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Important for librarians to understand this tool to help students and faculty

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07_Perspectives

Perspectives on the Framework

The possibilities and problems of AI in library instruction

Amy B. James is online librarian for education and information literacy at the Baylor University Libraries, email: amy_b_james@baylor.edu. Ellen Hampton Filgo is director of liaison program at the Baylor University Libraries, email: ellen_filgo@baylor.edu.

The above screenshot (figure 1) was what was generated when we asked ChatGPT, the generative AI system that has been the subject of a thousand hot takes about how it's disrupting academia-as-we-know-it, to describe itself for an academic librarian audience. Perhaps it's learning a bit too much from the public relations documents that were a part of the vast amounts of data it was trained on, when it describes itself as "highly relevant," "invaluable," and "accurate." It did not, however, bring up the caveat that greets you when you open up ChatGPT itself: that it "may occasionally generate incorrect information," that it "may occasionally produce harmful instructions or biased content," or that it has "limited knowledge of the world and events after 2021."1 In addition, it doesn't bring up the reddest of academic red flags-that ChatGPT provides an easy way for students to cheat and plagiarize. The Atlantic has claimed that because of ChatGPT and other AI, "the undergraduate essay [which] has been at the center of humanistic pedagogy for generations . . . is about to be disrupted from the ground up."2 A writer at Times Higher Education has suggested that allowing AI to replace a student's creative voice means "abandoning our responsibilities as educators."3

For as many handwringing accounts of how generative AI will destroy academia, there seem to be twice as many researchers, teachers, technologists, and pundits embracing what AI (and specifically ChatGPT) can do for teaching and learning. They suggest using it for overcoming writer's block, generating outlines, creating summaries, generating prompts for discussion, asking for definitions, or generating flawed examples for critique.4 One compelling argument by Christopher Grobe in the Chronicle of Higher Education suggests that what generative AI can help us with is to "provide new starting points for some of the processes we routinely use to think."5 We agree with Grobe's argument that ChatGPT can give us a good starting point from which to work. The text generated by ChatGPT in the screenshot at the start of this article is an overly optimistic and idealized view of itself. We hope that in this article we can add the nuance that it lacks.

Academic librarians serve their students and faculty to help them navigate the research process. Therefore, when a new technological tool blazes through higher education, as ChatGPT has over the last few months, it becomes increasingly important that librarians are aware of the tool and its uses so that they can serve their students and faculty. After decades of the ACRL Information Literacy Competency Standards for Higher Education, the ACRL Framework for Information Literacy for Higher Education was established with a much more flexible route for integration into curricula. The Framework provides librarians and disciplinary faculty with a customizable way to provide information literacy instruction that meets the needs of students and enables them to become participants in the information that they are producing (not just consuming). Because of the Framework's flexible nature, librarians can incorporate new technology, like ChatGPT, more easily into their instruction.

We have found that the idea of ChatGPT (and generative AI more broadly) can be connected to many of the knowledge practices and dispositions from the six frames of the ACRL Framework. In some places, the Framework enables us to embrace ChatGPT as an exciting new tool that adds value to information literacy instruction. In other places, the Framework's discussions of evaluating authority and examining bias shines light on the inherent flaws of ChatGPT. In the next section, we will review each of the frames and discuss how ChatGPT fits into each of those Frames.

Authority is Constructed and Contextual

The Authority is Constructed and Contextual frame states that learners who are growing their information literate abilities "develop awareness of the importance of assessing content with a skeptical stance and with a self-awareness of their own biases and worldview."6 On the opening screen, ChatGPT provides a disclaimer to let users know that the information that it provides may contain biases and that it has a limited knowledge of current events. As the usage of ChatGPT increases it will become even more important that students know how to evaluate whether information that they come across is authoritative within the context of their research. Students need to recognize that bias is everywhere and ChatGPT is getting information that exists out on the open web. Much of the information that it produces derives from text from political organizations, nonprofits, companies, and individuals, and this context shapes the model's output. ChatGPT is built on predictive language modeling, which means it generates natural sounding language, not necessarily factual language. Students should always approach information, from ChatGPT or elsewhere, with skepticism.

Information Creation as a Process

As with any new technology, there will be people who are hesitant adopters. In the early 2000s many librarians were skeptical of students using Wikipedia. Now we realize that we need to be instructing students about the proper use of Wikipedia, rather than banning it. One of the dispositions for the Information Creation as a Process frame states that "learners who are developing their information literate abilities accept the ambiguity surrounding the potential value of information creation expressed in emerging formats or modes."7 To us, this is direct confirmation that ChatGPT has a place in the library instruction classroom, both for its use in instruction and for discussion with students. Librarians should absolutely be talking about it with students, trying it out, and discovering together what those problems and promises are. In particular, students should be made aware of the machine learning process: tools like ChatGPT are trained on large amounts of textual data in an iterative process, whereby it "learns" from this data over time. This process is very similar to how information literate scholars learn, research, create, write, and refine their ideas over time, as presented in this frame.

The frame challenges us that "the dynamic nature of information creation and dissemination requires ongoing attention to understand evolving creation processes."8 A technology columnist for The New York Times advised his readers along the same lines: "today's students will graduate into a world full of generative A.I. programs. They'll need to know their way around these tools-their strengths and weaknesses, their hallmarks and blind spots-in order to work alongside them. To be good citizens, they'll need hands-on experience to understand how this type of A.I. works, what types of bias it contains, and how it can be misused and weaponized."9 It is imperative librarians bring students to that attention about the process of creating information through ChatGPT and similar AI models.

Information has Value

The Information has Value frame indicates that learners who are developing their information literacy skills need to "learn the importance of giving credit to the original ideas of others through proper attribution and citation."10 As more learners use ChatGPT for citation assistance, they will need to be extremely careful to verify accuracy of all citations. As explained above, ChatGPT does not always provide factual information. For example, if you ask ChatGPT to give you a list of scholarly articles on a particular topic, it will list articles with full citations, including DOIs. The articles appear to be related titles from reputable-sounding journals. However, if you Google each of the articles, you will discover that some of them do not exist. ChatGPT will automatically generate nonexistent articles through predictive language modeling, making article titles appear genuine, even if they are not. If you ask it to give you citations for scholarly articles on the topic of higher education and information literacy, it will give you several citations that look very convincing. Here is an example:

If a student were to take this AI response and incorporate those citations into a paper or assignment, they would include some nonexistent articles. Students citing articles they have not read of course is a problem, but students citing fake articles that cannot be read compounds the problem. As students become creators of information themselves, they will need to accurately cite all information that they use, not only for the ethical and moral good, but also for the sake of their own reputation in their field(s). ChatGPT is a minefield when it comes to citation, and we would not recommend students use it for that purpose. However, asking ChatGPT to generate citations like this in an in-class exercise and discussing the results with students can help them to see the minefield for what it is and navigate around it.

Research as Inquiry

One of the knowledge practices for the Research as Inquiry frame states that "learners who are developing their information literate abilities deal with complex research by breaking complex questions into simple ones, limiting the scope of investigations."11 We have found that students will often come to research consultations or library instruction sessions with broad or vague research questions that they often do not know how to simplify or narrow down to research writing sufficiently scoped to a level that they can tackle in five to eight pages. While they might be interested in, let's say, "the problem of poverty" or "the abortion debate," they cannot digest the enormous amount of research in multiple academic disciplines that have attempted to address these types of questions. This is where we believe ChatGPT can help students (and even seasoned researchers) in generating ways to break complex problems down. ChatGPT can help refine research questions, determine search terms, come up with synonyms and related terms or phrases for searching, help decide which databases to search, generate textual concept maps, and even help generate citations. For example, here was the response it gave when we asked it "What search terms should we use for our hypothetical research question, 'why aren't college athletes paid?'"

ChatGPT can also create textual concept maps to help think through various aspects of a research topic. This can be useful for students who need to narrow or refine their topic. Simply asking the AI to help narrow a research topic can be useful as it will give you a variety of ways to explore a topic. For example, we asked it to help us narrow our search on why college athletes aren't paid, and it gave us detailed options in an easy-to-read format:

You can see clearly how ChatGPT can help students push past that inquiry threshold. Often, they don't even know where to start in their search for information, or how to probe the nuances or facets of a large complex question for a scope they can grasp. Instead of typing their entire research question into Google or a database (as we have all seen students do) and having to sift through a mountain of results, they can type it into ChatGPT and ask "How do I start searching? Where could I go from here? What's manageable?" As students are growing in their information literacy abilities, ChatGPT can help scaffold their skills enabling them to accomplish this task more confidently in the future.

One caveat that always bears repeating: ChatGPT has biases. It is trained on a large dataset of material from the internet. It may not produce underrepresented or less well-researched aspects of a topic. Because of this, it is important for students to explore topics holistically, with ChatGPT as one tool in their toolbelt.

Scholarship as Conversation

"Learners who are developing their information literate abilities see themselves as contributors to scholarship rather than only consumers of it."12 This disposition from the Scholarship as Conversation frame, which shows up similarly in Information has Value, means that students are able to see themselves as a part of the scholarly conversation through the ways they critically examine, interact, and synthesize course and research materials, along with how they can contribute their own ideas and research through writing, presenting, and publishing. Whether students are intending to pursue further academic study or not, their voices are valuable in the conversation. This is where we urge caution in the use of ChatGPT, which may undermine the development of their academic voice.

On the extreme end, there will be students who use ChatGPT to generate an essay to turn in, and on the other end, there will be students who use it with great skill to enhance or refine their writing, to find a starting place for scattered thoughts, or to break out of creative blocks. As we teach about how students can join the scholarly conversation with their own voice, we need to emphasize the use of ChatGPT as a supportive resource, along with librarians, and other academic mentors.

Searching as Strategic Exploration

The Searching as Strategic Exploration frame describes searching as "nonlinear and iterative, requiring the evaluation of a range of information sources and the mental flexibility to pursue alternate avenues as new understanding develops."13 This section is a succinct summary of why we as librarians provide information literacy instruction. We work with students to increase their information literacy skills and subsequently an awareness of the scholarly conversation that is taking place around them, something that ChatGPT will not do. ChatGPT will not teach students how to evaluate itself. Librarians are still necessary to encourage learners to evaluate the information sources and tools that may not be familiar to them.

For example, many students enter college having never searched for peer-reviewed, scholarly articles, so that skill may be entirely new to them. Their range of information sources grows when, through our instruction, we help them see the value in using academic databases for finding the information that they need in an effective, efficient manner. In addition, they will most likely have to take another look at their use of Wikipedia. Through information literacy instruction, they will gain a new understanding of how to use it effectively in a higher education context. ChatGPT is a brand-new source for information and our understanding of it is still developing. Our job, as teaching librarians, is not to shun the tool, but to embrace it and guide students toward using the tool responsibly and ethically. As with any new tool, librarians, as well as students, will need to show their flexibility and adapt to these new tools and resources as they become available.

Conclusion

The ACRL Framework for Information Literacy for Higher Education is open-ended enough for us to try new things in our teaching, explore new tools and new ways of helping students to understand the information in the world around them. These are just a few ways that we see how the Framework addresses ChatGPT and other generative AI tools. When we first were looking at this issue, we took a highlighter to the Framework document and made several dozen connections, and we're sure that's not all. In looking at these tools through the lens of the Framework, we can see both the promise and the pitfalls. Ultimately, there must be instruction about these tools: how they were developed, the ethics surrounding their use, and the specificity of the ways they can both help and hurt students. While we are aware that it can seem burdensome to add "one more thing" onto the plate of librarians who provide information literacy instruction, we urge librarians to have discussions with their faculty partners to share the burden of instruction. We are also confident that instruction librarians will create lesson plans that teach about or use ChatGPT in library instruction and will share them with their peers at places like Project CORA, the Framework for Information Literacy Sandbox, and other lesson plan repositories.

Notes

1. "ChatGPT," accessed February 24, 2023, https://chat.openai.com.

2. Stephen Marche, "The College Essay Is Dead," The Atlantic, December 6, 2022, para. 5, https://www.theatlantic.com/technology/archive/2022/12/chatgpt-ai-writing-college-student-essays/672371/.

3. Adrian J. Wallbank, "ChatGPT and AI Writers: A Threat to Student Agency and Free Will?," Time Higher Education, January 18, 2023, para. 9, https://www.timeshighereducation.com/campus/chatgpt-and-ai-writers-threat-student-agency-and-free-will.

4. Kevin Roose, "Don't Ban ChatGPT in Schools. Teach With It," The New York Times, January 12, 2023, sec. Technology, https://www.nytimes.com/2023/01/12/technology/chatgpt-schools-teachers.html; Matt Miller, "ChatGPT, Chatbots and Artificial Intelligence in Education," Ditch That Textbook (blog), December 17, 2022, https://ditchthattextbook.com/ai/; Leanne Ramer, "Adapt, Evolve, Elevate: ChatGPT Is Calling for Interdisciplinary Action," Time Higher Education, February 22, 2023, https://www.timeshighereducation.com/campus/adapt-evolve-elevate-chatgpt-calling-interdisciplinary-action.

