ChatGPT (Generative Pre-trained Transformer) is powerful tool created by OpenAI and released late in 2022. For better or worse, ChatGPT and AI technology like it will undoubtedly revolutionize the workforce and how we understand productivity and efficiency, but right now, ChatGPT has immediate effect on education. To be clear, this page focuses on only one tool, ChatGPT. There are certainly others such a Elicit (an AI research assistant that can help with your literature reviews and searches) or Fermat (which can help students brainstorm, design research questions, and explore different points of view or even find or create related images). We've probably all seen AI-generated selfies trending recently that turn us into princesses or anime images, and you've probably read critiques about the effects on professional artists. AI technology has been around us for some time, and our familiarity with it as educators influences our ability to help ourselves and our students with digital literacy.
The purpose of this page is to consider the impact of AI on our teaching by focusing on the most current conversation surrounding ChatGPT. This page will host a repository of resources cultivated for your reference and use with appreciation to the original content creators. We acknowledge that there are disciplines and colleagues on campus with significant expertise: Thank you for being here and contributing to our understanding. We also recognize that there are varying responses to the current hype of ChatGPT and while some are interested in incorporating AI into their teaching this spring, others are more concerned about its effect on academic misconduct. At the Teaching, Learning, and Professional Development Center, we will attempt to strike a balance with a positive emphasis on forward to include ChatGPT and other emerging tools in our classrooms as we co-create and learn alongside students. This is new territory for many of us, but the possibilities, while challenging, are also wildly exciting.
This resource page is evolving quickly with new resources and information, and we hope that you will check back often. If you would like to talk about ChatGPT and your concerns or ideas, please feel free to contact Suzanne Tapp or Alec Cattell, or any member of the TLPLDC team at 806-742-0133.
Questions to Ask Yourself about ChatGPT from Suzanne Tapp
After reading the insightful article, “ChatGPT Advice Academics Can Use Now” by Susan D'Agostina (Inside Higher Ed, January 12, 2023), I adapted a few questions that educators might ask themselves as we all consider the implications of ChatGPT and other AI tools:
- Does ChatGPT fit your learning objectives?
- Can we help to familiarize you with ChatGPT? TLPDC staff members are glad to sit down and explore ChatGPT with you. Perhaps you can use productive experimentation to help with anxiety you might feel about ChatGPT.
- Try asking ChatGPT to generate answers or text to prompts relevant to a class you teach. How does it compare to text that your students typically generate?
- Can you envision tasks that your students should not do with ChatGPT or tasks that your students might try with AI assistance? Can AI tools help us to achieve our intended learning outcomes?
- ChatGPT is the most recent product but models will continue to develop (including monetizing these resources, adding the ability to add citations and more). How do you think your students are likely to use these tools in the future? How might writing change?
- How can we teach our students to identify the shortcomings of AI generated content and gain AI literacy? Why is the ability to read and write important to your students?
- Have you thought about adding your expectations about AI generated text to your syllabus?
- Perhaps most importantly, talk with your students about your rules and expectations, and ask them to tell you what they know and understand about ChatGPT.
General ChatGPT Resources
A Must-See Before the Semester Begins(Faculty Focus)
Advice Academics Can Use Now(Inside Higher Ed)
AI Will Augment, Not Replace(Inside Higher Ed)
Artificial Intelligence Writing(University of Central Florida)
GPT-4 is Coming: A Look into the Future of AI (Thanks to Lisa Phillips for sharing!)
Practical Responses to ChatGPT(Montclair State University)
Using ChatGPT to assist in your writing? 5 steps to follow (Offered freely by Allison Oberle, Higher Ed Discussions of AI Writing Facebook Group)
Webinar: ChatGPT and Education - Purpose and Assumptions(Stefan Bauschard, Founder, DebateUS!; Priten Shah, CEO, Pedagogy.Cloud)
What if ChatGPT isn't as intelligent as it seems?(The New York Times)
ChatGPT Scored a 1020 on the SAT(Twitter thread by @davidtsong)
Some journalists are using ChatGPT(Fast Company)
ChatGPT wrote cover letters(Business Insider)
Will ChatGPT Change the Way You Teach?(The Chronicle of Higher Education)
AI Plagiarism Detection (NEW!)
