This talk will discuss project-based learning (PBL) assignments for Sociology courses and how, if designed correctly, they could encourage active learning and potentially reduce unethical student AI use. In several large courses (90-200 students), I have implemented personal student projects that are integrated throughout the quarter, and focus specifically on solutions to social problems. The specific topic is chosen and led by the students, with each student choosing the topic and readings for their own papers. The project-based assignments use a multi-phase structure and in-class writing workshops, reducing student stress and uncertainty, with many safety nets, scaffolding, and "low cost" mini assignments that feed into the final paper. While this final paper is expected to be at a high level, other project-related assignments prioritize engagement over accuracy or proficiency. Among other things, I will discuss how this assignment and its structure are intended to reduce stress, anxiety, uncertainty, or alienation, all factors that could increase unethical AI use.
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