (2023).

Guide to Prompt Engineering
OpenAI provides a resource on prompting to help users discover “strategies and tactics for getting better results from large language models” (2024).

Prompt Library
A comprehensive library for educators from AI for Education.

Policy Statements about Text Generators
Anna Mills  is a college writing teacher, author, and advocate for critical AI literacy and has been particularly active in providing AI-related resources to educators since late 2022. The policy statements appear in AI Text Generators: Sources to Stimulate Discussion Among Teachers (Google Docs, n.d.).

What’s my stance on genAI in this class? 
This infographic from the Gettysburg College Johnson Center for Teaching and Learning offers a decision tree to help faculty consider and make decisions about their stance on GenAI use.

NPS Generative AI Task Force syllabus guidance 
This guidance and examples of syllabus statements for NPS faculty was developed 2023.

Generative AI Syllabus Statement Tool
Pepperdine University professor Christopher Heard offers an interactive web tool to help faculty generate syllabus statements.

Collected and Curated Examples of Syllabus Statements
Syllabi Policies for AI Generative Tools
Lance Eaton is a doctoral student in Education at University of Massachusetts and has collected nearly 150 GenAI syllabus statements from educators.

The Best AI Syllabus Policies I’ve Seen So Far
Instructional designer Daniel Stanford of DePaul University selected a subset of the syllabi statements from Eaton’s list based on eligibility for reuse and perceived effectiveness. 

Generative AI guidance is expected to appear in upcoming editions of the major style guides, but organizations are already using their online outlets to address the issue.

• APA Style Blog: How to cite ChatGPT.
• Chicago Manual of Style FAQ: How do you recommend citing content developed or generated by artificial intelligence, such as ChatGPT?
• Modern Language Association, MLA Style Center: How do I cite generative AI in MLA style?

Bibliometric Analyses of Academic Publishing Guidelines
Several recent studies (Ganjavi et al., 2024; Bhavsar et al., 2024; Yin et al., 2024) have surveyed genAI guidance and rules presented by academic journals, finding that outright bans on use are rare but do occur, assigning authorship to AI tools is generally prohibited, and transparency about AI use is increasingly required.

Committee on Publication Ethics (COPE) Authorship and AI tools
COPE acknowledges that AI tools like ChatGPT are increasingly used in research, but holds that they cannot be listed as authors and that authors must disclose AI usage and remain responsible for content and ethical issues. 

Science, Elsevier, and Springer
Three cases present a range of stringency and reflect the process by which norms are being established. 

• The Science family of journals initially took what it subsequently characterized as “a very restrictive stance” on use of generative AI, but softened it somewhat in late 2023, addressing a change to policy on the use of generative AI and large language models.
• Discussing the use of AI and AI-assisted technologies in writing, Elsevier’s emphasizes that AI should only enhance readability and language, not replace key authoring tasks, and requires authors to disclose AI usage while ensuring human oversight and accountability. 
• Springer’s editorial polices follow COPE’s guidance generally, but also speak specifically to the issues of AI authorship, image use, and limitations and transparency of AI use in peer review.  

Monash University
Monash University is an Australian research university, which provided early and influential guidance on acknowledging use of generative AI in students’ work. 

NPS guidance differentiates between citation and disclosure of genAI use. Citing AI involves crediting a tool or model for the direct creation of content. Disclosing AI use is appropriate when AI was used in the process of creating content, to ensure transparency about AI involvement in the work.

NPS AI Group Harnessing AI Lectures
The Naval Postgraduate School's AI Group offers a series of 24 video lectures on AI, including generative AI, as part of their "Harnessing AI" course.
Harnessing AI Course—AI Group—Naval Postgraduate School

Intro to Large Language Models – Andrej Karpathy
Andrej Karpathy, a co-founder of OpenAI, delivers a one-hour lecture on large language models, useful for those new to AI or looking to deepen their understanding of how these models function.
(1 Hour) Andrej Karpathy. (2023, November 22). Intro to Large Language Models

What is Generative AI? – The Turing Lectures with Mirella Lapata
Mirella Lapata, a professor of computer science at the University of Edinburgh, explains generative AI and its workings in a 46-minute lecture. This video is part of The Royal Institution's Turing Lectures.
(46 min) The Royal Institution. (2023, October 12). What is Generative AI and how does it work?

ChatGPT Primer – Rama Ramakrishnan
In this 19-minute video, Rama Ramakrishnan, a professor at MIT Sloan, provides an efficient primer on ChatGPT.
(19 min) MIT Sloan, Teaching & Learning Technologies. (2023, September 1). MIT Sloan’s Rama Ramakrishnan Shares Primer on ChatGPT

Language Models: A Guide for the Perplexed
AI scholars from the University of Washington and Allen Institute for Artificial Intelligence offer a “tutorial to help narrow the gap between the discourse among those who study language models...and those who are intrigued and want to learn more about them.” 

