Resources

This section provides several resources and tools to support public health writing instruction, both with and without the use of AI.

R.1 Teaching public health writing

R.1.a General writing resources

• Resources for teaching writing (Boston University)
• Collection of resources that assist instructors in understanding and applying evidence-based writing pedagogy in higher education classroom settings. Includes lesson plans, assignments, inclusive teaching in writing context, working with multilingual writers and equity in writing assessment.
• Link: https://www.bu.edu/teaching-writing/resources-for-teaching-writing/
• Working with student writing (Teaching guide for Graduate School Instructors, UC Berkeley)
• Guide for graduate student instructors that covers designing effective writing assignments, assessing student assignments, working with multilingual students, and providing strategies for time management when reviewing and grading student writing.
• Link: https://gsi.berkeley.edu/gsi-guide-contents/student-writing-intro/
• Guide to teaching writing (Harvard writing project, Harvard University)
• Collection of three resource guides for instructors to help integrate writing into coursework. Includes guides on teaching writing, designing essay assignments, and elements of the academic essay.
• Link: https://writingproject.fas.harvard.edu/pages/teaching-guides

R.1.b. Public health specific writing guides

• Public Health Writing Guide (Population Health Exchange)
• The Public Health Writing Guide is a collection of best practices for approaching public health writing at any stage. The guide covers strategies to improve prose, productivity and tailor written work to audience needs. Available in a downloadable PDF and through an interactive website.
• Link: https://populationhealthexchange.org/teph-public-health-writing-guide/
• Writer’s Guide (UW Health Sciences Library)
• The UW Health Sciences Library Writer’s Guide is a collection of resources, guides and tools to assist students, staff and instructors throughout the writing process. The guide contains information on campus writing supports, citation styles and tools, authorship, publishing, plagiarism and research integrity and more.
• Link: https://guides.lib.uw.edu/hsl/writer
• Writing-enriched curriculum: School of Public Health (University of Minnesota)
• Resource that covers writing in schools of public health. Includes writing expectations of public health students and a public health specific writing plan for students.
• Link: https://wac.umn.edu/writing-enriched-curriculum/academic-units/school-public-health

R.1.c. Writing Across the Curriculum

• Introduction to Writing Across the Curriculum (WAC Clearinghouse, Colorado State University)
• This resource introduces the principles and practices of Writing Across the Curriculum (WAC). Includes information on writing pedagogies, designing effective writing assignments, peer review and strategies for providing feedback to students.
• Link: https://wac.colostate.edu/repository/teaching/intro/

R.1.d. Supporting multilingual writers

• Writing Across the Curriculum and second language writing (WAC Clearing House, Colorado State University)
• This resource offers practical strategies for supporting multilingual (L2) writers within WAC. Provides resources that help integrate multicultural and multilinguistic perspectives into faculty development and teaching practices.
• Link: https://wac.colostate.edu/repository/teaching/slw/
• Responding to Multilingual Students’ Writing (Boston University)
• Guide for responding to multilingual student writing. Includes suggestions on considering individual student needs, prioritizing feedback, and providing a range of supports.
• Link: https://www.bu.edu/teaching-writing/resources/responding-to-errors-in-multilingual-students-writing/#:~:text=Try%20to%20provide%20feedback%20that,and%20revise%20their%20own%20errors.
• Providing Feedback and Grades to Second Language Students (University of Michigan)
• This resource contains considerations for working with and providing feedback to multi-lingual students. Includes strategies for providing feedback and grading papers.
• Link: https://lsa.umich.edu/sweetland/instructors/guides-to-teaching-writing/providing-feedback-and-grades-to-second-language-students.html
• Supporting Multilingual Learners (University of Minnesota)
• Webpage detailing strategies for instructors to support multilingual learners in higher education. Includes considerations for creating assignments, supporting student in the completion of assignments, and reviewing submitted work. Also provides additional resources.
• Link: https://wac.umn.edu/tww-program/teaching-resources/supporting-multilingual-learners
• Working with Multilingual Writers (University of Washington at Tacoma)
• Resource on how to support multilingual students in their development as writers. Includes explanation of multilingual writers, inclusive language practices, and reframes plagiarism education.
• Link: https://www.tacoma.uw.edu/tlc/working-multilingual-writers

