Did you miss Derek Bruff’s take on how AI can improve assignment design?

At the top, it reads

“I like to say that tools like ChatGPT speak, but don’t think.”

Derek Bruff, Ph.D.
Strategic Advisor, UPCEA, and Visiting Associate Director, Center for Excellence in Teaching and Learning, University of Mississippi

Bruff’s insights shed light on the nuanced relationship between AI tools and educational objectives. By sharing personal anecdotes and professional observations, Bruff underscores the importance of critical thinking and authentic assignments that prepare students for real-world challenges. He highlights AI’s limits and its potential to complement rather than replace human intellect, encouraging educators to rethink traditional assessment methods.

Don’t be sad if you missed it! We have Top Hat’s resources below:

Explore generative AI with Academic Technologies: Announcing our “All in for AI” workshop series!

Effective ChatGPT Prompts -Thursday, Jan 18, 2024
Ethics and Biases of ChatGPT - Thursday, Feb 01, 2024
Image Creation with Adobe Firefly and DALL-E -Thursday, Mar 07, 2024
In the rapidly evolving landscape of technology, generative artificial intelligence stands out as a revolutionary force, reshaping how we interact, create, and think. 

Why Generative AI?

Generative AI, the technology behind tools like ChatGPT and DALL-E, is not just a buzzword; it’s a gateway to endless possibilities. From crafting detailed text responses to creating visually stunning graphics, generative AI is setting new benchmarks in creativity and efficiency.
 
This technology is becoming integral across various sectors, including education, business, and the arts. Thus, it’s crucial for faculty and staff to gain foundational knowledge and hands-on experience in this field so we also prepare our students.
 
  • Effective ChatGPT Prompts
    Thursday, Jan 18, 2024
  • Ethics and Biases of ChatGPT
    Thursday, Feb 01, 2024
  • Image Creation with Adobe Firefly and DALL-E
    Thursday, Mar 07, 2024
All sessions meet from 10-11 am and 2-3 pm in Leyburn 119. Sign up at go.wlu.edu/ai-workshops! Space is limited.
 

READ ME! “60+ Ideas for ChatGPT Assignments”

60

Authored by Kevin Yee, Kirby Whittington, Erin Doggette, and Laurie Uttich from the University of Central Florida, 60+ Ideas for ChatGPT Assignments (.PDF),  aims to explore the educational implications of ChatGPT and similar Large Language Models (LLMs) in the classroom setting. 

Here’s what you need to know.

What is ChatGPT?

ChatGPT is a Large Language Model (LLM) that has taken the world by storm. While it can generate answers and assist in various tasks, it’s crucial to remember that it is not always accurate. The authors emphasizes that ChatGPT should not be blindly trusted, especially in academic settings.

Challenges and Opportunities

The advent of ChatGPT presents both ethical and practical challenges. For instance, the ease with which students can obtain answers to multiple-choice questions or even entire essays poses a significant challenge to academic integrity. However, the authors argue that instead of resisting this change, educators should adapt to the AI era.

A New Mindset for AI

Both students and instructors need to adopt a new mindset that acknowledges the availability and inevitability of AI in educational settings. This involves rethinking traditional assignments and tests in the context of readily available AI tools.

Components of AI Fluency

The document outlines seven key components for achieving AI fluency:

  1. Understanding how AI works: Know the capabilities and limitations of the AI tools you are using.
  2. Deciding when to use AI: Exercise judgment about the appropriateness of using AI in various contexts.
  3. Valuing AI: Appreciate the potential benefits and drawbacks of AI.
  4. Effective Prompt Engineering: Learn how to ask the AI the right questions to get the desired output.
  5. Evaluating AI Output: Critically assess the information provided by AI.
  6. Adding Human Value: Understand how to add value to AI-generated content.
  7. Digital Adaptability: Be prepared to adapt to new AI tools and technologies as they emerge.
Practical Assignments

The document also offers a variety of assignments that leverage ChatGPT for educational purposes. Here are just a few examples:

  • ChatGPT as a Thesaurus: Students are encouraged to use ChatGPT to find synonyms or antonyms for specific words. This assignment aims to familiarize students with ChatGPT’s capabilities in language enhancement.Sample Prompts:

     

  • “Define misanthrope.”
  • “Give me five sophisticated synonyms for foul-smelling.”
  • “What is the opposite of altruistic? Provide six examples.”
     