What is ChatGPT Doing ...and Why Does It Work? 
Stephen Wolfram provides “a rough outline of what’s going on inside ChatGPT.” 

Let Us Show You How GPT Works—Using Jane Austen
This article by Aatish Bhatia from the New York Times requires a subscription to access, but offers a valuable illustration of how models are trained.

The DoD’s AI Education Strategy was released in 2020, before the surge of significance of generative AI. It emphasizes building AI readiness through targeted education and training investments, particularly for senior leaders and integrated product teams. 

Recent Scholarship on AI Literacy
Recent scholarship (e.g., Kandlhofer et al., 2016; Long & Magerko, 2020; Ng et al., 2021) has attempted to describe and define the competencies necessary to navigate a world in which AI is more common and powerful. One definition of AI literacy is “a set of competencies that enables individuals to critically evaluate AI technologies; communicate and collaborate effectively with AI; and use AI as a tool online, at home, and in the workplace” (Long & Magerko, 2020). Another useful framework explains AI literacy as “the ability to understand, use, monitor, and critically reflect on AI applications without necessarily being able to develop AI models themselves” (Laupichler, Aster & Raupach, 2023).

From Classroom to Command
GWC coach Chloe Woida (ctr) presented a WCCG faculty workshop in February 2024 that explored frameworks defining AI literacy in military and higher education. The workshop considered how course policies, activities, and assignments can foster students' AI literacy and prepare them for the challenges of the future.

Teaching With AI 
Ethan Mollick is an Associate Professor at the Wharton School of the University of Pennsylvania, and has been actively involved in exploring AI and teaching. He also writes regularly on themes of generative AI on Substack.  

3 Critical Problems Gen AI Poses for Learning 
This article by Jared Cooney Horvath, originally published in the Harvard Business Review, succinctly captures how “research exploring human cognition suggests that generative AI could also harm learning at all levels, from online tutoring to employee training” (2024). for three reasons related to empathy, knowledge, and multitasking. 

Spectrum method vs. Two-Lane model
Sally PW Wu of Washington University’s Center for Teaching and Learning presents a spectrum method, which “considers human to AI collaboration as a range to which students and AI can contribute to different degrees to individual assignments.”

An alternative is the “two-lane approach” presented by Danny Liu and Adam Bridgeman of the University of Sydney, who propose finding a balance between “assured” assessments for which AI can’t be used (lane 1) and assignments that don't structurally preclude AI use (lane 2).

How to Use Generative AI to Teach Critical Thinking
AFIT Writing and Communications Specialist Carolyn Stoermer (ctr) presented a WCCG faculty workshop on how strategic incorporation of AI into classroom writing activities can, in fact, provide new and effective ways to teach critical thinking (2024).

• 101 creative ideas to use AI in education, A crowdsourced collection (Zenodo)
• ChatGPT Assignments to Use in Your Classroom Today (UCF Created OER Works)
• AI Assignment Library (University of North Dakota)
• Assignments – The AI Pedagogy Project (metaLAB (at) Harvard) 

Cornell U: Generative Artificial Intelligence for Education and Pedagogy

A committee at Cornell University was formed to explore the impact of GenAI in the context of teaching and learning. Of interest are the appendices which focus on specific fields and the opportunities and concerns in those areas related to teaching and AI.
Appendix D: Courses in social sciences 
Appendix E: Mathematics, physical sciences, and engineering 
Appendix F: Courses in programming

Generative AI: A Case Study in Classroom Applications
Dr. Lucie Moussu of Canada’s Royal Military College presented a WCCG faculty workshop on possible uses of GenAI in reshaping course development processes, including the design of syllabi, assignments, activities, and assessments.

Using AI to make teaching easier & more impactful
Ethan Mollick suggests five strategies for using AI to enhance teaching effectiveness, including generating examples, explanations, low-stakes tests, assessing student understanding, and incorporating distributed practice.

Rethinking Your Problem Sets 
This MIT blog post notes that, in STEM, “problem sets (psets) are both a central learning tool and a key assessment method” (Teaching + Learning Lab, n.d.). It explores benefits and challenges of generative AI in this learning space. 

Educational Opportunities and Challenges of AI Code Generation
Becker et al. (2023) discuss AI-driven code generation tools in introductory programming education. They provide a survey of emerging coding tools, then present several areas of opportunity for education and several areas of challenge.