5. Christopher Grobe, "Why I'm Not Scared of ChatGPT," The Chronicle of Higher Education, January 18, 2023, para. 11, https://www.chronicle.com/article/why-im-not-scared-of-chatgpt.

6. ACRL, "Framework for Information Literacy for Higher Education," Association of College & Research Libraries, February 9, 2015, https://www.ala.org/acrl/standards/ilframework.

7. ACRL, "Framework for Information Literacy for Higher Education."

8. ACRL, "Framework for Information Literacy for Higher Education."

9. Roose, "Don't Ban ChatGPT in Schools. Teach With It."

10. ACRL, "Framework for Information Literacy for Higher Education."

11. ACRL, "Framework for Information Literacy for Higher Education."

12. ACRL, "Framework for Information Literacy for Higher Education."

13. ACRL, "Framework for Information Literacy for Higher Education."

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Where does ChatGPT fit into the Framework for Information Literacy?

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Where does ChatGPT fit into the Framework for Information Literacy? The possibilities and problems of AI in library instruction

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A conglomeration from various universities and what professors put in their syllabus regarding ChatGPT.

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Syllabi Policies for AI Generative Tools

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Openai.com offers resources for teachers to use ChatGPT

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Openai.com offers resources for teachers to use ChatGPT

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We’re releasing a guide for teachers using ChatGPT in their classroom—including suggested prompts, an explanation of how ChatGPT works and its limitations, the efficacy of AI detectors, and bias.

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Including 10 AI-ready assignment and activity ideas.

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Example 1 using ChatGPT. Finding Tool: "Finding NICU and Medication" info by typing topic into ChatGPT.

"Neonatal Intensive Care Unit (NICU) nursing involves caring for newborn infants who are born prematurely, have serious medical conditions, or require specialized care and monitoring. Medication administration in the NICU requires a high level of precision and attention to detail due to the fragility of the neonatal population. Here are some key considerations for NICU nursing and medication administration:

1. Specialized Training: NICU nurses receive specialized training in neonatal care, including medication administration. This training includes understanding the unique physiology of premature and critically ill infants.

2. Dosage Calculation: Medications for neonates are often dosed based on weight, and the dosages can be very small. It's critical to calculate the correct dose for the infant's weight and age.

3. Medication Formulation: Medications for neonates may not be available in standard forms, so nurses may need to dilute, crush, or compound medications to achieve the appropriate dose. Compounding must be done accurately.

4. IV Medications: Many medications in the NICU are administered intravenously. NICU nurses need to be skilled in IV line placement and care to prevent complications.

5. Assessment and Monitoring: Frequent assessments are necessary to monitor the infant's response to medications. Vital signs, blood gases, and other parameters may need to be monitored closely.

6. Medication Safety: Double-checking medication orders, verifying patient identification, and following the "five rights" (right patient, right medication, right dose, right route, right time) are crucial to prevent medication errors.

7. IV Site Care: Proper care of IV sites is essential to prevent infection and complications. This includes keeping the site clean, monitoring for signs of infection, and changing the IV as needed.

8. Pain Management: Neonates may require pain management, and this should be carefully considered. Pain assessment scales specific to neonates are often used.

9. Neonatal Pharmacology: NICU nurses need to be well-versed in neonatal pharmacology, understanding the effects and potential side effects of medications on newborns.

10. Family-Centered Care: In the NICU, family involvement is highly encouraged. Nurses should educate parents about their infant's medications, potential side effects, and expected outcomes.

11. Documentation: Thorough and accurate documentation is essential in the NICU. This includes documenting medication administration, the infant's response, and any adverse events.

12. Team Collaboration: NICU nurses work closely with neonatologists, respiratory therapists, pharmacists, and other healthcare professionals to ensure the best care for the infants.

13. Ethical Considerations: Neonatal care often involves complex ethical decisions, such as decisions about end-of-life care and resuscitation. Nurses should be prepared to support parents and participate in these discussions.

NICU nursing and medication administration require a high level of skill and dedication. The care provided in the NICU can make a significant difference in the outcomes of these fragile newborns, and it's a field that demands ongoing education and training to stay up-to-date with the latest practices and research."

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A discussion of how students and researchers are using ChatGPT to do research, not using it for writing papers.

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Cite This Webpage

McAdoo, T. (2024, February 23). How to cite ChatGPT. APA Style. https://apastyle.apa.org/blog/how-to-cite-chatgpt

We, the APA Style team, are not robots. We can all pass a CAPTCHA test, and we know our roles in a Turing test. And, like so many nonrobot human beings this year, we've spent a fair amount of time reading, learning, and thinking about issues related to large language models, artificial intelligence (AI), AI-generated text, and specifically ChatGPT. We've also been gathering opinions and feedback about the use and citation of ChatGPT. Thank you to everyone who has contributed and shared ideas, opinions, research, and feedback.

In this post, I discuss situations where students and researchers use ChatGPT to create text and to facilitate their research, not to write the full text of their paper or manuscript. We know instructors have differing opinions about how or even whether students should use ChatGPT, and we'll be continuing to collect feedback about instructor and student questions. As always, defer to instructor guidelines when writing student papers. For more about guidelines and policies about student and author use of ChatGPT, see the last section of this post.

Quoting or reproducing the text created by ChatGPT in your paper

If you've used ChatGPT or other AI tools in your research, describe how you used the tool in your Method section or in a comparable section of your paper. For literature reviews or other types of essays or response or reaction papers, you might describe how you used the tool in your introduction. In your text, provide the prompt you used and then any portion of the relevant text that was generated in response.

Unfortunately, the results of a ChatGPT "chat" are not retrievable by other readers, and although nonretrievable data or quotations in APA Style papers are usually cited as personal communications, with ChatGPT-generated text there is no person communicating. Quoting ChatGPT's text from a chat session is therefore more like sharing an algorithm's output; thus, credit the author of the algorithm with a reference list entry and the corresponding in-text citation.

When prompted with "Is the left brain right brain divide real or a metaphor?" the ChatGPT-generated text indicated that although the two brain hemispheres are somewhat specialized, "the notation that people can be characterized as 'left-brained' or 'right-brained' is considered to be an oversimplification and a popular myth" (OpenAI, 2023).
Reference
OpenAI. (2023). ChatGPT (Mar 14 version) [Large language model]. https://chat.openai.com/chat

You may also put the full text of long responses from ChatGPT in an appendix of your paper or in online supplemental materials, so readers have access to the exact text that was generated. It is particularly important to document the exact text created because ChatGPT will generate a unique response in each chat session, even if given the same prompt. If you create appendices or supplemental materials, remember that each should be called out at least once in the body of your APA Style paper.

When given a follow-up prompt of "What is a more accurate representation?" the ChatGPT-generated text indicated that "different brain regions work together to support various cognitive processes" and "the functional specialization of different regions can change in response to experience and environmental factors" (OpenAI, 2023; see Appendix A for the full transcript).
Reference
OpenAI. (2023). ChatGPT (Mar 14 version) [Large language model]. https://chat.openai.com/chat

Creating a reference to ChatGPT or other AI models and software

The in-text citations and references above are adapted from the reference template for software in Section 10.10 of the Publication Manual (American Psychological Association, 2020, Chapter 10). Although here we focus on ChatGPT, because these guidelines are based on the software template, they can be adapted to note the use of other large language models (e.g., Bard), algorithms, and similar software.

The reference and in-text citations for ChatGPT are formatted as follows:

OpenAI. (2023). ChatGPT (Mar 14 version) [Large language model]. https://chat.openai.com/chat

Parenthetical citation: (OpenAI, 2023)

Narrative citation: OpenAI (2023)

Let's break that reference down and look at the four elements (author, date, title, and source):

Author: The author of the model is OpenAI.

Date: The date is the year of the version you used. Following the template in Section 10.10, you need to include only the year, not the exact date. The version number provides the specific date information a reader might need.

Title: The name of the model is "ChatGPT," so that serves as the title and is italicized in your reference, as shown in the template. Although OpenAI labels unique iterations (i.e., ChatGPT-3, ChatGPT-4), they are using "ChatGPT" as the general name of the model, with updates identified with version numbers.

The version number is included after the title in parentheses. The format for the version number in ChatGPT references includes the date because that is how OpenAI is labeling the versions. Different large language models or software might use different version numbering; use the version number in the format the author or publisher provides, which may be a numbering system (e.g., Version 2.0) or other methods.

Bracketed text is used in references for additional descriptions when they are needed to help a reader understand what's being cited. References for a number of common sources, such as journal articles and books, do not include bracketed descriptions, but things outside of the typical peer-reviewed system often do. In the case of a reference for ChatGPT, provide the descriptor "Large language model" in square brackets. OpenAI describes ChatGPT-4 as a "large multimodal model," so that description may be provided instead if you are using ChatGPT-4. Later versions and software or models from other companies may need different descriptions, based on how the publishers describe the model. The goal of the bracketed text is to briefly describe the kind of model to your reader.

Source: When the publisher name and the author name are the same, do not repeat the publisher name in the source element of the reference, and move directly to the URL. This is the case for ChatGPT. The URL for ChatGPT is https://chat.openai.com/chat. For other models or products for which you may create a reference, use the URL that links as directly as possible to the source (i.e., the page where you can access the model, not the publisher's homepage).

Other questions about citing ChatGPT

You may have noticed the confidence with which ChatGPT described the ideas of brain lateralization and how the brain operates, without citing any sources. I asked for a list of sources to support those claims and ChatGPT provided five references-four of which I was able to find online. The fifth does not seem to be a real article; the digital object identifier given for that reference belongs to a different article, and I was not able to find any article with the authors, date, title, and source details that ChatGPT provided. Authors using ChatGPT or similar AI tools for research should consider making this scrutiny of the primary sources a standard process. If the sources are real, accurate, and relevant, it may be better to read those original sources to learn from that research and paraphrase or quote from those articles, as applicable, than to use the model's interpretation of them.

We've also received a number of other questions about ChatGPT. Should students be allowed to use it? What guidelines should instructors create for students using AI? Does using AI-generated text constitute plagiarism? Should authors who use ChatGPT credit ChatGPT or OpenAI in their byline? What are the copyright implications?

On these questions, researchers, editors, instructors, and others are actively debating and creating parameters and guidelines. Many of you have sent us feedback, and we encourage you to continue to do so in the comments below. We will also study the policies and procedures being established by instructors, publishers, and academic institutions, with a goal of creating guidelines that reflect the many real-world applications of AI-generated text.

For questions about manuscript byline credit, plagiarism, and related ChatGPT and AI topics, the APA Style team is seeking the recommendations of APA Journals editors. APA Style guidelines based on those recommendations will be posted on this blog and on the APA Style site later this year.

We, the APA Style team humans, appreciate your patience as we navigate these unique challenges and new ways of thinking about how authors, researchers, and students learn, write, and work with new technologies.

Reference

American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). https://doi.org/10.1037/0000165-000

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This post outlines how to create references for large language model AI tools like ChatGPT and how to present AI-generated text in a paper.

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After adjusting to ChatGPT, many educators are now embracing the idea of students using it with the idea of improving education.

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ChatGPT is going to change education, not destroy it

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The narrative around cheating students doesn't tell the whole story. Meet the teachers who think generative AI could actually make learning better.

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How to use ChatGPT to support teachers: The good, the bad, and the ugly (worldbank.org)

Teachers can learn how ChatGPT can help enhance lessons, but not deliver it.

ChatGPT can help educators come up with questions like multiple choice, and also provide essay prompts.

ChatGPT can help with language proficiency.

Teachers can use ChatGPT to help tutor students, by adjusting to the learning needs of every student.

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Professor Darren Keast works on his computer at home in Mill Valley, Calif. (Charles Ommanney for The Washington Post)

Soon after ChatGPT was released in November, Darren Keast noticed students in his college English composition class turning in essays that read as if they'd been written by machine. Many contained fabricated quotes and cited sources that didn't exist - telltale signs they were created by the artificial intelligence chatbot. He's dreading a repeat of that confusion this fall, so he scrambled over summer break to adapt.
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While hiking in Costa Rica, Keast consumed AI podcasts talking about the software's existential risk to humanity. At home in Mill Valley, Calif., he's spent hours online in fiery group discussions about whether AI chatbots should be used in the classroom. In the car, Keast queried his kids for their thoughts on the software until they begged him to stop.

"They're like: 'You got to get a life, this is getting crazy,'" he said. "But [AI] totally transformed my whole professional experience."

Keast isn't alone.The rise of AI chatbots has sowed confusion and panic among educators who worry they are ill-equipped to incorporate the technology into their classes and fear a stark rise in plagiarism and reduced learning. Absent guidance from university administrators on how to deal with the software,many teachers are taking matters into their own hands, turning to listservs, webinars and professional conferences to fill in gaps in their knowledge - many shelling out their own money to attend conference sessions that are packed to the brim.

