A ChatGPT Policy for your class?

Are you also noticing that every student's assignments now bear an uncanny resemblance? What's your next move? Perhaps, like many educators, you turn to plagiarism checkers, hoping to catch the ‘culprits’ using ChatGPT. But a recent report from the Washington Post paints a cautionary tale, highlighting the pitfalls of such an approach. Beyond the technical glitches and false positives, there's a deeper issue at play. Even if your 'ban' on AI tools like ChatGPT is in place, how confident are you that students aren't just paraphrasing the AI's output? The downside of AI in education seems clear: it threatens the very authenticity of student work and undermines the authority of educators.

Yet, on the other end of the spectrum, there's an undeniable upside. Platforms like Khan Academy are pioneering the use of AI-driven chatbots, transforming the educational experience. These chatbots, meticulously designed to cater to individual learning paces, are democratizing education. They're breaking down barriers, making quality education accessible even in remote corners of the world where traditional schooling is a distant dream. Here, the AI's role is not a disruptor but an enabler, enhancing learning experiences and leveling the playing field. But this very enhancement poses another threat to educators: it challenges their expertise. If a chatbot can explain complex concepts in a personalized manner, where does that leave the traditional teacher?

It’s a double-whammy for us teachers. On one hand, there's the undermining of authority as AI tools produce near-identical assignments. On the other, our very expertise and relevance are questioned as AI-driven platforms deliver personalized, high-quality education.

The threats are real, but is the real problem the technology itself? Or is it, perhaps, our ability—or lack thereof—to harness its potential effectively?

The heart of the matter isn't just about integrating AI tools; it's about mastering their intricacies. At the core of this mastery is the skill of 'prompting'. Engaging with AI, especially models like ChatGPT, requires precision in crafting queries.

Consider two students exploring the complexities of global economics. One student prompts the AI with, "Tell me about global economics." Another ventures deeper, asking, "How have digital transformations reshaped global economic structures in the last decade?" The depth of the latter's prompt is bound to elicit a richer response, emphasizing the power of effective prompting.

Yet, a vast majority in academia, both educators and students, remain unacquainted with this crucial skill. This gap stands as a formidable barrier to the wholesome integration of generative AI in classrooms. Encouraging students to submit their prompts for assignments can offer educators a window into their cognitive processes, fostering a more dynamic learning environment.

This policy delineates the conditions for fair AI use in class, offers guidance on effective prompting, and presents a grading rubric for faculty. You can access the full policy here.

Grading Rubric for AI use in class

The complete policy also outlines how students should report their use of prompts when submitting final reports and presentations.

I believe that it’s high time we start adapting to the use of technology in class. The future of education in an AI-driven world isn't just about having the right tools; it's about knowing how to use them. If you have other colleagues going through the same problem, I encourage you to share this with them.

Till next time!