I have created some files and videos that others are welcome to use with attribution in a non-commercial setting. The text files can be used in part or in whole. The video files should be used in whole.

All Courses

“Annotated PDFs assignment information“: Guidelines are rationale for using Annotated PDFs as part of your assignments when students use sources for their work. Designed for an English Composition first-semester course. (Fall 2023)

Autoethnography assignment sheet: This assignment is designed for an English Composition first-semester course. While that may not be your area of teaching, the AI information guidelines might still prove valuable as you think about how to structure your own assignment guidelines. (Fall 2023)

“I don’t think we’re in Kansas anymore, Toto”; AI-augmented analysis of place. Designed for an English Composition first-semester course. Acknowledging and leveraging the new (as of spring 2024) abilities of generative AI tools to “see” and navigate spaces, if students choose to employ an AI tool.

AI literacy / Interventions

I’m calling this section “interventions” because they are ways to bring some AI literacy into the classroom in an intentional way and potentially influence student behavior with AI tools in academic spaces.

AI research paper. Designed for an English Composition first-semester course, but could be tweaked and used in just about any writing course. (First presented at the Teaching and Learning With AI conference in July 2024.)

---

This next assignment can be done as one, two, or three assignments, depending on if you are just hoping to shift behaviors or if you also want to gauge the impact of the assignment on student behavior in the short and long-term. It was designed as an IRB-approved SoTL (Scholarship of Teaching and Learning) project and was first presented at the 2026 Transformative Learning conference in March 2026.

• Part one. Interactions with and Reflections on AI. Designed for an English Composition second-semester course, but could be used in any writing course. (May 2025). This paper helps students think about academic misconduct, AI use, and their own writing. It also serves as a definitional argument.
• Part two. Reflection after the paper “Interactions with and Reflections on AI”. Designed to follow the paper in the same time frame to see if/how student behaviors around AI use may have shifted because of the paper and interacting with the student AI use policy. (Fall 2025)
• Part three. Final reflection after the paper “Interactions with and Reflections on AI”. Designed to follow the paper at the end of the semester to gauge if/how student behaviors around AI use might have shifted and stayed shifted after completing the above-mentioned paper and working in class for a semester. (Fall 2025)

General Policy Ideas

AI syllabus statement – updated Spring 2026: This is the statement that I am currently using. It has shifted since spring 2023, but remains largely the same. While I am still not a fan of AI detection tools, a recent set of experiences in Fall 2025 made me realize that there are rare instances where they might be part of my line of discussion with students.

Videos

“How Large Language Models Work“: (from 2023, may have some outdated info). (about 10:30 min). It walks through what LLMs are and some of the problems with them. I use it as an introduction for students to help them understand generative AI a bit more. I also use a quiz at the end. That is not included here, but it has just a few questions to see if they understood the material.

“Knowledge and Learning AI“: (4:30 min). Another video for students that includes a thought/discussion question at the end. Great for starting a class conversation about why we still need to know things, even if generative AI can write for us.

“What students should know about Gen AI”: (15:12 min). Updated for 2025. A basic overview of LLMs–what they might be good for. I have created an updated quiz (not included here).