ChatGPT and Generative AI

The CTL has compiled and curated resources as a service to support teaching decisions along a range of faculty philosophical positions related to generative writing tools such as ChatGPT.  Even if you’d rather not bring AI into your courses, you still need to understand how these tools work and be able to speak knowledgeably about them with students. 

“Let’s Talk about ChatGPT and Generative AI” from the Fall 2023 Faculty Workshop

Alex McAllister, Stacey Peebles, Sami Sweis, and Kari Young led a session at the Fall Faculty Workshop on August 17. The handout from this session includes: the agenda for the session, links to how to get started with ChatGPT, sample syllabi language, and a short list of useful language related to generative AI.

Note: This is a rapidly-growing, quickly-changing topic; we will continue to add to this webpage as more information becomes available and our experience grows, particularly as more faculty develop and use these tools in assignments. We welcome your input, suggestions, and questions at ctl@centre.edu. 

In addition to sources cited in text, information in this website comes from the following two sources: Mollick & Mollick (2023) and the University of Delaware.

Introduction 

Advanced automated tools – artificial intelligence or machine learning tools such as ChatGPT or Dall-E 2 that are sometimes described as “generative” or “autogenerative” tools – use sophisticated technology and very large data sets to create realistic writing, images, or other artifacts in response to natural language queries and prompts. They are very easy to use and some of their output is very difficult to distinguish from human-generated material. The impact of these tools in the classroom context is just beginning to be discussed.   

Some questions being asked about the use of advanced automated tools in their course(s)include: 

  • Should students be allowed to use these tools?  
  • How can we support their learning about these tools and the many complex, interesting, and rapidly-developing issues that surround them? 
  • What are the most pressing issues – practical, pedagogical, and ethical – related to the use of these tools?  
Strategies and Resources for Teaching with these tools 

Strategies and Resources for Teaching with these tools 

Much thought and ideas are emerging related to how to use generative AI with your classes. Below are three categories to consider with your planning.   

Category 1: Cultivate Pedagogical Practices that Lean into the Software’s Abilities. 

Category 2: Detect and Neutralize the Software.  Despite claims from detection tools for AI text generators, most have shown to have false positives leading to false accusations of cheating.  For further reading about use of these detection tools or other ways neutralize the effects see: 

Category 3: Teach Ethics, Integrity and Career-Related Skills. There are other ways to increase academic integrity.  These are some sources that tap into good pedagogy about academic integrity. 

Use/No Use of these tools

There are at least 4 ways instructors may imagine these tools for student use: 

Use prohibited 

Students are not allowed to use advanced automated tools (artificial intelligence or machine learning tools such as ChatGPT or Dall-E 2) on assignments in this course. Each student is expected to complete each assignment without substantive assistance from others, including automated tools. 

Use only with prior permission. 

Students are allowed to use advanced automated tools (artificial intelligence or machine learning tools such as ChatGPT or Dall-E 2) on assignments in this course if instructor permission is obtained in advance. Unless given permission to use those tools, each student is expected to complete each assignment without substantive assistance from others, including automated tools. 

Use only with acknowledgement 

Students are allowed to use advanced automated tools (artificial intelligence or machine learning tools such as ChatGPT or Dall-E 2) on assignments in this course if that use is properly documented and credited. For example, text generated using ChatGPT-3 should include a citation such as: “Chat-GPT-3. (YYYY, Month DD of query). “Text of your query.” Generated using OpenAI. https://chat.openai.com/” Material generated using other tools should follow a similar citation convention. 

Use is freely permitted with no acknowledgement 

Students are allowed to use advanced automated tools (artificial intelligence or machine learning tools such as ChatGPT or Dall-E 2) on assignments in this course; no special documentation or citation is required. 

The Center for Teaching & Assessment of Learning at the University of Delaware has developed four sample syllabus statements following these four lenses: University of Delaware Syllabus Statements

Sample Syllabi Policy Statements 

Many campuses are working out classroom policies for use AI Generative tools.  Colleagues in other teaching and learning centers have compiled sample syllabi statements in a Google Doc: Sample Syllabi Statements Repository. 

Here is a shorter list that we have curated. Feel free to add your statement: Syllabi Statement Shortlist

General Information on ChatGPT in Higher Education 

*To access The Chronicle for Higher Education, visit the Grace Doherty Library website.  Under the “Find” menu option on the page, choose “All Databases”.  On the next webpage, Databases A-to-Z, choose “C-D”, and find The Chronicle for Higher Education.