Even with this ad hoc education, there is little consensus among educators: for every professor who touts the tool's wonders there's another that says it will bring about doom.

A professor accused his class of using ChatGPT, putting diplomas in jeopardy

The lack of consistency worries them. When students come back to campus this fall, some teachers will allow AI, but others will ban it. Some universities will have modified their dishonesty policies to take AI into account, but others avoid the subject. Teachers may rely on inadequate AI-writing detection tools and risk wrongly accusing students, or opt for student surveillance software, to ensure original work.

For Keast, who teaches at the City College of San Francisco, there's only one word to describe the next semester.

"Chaotic," he said.

After ChatGPT became public on Nov. 30, it created a stir. The AI chatbot could spit out lifelike responses to any question - crafting essays, finishing computer code or writing poems.

Educators knew immediately they were facing a generational shift for the classroom. Many professors worried that students would use it for homework and tests. Others compared the technology to the calculator, arguing teachers would have to provide assignments that could be completed with AI.

Institutions such as Sciences Po, a university in Paris, and RV University in Bangalore, India, banned ChatGPT, concerned it would undermine learning and encourage cheating. Professors at colleges such as the Wharton School of Business at the University of Pennsylvania and Ithaca College in New York allowed it, arguing that students should be proficient in it.

Tech columnist Geoffrey A. Fowler shares some advice for students who have been falsely accused of using AI, like ChatGPT, to cheat on school assignments. (Video: Monica Rodman/The Washington Post)

Tools to detect AI-written content have added to the turmoil. They are notoriously unreliable and have resulted in what students say are false accusations of cheating and failing grades. OpenAI, the maker of ChatGPT, unveiled an AI-detection tool in January, but quietly scrapped it on July 20 due to its "low rate of accuracy." One of the most prominent tools to detect AI-written text, created by plagiarism detection company Turnitin.com, frequently flagged human writing as AI-generated, according to a Washington Post examination.

Representatives from OpenAI pointed to an online post stating they "are currently researching more effective provenance techniques for text." Turnitin.com did not respond to a request for comment.

We tested a new ChatGPT-detector for teachers. It flagged an innocent student.

Students are adjusting their behavior to avoid getting impacted by the uncertainty.

Jessica Zimny, a student at Midwestern State University in Wichita Falls, Tex., said she was wrongly accused of using AI to cheat this summer. A 302-word post she wrote for a political science class assignment was flagged as 67 percent AI-written, according to Turnitin.com's detection tool - resulting in her professor giving her a zero.

Zimny, 20, said she plead her case to her professor, the head of the school's political science department and a university dean, to no avail.

Now, she screen-records herself doing assignments - capturing ironclad proof she did the work in case she ever is ever accused again, she said.

"I don't like the idea that people are thinking that my work is copied, or that I don't do my own things originally," Zimny, a fine arts student, said. "It just makes me mad and upset and I just don't want that to happen again."

All of this has left professors hungry for guidance, knowing their students will be using ChatGPT when the fall rolls around, said Anna Mills, a writing teacher at the College of Marin who sits on a joint AI task force with the Modern Language Association (MLA) and College Conference on Composition and Communication (CCCC).

Because universities aren't providing much help, professors are flocking to informal online discussion groups, professional development webinars and conferences for information.

Teachers are on alert for inevitable cheating after release of ChatGPT

When Mills talked on a webinar hosted by the MLA and CCCC for AI in writing in late-July, a time when many teachers might be in the throes of summer break, more than 3,000 people signed up and ultimately more than 1,700 people tuned in - unusual numbers for the groups' trainings.

"It speaks to the sense of anxiety," Mills said. In fact, a survey of 456 college educators in March and April conducted by the task force revealed the largest worries professors have about AI are its role in fostering plagiarism, the inability to detect AI-written text and that the technology would prevent students from learning how to write, learn and develop critical thinking skills.

Mills and her task force colleagues are trying to clear up misconceptions. They explain that it's not easy to recognize AI-generated text and caution the use of software to crack down on student plagiarism. Mills said AI is not only a tool used for cheating, but can be harnessed to spur critical thinking and learning.

"People are overwhelmed and recognizing that this new situation demands a lot of time and careful attention, and it's very complex," she added. "There are not easy answers to it."

Marc Watkins, an academic innovation fellow and writing lecturer at the University of Mississippi, said teachers are keenly aware that if they don't learn more about AI, they may rob their students of a tool that could aid learning. That's why they're seeking professional development on their own, even if they have to pay for it or take time away from families.

Watkins, who helped create an AI-focusedprofessional development course at his university, recalled a lecture he gave on how to use AI in the classroom at a conference in Nashville this summer. The interest was so intense, he said, that more than 200 registered educators clamored for roughly 70 seats, forcing conference officials to shut the door early to prevent over crowding.

Cheating-detection companies made millions during the pandemic. Now students are fighting back.

Watkins advises professors to follow a few steps. They should rid themselves of the notion that banning ChatGPT will do much, since the tool is publicly available. Rather, they should set limitations on how it can be used in class and have a conversation with students early in the semester about the ways chatbots could foster nuanced thinking on an assignment.

For example, Watkins said, ChatGPT can help students brainstorm questions they go onto investigate, or create counterarguments to strengthen their essays.

But several professors added that getting educators to think on the same page is a daunting task, that is unlikely for the fall semester. Professional development modules must be developed to explain how teachers talk to students about AI, how to incorporate it into learning, and what to do when students are flagged as writing an entire post by a chatbot.

Watkins said if colleges don't figure out how to deal with AI quickly, there is a possibility colleges rely on surveillance tools, such as they did during the pandemic, to track student keystrokes, eye movements and screen activity, to ensure students are doing the work.

"It sounds like hell to me," he said.

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Professors have a summer assignment: Prevent ChatGPT chaos in the fall

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College professors worry that ChatGPT will sow chaos on campuses this fall. They also await guidance from university leadership on how to deal with AI technology.

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Embracing AI at Montclair State University.

"Teaching and learning in the era of generative AI does not need to be all about damage control. Plagiarism and ethics concerns are real, but on the other hand, the advance of generative AI gives us a special opportunity to focus on the challenges of teaching and work out strong solutions. Generative AI itself can be a learning tool– as anyone who gets into the tool and starts inputting queries and studying the output knows."

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Since OpenAI first rolled out its ChatGPT to the public late in 2022, the generative AI market has grown and diversified. In addition to OpenAI's releasing another large language model, new tools appear in the field constantly. At the same time, concerns are multiplying about the risks generative AI may pose to education, industries, and internet user safety.

In education, a number of quick solutions has been developed, such as AI-detecting functionalities and GPT teach-outs. But as we learn to work around the increasing threat of hard-to-detect plagiarism, we also face new questions: how can we incorporate generative AI into the classroom? Can it be a teaching and learning tool? how can we teach students to interact with AI safely and usefully? how will the advance of generative AI shape our students' professional futures, and how should teachers respond to that?

ChatGPT "is a variant of the GPT (Generative Pre-training Transformer) language model, which was developed by OpenAI. GPT models are trained to generate human-like text by predicting the next word in a sequence based on the words that come before it. CHATGPT is specifically designed to be used in chatbots and conversational systems, and it is trained on a large dataset of human conversations to learn how to generate appropriate responses in a variety of contexts. (response from ChatGPT on 1/3/2023). This model is also known as GPT-3.5. Learn more:

GPT-4: the newest version of OpenAI's language model systems, officially launched in March 2023. It is a multimodal model, in that it accepts text and images as input. It can only generate text. It has demonstrated much stronger academic performance compared to the GPT-3.5 model. Learn more: OpenAI's launch announcement on GPT-4.
The ChatGPT-4 tool based on this model is only available through paid ChatGPT+ subscription at this point ($20/month.)

Bing: Microsoft's AI chatbot. After the release of GPT-4, Microsoft officially confirmed that Bing runs on OpenAI's GPT-4 model.

As of March 2023, OpenAI introduced support for plugins, including a Bing-based browsing plugin, which helps keep the outputs up-to-date and compensates for the training data behind the models only going up to 2021.

Dall-E 2: ChatGPT's visual creation sister, also run by OpenAI. Learn more

Bard: Google's AI chatbot. It is available through waitlist, although the wait is usually only a few days. It is still in beta-testing stage and performs with obvious lapses, but appears to evolve constantly.

Teaching and learning in the era of generative AI does not need to be all about damage control. Plagiarism and ethics concerns are real, but on the other hand, the advance of generative AI gives us a special opportunity to focus on the challenges of teaching and work out strong solutions.

Generative AI itself can be a learning tool- as anyone who gets into the tool and starts inputting queries and studying the output knows. Your synapses are firing as you write and read the rapidly generated text. It's fun, and you're likely wide awake, judging, speculating, disagreeing, agreeing, and doing all those things that happen when an engaged reader encounters text. These potentials can be used in the classroom.
Some specific suggestions:

Assignment Strategies: Authentic assessment, formative assessment, assessment add-ons like problem-solving logs, exam wrappers, minute papers, "muddiest point" questions.

Ask students to use diverse media. Replace an essay or short-answer writing assignment with one that requires students to submit an audio file, podcast, video, speech, drawing, diagram, or multimedia project.

Create connections to real-world experience that AI will not have. Connect assignments to very recent events or new conversations in the field; to issues specific to the local community, or to discussions that took place in your own classroom. Alternatively, ask your students to find a connection between course concepts/topics and their personal experience or knowledge.

Ask your students to reflect and plan as part of learning. Reflecting and envisioning a future are two areas where generative AI's performance remains quite weak. Create space for reflection and sharing after each learning unit. Make reflection and planning a routine part of written assignments that is gradable. Students will not be able to create strong submissions for such tasks using generative AI (also, feel free to tell them just that!)
For example: instead of the traditional essay, which is now easy to cheat through, assign a multimedia project accompanied by a brief self-reflective essay.

Incorporate ChatGPT in your assignments. The more familiar your students become with it, including both its strengths and weaknesses, the less likely they will be to use it blindly for generating submissions.

For example: to develop your students' critical thinking skills, ask them to generate a ChatGPT response to a question of their own choosing, and then write an analysis of the strengths and weaknesses of the ChatGPT response.

Teach your students to cite generative AI correctly.

Teach your students to use generative AI safely. ChatGPT acknowledges that they may share account holders' personal information with third parties, including vendors and service providers. See Privacy Policy. Teach your students to never share personal and sensitive information with generative AI chatbots.

Use social annotation. For short reading responses, instead of using open-ended questions in Canvas, try social annotation tools that require students to engage with a text along with their classmates. Try Hypothes.is or Perusall, both of which are supported by the University.

Extend Flipped Learning: Ask students to read, view, and digest material at home, and then apply, demonstrate, and perform in class, individually or in small groups.

For the full list of tips and ideas, go to this page.

Using generative AI to create or enhance the content of submissions when an assignment does not explicitly call or allow for it is academically dishonest, akin to paying a person to write your paper, take your test, or complete your assignment. Here are some tips on preventing and addressing academic dishonesty in the era of generative AI.

Talk to your students. The first step to addressing the projected or actual academic integrity issues in the classroom is to talk to your students about your expectations for academic honesty.

Remind your students of the University's policies.

Since the University's policies on academic integrity currently do not include a separate clause on generative AI, add a clarifying statement to your syllabus (sample wording can be found here.)

Give examples. Be specific and frank about your concerns.

Raise questions to stimulate reflection: why is academic integrity valuable and important to uphold? What's the point of pursuing a degree, of taking a class, if you don't learn?

See Academic Dishonesty and Student Cheating for additional guidance.

Make plagiarizing difficult. Use some of the assignment design strategies suggested above and/or here to create assignments that encourage honest work.

Run your assignment through ChatGPT. If you assign a task that can be solved by ChatGPT/ other generative AI, run it through ChatGPT first. Review the answer you receive, and tell your students about your experience (and that you've saved the output). ChatGPT does not produce the same answer each time the same question is posed, but the outputs may still be fairly similar.

Be on the lookout for AI-produced texts.

Play around with the tool and get an idea of what kind of prose is produced to the questions you typically ask. Not only will you gain insights on how to better write your assignments, but you may get a sense of the "voice" - or lack of voice - of the tools.

Make use of AI-detecting tools.

Watch out for these red flags.

Always consider students' writing history and the broader context of the assignment before making a decision. When plagiarism is suspected, talking to the student individually is the easiest first step to addressing the problem.

Alby, C. (2022, December 17). ChatGPT: Understanding the new landscape and short-term solutions. Google Docs. Retrieved January 4, 2023, from https://docs.google.com/document/d/1ERCgdylG2LyOeL93aWrK6Jf97N_m1qaueN9W4kzO0Rk/edit#.

