ChatGPT - Guidance on AI Writing Bots
Since ChatGPT became publicly available in November, 2022, many in academia have been
exploring the benefits and challenges of artificial intelligence (AI) writing bots.
ChatGPT and other similar tools provide responses to questions and prompts imputed
by the user that have vast implications for its use in courses and other academic
settings. At SBU we have hosted several relevant events including two panel discussions through CELT and a panel discussion through the Library. Attendees at these events and others who have reached out to CELT directly have
requested guidance that faculty and other instructors can consider for their classes.
As you prepare for your summer and fall courses, we wanted to share some items that
you might find useful. To be clear, while we are actively engaging our academic community
in conversations about how we should approach these tools in the future, at the time
we have not developed any policy related to these tools, and thus the material below
is meant to serve as food for thought as we continue these conversations and as you
prepare your classes.
Add an AI writing bot/ChatGPT statement in your syllabus.
Faculty should consider if they want to allow or restrict the use of AI writing bots in their class more broadly, and if allowed, for which assignments and in what capacity. Clarity with both class and assignment expectations is paramount, and it is useful to let students know when they can or cannot use this tool. In addition to your students, engage your teaching assistants in these conversations, making sure they are aware of your expectations so they can share the same message.
Take an AI writing bot/ChatGPT for a test drive.
The functionality of AI writing bots may vary depending on what it is being asked. All answers given by AI writing bots come from the information it has access to so if the information is biased or incorrect, the answers will be as well; more significantly, the “probable” syntaxes that it “generates” need cross-checking with authentic sources. So test them out with prompts specific to your discipline, context, topic, etc, so you can better address student questions and have a better idea of if and when the tool might be useful. You will also be able to answer student questions if you have explored its abilities as well as its defects and biases that these tools may have.
Teach students the benefits and limitations of using AI writing bots/ChatGPT.
As students begin to use this new tool, they may need help knowing where it may be useful and what its limitations are. It also is beneficial to them to explain when and why it may or may not be appropriate to use it. For example, give a prompt to a writing bot and then annotate what worked well, what could be improved, and why. So, an effective practice is to either show students how AI tools are inadequate or problematic or to help them figure out how it can aid the learning process; avoiding or prohibiting is less likely to prevent problematic use.
Think about AI writing bots/ChatGPT as a tool.
Similar to the calculator, think about how you and your students can use this new tool both inside and outside the classroom. Where will it help your students, and when should it be avoided so as not to impede learning?
Continue to engage with your colleagues and get answers to your questions.
Additional resources can be found on CELT’s website and you can reach out to them if you want to discuss further. They will schedule more conversations around AI writing bots/ChatGPT, please let them know if you have any suggestions or would like more information. You can also reach out to the Library if you have questions about ChatGPT/generative AI research and references. Additionally, our academic leadership will continue to partner with our faculty, staff, and students in developing programming and considering more formal approaches to these questions.
