This session will introduce participants to the growing “AI refusal” movement in higher education and will provide tools for educators to circumvent student use of text-generative LLM (large-language model) technologies. We will discuss research-based motives for educators seeking to engage in AI-resistant pedagogy through a survey of existing research on the educational impacts of generative AI for humanistic education. The presenters will survey common pedagogical tools that secondary and postsecondary-level humanities teachers have found to be effective as AI-resistant strategies for teaching critical thinking and academic writing. The presenters will also discuss their personal experiences in implementing such tools, at which point we will open a Q&A.

Learning Objectives: 1. To provide an overview of existing research on the educational impacts of generative AI in humanistic higher education 2. To provide faculty with pedagogical tools that circumvent student use of generative AI while maintaining course learning objectives

Presenters: Jessica Borsellino, Justin Williams, Kieran Aarons