Barbaro, M. (Host). (2022, December 16). Did artificial intelligence just get too smart? [Audio podcast episode]. In The Daily. The New York Times Company. Guest: Kevin Roose.

Marchese, D. (2022, December 26). An A.I. pioneer on what we should really fear. The New York Times. Retrieved January 4, 2023, from https://www.nytimes.com/interactive/2022/12/26/magazine/yejin-choi-interview.html?smid=url-share. Interview with computer scientist Yejin Choi.

Rudolph, J. et al (2023). ChatGPT: Bullshit spewer or the end of traditional assessments in higher education? Journal of Applied Learning and Teaching. Vol. 6, No. 1.

Pavlik, J. V. (2023). Collaborating With ChatGPT: Considering the Implications of Generative Artificial Intelligence for Journalism and Media Education. Journalism & Mass Communication Educator, 0(0). https://doi.org/10.1177/10776958221149577

Susnjak, T. (2022). ChatGPT: The End of Online Exam Integrity? Working Paper. http://arxiv.org/abs/2212.09292

Schmitz, R. (Host). (2022, December 16). Has AI reached the point where a software program can do better work than you? [Audio podcast episode]. In: Morning Edition. National Public Radio. Guest: Ethan Mollick of the University of Pennsylvania. Mollick gives an overview and specific examples of how ChatGPT can be used. For example, he tried it out by asking the program to write a syllabus for him, along with a lecture and a final assignment with a grading rubric.

For additional resources, see AI Writing and Creating Bots (Montclair netID required).

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Ask it a quick question, get a quick answer. Ask it to write a complete essay, and it will do that, too.

The capabilities of ChatGPT offer both opportunity and temptation-driving students, faculty, and administrators across Boston University to talk about the artificial intelligence chatbot's potential as both an enabler of plagiarism and an exciting research tool.

And one BU Computing & Data Sciences class is going a step further than talking.
GAIA - Policy on the Use of AI Text Generation
The 47 undergraduates in Wesley Wildman's Data, Society and Ethics (CDS DS 380) class-the first ever-spent the lastfew weeks writing a blueprint for academic use of ChatGPT and similar artificial intelligence models, called the Generative AI Assistance (GAIA) Policy. They intend to follow it and hope it will be a starting point as the University moves to deal with ChatGPT in the classroom.

"I was really proud of them," says Wildman, a professor of philosophy, theology, and ethics and of computing and data sciences, who splits his time between the School of Theology and the Faculty of Computing & Data Sciences. "They were articulate and strong in their beliefs."

Wildman discarded his original lesson plan two days before their second class in January and gave his students the ChatGPT assignment instead. "I was especially pleased with their ability to identify the principles that mattered," he says. "Things like fairness, things like 'we don't want cheating,' things like 'I don't want to have my ability to learn how to write and how to think crippled by this.'"

GPT stands for "generative pretrained transformer," which means, in the words of the GeekCulture website, it was "trained on a massive amount of text data to generate human-like responses to a given input."

The 550-word policy hashed out over several of Wildman's class sessions, sometimes in small groups, "adopts a few commonsense limitations on an otherwise embracing approach to LLMs" (large language models, another term for chatbots like ChatGPT). The policy addresses grading, the disparity between students who use ChatGPT and those who don't, and the possible positive uses of the technology.

ChatGPT "is walking a weird line, because it's the first one that's powerful enough that people are scared of it and that we're talking about it as a university," says George Trammell (CDS'24), a student in Wildman's class. "But it's not powerful enough that it doesn't have skeptics, and a lot of skeptics at that.

"One of the first things I asked it was to read the first book of the Bible in Trump's rhetoric, and it did a ridiculously good job. It was hilarious," says Trammell. "And then after that, I asked it to explain an answer to some simple physics question to me. And it sounded very convincing and was totally wrong.

"So this is a really good conversation to have right now, because we're on that line," he says. "And people need to understand this software isn't going anywhere. It's going to get better, and it's going to get better really fast."

Revolutionary potential

The New York Times calls ChatGPT, created by the company OpenAI, "quite simply, the best artificial intelligence chatbot ever released to the general public." No less an authority than Bill Gates says ChatGPT "will change our world." It's considered so revolutionary that Google rushed to release its own AI chatbot, called Bard, which did not go well. A New York Times reporter testing an an early version of another chatbot attached to Microsoft's revamped Bing search engine found a conversation with it got seriously weird.

In short, it appears that this is not a passing fad.

"I think what we talk about is [it's] more like the printing press," says Wildman. "It's transforming the way people use objects to extend their cognitive powers beyond their own minds. We've become very good at doing that with all sorts of tools-calculators and so on. But the printing press changed the way we think, changed the way we taught each other. It changed everything about education. This is similar in scale."

Since it burst onto the scene in December, ChatGPT has stirred concern about its possible use in cheating-students handing in papers that ChatGPT wrote for them. In higher education, that's generally called plagiarism and punished with a failing grade, or suspension, possibly even expulsion.

"What are the key issues surrounding use of ChatGPT in higher education?" we asked the chatbot.

About 15 seconds later, it responded with a short essay: "What are the key issues surrounding use of ChatGPT in higher education? The use of AI language models like ChatGPT in higher education raises several important ethical, legal, and technical issues." It went on to summarize-in ways that were at least technically accurate-half a dozen areas of concern, including privacy and data security, accuracy and bias, intellectual property, accessibility, and even job loss for teachers and other educators.

In a paragraph on its role in the classroom, curiously, the word "plagiarism" went unmentioned.

It concluded: "These are just a few of the key issues surrounding the use of AI language models like ChatGPT in higher education, and it is important for institutions to carefully consider these issues and to put in place appropriate safeguards to protect students, teachers, and the wider educational community."

Enter Wildman's CDS DS 380 students.

Everybody's talkin' about it

"When I was a kid, I had never heard of an Ace Hardware store until someone thrust me in to buy something in it, and then suddenly, I heard like 10 advertisements a day for it," says Rafael Perron (CAS'23). "I'd never heard of ChatGPT, or only very vaguely, and then suddenly, every single class and every single professor is talking about it."

Trammell says the class created independent groups to come up with their own policy, and then put them all on a board to compare. "We talked about what wouldn't work-we went through banning, and you know, obviously, that doesn't work," he says. "And we went through more restrictive and less restrictive policies to see what would and wouldn't work."

The policy they hammered out says students should credit ChatGPT whenever it's used and add an appendix to papers and other take-home assignments to explain how and why it was used. "We should not use LLMs to help with in-class examinations, tests, or assignments, unless they are explicitly organized around an LLM," the policy states.

"It needed to be usable for us in the class," Wildman says. "It needed to win the consensus of the people in the class, so that we all felt we had buy-in. And it had to be responsive to the whole bunch of stakeholders, from parents to universities to employers to the students themselves."

What the policy couldn't do, he says, is simply ban ChatGPT and products like it, even if that were feasible. From the student point of view, this is their future. "They need to figure out how to master these tools and integrate it into our toolkit," Wildman says.

Data, Society and Ethics student Rafael Perron (CAS'24) says that suddenly "every single class and every single professor is talking about" ChatGPT.

"I plan to enter data science," says Natalia Clark (CAS'23), "so I'm glad that the University is attempting to introduce the idea in a way where I can learn and make mistakes with it before it becomes more serious to make mistakes with it. It's more important when I'm creating an AI model that affects real people.

"I will hold myself to the standard that I will be critical in analyzing it and understanding what it is. And hopefully professors help guide that conversation too."

The students' approach also includes guidelines for faculty, such as: "Treat work submitted by students who declare no use of LLMs as the baseline for grading" and "use a lower baseline for students who declare use of LLMs, depending on how extensive the usage," while still rewarding creativity. Simply reproducing ChatGPT text would be worth zero points.

Reaction elsewhere around campus

No sooner had ChatGPT been released than anti-ChatGPT programs started emerging, as well, intended to make it easy for a person to detect when text has been generated by a chatbot. "That arms race is ratcheting up so fast," Wildman says.

Discussions of ChatGPT's impacts and potential University responses have begun around campus, including in central administration and the Council of Deans as well as among faculty. Many at BU seem to see the potential as well as the problems in the technology.

"Some Writing Program instructors have started to experiment with how to teach with ChatGPT, and some have invited students to help form class policies," says Sarah Madsen Hardy, a master lecturer and director of the College of Arts & Sciences Writing Program. "The Writing Program has also formed a committee that will create resources and make policy recommendations for the program.

"My own take on ChatGPT is fascinated and cautiously optimistic," Hardy says. "Writing and technology have always been intertwined, and writers, and writing teachers, will keep adapting, as we always have. It's early days."

Some feel the very nature of ChatGPT holds a contradiction to what they're trying to teach.

"Our school is about human experiences, and so machine learning should not impact what we do to advocate for true 'people interactions' and 'human hospitality,'" says Leora Lanz (COM'87), an associate professor of the practice and assistant dean for academic affairs at the School of Hospitality Administration. "We are drafting copy to incorporate into our syllabi-to encourage ethical use of machine learning and not risk plagiarism, which is, of course, academic misconduct."

"I have told all three of the undergrad classes that I'm teaching this semester that if they use ChatGPT, they will likely be caught, as I can do the same general searches they can," says Gregory Stoller, a senior lecturer in strategy and innovation at the Questrom School of Business.

Instead of worrying, however, he envisions a more positive outcome.

"I think it could be used as an alternative research tool. If you were doing company research, for example, for a case competition, I can't think of a better way of efficiently scouring the internet to make sure you're leaving no stone unturned."

It's important to look at the social and cultural context of how society responds to new technology, says Louis Chude-Sokei, George and Joyce Wein Chair in African American and Black Diaspora Studies and director of the CAS African American & Black Diaspora Studies Program.

"All new technologies generate significant cultural fears," says Chude-Sokei, whose research is often associated with Afrofuturism. "What I do find fascinating here is the class politics of this fear. We've thought and been promised for generations that the real threat from intelligent machines, algorithms, or automation would be to blue collar labor and perhaps to the service industry. This fear is different and likely to be taken more seriously because it's now seen as a threat to white collar labor and intellectual, so-called 'higher' cultural production. AI is the 'immigrant' coming for our elite jobs!"

A focal point at CDS

"ChatGPT is only the tip of the iceberg when it comes to how generative AI will impact our ways of thinking and ways of doing," says Azer Bestavros, BU's inaugural associate provost for computing and data sciences, a William Fairfield Warren Distinguished Professor, and a CAS computer science professor.

"The question is how are we going to 'up our game' in response to the increased use of these tools," Bestavros says. "This goes to all the things we do in academia, including what we teach, how we teach it, and how we assess learning outcomes."

Embedding ethics in the data science curriculum has been a priority for CDS from the get-go, Bestavros says. Wildman shared the class' policy and discussed it with a small group of faculty members, he says, "all of whom indicated that they believed it was a good one for other courses to either adopt or use as a starting point." He says the policy was also shared with members of the CDS Academic Program Committee.

"I am glad to see CDS at the forefront of this, which is only proper," Bestavros says. "By doing this, students-the future developers of ChatGPT-like solutions-are experiencing how to engage those affected."

CAS data science student Clark says she's proud to be part of the solution. "I guess responsibility comes with that. And maybe it feels a little ethically burdened, to think about these issues that nobody really has answers to. But taking the first step was the most important part."
Wesley Wildman and two other University faculty members will hold a panel discussion, Learning to Think after ChatGPT In addition, Wildman will hold a on February 27 from noon to 2 pm. In this open live Q&A, he will discuss the ethics and pedagogy of AI text generation in the educational process.,on Thursday, February 23, at 4:30 pm at the Center for Computing & Data Sciences, Room 1750, 665 Comm Ave. Najoung Kim, a CAS assistant professor of linguistics and of computer science, and Wildman will address questions, including what is ChatGPT? What will the future of AI text generation be like? And how can a university formulate ethical policies to incorporate the reality of ChatGPT into teaching? Mark Crovella, a CAS professor of computer science and of computing and data sciences, will moderate. Register

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Why ChatGPT Is Both Exciting and Unsettling for Students, Faculty

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ChatGPT is a hot topic in computer science on campus, and now a Computing & Data Sciences class has tackled the questions and dilemmas the chatbot poses for the classroom.

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Embrace the technology-preparing for real world ideas

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Rather than weaken student effort, artificial intelligence can help prepare students for the real world by encouraging critical thinking-with a few caveats. Here's advice from psychology instructors about how to use ChatGPT and other AI technology wisely

Cite this

Abramson, A. (2023, June 1). How to use ChatGPT as a learning tool. Monitor on Psychology, 54(3). https://www.apa.org/monitor/2023/06/chatgpt-learning-tool

As technology advances, psychologists can find new opportunities to innovate in the field and in education. But the introduction of new technologies, such as artificial intelligence (AI)-the simulation of human intelligence by computers-can feel daunting. For psychology instructors in particular, the advent of a rapidly evolving AI software called ChatGPT (and the updated version, GPT-4) has introduced new challenges-but experts say it's also ripe with potential to help students learn in new ways and prepare them for careers after college.

