About The Field Guide
The Field Guide For Effective Generative AI Use represents a set of six observation manuals of GenAI use conducted by university and secondary school educators Mike Kentz (High School English), Nick Potkalitsky (High School English), Kara Kennedy (High School Tutoring), Doan Winkel (University Entrepreneurship), Jason Gulya (University Writing), and Lance Cummings (University Writing). These contributors submitted a transcript of their GenAI use accompanied by observational self-analysis and annotations of both their own inputs and the GenAI outputs (written prompts entered into Large Language Model systems like ChatGPT or Claude, while outputs refers to text-based outputs produced by the same LLM) that resulted from their queries. The goal of this exercise was not to determine the best way to get the most out of a GenAI system, but instead to seek a deeper understanding of safe and effective use principles through metacognitive analysis and reflection. Educators were prompted to analyze their inputs as if the user on the page was someone else. The psychological distance afforded by this imaginative leap was structured to facilitate more objectivity and less bias among each user. For more on the pedagogical and cognitive science that supports the overall approach, please refer to the foreword and the first four chapters of this exhibit.
Each educator aimed to provide a “bread crumb” approach that illuminated their thought process as they moved through the chat as the user. This mindset was structured to provide a window for the reader into their thinking as they engaged with GenAI towards a specific educational goal. In that vein, this project seeks to illuminate the vast opportunity for developing “windows into student thinking” via meaningful transcript analysis. Through this metacognitive self-analysis and its subsequent publication at the WAC Clearinghouse, we hope to take a meaningful step towards developing a deeper understanding of safe and effective use principles for Generative AI Large Language Models, such as ChatGPT and Claude, and assisting in efforts across the broader education market to adapt pedagogical approaches in response to AI.
Table of Contents
Foreword
Chapter One: Change the Medium
Chapter Two: Create Cognitive Distance
Chapter Three: Generate Comparisons
Chapter Four: Why the Whole Transcript?
References
Transcripts
Cummings, Using BoodleBox to Streamline Study Abroad Program Planning: Lance Cummings
Gulya, Using ChatGPT to Create a Project-Based Learning Framework for Essays
Kentz, Using ChatGPT to Create Rubrics and Learning Activities: Mike Kentz
Kennedy, Using ChatGPT to Prepare for a Mathematics Tutoring Session: Kara Kennedy
Potkalitsky, Using ChatGPT to Design a College-Level Curriculum for High School Students: Nick Potkalitsky
Winkel, Using Claude to Create a Comprehensive Entrepreneurship Course: Doan Winkel
About the Author and Contributors
Mike Kentz is the founder of professional development firm AI Literacy Partners with over 14 years of experience across journalism and teaching. He is a TEDx Speaker and his work and commentary on AI in Education has been featured in EdSurge, Edutopia, The Wall Street Journal, Canadian National Radio, and more. These experiences now inform his unique, Humanities-based approach to developing AI Literacy among adults and students and helping schools to adapt to the advancement of artificial intelligence.
Kentz is a graduate of Georgetown University (B.A. American Studies), Relay Graduate School of Education (M.A.T.), and Wilkes University (M.A. Creative Writing). In his earlier career as a financial journalist in New York City, his reporting and writing was regularly featured in a wide variety of national news publications including Thomson Reuters, The New York Times, The Los Angeles Times, The Chicago Tribune, CNBC, Fox Business, and more. He now lives in Morristown, New Jersey with his wife, son, dog, and cat.
The introduction to the exhibit and chapters were written and assembled by Kentz with consultation with Rob Nelson (The University of Pennsylvania). The origins of this project occurred when Mike met and reached out to Jason Gulya and Doan Winkel over the summer after meeting through LinkedIn and discerning a shared interest in AI and teaching pedagogies. From there, the project expanded to include Kara Kennedy, Nick Potkalitsky, and Lance Cummings, each of whom was instrumental in the compilation and composition of the field guide. Additionally, Rob Nelson, as an outside observer, provided balanced feedback on the introductory chapters to ensure that the approach of the field guide was grounded in cognitive science and established pedagogical theory.
Dr. Lance Cummings is a Professor of Professional Writing at The University of North Carolina-Wilmington and an AI Operations Consultant at iSophist.c. Mr. Jason Gulya is the Chair of the Artificial Intelligence Council and a Professor of English and Applied Media at Berkeley College, and a Mentor for the AI Institute at the American Association of Colleges and Universities. Dr. Kara Kennedy is the Principal at The AI Literacy Institute, based in Auckland, New Zealand, and a Doctor of Philosophy. She is also a Tutor at Te Pukenga and a writer focusing on GenAI in education.
Dr. Nicholas Potkalitsky is a career educator, writer, and Doctor of English based out of Miami, Ohio. He currently teaches English at The Miami Valley School and runs Pragmatic AI Solutions, a consultancy and professional development service. Mr. Doan Winkel is The John J. Kahl, Sr., Chair in Entrepreneurship at John Carroll University, as well as the Director of the Muldoon Center for Entrepreneurship and the Founding Director, Donnelly School of Leadership & Social Innovation.
Suggested Citation
Kentz, M. (Author) and Contributors. (2025). The Field Guide to Effective AI Use. WAC Clearinghouse. https://docs.google.com/document/d/1h1Jq9Cz9ittKgkpecrqqbmKwjiGqHNn6klF326nO6Ow/edit?usp=sharing
Thanks
Thank you to the WAC Clearinghouse, namely Mike Palmquist, Lee Nickoson, and Lindsey Harding, for hosting, editing, and helping to design this exhibit.
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