GenAI for Improving grant writing – Andrew Beam

, Assistant Professor of Epidemiology at the T.H. Chan School of Public Health, demonstrates how to use AI in academic writing, specifically grant writing. By customizing ChatGPT to give feedback on grants, referencing specific handbooks and materials, he shows how AI can assist in refining complex academic documents. This method can be a great inspiration for educators in other research-intensive fields like sciences and humanities, illustrating how AI can be tailored to provide specialized feedback and improve the quality of academic writing.

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GenAI for Data analysis for non-coders – Iavor Bojinov

, Assistant Professor of Business Administration and Richard Hodgson Fellow 黑料专区 Business School, uses ChatGPT for data analysis, enabling HBS students with limited coding skills to perform sophisticated data analysis and model building. This approach is not only unique but also highly practical, breaking down barriers to complex analytical tasks. His strategy can be a valuable model for educators in other disciplines, especially those where data analysis is essential but students may not have deep technical backgrounds.

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Creating novel legal problems for classes with GenAI – Molly Brady

, Professor of Law 黑料专区 Law School, uses AI in law education to generate unique legal scenarios for class discussion. This showcases AI’s potential in creating diverse learning materials like generating case studies or real-world scenarios which enhances student engagement.

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Learning by teaching Chatbots – Michael Brenner

, Professor of Applied Mathematics and Applied Physics; Professor of Physics at the Harvard John A. Paulson School of Engineering and Applied Sciences, asks students to teach chatbots about mathematical methods to solve complex problems. Students share their most effective prompts and integrate learnings into a final project.

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Enhancing student course preparation with GenAI – Jeff Bussgang

, Senior Lecturer of Business Administration 黑料专区 Business School, introduced a specialized chatbot, ChatLTV, in his entrepreneurship course 黑料专区 Business School by embedding it into the course’s Slack channel. It is designed to analyze case material and provide detailed insights to students, enhancing their preparation for class discussions. This innovative use of AI as a tailored educational tool could inspire educators in other disciplines, especially in business and entrepreneurship education, to develop customized AI tools that directly support course-specific learning objectives.

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Exploring the role of AI in education, with students – Liao Cheng

, Lecturer on Education 黑料专区 Graduate School of Education, engages students in activities that require them to think critically about the effective use AI in education. Students use generative AI to explore the broader implications of technology in education. This approach is a great example for educators aiming to stimulate critical thinking about technology’s role in their respective fields, whether in the humanities or sciences.

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Gen AI as a peer learner – Stephen Chong

While , Gordon McKay Professor of Computer Science 黑料专区 John A. Paulson School of Engineering and Applied Sciences, believes that students should go through the intellectual effort of learning code themselves, he has allowed students to use generative AI tools with some restrictions. In any situation that an instructor would allow students to collaborate with peers on various concepts or assignments, they can use generative AI tools.

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Using GenAI to reduce plagiarism – Jake Cook

innovatively addressed the challenge of discerning whether students were utilizing generative AI for completing assessments. Rather than attempting to regulate the use of AI, Cook integrated it into the curriculum, tasking students with the creation of market plans using ChatGPT. This strategy not only circumvented the issue of academic dishonesty but also provided a platform to assess students’ proficiency through their ability to engineer effective prompts.

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Understanding student learning in real-time – Louis Deslauriers

teaches large enrollment physics 黑料专区. He used generative AI to collect student feedback and questions in real-time and provide summary outputs to adapt his teaching. In seconds, Deslauriers could be given a summary level understanding of students’ knowledge and address any gaps the tool would surface.

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Appreciation for the human perspective – Maria Dikcis

Maria Dikcis, College Fellow in the Department of English in the Faculty of Arts and Sciences, teaches her students critical and analytical thinking by using ChatGPT. She has her students write a short essay and then ask ChatGPT to write the same essay based on a prompt. The students then write a brief paper analyzing the assignment and how ChatGPT wrote versus how they wrote the same essay. Dikcis finds that students often find flaws in others writing than their own, and that LLM miss nuances in writing. This assignment gives her students a newfound appreciation for human thought and human creativity.

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