How Are College Professors Dealing with ChatGPT?
In the rapidly evolving world of education, one question is stirring up significant waves among college professors: How are they dealing with the emergence of ChatGPT and its implications for the academic landscape? With the rise of artificial intelligence, particularly tools like ChatGPT, professors are faced with a dual-edged sword. On one side lies an opportunity for innovation and advancement in teaching and learning; on the other, a potential avenue for dishonesty and the erosion of foundational academic skills. Let’s delve into how faculty members across various institutions are navigating this new terrain.
The Great Experiment: Embracing AI in the Classroom
For Professor David Schultz of Hamline University and the University of Minnesota Law School, the 2023 academic year represents a bold experiment. After roughly a quarter-century of teaching, he has decided to take an unconventional approach this fall. “It’s really quite simple at this point: just type into your browser – Chat GPT,” Schultz told Fox 9 News. Rather than shunning AI, he is steering his students toward utilizing it as a research tool—albeit with caution.
Schultz is clear on one front: students must disclose their use of AI when completing assignments. “Much like cell phones,” he likens his approach to previous technological disruptions, adding, “they can be a distraction, but there are ways to turn them into a positive.” The goal is not merely to adapt to change but to incorporate it into the learning process, teaching students how to wield AI skillfully without surrendering the essential skills it could jeopardize.
Setting Boundaries: Guidelines in the Syllabus
The transition into the ChatGPT era isn’t uniform; it varies significantly from one institution to another. At the University of Minnesota, faculty members are tasked with making clear policy decisions regarding AI usage in their syllabi. Some professors might allow ChatGPT freely, while others opt for tighter restrictions, underscoring the necessity for transparency in the academic community.
“It’s like any other source; it needs to be cited,” states Katie Koopmeiners, Associate Director of the U of M’s Office for Community Standards. This straightforward method can help mitigate potential ethical issues. Rather than demonizing AI, universities are recognizing that the tool needs appropriate frameworks for usage, contributing to a broader understanding of research ethics in a digital age.
At U of M, the administrative office saw a staggering 460 cases of academic dishonesty last year, with 107 cases involving online sources, some of which tied back to artificial intelligence. This highlighted the urgent need for professors to outline clear expectations regarding the use of platforms like ChatGPT. As educators grapple with this technology, they also aim to curb potential misuse while exploring how AI can enhance academic integrity.
Creativity and Caution: Art Students in the AI Era
Meanwhile, at the Minneapolis College of Art and Design (MCAD), the situation looks somewhat different. Erik Brandt, chair of the Design Department, has been working on crafting policy in response to AI’s emergence. He reflects on the gravity of the situation with an analogy: “If AI is a continent, North America, then we are just a few pebbles on the beach,” he says. It’s a provocative metaphor illustrating the enormity of the challenges and discoveries that lie ahead.
Brandt’s approach emphasizes caution, suggesting that while AI can be used, it should be cautiously integrated into creative work. The initial concern for many art educators is about preserving the unique voice and vision of each student. “We need to see evidence of your voice through your work; therefore, if you are generating work that is not your own, but claiming to be your own – that’s a no-zone.”
This principle echoes throughout the policy at MCAD: students are generally not allowed to use AI unless a professor specifically permits it through a project or guided exploration. It emphasizes the belief that artistic expression and creativity must originate from the student, fostering an environment for authentic growth and learning.
The Balancing Act: Maintaining Academic Integrity
As educators develop AI-related policies, one paramount concern remains: cheating. The specter of academic dishonesty looms large, leading to stark punitive measures. Schultz, who has developed a no-tolerance stance regarding plagiarism, won’t hesitate to take dramatic action. “If someone plagiarizes with me…I have a simple policy – you automatically fail the whole course,” he insists.
The challenge lies not only in defining and upholding integrity measures but also in educating students about the proper use of AI. According to some students, the integration of AI into classroom discussions has been surprisingly positive. One Hamline student remarked, “I think it’s better we are using it…rather than something we are not supposed to talk about or touch.”
However, there are underlying apprehensions. Hodo Mohamed, a senior at Hamline, shared her surprise at encountering an instructor willing to teach how to use ChatGPT. “Even when I’m not using it for school… loading in ChatGPT feels like someone is watching and I’m not even doing anything,” she expressed, revealing the hesitance many students feel when confronted with new technologies.
Faculty’s Dilemma: Navigating the Learning Curve
For professors like Schultz, the unpredictability of AI’s effects presents both a challenge and an opportunity. “I have no idea what the results are going to be – good, bad, ugly, or how it’s going to pan out,” he admits. He acknowledges that employing AI in three or four classes will yield diverse outcomes, each revealing different aspects of this dual-use technology. The quest to guide students through this uncharted territory, utilizing AI while honing their skills, stands at the forefront of college education’s evolution.
Universities that embrace these technologies must equip their faculty with the necessary resources and training, creating an environment where students can leverage AI’s potential while fostering academic rigor. After all, nearly every workplace in America is contemplating the impacts of AI, making it imperative for students to acquire hands-on experience in navigating its landscape.
Conclusion: The Future of Teaching in the Age of AI
As college professors strategically implement their policies around ChatGPT and similar platforms, one thing is clear: the integration of artificial intelligence into higher education is here to stay. The challenge is determining how best to adapt these tools for educational benefit while maintaining the fundamental values that underpin academia.
The cautious optimism shared by many educators suggests a turn in the narrative around AI. Rather than viewing it solely as a challenge or a threat, faculty members like Schultz and Brandt are beginning to recognize its potential for enriching the educational experience. As more institutions formulate approaches to AI, it remains a unique and expressive journey where creativity can flourish amidst technology’s reach.
In this new academic landscape, it’s not just about adapting to change; it’s about shaping the conversation around what it means to educate in an increasingly AI-driven world. As we head into the future, professors will continue to navigate this complex relationship, providing the guidance and frameworks necessary to ensure students become both competent and innovative thinkers, ready to tackle the challenges of tomorrow.