14 Term Project: AI Article Critiques and Infographics (Human Development)

Description of resource(s):

This resource includes all materials needed to implement a term project that involves integrating AI for either 1. the creation of an infographic to provide research-supported information on a topic in a clear and engaging manner or 2. A research-based critique of an article that appears in the popular press. The resources for this term project include a pre-survey to gauge students’ existing AI knowledge, a description of the project for one’s syllabus, grading rubrics, writing/development guides for students, and exemplar work.

Links to Resources:

Why I implemented this:

The goal of this project is to facilitate students’ critical evaluation of the strengths and limitations of using AI. I adapted an existing term project for this resource. Specifically, in prior semesters, I had students do a three-part term project in my lower-division HDFS course in which they either completed a popular press article critique (integrating at least 4 critiques of an article in the popular press on a topic relevant for the course, including at least 4 peer-reviewed articles to support their critique) OR an infographic on a topic relevant for class (with 4-6 relevant citations to support the information provided).

For this AI adaptation, I had students use AI to generate the initial critique or infographic according to a set list of criteria. They then had to describe the AI generation process, provide relevant critiques of the AI-generated critique or infographic, and then reflect on the strengths and limitations for using AI in this manner. To facilitate the project (since this was the first year I implemented it with an AI focus), I also dedicated 30 minutes of one class to walking through the AI technology based on an initial survey I conducted at the beginning of the semester that revealed that, while many students had previously used Chat GPT, almost none had used an image-generating AI technology. Additionally, I dedicated a full class to discussing the process and challenges of Part II of the project approximately one week before Part II was due. I developed a grading rubric for Part II and Part III for both the article critique and the infographic. Also included is the project description that I included in the syllabus as well as exemplar student projects that can be included as examples when implemented in the future.

My main takeaways:

Many of the students had minimal experience with AI, and they seem very excited about the project. The infographic generation was more difficult to accomplish with AI alone, but I see that as an important lesson for students as they move forward in using AI in their academic work. Overall, the Term Project pushed students to explore the AI options available, learn about the iterative process in retrieving useful and reliable information from AI, and consider AI’s strengths and limitations more critically.

What else should I consider?

Timing: The timing depends on students’ existing experience with the relevant AI technology, as more time is necessary when students have less familiarity with AI relevant technology. The students in the class where I developed this activity had rather limited experience with AI, particularly in relation to AI image generation. As such, the activity was completed in three parts, and I devoted two partial class sessions to addressing questions and concerns and having students work in small groups to present their projects.

Context: This activity will work best for a content course.

Adaptations: An instructor could easily use only one of the Term Project options (i.e., either infographic or popular press article critique). The reflection on AI could also be easily adapted based on the instructor’s goals for AI integration.

Potential Pitfalls: The availability of free AI changed over the course of the semester I implemented this activity (e.g., DALL-E moved to a fee-based system), which required that we pivot in terms of what AI products were recommended. The students were very engaged in providing other options for their classmates. The final products for Part II were quite variable in detail and content, and it is clear that providing exemplars for each term project option is important. These have been included in the attachments.