GPTZero Experiment(YouTube video by @cynthia46)
How To Check If Something was Written with AI(Gold Penguin)
So, AI Ruined Your Term Paper Assignment? (Authors: James D. Basham, Angelica Fulchini Scruggs, and Eleazar Vasquez Center for Innovation, Design, and Digital Learning)
Sample Syllabi Statements
Academic Integrity and Artificial Intelligence (Offered freely by Jill Hogan, Higher Ed Discussions of AI Writing Facebook Group)
Course Policies on Using AI ToolsGuidelines shared from Autumn Caines (University of Michigan/College Unbound) and Lance Eaton (College Unbound)
Honor code for quizzes and tests (Found on Reddit, r/ChatGPT, January 17, 2023):
"I, _________________, used only my notes and the readings for this open-note quiz. I did not consult other students' notes, the Internet, ChatGPT or any AI chatbot that could generate answers. I don't need to do that!"
How to communicate about ChatGPT with your class:
Consider an approach shared by Dr. Nicole Morelock in a recent TLPDC session, and recognize that if your students are considering use of ChatGPT or contemplating compromising their academic integrity in other ways, they may be feeling considerable pressure. Is there anything that you can do to ease this pressure? Would encouraging them to come to you to share their struggles and discuss possible interventions before making a decision like this be helpful? In particular, if students seem to be using ChatGPT to answer reflection style prompts that incorporate their experiences, helping them to see that you want to gauge their understanding and insight and not information generated by an AI resource. Only when a written reflection is truly a student's work can an instructor gauge the learning that is taking place and what changes may need to be made.
Sample statement shared by Chrissann Sparks Ruehle (with permission for others to use) on Higher Ed Discussions of AI Writing Facebook Group on 1/6/2023:
“Since writing, analytical, and critical thinking skills are part of the learning outcomes of this course, all writing assignments should be prepared by the student. Developing strong competencies in this area will prepare you for a competitive workplace. Therefore, AI-generated submissions are not permitted and will be treated as plagiarism.”
Sample statement shared by Laura Dumin (Higher Ed Discussions of AI Writing Facebook Group):
"Welcome to the wide world of new programs that can “do your writing for you”. Why did I put that into quotes? Because some of the writing is problematic and a lot of it is downright bland. Having said that, I accept that this is yet another way to get around doing your own work, if that is the choice being made. But maybe it can be used for good, and that is where we are right now. In the “what if” and “how to” zone. We might have assignments that use or integrate AI writing this semester. There might be other places where it simply isn't appropriate for the assignment. Perhaps AI can be a helpful tool, and that is part of what we can explore this semester. With that in mind, if you are found to have used AI writing programs in a place where they are not explicitly allowed on an assignment, you will receive a ‘0' grade, be reported for academic dishonesty, and will not have the chance to re-do or replace that assignment. I'd prefer that we see this as a chance to learn and adapt rather than just another way to cheat, so we'll approach it from that angle and see where we end up. I look forward to entering this newish universe with you."
Sample Rubrics & Assessment Tools
Syllabus Resources(Boris Steipe, The Sentient Syllabus Project)
Taking Teaching to Task(Marc Chun, Council for Aid to Education)
Sample Assignments Incorporating ChatGPT
Alarmed by AI chatbots, universities are starting to overhaul their teaching methods(Shared by Dr. Harvinder Gill, Chemical Engineering)
Group Research Project(Alec Cattell, 4000-level undergraduate course)
Individual Assignment(shared by Mike Ryan, Rawls College of Business)
Professional Letter Assignment(Suzanne Tapp, HUSC 1100)
The Unessay(Marc Kissel, An alternative to the traditonal writing assignment)
Jennifer Arthur (Posted on Higher Ed Discussions of AI Writing Facebook Group on 1/4/2022) shared an alternative to essays. She asks students to create PowerPoints instead:
"My courses are sociology-based. Students are given articles that complement the main textbook themes. They must present an APA-based cover page, abstract, outline, min number of slides, and reference page. They are to provide an overview/summary of the author's main points, supported by sub points, if applicable. No direct quotes are allowed and APA in-text and reference page citations must be used (including images). I made this change b/c I felt it would push students to better understand what the authors are discussing, by making them read and paraphrase, rather than write essays that can be rote. It also gives them a bit of creativity (but the PPTs must be professional, so no circus themes), and it takes a bit of pressure off of those who do not enjoy writing. I believed it would cut down on plagiarism, but I busted four this last semester. But what tipped me off was that the slides looked like paragraphs rather than PPT points(?), so maybe it does work."