ChatGPT, a chatbot software launched by the AI company OpenAI in November 2022, synthesizes online data and communicates it in a conversational way. Unlike a search engine, ChatGPT can write verse in the style of Shakespeare, dole out dating advice, and-especially concerning to educators-answer test questions and write essays. Early reviews of GPT-4, the next iteration of OpenAI's large language model, indicate increases in the software's capabilities.

A New York Times article from earlier this year highlights instances of cheating with ChatGPT in college courses and instructors redesigning curricula to prevent academic dishonesty. Some schools are blocking the technology altogether: Earlier this year, the New York City Department of Education banned the use of ChatGPT based on concerns that it could hinder student learning ( Huang, K., New York Times, January 16, 2023).

Some educators, however, see ChatGPT as an opportunity rather than a threat. In an LA Times op-ed published in early 2023, psychologist Angela Duckworth, PhD, argues against banning the bot, explaining that it and similar technologies are here to stay-and that instructors should learn how to incorporate it into curricula (Los Angeles Times, January 19, 2023).

Many psychology instructors are already experimenting with the software, recognizing that ChatGPT could be a useful tool to prepare students for the real world where critical thinking is more important than rote memorization.

"We have a choice here to lean in or run away, like we had a choice about whether we wanted to use calculators in statistics class," said Kathy Hirsh-Pasek, PhD, a professor of psychology at Temple University in Philadelphia. "We now know people can learn using calculators, so the question is: How do we increase critical thinking while also embracing what ChatGPT can do?"

Integrating any new tool into the classroom should be done judiciously, and ChatGPT is no exception. Educators must consider ethics, cheating, and equity, just as they would when integrating other technologies into their courses. But with the right approach, ChatGPT can be a useful-and as some psychologists argue, revolutionary-tool to prepare students for their future careers. Here are some insights from psychology instructors about using ChatGPT to help students learn.
[Related: APA Style: How to cite ChatGPT]

Consider course goals

Every psychology course has different learning objectives. When determining whether-and how-to incorporate ChatGPT into your course, think about your specific goals as an instructor. "There are going to be classes for which using GPT would be inappropriate, but in other settings, it could be a useful learning tool," said Daniel Oppenheimer, PhD, a professor of psychology at Carnegie Mellon University in Pittsburgh.

Ask yourself: What are you trying to teach your students, and what abilities are you hoping to measure? It may help to think of ChatGPT like a calculator. If you were teaching simple addition, then a calculator might hinder learning. But in a calculus course, the same tool could free up cognitive resources to help students perform the more advanced skills they need to learn.

"We can do math better and faster now that we have calculators," said Jaclyn Siegel, PhD, a postdoctoral research scholar and an adjunct psychology faculty professor at San Diego State University. "It's harder to imagine a similar scenario happening in psychology, but maybe we'll be able to think more creatively because we have basic facts at our fingertips."

Similarly, if you're teaching an introductory class, ChatGPT might pose a threat to students learning basic information. Spelling and grammar tools, for example, could get in the way of evaluating whether students can write. But if your goal is to encourage good ideas, "the other tools make essays easier to read and help instructors understand if students understand the material," said Oppenheimer.

In classes that you determine would not benefit from using ChatGPT, using online proctors or programs that restrict access to ChatGPT may sometimes be appropriate.

Encourage critical thinking

ChatGPT offers fast and easy access to information, which you may deem inappropriate in certain learning scenarios. But finding ways to incorporate AI tools in your course could actually help prepare students for the real world, where they'll need to apply concepts rather than simply recall facts. "We want to train students how to think like a psychologist rather than how to know what a psychologist knows," Oppenheimer said.

The bot may be best used to help students think critically about topics they're already familiar with, said Gary Lupyan, PhD, a professor of psychology at the University of Wisconsin-Madison. "Like talking with a colleague, it can be an interactive partner that's useful in areas you know a lot about already, so you can critically evaluate the suggestion without blindly copying it," he said.

For example, Oppenheimer teaches a course on human intelligence and stupidity, in which he encourages students to compare GPT-generated text with human-generated text. Hirsh-Pasek actually requires her honors psychology students to use ChatGPT, asking them to use ChatGPT for a first draft and edit a second draft with critiques, corrections, and additions. "A really good essay is not just a synthesis of information, but also the ability to support a thesis," she said. "ChatGPT teaches students to ask better questions and then defend those questions, which could help them become real scientists."

ChatGPT can also be used to incite classroom or lab discussion, said James W. Pennebaker, PhD, a professor of psychology at the University of Texas at Austin. For example, you could ask the bot why one theory is better than another. Then, ask again why the second theory is better. "Students can learn to appreciate other arguments and see both sides objectively before establishing an opinion," he said.

Using ChatGPT in your course not only encourages critical thinking about class concepts, but it also encourages your students to be technologically literate in an increasingly tech-centric world. "We should be thinking about the world we're preparing our students to enter and what habits of thinking we want to instill in them so they can successfully represent the discipline of psychology," said Oppenheimer. "That means figuring out how to incorporate novel technology they will be using in the real world into classroom exercises."

Be aware of the cons

All technology sparks concern about academic dishonesty. If your students have access to computers during an exam, then they theoretically have access to ChatGPT. Be aware ChatGPT can easily answer test questions because of how it synthesizes information. Steering clear of multiple-choice exams can help resolve that concern, but open-ended assessments may be harder to grade, especially with large classes.

Lupyan cautions against overhauling your test questions to trick the system. If you try to design exams with questions ChatGPT can't answer, you may miss questions your students need to be learning. "Questions that require synthesis and contrast are the type you want to be asking students and the type these models are excelling at," he said.

It may be more worthwhile to implement practices shown to reduce all kinds of cheating, said Oppenheimer. Be clear about your expectations for the class and motivate students to be engaged with the material. Breaking assignments and papers into chunks that come together over time can make it more difficult to plagiarize, especially if you regularly provide feedback that students need to incorporate into their work. Just as important, offer support to students who may be struggling with the material.

Take time at the beginning of the semester to explain why academic integrity is so important in your class and beyond. "Tell them that while cheating may temporarily make things easier, it has a short time horizon, because they aren't actually learning skills they need in their careers," Oppenheimer said.

Communicate expectations

As ChatGPT and other AI technologies advance, universities will develop official conduct codes about their use. Until then, it's up to you to implement and communicate expectations about how students can and can't use these tools in your class. In your syllabus, offer specific scenarios in which it's acceptable to use them and when it's not, and be sure your teaching assistants are on the same page.

If you're OK with students using ChatGPT in certain scenarios, Siegel emphasizes the importance of equity. She teaches a large online course for which she can't prevent students from using notes or searching online for answers. As a result, she conducts open-book exams and allows students to use the internet or textbook to answer questions. (She emphasizes forcing students to put their cameras on during tests is inequitable if students don't have sufficient internet bandwidth.)

To prevent savvier students from getting better grades, she introduces the whole class to ChatGPT to ensure that they know how to use it. "Curves are based on averages, so everyone should have knowledge and access to the same tools and materials," she said.

Try it out

Before determining how ChatGPT could help or hinder your students' learning, spend time with it yourself. Test it out and see what it can (and can't) do. If you're not ready to bring the technology to your course, use it for planning or administrative purposes. Lupyan, for example, recently asked ChatGPT to suggest titles for a grant he wrote, and Siegel used it to generate active lessons for teaching about methods in sexology research for her human sexual behavior course.

Whether you run a lab or teach a course, encourage your students to try it out for fun, too. Pennebaker's students, for example, have used ChatGPT to write haikus about psychological theories or rap battles between two well-known scholars. "With education, the more people can get their hands dirty and play with ideas, the better they learn," he said.

Be patient as the technology continues to evolve. As of early 2023, ChatGPT has been intermittently inaccessible due to the overwhelming number of users. Consider signing up for auto-notifications so you know when it's available.

Navigating new technologies like ChatGPT can be time-consuming and even overwhelming, but taking steps to understand them could empower both you and your class. "I get scared of new things, too, but they offer us a chance to grow," said Hirsh-Pasek. "I challenge all of us to be the learners we want our students to be."

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Artificial intelligence can help prepare students for the real world by encouraging critical thinking-with a few caveats.

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Banning ChatGPT will not work, turn it into an effective teaching tool

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Don’t Ban ChatGPT in Schools. Teach With It.

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OpenAI’s new chatbot is raising fears of cheating on homework, but its potential as an educational tool outweighs its risks.

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LEXINGTON, Ky. (AP) - Under the fluorescent lights of a fifth grade classroom in Lexington, Kentucky, Donnie Piercey instructed his 23 students to try and outwit the "robot" that was churning out writing assignments.

The robot was the new artificial intelligence tool ChatGPT, which can generate everything from essays and haikus to term papers within seconds. The technology has panicked teachers and prompted school districts to block access to the site. But Piercey has taken another approach by embracing it as a teaching tool, saying his job is to prepare students for a world where knowledge of AI will be required.

"This is the future," said Piercey, who describes ChatGPT as just the latest technology in his 17 years of teaching that prompted concerns about the potential for cheating. The calculator, spellcheck, Google, Wikipedia, YouTube. Now all his students have Chromebooks on their desks. "As educators, we haven't figured out the best way to use artificial intelligence yet. But it's coming, whether we want it to or not."
READ MORE: A student offers his take on the promise and perils of ChatGPT
One exercise in his class pitted students against the machine in a lively, interactive writing game. Piercey asked students to "Find the Bot:" Each student summarized a text about boxing champion and Kentucky icon Muhammad Ali, then tried to figure out which was written by the chatbot.

At the elementary school level, Piercey is less worried about cheating and plagiarism than high school teachers. His district has blocked students from ChatGPT while allowing teacher access. Many educators around the country say districts need time to evaluate and figure out the chatbot but also acknowledge the futility of a ban that today's tech-savvy students can work around.

"To be perfectly honest, do I wish it could be uninvented? Yes. But it happened," said Steve Darlow, the technology trainer at Florida's Santa Rosa County District Schools, which has blocked the application on school-issued devices and networks.

He sees the advent of AI platforms as both "revolutionary and disruptive" to education. He envisions teachers asking ChatGPT to make "amazing lesson plans for a substitute" or even for help grading papers. "I know it's lofty talk, but this is a real game changer. You are going to have an advantage in life and business and education from using it."

ChatGPT quickly became a global phenomenon after its November launch, and rival companies including Google are racing to release their own versions of AI-powered chatbots.
READ MORE: Google looks to challenge ChatGPT and Microsoft with own 'Bard'
The topic of AI platforms and how schools should respond drew hundreds of educators to conference rooms at the Future of Education Technology Conference in New Orleans last month, where Texas math teacher Heather Brantley gave an enthusiastic talk on the "Magic of Writing with AI for all Subjects."

Brantley said she was amazed at ChatGPT's ability to make her sixth grade math lessons more creative and applicable to everyday life.

"I'm using ChatGPT to enhance all my lessons," she said in an interview. The platform is blocked for students but open to teachers at her school, White Oak Intermediate. "Take any lesson you're doing and say, 'Give me a real-world example,' and you'll get examples from today - not 20 years ago when the textbooks we're using were written."

For a lesson about slope, the chatbot suggested students build ramps out of cardboard and other items found in a classroom, then measure the slope. For teaching about surface area, the chatbot noted that sixth graders would see how the concept applies to real life when wrapping gifts or building a cardboard box, said Brantley.

She is urging districts to train staff to use the AI platform to stimulate student creativity and problem solving skills. "We have an opportunity to guide our students with the next big thing that will be part of their entire lives. Let's not block it and shut them out."

Students in Piercey's class said the novelty of working with a chatbot makes learning fun.

After a few rounds of "Find the Bot," Piercey asked his class what skills it helped them hone. Hands shot up. "How to properly summarize and correctly capitalize words and use commas," said one student. A lively discussion ensued on the importance of developing a writing voice and how some of the chatbot's sentences lacked flair or sounded stilted.

Trevor James Medley, 11, felt that sentences written by students "have a little more feeling. More backbone. More flavor."

Next, the class turned to playwriting, or as the worksheet handed out by Piercey called it: "Pl-ai Writing." The students broke into groups and wrote down (using pencils and paper) the characters of a short play with three scenes to unfold in a plot that included a problem that needs to get solved.

Piercey fed details from worksheets into the ChatGPT site, along with instructions to set the scenes inside a fifth grade classroom and to add a surprise ending. Line by line, it generated fully formed scripts, which the students edited, briefly rehearsed and then performed.

One was about a class computer that escapes, with students going on a hunt to find it. The play's creators giggled over unexpected plot twists that the chatbot introduced, including sending the students on a time travel adventure.

