Artificial Intelligence Ai Libguides Butler Edu

Bonisiwe Shabane

-Dec 3, 2025, 7:37 PM

artificial intelligence ai libguides butler edu

Artificial Intelligence (AI) refers to the simulation of human-like intelligence using computer systems. ChatGPT, for example, is a specific type of AI model that uses complex language models and deep learning techniques to generate human-like responses to text input. These AI models are trained on vast amounts of data to understand language patterns and contexts and to generate coherent responses. Among the many things AI can be beneficial in research, brainstorming, and writing. Here is a quick guide to getting better acquainted with using AI in the classroom. Productivity tools can kick-start the research process by breaking down larger projects into manageable tasks, setting expectations around task duration, and turning a brainstorm of ideas into a compiled list.

Zotero, the open-source citation manager, works well with AI-based research tools. Use these tools below to help you find and save scholarly articles and sources directly to your Zotero library. These tools will help you check your grammar and think through phrasing because they are fundamentally about pattern recognition, comparison, and ultimately conformation to a machine-driven standard. Check with your faculty for specific use restrictions in classroom writing. Remember, AI is a tool and should be treated as such, it cannot do your thinking for you. It can help with outlines, brainstorming, sentence structure, etc., but it is not a substitute for the actual work of writing.

Hopefully, these tools can help you develop ideas so that you can excel in the classroom. This guide is designed to introduce faculty to AI literacy—the ability to understand, use, and critically evaluate AI tools. AI literacy is essential for all educators, whether they are eager to incorporate AI into their teaching and assignments or not. AI literacy skills will help prepare students for a world where these tools are increasingly common. Graphic created with Napkin.ai based off the work of: Lo, L. S.

(2025). AI literacy for all: A universal framework [Preprint]. University of New Mexico Digital Repository, https://digitalrepository.unm.edu/ulls_fsp/213/. .-CC:BY-NC 4.0 Artificial Intelligence (AI) refers to the technology that enables computers and other machines to mimic human intelligence. It is a broad field that was first founded in 1956.

Typically, when we talk about AI we are referring to large language models (LLMs) like ChatGPT that generate human-like text. It is important to remember that LLMs do not "think", they are trained to predict the next logical word(s) in a sentence based off of patterns and probabilities in their training data. by Jose Antonio Bowen & C. Edward Watson Many of these newsletters are hosted on Substack - a platform that allows writers to monetize their work. However, all in this list currently offer a FREE tier and you can read without subscribing or creating an account.

They are also not all solely focused on AI. There is no question that generative Artificial Intelligence is disrupting education at all levels. This page will give an overview of the major topics, opportunities, and concerns with AI in education. Make sure to check out each tab in the sections below. Academic integrity is one of the biggest concerns with the rise of AI tools. Students can generate entire essays, solve complex math equations, and solve assignments with little effort.

However, the line between legitimate AI assistance and cheating isn't always clear. While using AI to write an entire paper may constitute plagiarism, using it for brainstorming, editing, or research support might be acceptable. It is important to teach students how to use AI as a legitimate learning tool instead of a replacement for their own thinking and effort. AI detection tools, while seemingly helpful for identifying AI-generated content, can cause significant harm to students and educational relationships. These tools frequently produce false positives, incorrectly flagging human-written work as AI-generated, which can damage innocent students' reputations and academic standing. They may disproportionately flag work by non-native English speakers or students with different writing styles.

One of the most significant concerns with an overreliance on AI tools is cognitive offloading. If students rely too heavily on AI to do their thinking for them, then they risk not developing essential critical thinking skills like evaluating information, constructing arguments, and thinking independently. Students need to be taught how to use AI to support critical thinking instead of replacing it. CSE had not developed citation guidelines as of this writing. Chat GPT and Generative Artificial Intelligence (AI): AI-generated content and citation (from the University of Waterloo Library) Additional information and resources can be found on the Center for Teaching and Academic Technology's website.

Schulz Information Center 1801 E Cotati Ave. Rohnert Park, CA 94928 "Technology is neither good nor bad; nor is it neutral."-Melvin Kranzberg There are a number of ethical considerations to be aware of when using Generative AI. These include, but are not limited to, the following: Make sure to click on the tabs in each section to explore these issues.

AI is not an unbiased source of information and often reflects existing social, economic, gender, and racial biases. AI systems can perpetuate and amplify human biases present in their training data, leading to unfair or discriminatory outputs that can marginalize certain groups. It can also misrepresent or underrepresent certain perspectives or point-of-view. The data used to train AI is limited to what the developers have access to which tends to be from a primarily American, English-speaking perspective. Learning to recognize bias in AI outputs is a critical component of AI literacy. Generative AI (GAI) is reshaping education, prompting discussions about its impact on higher education.

Questions and concerns about academic integrity and trust in GAI have emerged as AI tools become more visible and accessible. It is crucial for faculty to have a clear understanding of the potential and limitations of GAI to mitigate risks and negative impacts on faculty, students, and learning. By understanding the potential and limitations of GAI, those in higher education can leverage its benefits while mitigating risks. The idea of a GAI framework arose from faculty requests for guidance on ethical GAI use. After collecting feedback at the 2024 Celebration of Innovation in Teaching and Learning on a first iteration of GAI guidelines, Butler University’s GAI Faculty/Staff Workgroup developed this Framework to provide a roadmap for Butler... The committee based the framework on current literature, best practices, active discussion, and industry insights.

The content of the Framework offers essential guidance on ethical use and responsible integration of GAI into higher education. It outlines key principles, ethical considerations, and practical strategies for incorporating GAI into teaching, development, and more. By providing guidance and promoting open dialogue about GAI, this Framework supports faculty in creating a productive learning environment. As GAI rapidly evolves, the Framework will be regularly reviewed to ensure its continued relevance and effectiveness in supporting faculty in creating a future-ready learning environment ethically. Comments and contestations are welcomed to continue active dialogue and shared learning. If you’re interested in having members of the GAI Workgroup speak to your college or department, please contact oeet@butler.edu.

Hopefully, these tools can help you develop ideas so that you can excel in the classroom.

Artificial Intelligence Ai Libguides Butler Edu

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