Rather than outright banning this technology in the classroom and opting for traditional methods such as handwritten essays and oral exams, it may be beneficial to explore how this tool can help you reimagine the way you teach and your students learn. It's worth considering that traditional methods can create more anxiety for students and can be more challenging for disabled students, and that technology can provide an alternative approach that caters to a wider range of learners.
Generative AI language models like ChatGPT offer incredible potential to enhance learning in college classrooms. Faculty can use this technology as a tool to teach essential information literacy skills that are so critical in today's world. Students can learn how to assess the credibility of sources and critically evaluate the accuracy of the information presented.
Moreover, ChatGPT can be used to generate text that students can critique and improve upon. Different models can be compared and contrasted, helping students develop their analytical and evaluative skills. Additionally, requiring student reflection on each step of the process encourages metacognition and enhances the learning experience.
Using ChatGPT in the classroom can foster critical thinking, creativity, and collaboration among students. This technology can prepare them to be effective communicators, critical thinkers, and lifelong learners. There are many ways that faculty embrace this powerful technology and explore the ways in which it can be used to enhance teaching and enrich the learning experiences of students.
Below are some tips and ideas for how faculty can adapt their courses and assignments with ChatGPT in mind.
Update syllabus:
- Check out the Sentient Syllabus Project for potential language you might use in your syllabus about ChatGPT.
- Read Update Your Course Syllabus for ChatGPT written by Prof. Ryan Watkins from GW University.
Potential Syllabus Vocabulary:
Utilize 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).
Connect assignment prompts deeply to in-class discussions and activities:
- AI language models do not have access to your course content, so requiring mention of topics or ideas specific to your class negates the value of AI-generated content.
Require multiple drafts:
- Have students work during class to revise and improve on their initial draft. Even if students used AI-generated content on sections of their first draft, they will be invested and be forced to engage in the revision process for the second draft.
Break down assignments into multiple process-focused steps:
- when you break down the assignment into multiple steps that focus on each part of the writing process, this forces the student to more directly engage with the writing process even if they attempted to use generative AI to complete the assignments
- Also require student reflection during each step of the writing process.
Encourage primary research, where applicable:
- This requires the student to engage with materials not on the internet (interviews, reviews of hands-on materials, etc.)
Engage Students in critiquing and evaluating ChatGPT responses:
- Have students analyze, provide feedback and reflection on, and even grade text produced by the language model.
Help students build information literacy skills:
- ask students to research claims generated by ChatGPT to see if it is correct about the claims that it is making.
Have students use ChatGPT as writing tool:
- Have students use ChatGPT as a creative writing tool. Students can then submit reflections on the writing process both using ChatGPT and when not using ChatGPT and reflect on the limitations of the software and its ethical applications.
Portions of this tab were adapted from the "ChatGPT & Education" slide deck that was developed by the Jennie Huizenga Memorial Library at Trinity Christian College.