Writing: Improve Connections between Claims and Evidence: Students must state a claim, provide support, and then use ChatGPT to analyze the validity of their claim in terms of how universal their assumptions are.

Sample prompts:

  • “Analyze my argument about climate change for assumptions that may not be universal.”
  • “Cost of Living Adjustments (COLA) seems to offer minute incremental increases in salaries and wages that don’t allow individuals to truly keep up with inflation, but the government continues to offer them as some sort of noteworthy contribution. Many citizens are still living below the poverty level, while the rich seem to keep getting richer. Analyze this claim for assumptions that not everyone may share.”

 

Elaboration and Expansion: Students are asked to use ChatGPT to elaborate on specific topics, such as the causes of macular degeneration or the pros and cons of offering free healthcare in the United States.

Sample Prompts:

    • “Please elaborate on the causes for macular degeneration.”/ “Elaborate again.” / Elaborate again.”
    • “Expand on the idea of offering free health care in the United States by offering pros and cons.” / “What are the pros and cons of offering free health care in the U.S.” / “Expand more.”
    • “Which is better, organizing my closet by color-coding or grouping my clothes by type? Use compare and contrast to answer.” / “Offer a different scenario via compare/contrast.”
Final Thoughts

60+ Ideas for ChatGPT Assignments (.PDF) serves as a roadmap for educators to integrate AI into their curriculum responsibly. It offers both theoretical insights and practical solutions, making it a must-read for all instructors.

AI Workshop: Prompt Engineering for Academics – THIS Wednesday 10/18 at 12:00 PM

A promotional poster for an AI Workshop presented by Josh Fairfield. The subtitle reads "Prompt Engineering for Academics." The background features an array of advanced robots and machinery in white and silver colors against a pale backdrop.

Delve into the world of artificial intelligence with William Donald Bain Family Professor of Law Josh Fairfield at his upcoming workshop. Discover how AI can elevate your academic pursuits and gain insights into navigating the ethical landscape of this technology.

  • 📅 Date: Wednesday, Oct 18
  • ⏰ Time: Noon
  • 🔗 Join: Zoom Link

Harness the power of AI and propel your scholarship to new heights.
Don’t miss out!

Free AAC&U Webinar about the AI’s impact on the workforce and higher education!

The AI Revolution: Transforming Higher Education for the Workforce of Tomorrow

Wednesday, September 13, 2023  at 2:00 p.m. ET.

While much of the discussion surrounding higher education and artificial intelligence (AI) has focused on scaling up AI research and adapting teaching methods in the face of tools such as ChatGPT, another side to AI’s impact on higher education is also compelling action. AI and machine learning are reshaping the world of work. It is predicted that over the next five years, new career paths will emerge, many existing paths will be reshaped, and some will end because of AI adoption and innovation. Higher education has entered a pivotal moment of challenge and opportunity to respond to this rapidly changing employability landscape.

This webinar will feature a panel of experts who will contemplate the impact AI will have on the near-term future of employment in the United States and consider the most important changes higher education can make to develop a well-prepared workforce. This discussion will also focus on partnership, curricular, and pedagogical opportunities that will enable higher education to prepare our students for an increasingly AI-rich future.

Register now!

Moderator

C. Edward Watson
Associate Vice President for Curricular and Pedagogical Innovation, Executive Director for Open Educational Resources and Digital Innovation, AAC&U

Panelists

Earl Buford
President, Council for Adult and Experiential Learning (CAEL)

Brian Haugabrook
Specialist Leader, Deloitte

William J. McKinney
Senior Fellow, AAC&U

Krystal Rawls
Workforce Integration Network Director, California State University, Dominguez Hills

Thinking about updating your syllabus for ChatGPT?

a series of yellow lightbulbs from the leftmost one being the most tangled in its cord to the lightbulb on the far right that shines brightly

Not so long ago, in a classroom not so far away …. generative AI tools like ChatGPT stood ready, waiting for their moment to shine.

But before they can rise to the challenge to assist, or maybe over-assist, our students, it might be prudent to edit our syllabi to ensure it offers clear guidance on how and when (if ever) the use of AI in your class assignments and projects is acceptable.

