In his view, the arrival of the models is reminiscent of early internet sites such as Wikipedia and SparkNotes, which prompted similar handwringing over student shortcuts. The sentiment was echoed by Jeffrey Kessler, a senior lecturer in English who also discussed ChatGPT with his students in recent courses. Jeffrey Kessler, senior lecturer in the English Department. “If it seems like it does afford certain efficiencies in the writing process, I’m keen to explore that.” “We need to be honest with ourselves as instructors, that there is this technology that’s widely available for free, and a lot of our students are using it,” Bennett said. But he still sees potential for the tool in helping students initially outline their ideas or build a bibliography on a topic to explore more deeply. If the AI can do it, maybe it’s not a great assignment.”įor the fall semester, the First-Year Writing Program will update its academic integrity policy to make it clear that any submitted writing created by an AI program is considered plagiarism, said Mark Bennett, the program’s director. “Maybe there are assignments instructors are going to need to modify, but I always think that’s good. But I haven’t yet seen evidence of that,” Leick said. “If someone is going to show me that it’s going to make students not do the reading or not learn the material, then I would be concerned. But after experimenting with the tool in her classroom, Leick remained sanguine about the risks for academic misuse. Leick also had her class write a code of conduct for the use of these models - the students agreed that any use should be transparently cited, and that generating the final text for a paper with AI was unethical. “It has been polite, concise, and extremely expressive.” “I used ChatGPT and it is BLOWING MY MIND,” they wrote. One student was enchanted by the conversational tone of the model. But some found that it suggested useful terms or topics that they could use for follow-up research. Others reported that it made false claims. Some found that it provided clear, factual information, but with a lack of depth and insight. Leick had her students ask the model the same questions they were asking in their research proposals and reflect on the results. “The more interesting question is: ‘Since students have this new technology available to them, what are some ways we could use it that might actually be productive?’”

“‘Will students cheat?’ is not that interesting of a question to me,” Leick said. Karen Leick, senior lecturer and director of the professional writing program in the English department.

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