What can faculty do?
Before you panic and consider banning technology from your classroom in favor of handwritten essays and oral exams (not that there’s anything wrong with those methods, but they might lead to more student anxiety)…consider how this tool might help you rethink teaching and learning.
Instead, you might...
Update your syllabus.
Sample statement prohibiting use of AI-generated text
All written work submitted for this course must be completed by you, personally. Use of artificial intelligence (AI) to generate text is strictly prohibited. Submission of text generated by AI will be considered a violation of academic integrity, including AI-generated text that you have summarized or edited.
Sample statement providing parameters for use of AI-generated text
You are responsible for the content of any work submitted for this course. Use of artifical intelligence (AI) to generate a first draft of text is permitted, but you must review and revise any AI-generated text before submission. AI text generators can be useful tools but they are often prone to factual errors, incorrect or fabricated citations, and misinterpretations of abstract concepts. Utilize them with caution.
Talk with your students about academic integrity.
- Students often gloss over the boilerplate “academic integrity” statement in a syllabus. Update it to include AI tools. Update it to be more student-centered (see Zinn 2021 template). Bring it up in class. Talk about why academic integrity is essential to students (Hint: Don’t just focus on extrinsic motivators like their grades).
Redesign your assignments.
Encourage risk-taking, productive struggle, and learning from failure.
- Students can learn more from failure than success (Ofgang, 2021), but far too often, when students fail, they are not given an opportunity to learn from their failure (e.g., revise and resubmit, retake a quiz).
- When failure is the end result, rather than part of the learning process, students may be more likely to turn to tools like AI to cheat.
Be transparent about assignments.
Reconsider your approach to grading.
Shift from extrinsic to intrinsic motivation.
- Students are more likely to cheat when “the class reinforces extrinsic (i.e., grades), not intrinsic (i.e. learning), goals.” (UC San Diego, 2020, para. 6).
- Consider how you might increase intrinsic motivation by giving students autonomy, independence, freedom, opportunities to learn through play, and/or activities that pique their interest based on their experiences and cultures. Learn more about motivational theories in education from Dr. Jackie Gerstein.
Use ChatGPT as an educational tool.
NOTE: Before you ask students to use ChatGPT for an assignment, re-read the information about privacy and data. The following suggestions are based on the faculty using ChatGPT to generate responses to share with students.
Engage students in critiquing and improving ChatGPT responses.
- Pre-service teachers might critique how a ChatGPT lesson plan integrates technologies using the Triple E Rubric or examine whether it features learning activities that support diversity, equity, accessibility, and inclusion. (This will help future teachers learn to critique TPT resources! )
- Computer science students might identify potential ways to revise ChatGPT generated code to reduce errors and improve output.
- Students might critically review the feedback ChatGPT provides on their writing and determine what is most helpful to their own learning.
- Students could analyze, provide feedback on, and even grade text produced by ChatGPT as a way to prepare for peer review of their classmates’ work.
Analyze how ChatGPT generates text for different audiences.
- Ask ChatGPT to explain a concept for a 5 year old, college student, and expert. Analyze the difference in the way ChatGPT uses language.
Help students build their information literacy skills.
- Ask students to conduct an Internet search to see if they can find the original sources of text used to generate a ChatGPT response.
Have students generate prompts for ChatGPT and compare and contrast the output.
- Students could even design their own tool to evaluate the ChatGPT responses.