A glance at syllabi from various institutions reveals that instructors and administrators are diligently crafting policies to guide AI’s use in their classrooms. These statements can be broadly grouped into four main categories:

  1. Content-generating AI is NOT Allowed:
    • Under this category, the use of AI tools is strictly prohibited. These syllabi are clear that work produced by students must be entirely original, and the use of AI-generated content will be considered academic misconduct.
    • Statements falling into this category emphasize the core value of academic originality and stress the importance of mastering subjects without undue reliance on technological shortcuts.
  2. Content-generating AI is Allowed with Appropriate Attribution:
    • Policies in this grouping permit the use of AI for certain tasks or specific assignments, provided it is properly attributed. Students must clearly identify any writing, text, or media generated by AI when submitting work. They are also responsible for the accuracy of any generated content.
    • Syllabi in this group might specify, for instance, that if a student employs AI tools like ChatGPT to generate content, this fact must be clearly indicated in their submission. The emphasis is on transparency and understanding the origin of academic materials.
  3. Content-generating AI Use is Allowed in LIMITED Instances:
    • This grouping offers a middle ground. While AI is not entirely banned, its use is curtailed to very specific instances or types of assignments.
    • Syllabi in this category might allow AI tools for preliminary stages of research, brainstorming, or concept development, but not for final submissions. Here, AI is viewed as an assistant rather than a creator, helping students in the preparation and formulation, but not execution of their academic tasks.
  4. Content-generating AI Use is Encouraged Broadly:
    • The most progressive of the groupings, these policies embrace AI as a significant component of a rapidly evolving tech landscape.
    • These syllabi might encourage students to explore AI’s capabilities, suggesting that they employ these tools in various assignments to understand their potential and limitations. However, they still emphasize the importance of integrity, ensuring students do not misuse AI, but rather incorporate it as part of a holistic learning experience.

Here is a non-exhaustive list of links to sample syllabi statements/AI policies being employed at other institutions of higher education:

University of Iowa Office of Teaching, Learning, and Technology – “What do I put in my syllabus about AI-generated and other externally generated content?

SFCC Library Faculty Help: ChatGPT Comprehensive Resource Guide: Syllabus Statements & Course Policies
https://libraryhelp.sfcc.edu/Chat-GPT/syllabus-statements-course-policies

Cleveland State University Center for Faculty Excellence – Example Policy Statements for AI in Higher Education
https://pressbooks.ulib.csuohio.edu/teachingandlearning/chapter/statements/

Classroom Policies for AI Generative Tools
https://docs.google.com/document/d/1RMVwzjc1o0Mi8Blw_-JUTcXv02b2WRH86vw7mi16W3U/edit

Course Policies related to ChatGPT and other AI Tools
https://docs.google.com/document/d/1WpCeTyiWCPQ9MNCsFeKMDQLSTsg1oKfNIH6MzoSFXqQ/edit#heading=h.oio9fphey5pp

Montclair State University AI Course Policies and Assignment Guidelines
https://www.montclair.edu/faculty-excellence/teaching-resources/clear-course-design/practical-responses-to-chat-gpt/9569-2/

University of Minnesota’s Office of the Executive Vice President and Provost ChatGPT Syllabus Statements
https://provost.umn.edu/chatgpt-syllabus-statements

Inside Higher Ed, “A Guide to Generative AI Policy Making” https://www.insidehighered.com/views/2023/03/22/ai-policy-advice-administrators-and-faculty-opinion

As you read through these syllabi statements and begin writing your own, consider these questions:

  1. What kind of relationship do you hope to foster with your students? Knowing this will help guide the tone and structure of your syllabus.
  2. What do you want students to know about your teaching philosophy? This can influence the rules you set regarding AI.
  3. How can you build trust with students regarding use of AI? Being transparent about your own views and experiences with AI can be a start.
  4. How much AI assistance crosses the line? Define clear boundaries for your students.
  5. Where and how should AI use be disclosed? This can influence how students approach assignments and how you grade them.

If there’s one thing Academic Technologies has come to appreciate deeply in the dynamic world of teaching and learning, it’s that there’s rarely a “one size fits all” solution. Our classrooms are diverse, our students multifaceted, and our approaches varied.

As you consider the role of AI in your syllabus, remember: it’s about finding what fits for you and your learners. 

Save the Date! AI x Education Conference: Generating The Future of Education with AI

AI x Education Conference
Driven by Students, Dedicated to Educators
August 5-6. 2023
10 AM-4 PM (CDT)

There’s still time to register for a FREE online conference that aims to address pivotal topics surrounding artificial intelligence (AI) in education.