"First of all, I was impressed," said Olivia Laksi, 10, one of the protagonists. She liked how the chatbot came up with creative ideas. But she also liked how Piercey urged them to revise any phrases or stage directions they didn't like. "It's helpful in the sense that it gives you a starting point. It's a good idea generator."

She and classmate Katherine McCormick, 10, said they can see the pros and cons of working with chatbots. They can help students navigate writer's block and help those who have trouble articulating their thoughts on paper. And there is no limit to the creativity it can add to classwork.

The fifth graders seemed unaware of the hype or controversy surrounding ChatGPT. For these children, who will grow up as the world's first native AI users, their approach is simple: Use it for suggestions, but do your own work.

"You shouldn't take advantage of it," McCormick says. "You're not learning anything if you type in what you want, and then it gives you the answer."
Associated Press writer Sharon Lurye contributed to this report from New Orleans.

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Some educators embrace ChatGPT as a new teaching tool

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"This is the future," said one teacher, who describes ChatGPT as just the latest technology in his 17 years of teaching that prompted concerns about the potential for cheating.

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Example 2 using ChatGPT. Finding Tool: "Medications used in NICU" info by typing topic into ChatGPT.

"Medications used in the Neonatal Intensive Care Unit (NICU) are specifically selected and dosed to meet the unique needs of premature and critically ill newborns. The medications used in the NICU can vary depending on the infant's medical condition. Here is a list of common medications used in the NICU, along with their indications:

1. Antibiotics: Used to treat or prevent bacterial infections in preterm or sick infants.

2. Surfactant Replacement Therapy: Administered to help improve lung function in premature infants with respiratory distress syndrome (RDS).

3. Caffeine: Given to stimulate breathing and improve respiratory function in premature infants.

4. Inotropes (Dopamine, Epinephrine, Dobutamine): Used to support the cardiovascular system in critically ill neonates, helping to regulate blood pressure and heart function.

5. Pain Medications: Such as morphine or fentanyl, used to manage pain and discomfort in neonates undergoing surgeries or painful procedures.

6. Diuretics (Furosemide): Administered to manage fluid balance in neonates with conditions such as heart defects or edema.

7. Nutritional Supplements: Such as intravenous lipids, glucose, or amino acids to provide necessary nutrition to premature infants who may not be able to feed orally.

8. Antivirals (Acyclovir): Used to treat viral infections like herpes simplex in neonates.

9. Antifungals (Fluconazole, Amphotericin B): Given to treat or prevent fungal infections in neonates.

10. Bronchodilators (Albuterol): Used to open airways and improve breathing in neonates with bronchopulmonary dysplasia (BPD).

11. Vitamin and Mineral Supplements: Neonates may receive specific vitamins and minerals to support their growth and development.

12. Anticonvulsants (Phenobarbital): Administered to control seizures in neonates with conditions like hypoxic-ischemic encephalopathy (HIE) or other neurological issues.

13. Prostaglandin E1 (Alprostadil): Used to maintain the patency of the ductus arteriosus in neonates with congenital heart defects.

14. Blood Products: Red blood cell transfusions, platelets, and other blood products may be necessary for neonates with anemia or bleeding disorders.

15. Sedatives (Midazolam, Lorazepam): Administered to provide sedation and alleviate discomfort in neonates receiving mechanical ventilation or undergoing procedures.

16. Anti-reflux Medications (Ranitidine, Omeprazole): Given to manage gastroesophageal reflux in neonates.

17. Steroids (Dexamethasone): May be used in specific situations, such as to manage severe chronic lung disease in preterm infants.

It's important to note that medication selection and dosing in the NICU are highly individualized, with careful consideration of each infant's medical condition, weight, gestational age, and response to treatment. The NICU healthcare team, which includes neonatologists, NICU nurses, and pharmacists, plays a vital role in ensuring safe and effective medication management for these vulnerable infants."

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Example 3 using ChatGPT. Finding tool: "Anatomy Skeletal System" info by typing topic into ChatGPT.

"The skeletal system is the framework of the body, providing structure, support, and protection to the various organs and tissues. It also plays a crucial role in movement and blood cell production. The human skeletal system consists of 206 bones, and it can be divided into two main parts: the axial skeleton and the appendicular skeleton.

1. Axial Skeleton:
The axial skeleton forms the central axis of the body and includes the following components:

a. Skull: The skull consists of the cranium (the protective shell of the brain) and the facial bones. It includes the frontal bone, parietal bones, occipital bone, temporal bones, sphenoid bone, and ethmoid bone.

b. Vertebral Column (Spine): The vertebral column is composed of individual vertebrae, including cervical (neck), thoracic (mid-back), lumbar (lower back), sacrum, and coccyx. It protects the spinal cord and provides support for the upper body.

c. Ribs: The ribcage consists of 12 pairs of ribs, which protect the heart and lungs. The upper seven pairs are called true ribs, as they attach directly to the sternum, while the lower five pairs are false ribs (some of which do not attach directly to the sternum) or floating ribs.

d. Sternum (Breastbone): The sternum is a flat bone located in the center of the chest. It connects with the ribs and provides structural support.

2. Appendicular Skeleton:
The appendicular skeleton consists of the bones of the limbs and the girdles that attach the limbs to the axial skeleton. It includes:

a. Upper Limbs:
- Clavicle (Collarbone): Two clavicles connect the sternum to the scapulae, forming the pectoral girdle.
- Scapula (Shoulder Blade): These flat, triangular bones provide a connection point for the upper arm bone (humerus).
- Humerus: The upper arm bone.
- Radius and Ulna: The forearm bones, where the radius is on the thumb side, and the ulna is on the pinky side.
- Carpals: The eight wrist bones.
- Metacarpals: The five hand bones, which make up the palm.
- Phalanges: The finger bones, consisting of three for each finger (except the thumb, which has two).

b. Lower Limbs:
- Pelvic Girdle: This includes the ilium, ischium, and pubis, which form the pelvis. The pelvic girdle supports the trunk and provides attachment for the lower limbs.
- Femur: The thigh bone, which is the longest bone in the body.
- Patella: The kneecap, which articulates with the femur.
- Tibia and Fibula: The two bones of the lower leg, with the tibia being the larger, weight-bearing bone.
- Tarsals: The seven ankle bones.
- Metatarsals: The five foot bones, which make up the sole.
- Phalanges: Similar to the fingers, the toes have three phalanges, except the big toe, which has two.

Functions of the Skeletal System:
The skeletal system serves several important functions, including:

1. Support: It provides the structural framework for the body and supports the weight of other organs and tissues.

2. Protection: Bones protect vital organs such as the brain, heart, and lungs.

3. Movement: Muscles attach to bones, allowing for movement of body parts.

4. Blood Cell Production: Red blood cells, white blood cells, and platelets are produced in the bone marrow.

5. Mineral Storage: Bones store minerals such as calcium and phosphorus, which can be released into the bloodstream when needed.

6. Hematopoiesis: The process of blood cell formation occurs in the bone marrow.

7. Fat Storage: Some bones, like the femur and tibia, contain yellow bone marrow, which stores fat.

Understanding the anatomy of the skeletal system is essential in various fields of medicine, including orthopedics, anatomy, physiology, and physical therapy, as it provides the basis for understanding human movement, pathology, and injury management."

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Example 4 using ChatGPT. Finding Tool: "Pharmaceutical terminology for Nurses" info by typing topic into ChatGPT.

"Pharmaceutical terminology is crucial for nurses, as they play a vital role in administering medications, ensuring patient safety, and effectively communicating with other healthcare professionals. Here are some common pharmaceutical terms and concepts that nurses should be familiar with:

1. Medication Administration:

Oral Administration: Giving medications by mouth.

Intravenous (IV) Administration: Delivering medications directly into the bloodstream through a vein.

Intramuscular (IM) Injection: Administering medications into muscle tissue.

Subcutaneous (SC) Injection: Injecting medications beneath the skin but above the muscle layer.

Intradermal (ID) Injection: Injecting medications into the dermal layer of the skin.

Topical Medications: Applying medications to the skin's surface.

Transdermal Patches: Patches containing medications that are applied to the skin for slow, continuous absorption.

2. Medication Forms:

Tablets: Solid medications that are usually swallowed.

Capsules: Gelatin shells containing medication in either solid or liquid form.

Liquid Medications: Medications in liquid form, such as syrups, elixirs, or suspensions.

Inhalers: Devices used to deliver medication directly to the respiratory system.

Aerosols: Medications in a spray form.

Suppositories: Solid medications designed to be inserted into the rectum or vagina for absorption.

Nebulizers: Devices that convert liquid medication into a fine mist for inhalation.

Drops: Liquid medications administered in small, measured quantities.

3. Dosage Forms and Units:

Milligrams (mg) and Micrograms (mcg): Common units of medication dosage.

Dosage Forms: Different ways medications are formulated, such as tablets, capsules, or injectable solutions.

4. Prescription Abbreviations:

BID: Twice a day.

TID: Three times a day.

QID: Four times a day.

PRN: As needed.

AC: Before meals.

PC: After meals.

HS: At bedtime.

5. Medication Safety:

Five Rights: Ensuring the right patient, right medication, right dose, right route, and right time.

High-Alert Medications: Medications that have a high risk of causing significant harm if used improperly.

Medication Reconciliation: The process of creating a complete and accurate list of a patient's current medications.

6. Medication Interactions:

Drug-Drug Interactions: When two or more drugs interact, potentially affecting their efficacy or safety.

Drug-Food Interactions: Interactions between medications and specific foods that can affect drug absorption or metabolism.

7. Medication Labels:

Understanding how to read and interpret medication labels, including the drug name, dosage, route, and expiration date.

8. Common Medication Classes:

Knowledge of various drug classes, such as antibiotics, analgesics, diuretics, anticoagulants, and anti-hypertensives.

9. Allergies and Adverse Reactions:

Recognizing and documenting patient allergies and adverse drug reactions.

10. Medication Storage and Handling:

Proper storage conditions for medications, including temperature and light sensitivity.

11. Medication Documentation:

Accurate and timely documentation of medication administration, including the nurse's signature and any patient responses or adverse events.

12. Medication Education:

Providing patients with information about their medications, including dosing instructions, potential side effects, and special considerations.

Pharmaceutical terminology is essential for nurses to ensure patient safety, facilitate effective communication with other healthcare professionals, and provide high-quality care. It's important for nurses to stay up-to-date with the latest developments in pharmaceuticals and to seek clarification or guidance when uncertain about any aspect of medication administration."

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Example 5 using ChatGPT. Finding Tool: "The Digestive System" info by typing topic into ChatGPT.

"The digestive system, also known as the gastrointestinal system, is a complex and vital system responsible for breaking down food, absorbing nutrients, and eliminating waste from the body. It encompasses various organs and structures that work together to perform these functions. Here is an overview of the major components of the digestive system:

1. Mouth: The digestive process begins in the mouth. Teeth mechanically break down food, while saliva, produced by salivary glands, contains enzymes that start to chemically digest carbohydrates.

2. Pharynx: The pharynx, or throat, serves as a common passage for both air and food. It plays a role in guiding food into the esophagus during swallowing.

3. Esophagus: The esophagus is a muscular tube that transports food from the pharynx to the stomach through a series of coordinated contractions called peristalsis.

4. Stomach: The stomach is a muscular organ that stores and mixes food with gastric juices, including hydrochloric acid and pepsin, to further break down food. The result is a partially digested mixture known as chyme.

5. Small Intestine: The small intestine is the primary site of nutrient absorption. It consists of three parts: the duodenum, jejunum, and ileum. Here, digestive enzymes from the pancreas and bile from the liver aid in the breakdown and absorption of nutrients.

6. Pancreas: The pancreas is both an endocrine and exocrine organ. As an exocrine organ, it secretes digestive enzymes (pancreatic juice) into the duodenum to aid in the digestion of carbohydrates, fats, and proteins.

7. Liver: The liver has various functions, including producing bile, which is stored in the gallbladder and released into the small intestine to aid in fat digestion. The liver also detoxifies and processes nutrients.

8. Gallbladder: The gallbladder stores bile produced by the liver and releases it into the small intestine when needed for fat digestion.

9. Large Intestine (Colon): The large intestine absorbs water and electrolytes from the indigestible food remnants (fiber) and forms them into feces. It includes the cecum, ascending colon, transverse colon, descending colon, sigmoid colon, and rectum.

10. Rectum: The rectum stores feces until they are ready to be eliminated from the body.

11. Anus: The anus is the opening through which feces are expelled from the body during the process of defecation.

The digestive process involves the mechanical and chemical breakdown of food into its basic components (nutrients), which can be absorbed into the bloodstream and transported to cells throughout the body. These nutrients include carbohydrates, proteins, fats, vitamins, minerals, and water.