R.1.e. Giving feedback

• A Harm Reduction Approach to Writing: Revising and Giving Feedback (Population Health Exchange)
• A 60-minute webinar by Dr. Jennifer Beard, which details how harm reduction strategies can be used to help revise our own work as well as give feedback to others in a pragmatic and digestible way.
• Link: https://populationhealthexchange.org/web-harm-reduction-approach-to-writing/
• Giving Feedback on Student Writing (University of Michigan)
• A resource guide that shares general considerations and strategies for giving constructive feedback while remaining mindful of instructors’ time.
• Link: https://lsa.umich.edu/sweetland/instructors/guides-to-teaching-writing/giving-feedback-on-student-writing.html
• Responding to Multilingual Students’ Writing (Boston University)
• Guide for responding to multilingual student writing. Includes suggestions on considering individual student needs, prioritizing feedback, and providing a range of supports.
• Link: https://www.bu.edu/teaching-writing/resources/responding-to-errors-in-multilingual-students-writing/#:~:text=Try%20to%20provide%20feedback%20that,and%20revise%20their%20own%20errors.
• Providing Feedback and Grades to Second Language Students (University of Michigan)
• This resource contains considerations for working with and providing feedback to multi-lingual students. Includes strategies for providing feedback and grading papers.
• Link: https://lsa.umich.edu/sweetland/instructors/guides-to-teaching-writing/providing-feedback-and-grades-to-second-language-students.html

R.2 Teaching public health writing: In the context of artificial intelligence

R.2.a. Understanding AI

• Modern-day Oracles or Bullshit Machines: How to thrive in a ChatGPT world (Bergstrom and West)
• Interactive series of lessons designed by two University of Washington faculty, that explain what large language models are, how they work, and what their capabilities and limitations are.
• Link: https://thebullshitmachines.com/index.html
• AI Guide (metaLAB, Harvard University)
• An interactive resource that helps users understand large language models in a step-by-step tutorial.
• Link: https://aipedagogy.org/guide/tutorial/

R.2.b. AI and writing

• GenAI and Writing Workshop Resources (Heidi McKee, Miami University)
• Google drive repository of resources from UW workshop led by Dr. Heidi McKee on GenAI and Writing. Includes workshop slides and extensive GenAI and writing bibliography.
• Link: https://drive.google.com/drive/u/0/folders/1-5yTH6pkJVFKyc0QGPmaruxQLSHUNJO2
• Bibliography: https://docs.google.com/document/d/1zazOVNcO_zXVQdpPB26yEp9gVoh0HxY74dRoPqSsEkE/edit?tab=t.0#heading=h.f3dvm170fzdk
• Faculty Guide to Getting Started with AI (University of Texas at Austin)
• Guide to help instructors incorporate AI into the classroom. Includes 20 activities and 9 lesson plans co-developed by UT Austin and Grammarly.
• Link: https://go.grammarly.com/facultyguide
• Quick start guide to AI and writing (MLA-CCC Joint Task Force on Writing and AI)
• List of resources for instructors and students when considering AI use to teach or complete writing assignments. Includes resources about AI generally, considerations for student AI-use, and detecting AI-use.
• Link: https://aiandwriting.hcommons.org/resources/
• Learning through Writing in the Age of AI (Center for Teaching and Learning, Columbia University)
• Webpage that discusses the benefits of writing activities for instructors and students, as well as considerations for writing assignments in the context of AI.
• Link: https://ctl.columbia.edu/resources-and-technology/resources/writing-ai/

R.2.c. AI tool comparisons

• Artificial Tools Comparison Chart (University of California at Davis)
• Provides a comparison of several popular AI tools and includes data protection levels for features specific to each tool.
• Link: https://iet.ucdavis.edu/aggie-ai/artificial-intelligence-tools-comparison-chart
• AI and Machine Learning for Evidence Syntheses: Generative AI & Other Tools (University of North Carolina Library)
• Library guide that provides an overview of generative artificial intelligence (GenAI) and includes comparison tables of GenAI tools, GenAI writing tools, and GenAI systematic review tools.
• Link: https://guides.lib.unc.edu/AI-ML/AI-Tools

R.2.d. AI use policies

• An Introduction to AI Policies for Everyone Starting From Below Level Zero (MLA-CCC Joint Task Force on Writing and AI)
• Link: https://aiandwriting.hcommons.org/2024/06/11/an-introduction-to-ai-policies-for-everyone-starting-from-below-level-zero/
• GenAI Syllabus Statements (University of Minnesota)
• Resource provided the University of Minnesota that details GenAI syllabus components and provides customizable examples of syllabus statement languages.
• Link: https://provost.umn.edu/academic-oversight/genai-syllabus-statements
• Creating your course policy on AI (Stanford University Teaching Commons)
• This resource includes a discussion of key elements within an AI use policy and provides sample customizable syllabus statements.
• Link: https://teachingcommons.stanford.edu/teaching-guides/artificial-intelligence-teaching-guide/creating-your-course-policy-ai#:~:text=Worksheet%20for%20creating%20your%20AI%20course%20policy