Scheduled to take place on Saturday, August 5 and Sunday, August 6, 2023, from 10 am-4 pm (CDT), the AI x Education Conference: Generating the Future of Education with AI, invites participation from K-12 and Higher Ed educators, AI specialists, leaders in EdTech, students, and parents, with no admission cost.

The conference will discuss the impact of AI on education, address current challenges and potentials, share their perspectives and experiences, and explore innovative solutions. A special emphasis will be placed on including students’ voices in the conversation, highlighting their unique experiences and insights as the primary beneficiaries of these educational transformations.

Kristen DiCerbo, Chief Learning Officer at Khan Academy will give the keynote address, ”Building AI Applications at Scale.” And Christopher Dede, a senior research fellow and the Timothy E. Wirth Professor in Learning Technologies at Harvard Graduate School of Education for 22 years, will give the plenary talk, “If AI is the Answer, What is the Question: Thinking about Learning and Vice Versa.”

Learn more about the AI x Education Conference and register now!

5 Text Prompts for ChatGPT that Professors Need to Try!

Dr. Ethan Mollick and Dr. Lilach Mollick are at it again! Their latest paper, Using AI to Implement Effective Teaching Strategies in Classrooms: Five Strategies, Including Prompts, is a FANTASTIC resource for instructors looking for guidance to integrate AI into their teaching practice.

No time to read it? Then check out Dr. Mollick’s summary of these approaches.

Don’t have time for that either? OK, then scroll down for *just* the prompts and examples that we tried.

Strategy 1: Examples created by AI

Prompt #1: “I would like you to act as an example generator for students. When confronted with new and complex concepts, adding many and varied examples helps students better understand those concepts. I would like you to ask what concept I would like examples of, and what level of students I am teaching. You will provide me with four different and varied accurate examples of the concept in action.”ChatGPT prompt (by Ethan Mollick): I would like you to act as an example generator for students. When confronted with new and complex concepts, adding many and varied examples helps students better understand those concepts. I would like you to ask what concept I would like examples of, and what level of students I am teaching. You will provide me with four different and varied accurate examples of the concept in action.

Strategy 2: Explanations created by AI

Prompt #2: “You generate clear, accurate examples for students of concepts. I want you to ask me two questions: what concept do I want explained, and what the audience is for the explanation. Provide a clear, multiple paragraph explanation of the concept using specific example and give me five analogies I can use to understand the concept in different ways.”ChatGPT prompt (by Ethan Mollick): You generate clear, accurate examples for students of concepts. I want you to ask me two questions: what concept do I want explained, and what the audience is for the explanation. Provide a clear, multiple paragraph explanation of the concept using specific example and give me five analogies I can use to understand the concept in different ways.

Strategy 3: Using AI to develop low-stakes tests

Prompt #3: “You are a quiz creator of highly diagnostic quizzes. You will make good low-stakes tests and diagnostics. You will then ask me two questions. (1) First, what, specifically, should the quiz test. (2) Second, for which audience is the quiz. Once you have my answers you will construct several multiple choice questions to quiz the audience on that topic. The questions should be highly relevant and go beyond just facts. Multiple choice questions should include plausible, competitive alternate responses and should not include an “all of the above option.” At the end of the quiz, you will provide an answer key and explain the right answer.”

ChatGPT prompt (by Ethan Mollick): You are a quiz creator of highly diagnostic quizzes. You will make good low-stakes tests and diagnostics. You will then ask me two questions. (1) First, what, specifically, should the quiz test. (2) Second, for which audience is the quiz. Once you have my answers you will construct several multiple choice questions to quiz the audience on that topic. The questions should be highly relevant and go beyond just facts. Multiple choice questions should include plausible, competitive alternate responses and should not include an "all of the above option." At the end of the quiz, you will provide an answer key and explain the right answer.

Strategy 4: Assessing what students know, and what they are confused by

Prompt #4: “I am a professor who wants to understand what students found most important about my class and what they are confused by. Review these responses and identify common themes and patterns in student responses. Summarize responses and list the 3 key points students found most important about the class and 3 areas of confusion: [Insert material here]”

For this example, you’ll need to have student input collected through a classroom assessment technique such as an exit ticket, 1-minute paper, or muddiest point activity. 