The digestive system plays a crucial role in maintaining overall health and providing the body with the necessary energy and nutrients to function. Proper nutrition and a healthy digestive system are essential for the well-being of an individual. Disorders or diseases of the digestive system can lead to a wide range of health issues, making its proper functioning critical for overall health."

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Example 6 using ChatGPT. Finding Tool: "Nursing Code of Ethics" info by typing topic into ChatGPT.

"Nursing, like many other healthcare professions, follows a well-established code of ethics to guide the behavior and decision-making of nurses. The Nursing Code of Ethics serves as a moral compass for nursing practice, emphasizing the fundamental principles and values that underpin the profession. While there may be slight variations in specific codes of ethics among nursing organizations and institutions, the core principles remain consistent. The American Nurses Association (ANA) has one of the most widely recognized Nursing Codes of Ethics. Here are the fundamental principles of the ANA's Nursing Code of Ethics:

1. Respect for Human Dignity:
Nurses should respect the inherent worth and uniqueness of each individual, treating every patient with respect and advocating for their rights, including the right to make informed decisions about their care.

2. Compassion and Caring:
Nurses should demonstrate empathy, compassion, and a genuine concern for the well-being of their patients. They should provide care that addresses the physical, emotional, and psychological needs of the individual.

3. Accountability and Responsibility:
Nurses are responsible and accountable for their own practice. This includes accepting responsibility for their actions, ensuring safe and competent care, and advocating for the safety and well-being of their patients.

4. Ethical Practice:
Nurses should uphold the highest standards of ethical and professional conduct. This includes adhering to laws and regulations, maintaining patient confidentiality, and avoiding conflicts of interest.

5. Patient Advocacy:
Nurses are advocates for their patients, ensuring they receive safe and appropriate care. They should protect the rights and interests of patients, even if it means challenging the healthcare system or advocating for those who may not have a voice.

6. Nursing Excellence:
Nurses should continually strive for excellence in their practice. This involves ongoing education, professional development, and maintaining competence in their chosen specialty.

7. Collaboration:
Nurses should collaborate with other healthcare professionals and work as part of an interdisciplinary team to provide comprehensive, patient-centered care.

8. Professional Integrity:
Nurses should act with integrity, honesty, and a commitment to maintaining the trust and confidence of patients and the public. This includes ethical behavior in all professional interactions.

9. Research and Scholarship:
Nurses should engage in evidence-based practice and contribute to the development of nursing knowledge through research, scholarship, and dissemination of information.

10. Global Responsibility:
Nurses should recognize their role in promoting global health and should advocate for policies and practices that improve the health and well-being of people locally and around the world.

Nurses are expected to integrate these principles into their daily practice, making ethical decisions and providing patient-centered care. The Nursing Code of Ethics not only guides nurses in their interactions with patients but also in their relationships with colleagues, the healthcare system, and society as a whole. It serves as a foundation for maintaining the integrity, professionalism, and trustworthiness of the nursing profession."

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This article mentions how Professors can us AI and ChatGPT, but it is important to discuss social, ethical, and practical issues with students as it relates to this new technology.

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Tools that use artificial intelligence (AI) and large language models to generate text or images are increasingly at the forefront of teaching and learning conversations. Many students now use these tools, sometimes with the encouragement of their instructors, to complete assignments. Other instructors would prefer that students not use AI-based tools to complete assignments.

Because generative AI tools are constantly evolving, it is very difficult to develop technology that can reliably identify when a student uses AI to complete an assignment. Thus, a policing approach to student use of AI has the potential to be both time-consuming and unsuccessful. Instead, it is important to help students understand the issues associated with AI and its relationship to learning in general and your class in particular.

The following strategies can help instructors think about how to communicate with students, set expectations, and design assignments that increase students' motivation to develop their own skills and ideas.

Set expectations - Establish a policy for your course around the use of AI-based tools (e.g., ChatGPT) and communicate this with students through the syllabus and/or assignment prompts. Discuss how you will proceed if you discover that a student has turned in AI-generated work.

Communicate the importance of college learning - Many students are focused only on learning that seems related to their intended career track. However, the vast majority of them will change careers at least once in their lives. Talk with students about how the relevance of your course may only become apparent years from now. The skills they are learning will likely transfer to other careers - even careers that do not yet exist!

Acknowledge that struggle is part of learning - Talk with students about how intellectual struggle is an inherent part of learning. Learning happens only when we move outside what we already know. Seeking a shortcut or workaround through AI tools only prevents them from learning. The short-term consequence is that they pay for a benefit they never receive. The long-term consequence is that they miss the opportunity to become better, more effective thinkers, writers, researchers, and creators.

Discuss the social, ethical, and practical issues surrounding AI - The processes that support the development and functionality of AI-based tools raise issues related to privacy, disinformation, environmental impact, bias, exploitation, and academic integrity, among other things. In addition, although AI-generated output appears authoritative and factual, it is frequently riddled with inaccuracy. Discussing these issues with students can help them see the social context of AI and can position them to make thoughtful decisions about their own use of AI-based tools.

Assess process as much as (or more than) product - Lowering the stakes of individual assignments reduces students' motivation for cheating and encourages them to build their own skills and competencies. Low- or no-stakes formative assessments reinforce the notion that learning is a process and demonstrates to students that what's valuable is the learning, not the grade.

Design assignments that ask students to connect course content, class discussion, and lived experience. It's harder for AI-based tools to effectively connect the dots between these sources of knowledge.

Consider teaching through AI-based tools. Think about how using AI-based tools might facilitate students' learning and prepare them to thoughtfully engage these tools in their personal and professional lives. How can students use AI-generated output to think critically and analytically? How can these tools help them ask questions about digital literacy and information accuracy? Further down this page we've provided some examples of how to integrate AI into assignments.

What to do if you suspect academic misconduct

Students are expected to practice high standards of academic and professional honesty and integrity. The University communicates with students about the importance of knowing and understanding the expectations of both the University and specific instructors regarding academic standards. If you have prohibited the use of AI-based tools and suspect that a student has engaged in academic misconduct, you can make a report to your campus Student Conduct office.

Information that is communicated to students regarding academic standards and the Student Conduct Code is available on the Office of Community Standards and Student Conduct Academic misconduct page.

Teaching with AI

Below are some examples of how instructors might use AI to facilitate learning. Many of these examples familiarize students with AI-based tools, but also prompt critical examination of their value, accuracy, strengths, and shortcomings.

Note: This list is a work in progress. If you are using AI in your own teaching and would like to share what you're doing on this page, we invite you to complete this form.

Think-pair-AI-share. Students think (as individuals) about a question/concept, then pair up with a peer to discuss. The pair then plugs the question/concept into an AI tool (e.g., ChatGPT, GPT4, Bing Chat) and discusses or analyzes the output.(1)

Evaluating AI output. Co-develop a rubric with students that describes the components of an effective essay, lab report, précis, technical manual, blog post, etc. Students prompt an AI tool to generate three versions of the assignment on a given topic and then use the rubric to evaluate the quality of the AI-generated versions.(2)

Improving upon/adapting AI-generated output. Students use an AI tool to draft text or code in response to a prompt. Students must then improve upon the AI-generated output. When students turn in their assignment, they must include both the AI-generated text and their improved version.(3)

Explaining the steps in an AI-generated solution. Students use AI to solve a math problem. Working from the AI-generated solution, they then work in groups to explain or analyze the steps that the AI tool used to arrive at the solution.(4)

Visualizing concepts with AI. Students select a concept covered in lecture or course readings. Students then prompt an Al image generator to create an image that represents the connection between the concept and daily life. They must then explain how the Al-generated image conveys the concept and its relationship to daily life. Students might also analyze the strengths and shortcomings of AI image generators.(5)

Exploring AI in your field. Students explore current applications of AI in the discipline of the course or in their major. Within the context of the discipline (or their major), students examine both AI's advantages and limitations.(6)

1. Adapted from Finley-Croswhite, 2023 and Wong, 2023.

2. Adapted from Michael McCreary, Goucher College.

3. Adapted from assignments created by Andrea Otañez, UW Communications; Carly Gray, UW Psychology; Richard Ross, University of Virginia; and materials in Laquintano, et al, 2023.

4. Adapted from Finley-Croswhite, 2023.

5. Adapted from an assignment created by Christine Savolainen, UW Biology.

6. Adapted from UW Bothell, Office of Student Academic Success.

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Tools that use artificial intelligence (AI) and large language models to generate text or images are increasingly at the forefront of teaching and learning conversations. Many students now use these...

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"Learn how ChatGPT would respond to your class assignments."

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We will be updating the information and recommendations on this page as we all learn more about this new technology.
What is ChatGPT?

ChatGPT is an AI chatbot that was launched in November 2022 by the company Open AI. A chatbot is an interface that allows someone to have an automated and dynamic "conversation" with a computer that mimics an interaction with an actual person. What makes ChatGPT different from other bots is the extremely high quality of its responses and the wide range of topics it can respond to. ChatGPT is publicly available and free to use, which means almost anyone can use the tool to quickly generate text. Since ChatGPT's launch other similar advanced AI composition tools have become publicly available.

What Can ChatGPT and Other AI Tools Do?

AI composition tools can complete a variety of tasks, from writing short essays on almost any topic to generating working software code. We offer some some examples of the ChatGPT's responses to a number of prompts. Each answer was generated in a matter of seconds. While these examples can give you an idea of the tool's capabilities, the best way to understand what AI composition tools can do is to try them out yourself.

While ChatGPT is very impressive, it also has some limitations. The tool was trained on data from 2021, so it is not very good at commenting on current events. It also has limited abilities in some languages outside of English, and generally has trouble producing citations for what it writes. Most importantly, ChatGPT and other AI tools can be wrong and sometimes produce plausible sounding, yet nonsensical responses.

Concerns

The ability to quickly and easily generate relatively high-quality text raises a number of concerns. Faculty at WashU and other institutions have wondered how ChatGPT will impact the integrity of take-home exams and essays, the utility of homework, and possibility of AI-generated discussion post responses, among other concerns. This is not resolved by AI-detection software, which tends to have very low accuracy and is unreliable. Many faculty are also worried that focusing too much on policing student work for possible AI use will damage the learning environment and their relationships with students.

Recommendations

As widely available sophisticated AI composition tools are new, the higher education community is still grappling with their potential impact and how best to respond. The Office of the Provost has created a resource Addressing Artificial Intelligence in 2023, and we offer the following complementary suggestions:

Assignment Design

Learn how ChatGPT would respond to your class assignments: Try out ChatGPT yourself to understand its capabilities and limitations.

Make assignments more authentic and robust: Authentic assessments asks students to complete complex tasks similar to those they would in a non-academic setting.

Add non-traditional ways of assessing learning (podcasts, oral exams, projects): Consider other ways of letting students demonstrate the knowledge they've learned in their course beyond the traditional college essay.

Apply open education practices that involve collaborating with students to create and curate content: Engage students in open education and development of Open Educational Resources (OER) that are student-driven and reflective of the sharing of ideas and material common in various spaces and communities, especially those committed to teaching and helping other instructors!

Use local or class-based prompts: One limitation of AI tools is that they do not know what happens in your class. Consider designing prompts related specifically to your course. For example, one could ask students to expand upon a particular class discussion or answer questions requiring knowledge from a lecture slide.
Leverage other educational technologies: Instead of using open-ended questions in Canvas, try social annotation tools that require students to engage with a text or video along with their classmates. WashU supports Hypothesis for social annotation of texts and Annoto for collaborative commenting on videos.

Focus on the good parts of student voice: Consider how your assignments can allow students to showcase their voice, style, interests, and connection to your class. There are many ways students can show more of their humanity and whole self to learn more about themselves or their peers. Students can even help design prompts or questions in the assignment by discussing what they want to articulate, share, or learn about others in the assignment.

Use ChatGPT in your assignments: Help students leverage ChatGPT and other AI tools for their learning. Such tools are going to be available for their present and future work, so including them in assignment design can help them learn how to use them even more effectively.

Tackle ChatGPT with Hypothesis: Hypothesis, a social annotation tool supported by WashU, can engage students in collaborative textual analysis of AI generated content, deepening their understanding of the capabilities and limits of the AI tools.

Be explicit about when/how students can or cannot use AI tools. For your assignments, identify skills that are crucial for your students to practice and those that are less crucial and would benefit from AI support. Create/adapt a spectrum articulating ways students and AI can contribute to the assignment. and be clear with students about the boundary that is acceptable. See these example tables for potential spectrums of AI-Student Collaboration that you can copy/use in your class.
For example, boundaries can vary across assignments and across language classes. At the intro level, students may need to practice grammar, so students must proofread on their own for each assignment. For other classes, proofreading and getting feedback from AI may be acceptable, but writing the core arguments and content may not be. For other course, AI could be used to generate possible ideas that students then curate, build on, revise, or synthesize.

Have students cite and attribute use of AI-generated text in text or in a table. Make explicit when and how students leverage AI for assignments so that you and they are also aware of the impact of their input and output from AI. You can engage with the WUSTL Library and your subject librarians to get support for your students on citation.