R.2.e. Integrating AI into the classroom

• Creative and Critical Engagement with AI in education (metaLAB, Harvard University)
• Includes a step-by-step introductory guide to AI to help instructors understand AI, how it works, and its capabilities and limitations. Additionally, this website includes curated assignments that integrate AI and are searchable by subject, tools, and skills (e.g., dialogue, critical thinking).
• Link: https://aipedagogy.org/
• Integrating AI to Guide Learning (Howe Center for Writing Excellence, Miami University)
• Covers research-based practices for using AI in the classroom. Includes recommendations for teaching writing with AI, example assignments, and additional teaching resources and lesson plans.
• Link: https://miamioh.edu/howe-center/hwac/resources-for-teaching-writing/integrating-ai-to-guide-learning.html
• Teaching + AI (Teaching@UW, University of Washington)
• Overview of AI and how it can be incorporated into teaching across subjects, intentionally and while continuing to center student learning. Includes how to talk to students about AI, designing courses with AI, using AI to enhance student learning and engagement, and academic misconduct.
• Link: https://teaching.washington.edu/course-design/ai/

R.2.f. AI-assisted assignment repositories

• Faculty Guide to Getting Started with AI (University of Texas at Austin)
• Guide to help instructors incorporate AI into the classroom. Includes 20 activities and 9 lesson plans co-developed by UT Austin and Grammarly.
• Link: https://go.grammarly.com/facultyguide
• AI Pedagogy Project: Assignments (metaLAB, Harvard University)
• Collection of curated assignments that integrate AI and are searchable by subject, tools, and skills (e.g., dialogue, critical thinking).
• Link: https://aipedagogy.org/assignments/
• AI Mini-Games for Peer Review (Boston University)
• Collection of small assignments that leverage GenAI tools to help guide peer review in a “fun” atmosphere. Assignments/games range from inserting full text into GenAI tools to helping with smaller sections/sentences.
• Link: https://docs.google.com/document/d/1WrT4BUutStBp8qvzNcYL4ZLg5dQs9xSknAk-nhmUU9U/edit?tab=t.0#heading=h.r069yuw7xbqf

R.2.g. Citing AI tools

• Citation Best Practices (University of California at Davis Library)
• Short resource for best practices when citing AI tools with common citation formats (e.g., MLA, APA, Chicago).
• Link: https://guides.library.ucdavis.edu/genai/citing
• How do I cite generative AI in MLA style? (MLA)
• Official post detailing how to cite generative AI within the MLA citation template.
• Link: https://style.mla.org/citing-generative-ai/
• Citing generative AI in APA Style: Part 1—Reference formats (APA Style Blog)
• APA style blog post detailing the reasoning behind citing GenAI including general use and specific AI chats.
• Link: https://apastyle.apa.org/blog/cite-generative-ai-references
• Citation and acknowledgement of AI use (University of Minnesota Library)
• University guide for citing GenAI tools in academic work with references to common citation styles.
• Link: https://libguides.umn.edu/c.php?g=1314591&p=9664746

R.2.h. AI resources to share with students

• Using AI for Students (University of Washington Bothell Library)
• Short student-centered guide for understanding and using AI technologies.
• Link: https://guides.lib.uw.edu/usingAI
• AI Use Decision Graphic (Boston University)
• Infographic for students to help decide when to use AI technologies. Includes single guided questions on topics including transparency, ethics, privacy and confidentiality.
• Link: https://www.bu.edu/teaching-writing/resources/ai-decision-infographic/
• Dear students: Should you use AI for writing? (University of Pittsburg & Lafayette College)
• A comprehensive collection of responses to student frequently asked questions. Provides an overview of GenAI and large language models, as well as questions about learning implications of AI-use, AI detectors, current controversies, and academic integrity codes.
• Link: https://docs.google.com/document/d/1uPGsWiSl_zi5rIRdjJEQrirJ1iDkeB1hmp74DSP6-UY/edit?usp=sharing
• Using Generative AI to Support Your Learning as a Student (University of Chicago)
• This resource provides brief overviews of GenAI including its capabilities and limitations, as well as ethical considerations and several examples of responsible ways to use GenAI to support learning.
• Link: https://genai.uchicago.edu/en/resources/students/generative-ai-student-guide