Strategy 5: Distributed practice with AI

Prompt #5: “You are an expert instructor who provides help with the concept of distributed practice. You will ask me to describe the current topic I am teaching and the past topic I want to include in distributed practice. You will also ask me the audience or grade level for the class. Then you will provide 5 ideas about how include the past topic into my current topic. You will also provide 3 questions I can ask the class to refresh their memory on the past topic.”

ChatGPT prompt (by Ethan Mollick): You are an expert teacher who provides help with the concept of distributed practice. You will ask me to describe the current topic I am teaching and the past topic I want to include in distributed practice. You will also ask me the audience or grade level for the class. Then you will provide 5 ideas about how include the past topic into my current topic. You will also provide 3 questions I can ask the class to refresh their memory on the past topic.

AI Content Detectors to (Potentially) Assist Identifying Whether Text is Human or AI-generated

The face of a female-appearing android overlaid with microchip pattern over random, color-coded source code in the background

Looking for help to detect texts or parts of a text generated by GPT-3 or GPT-2 or another artificial intelligence model?

[Note that it’s extremely difficult to definitively determine whether a language model was used to generate a piece of text, and no tool is guaranteed to be 100% effective. However, they could be potentially useful to help you identify potential instances of language model-generated text.]

That said, here’s a short and ever-growing list:

DetectGPT
 
GPTZeroX
 
CatchGPT
 
Writer AI Content Detector
 
AI Text Classifier
 
OpenAI’s GPT2 Output Detector
 

How do these tools detect AI-generated content?

These tools generally:

  • Look for common linguistic features or patterns in machine-generated text. AI-generated text, for example, may be more repetitive or have a reduced degree of complexity and variability compared to text written by a human.
  • Check for specific formatting or structural features that are common in machine-generated text. AI-generated text might have a more uniform structure or lack the variety of formatting styles that is typical of human-written text.
  • Check for certain keywords or phrases that are commonly used in AI-generated text. That’s a lot harder already. In general, there are statistically significant patterns known and detectable of which word combinations a model like GPT3.5 picks.
  • Compare the content with known examples of machine-generated text to determine the likelihood that it was generated by a machine.

There’s still time to sign up for tomorrow’s Technology and Tacos lunch-and-learn session: 

Gray human brain situated against a background with mathematical concepts on the left (logic) and a tangle of colorful swirling lines on the right (creativity) Tuesday, Jan 31 @ 12 PM | Leyburm 119. A good defense is the best offense and grounding your teaching in good pedagogical practice can help to ensure that ChatGPT's disruption of our students' learning is minimal. Join Dr. Paul Hanstedt, Director of the Harte Center for Teaching and Learning, for a discussion of effective practices in the age of AI. Sign up at go.wlu.edu/techandtacos.

Join us for Technology and Tacos: Focus on ChatGPT and AI

Robot seated at a table, writing with a pen. Thursday, Jan 26 @ 12 PM | Leyburn 119. In this session, Associate Professor Jeffrey Schatten will give an introduction to the topic, participants will have a brief opportunity to explore the software, and the session will end with a discussion of the implications of AI and ChatGPT. Sign up at go.wlu.edu/techandtacos.

Gray human brain situated against a background with mathematical concepts on the left (logic) and a tangle of colorful swirling lines on the right (creativity) Tuesday, Jan 31 @ 12 PM | Leyburm 119. A good defense is the best offense and grounding your teaching in good pedagogical practice can help to ensure that ChatGPT's disruption of our students' learning is minimal. Join Dr. Paul Hanstedt, Director of the Harte Center for Teaching and Learning, for a discussion of effective practices in the age of AI. Sign up at go.wlu.edu/techandtacos.

ITS Academic Technologies and the Harte Center for Teaching and Learning cordially invites all W&L faculty and staff to our Technology and Tacos series. For the Winter Term, we’ll talk about how AI tech developments could affect our classrooms. How do we teach now that it exists? How can we use it?

ChatGPT, which stands for “Generative Pre-trained Transformer,” is a cutting-edge AI model developed by OpenAI. It has the ability to generate human-like text and has shown remarkable performance in tasks such as language translation, question answering, and even creative writing.

As a “disruptor,” ChatGPT has the potential to change the way we interact with technology and how we process information; in fact, it already is! However, it also presents a great opportunity for us to explore new and innovative ways to use AI.

Interested? Sign up online at go.wlu.edu/techandtacos.

We look forward to seeing you there and discussing the exciting (and admittedly worrisome) possibilities of ChatGPT and AI with you.