This summer, Michigan State University (MSU) took a significant step into the evolving world of technology with a hands-on initiative aimed at understanding generative AI through an ethical lens. The Ethics Institute, in collaboration with the Center for Teaching and Learning Innovation and the Evidence-Driven Learning Innovation research center, co-hosted a series of workshops known as the Generative AI Ethics Module Design Sprint Workshops. Funded by the National Science Foundation’s Responsible Design, Development and Deployment of Technology program, this event brought together educators from diverse fields for rich discussions on integrating AI into educational contexts.
The three-day workshop was brimming with opportunities for professional development. Attendees represented an impressive 50 universities and covered 41 distinct disciplines, with more than 60 participants engaged both online and in person. The diversity in perspectives enhanced discussions, making the sessions not just informative but dynamic.
Opening Insights and Historical Perspectives
On the first day, the atmosphere was charged with curiosity as participants embarked on a journey of exploration. The day kicked off with an introductory and goal-setting session, followed by a talk from Kirk Hanson, a senior fellow at the Markkula Center for Applied Ethics at Santa Clara University. His presentation provided historical context regarding ethics in education, revealing complexities often overlooked in academic circles.
“The first session gave me a historical context of ethics that I have never been exposed to,” reflected Lucy Arellano, an associate professor at the University of California, Santa Barbara. This sentiment underscored the breadth of knowledge shared during the workshop, highlighting its potential to reshape traditional views on ethics.
Risk assessment and module design
After lunch, attention turned to the practical challenges educators face when integrating generative AI into their teaching. Brenna Clarke Gray, the Educational Technologies Coordinator from Thompson Rivers University in Canada, led a session on assessing risk and minimizing harm. This focus on safety and responsibility was pivotal, as educators must navigate uncharted waters while ensuring that their students remain protected in an increasingly digital world.
The day wrapped up with participants beginning to design their own teaching modules, allowing them to apply the day’s insights into concrete, actionable plans.
A Deeper Dive into AI Ethics
The second day opened with a peer review of the modules created on day one, fostering collaborative learning. Chris Gilliard, co-director of the Critical Internet Studies Institute, shared his expertise on the intersections of surveillance, data privacy, and social inequities related to generative AI. His session resonated with many educators who are keenly aware of the ethical implications these technological tools may wield.
Following Gilliard, a panel discussion featured notable MSU faculty, including Mohammad Ghassemi from Computer Science and Engineering and Anjana Susarla, Omura-Saxena Professor of Responsible AI in the Eli Broad College of Business. Facilitated by Bree Holtz, a professor in the Department of Advertising and Public Relations, the panel addressed prevalent themes of AI bias and accountability, providing a rich discourse on the responsibilities educators hold in adopting these technologies.
Final Day: Academic Integrity and Networking
The final day of workshops began with Jeremy Van Hof, the director for the Center for Teaching and Learning Innovation at MSU, presenting on the pressing issue of academic integrity in an age where generative AI can both assist and undermine learning processes. Participants then gathered in groups to discuss and emphasize policies designed to promote responsible AI usage.
The day concluded with additional module work, lively discussions, and networking opportunities, allowing educators to forge connections that could last well beyond the workshop.
Reflections on the Future of AI in Education
Throughout the workshop, attendees seized the opportunity not just to absorb knowledge from esteemed educators but also to engage in collaborative work. The hands-on activities led to vivid discussions on integrating AI within their curricula. Professor Amitava Karamaker from the University of Wisconsin-Stout noted the necessity for educators to remain cognizant of ongoing trends, saying, “AI is a new and emerging trend, and as an educator, I wanted to be aware of what’s going on and how I can incorporate generative AI in my teaching.”
As conversations unfolded, important questions emerged around the future of AI in academia. Arellano mentioned how her experiences with AI in education motivated her to attend. Drawing parallels to the introduction of the internet, she posited, “Given what we went through when the internet was introduced, what can we predict will happen if history repeats itself?” She emphasized the importance of intentional learning about AI’s influence on students and how to leverage this technology to enrich their learning experiences.