Course Design

Design your course with attention to AI as a collaborator: AI will likely play a role in the future of our workplaces, labs, and society as a whole. Consider the role of AI in your course and outline for yourself how you expect AI to be a collaborator on class activities so that it becomes clear to students as well.

Update your syllabus language: Our syllabus template now has additional language added specifying that the unauthorized use of AI-content generators is a form of academic dishonesty.

Incentivize the learning process, not just the product: Asking students to submit one final perfect paper for an A may increase the odds of cheating. Instead, provide points for behaviors and habits associated with learning such as articulating ideas, failing, improving, and reflecting on one's learning. For essays, this may be outlining, drafting, reviewing, and revising, which are essential skills for students to develop in the thinking and writing process. You can have students turn in intermediate assignments, work on pieces in class, or leverage peer discussion to help develop final products.

Request a 1-1 consultation: Get more specific recommendations for your class by working with one of our educational developers.

Further Resources

Basic Information

News Outlets

Blog Posts

Additional

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Background and things to consider regarding ChatGPT and other AI composition tools.

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Example 7 using ChatGPT. Finding Tool:
"NCLEX practice exam questions" info by typing topic into ChatGPT.

"Certainly! Here are some NCLEX practice questions to help you prepare for the nursing licensure exam:

1. Question: A patient is experiencing chest pain. What is the nurse's initial action?

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Copy codea. Administer nitroglycerin. b. Assess vital signs. c. Notify the healthcare provider. d. Administer pain medication.

Answer: b. Assess vital signs.

Rationale: Assessing vital signs is the nurse's initial action to determine the patient's current condition and to identify any abnormalities. Once the patient is stable, further interventions can be considered.

2. Question: A patient is prescribed a diuretic (furosemide) for heart failure. Which electrolyte should the nurse closely monitor while the patient is on this medication?

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Copy codea. Potassium (K+) b. Sodium (Na+) c. Calcium (Ca++) d. Magnesium (Mg++)

Answer: a. Potassium (K+)

Rationale: Furosemide is a loop diuretic that can cause potassium loss, leading to hypokalemia. Monitoring potassium levels is essential to prevent complications.

3. Question: A postoperative patient is at risk for deep vein thrombosis (DVT). What intervention should the nurse prioritize to prevent DVT?

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Copy codea. Administer prophylactic anticoagulants. b. Encourage early ambulation. c. Apply cold packs to the legs. d. Elevate the legs above the heart level.

Answer: a. Administer prophylactic anticoagulants.

Rationale: Prophylactic anticoagulants are commonly used to prevent DVT in postoperative patients. Early ambulation and other measures are also important, but anticoagulants are a primary intervention.

4. Question: A patient with diabetes mellitus is experiencing symptoms of hypoglycemia. Which intervention should the nurse implement first?

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Copy codea. Administer oral glucose gel. b. Check the patient's blood glucose level. c. Administer insulin. d. Offer a meal with high carbohydrate content.

Answer: b. Check the patient's blood glucose level.

Rationale: Before administering any treatment for hypoglycemia, it is essential to confirm the patient's blood glucose level to avoid overtreating or undertreating the condition.

5. Question: A patient with pneumonia is experiencing respiratory distress. What should the nurse prioritize in the patient's care?

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Copy codea. Administering antibiotics. b. Administering analgesics for pain. c. Maintaining oxygen saturation. d. Administering antipyretics.

Answer: c. Maintaining oxygen saturation.

Rationale: In a patient with respiratory distress, the nurse's primary focus should be on maintaining oxygenation. Administering oxygen and monitoring oxygen saturation are critical interventions.

Please note that these practice questions are for educational purposes and do not replace comprehensive NCLEX preparation. Be sure to consult current and reliable NCLEX study materials and resources as you prepare for the exam."

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Some academia embrace it, and some hate it

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Some academia embrace it, and some hate it

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Here Comes the Second Year of AI College - The Atlantic (archive.org)

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Lack of regulation

ChatGPT is not currently regulated, a concern addressed by the UNESCO Recommendation on the Ethics of AI (see next section). The extremely rapid development of ChatGPT has caused apprehension for many, leading a group of over 1,000 academics and private sector leaders to publish an open letter calling for a pause on the development of training powerful AI systems.12 This cessation would allow time for potential risks to be investigated and better understood and for shared protocols to be developed."

Privacy Concerns

Privacy concerns In April 2023, Italy became the first country to block ChatGPT due to privacy related concerns.13 The country’s data protection authority said that there was no legal basis for the collection and storage of personal data used to train ChatGPT. The authority also raised ethical concerns around the tool’s inability to determine a user’s age, meaning minors may be exposed to age-inappropriate responses. This example highlights wider issues relating to what data is being collected, by whom, and how it is applied in AI.

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The U.S. Federal Trade Commission has launched an investigation into ChatGPT creator OpenAI and whether the artificial intelligence company violated consumer protection laws by scraping public data and publishing false information through its chatbot.

The agency sent OpenAI a 20-page letter requesting detailed information on its AI technology, products, customers, privacy safeguards and data security arrangements.

An FTC spokesperson had no comment on the investigation, which was first reported by the Washington Post on Thursday.

READ MORE: Artificial intelligence raises risk of extinction, experts warn

The FTC document the Post published told OpenAI the agency was investigating whether it has "engaged in unfair or deceptive privacy or data security practices" or practices harming consumers.

OpenAI founder Sam Altman tweeted disappointment that the investigation was disclosed in a "leak," noting that the move would "not help build trust," but added that the company will work with the FTC.

"It's super important to us that out technology is safe and pro-consumer, and we are confident we follow the law," he wrote. "We protect user privacy and design our systems to learn about the world, not private individuals."

The FTC's move represents the most significant regulatory threat so far to the nascent but fast-growing AI industry, although it's not the only challenge facing these companies. Comedian Sarah Silverman and two other authors have sued both OpenAI and Facebook parent Meta for copyright infringement, claiming that the companies' AI systems were illegally "trained" by exposing them to datasets containing illegal copies of their works.

WATCH: Why artificial intelligence developers say regulation is needed to keep AI in check

On Thursday, OpenAI and The Associated Press announced a deal under which the AI company will license AP's archive of news stories.

Altman has emerged as a global AI ambassador of sorts following his testimony before Congress in May and a subsequent tour of European capitals where regulators were putting final touches on a new AI regulatory framework. Altman himself has called for AI regulation, although he has tended to emphasize difficult-to-evaluate existential threats such as the possibility that superintelligent AI systems could one day turn against humanity

Some argue that focusing on a far-off "science fiction trope" of superpowerful AI could make it harder to take action against already existing harms that require regulators to dig deep on data transparency, discriminatory behavior and potential for trickery and disinformation.

"It's the fear of these systems and our lack of understanding of them that is making everyone have a collective freak-out," Suresh Venkatasubramanian, a Brown University computer scientist and former assistant director for science and justice at the White House Office of Science and Technology Policy, told the AP in May. "This fear, which is very unfounded, is a distraction from all the concerns we're dealing with right now."

WATCH: OpenAI CEO Sam Altman testifies before Senate Judiciary Committee

News of the FTC's OpenAI investigation broke just hours after a combative House Judiciary Committee hearing in which FTC Chair Lina Khan faced off against Republican lawmakers who said she has been too aggressive in pursuing technology companies for alleged wrongdoing.

Republicans said she has been harassing Twitter since its acquisition by Elon Musk, arbitrarily suing large tech companies and declining to recuse herself from certain cases. Khan pushed back, arguing that more regulation is necessary as the companies have grown and that tech conglomeration could hurt the economy and consumers.

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ChatGPT company probed over consumer protection issues

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The FTC's move represents the most significant regulatory threat so far to the nascent but fast-growing AI industry.

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Example 8 using ChatGPT. Finding Tool. "Vitamin B12" info by typing topic into ChatGPT.

"Vitamin B12, also known as cobalamin, is a water-soluble vitamin that plays a crucial role in several bodily functions. It is part of the B-vitamin complex and is essential for maintaining good health. Here are some key aspects of vitamin B12:

1. Functions of Vitamin B12:

DNA Synthesis: Vitamin B12 is essential for the synthesis of DNA, which is critical for cell division and growth.

Red Blood Cell Formation: B12 is involved in the production of red blood cells in the bone marrow, helping to prevent a type of anemia called megaloblastic anemia.

Nervous System Function: It plays a role in the maintenance of the nervous system, including the production of myelin, a substance that insulates and protects nerves.

Metabolism: B12 is necessary for the metabolism of fats and proteins.

2. Dietary Sources:

Vitamin B12 is primarily found in animal-based foods. Good dietary sources include meat (especially organ meats like liver), poultry, fish, eggs, and dairy products.

Fortified foods like cereals, plant-based milk alternatives, and nutritional yeast may also contain synthetic vitamin B12, making them suitable for vegetarians and vegans.

Vitamin B12 is not naturally found in plant-based foods, so individuals following a strict vegan diet should consider supplements or B12-fortified foods to meet their nutritional needs.

3. Absorption:

Vitamin B12 absorption requires a glycoprotein called intrinsic factor, which is produced in the stomach. Intrinsic factor binds to B12 and enables its absorption in the small intestine.

Some individuals may have conditions that affect the production of intrinsic factor, leading to B12 absorption problems. This can result in a deficiency, even if an individual consumes an adequate amount of B12 in their diet.

4. Vitamin B12 Deficiency:

A deficiency in vitamin B12 can lead to a range of health issues, including anemia, neuropathy, weakness, fatigue, and cognitive impairment.

Symptoms of B12 deficiency may include fatigue, weakness, pale skin, shortness of breath, numbness or tingling in the hands and feet, and cognitive problems.

Severe or prolonged B12 deficiency can cause irreversible nerve damage.

5. Supplements:

Vitamin B12 supplements are available in various forms, including oral tablets, capsules, sublingual (under the tongue) tablets, and injections.

Supplements are often prescribed to individuals with a confirmed B12 deficiency or those at risk of deficiency, such as vegetarians, vegans, and older adults.

It's important to consult with a healthcare provider before starting any supplementation to determine the appropriate dosage and form.

Vitamin B12 is an essential nutrient for overall health, and a balanced diet that includes animal-based foods or fortified plant-based options is key to meeting the body's B12 requirements. If you suspect a deficiency or have dietary restrictions that may put you at risk, it's essential to seek guidance from a healthcare professional to address your specific needs."

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Research

"ChatGPT can be used to spark ideas or simplify aspects of the research process. It can help brainstorm topics, generate lists of keywords, and provide summaries of works. Soon, you’ll be able to upload your own text into ChatGPT and ask it for an abstract. If ChatGPT can be connected to library discovery tools, it might also be able to create a bibliography of relevant resources on your topic. In the future, AI tools may serve as research assistants, conducting virtual experiments, analyzing data, copywriting and editing text, and generating citations."

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02_ACRL_TechConnect

ACRL TechConnect

Implications for academic libraries

Christopher Cox is dean of libraries, email: cnc2@clemson.edu, and Elias Tzoc is associate dean for teaching and learning and research, email: etzoc@clemson.edu, at Clemson University.

ChatGPT burst onto the scene in late November 2022 and immediately went viral, reaching one million users in one week. Built by OpenAI, which is also responsible for the breakthrough image generator, DALL-E, ChatGPT is an LLM (large language model) tool that uses deep learning techniques to generate text in response to questions posed to it. It can generate essays, email, song lyrics, recipes, computer code, webpages, even games and medical diagnoses. Rather than search the internet, ChatGPT has been trained on a large corpus of text, including news articles, books, websites, academic articles, and other sources. The current corpus includes data from multiple languages and computer codes. The generation of text is accomplished by predicting the next word in a series of words to produce sentences and then entire pages of content.

About two to three weeks after its launch, several groups began discussing ChatGPT's effect and implications for higher education. A blog post, "Resources for Exploring ChatGPT and Higher Education" by Bryan Alexander, listed more than 20 resources on the disruptive technology.1 During the first week of January, the conversation made it into higher ed venues such as the Chronicle of Higher Education and Inside Higher Ed. Reactions to ChatGPT have ranged from praise for it as a potential digital assistant or research partner to schools banning it in classrooms fearing students will use it to generate research papers and exam answers. For librarians and information professionals, some of the questions are, What are the implications of AI tools like ChatGPT and DALL-E for academic libraries? How might it change what we do, and how might it help us better serve and meet the needs of twenty-first-century students? Below are some suggestions and predictions of how AI tools may change our work, and ways we can leverage them to enhance and improve it.

Discovery and search: ChatGPT offers an intriguing alternative to search engines like Google, which respond to queries with a list of links on a topic to help you learn more about it. ChatGPT's expertise lies in its ability to answer specific questions, providing an expert explanation of a topic, or factual answers-all without the user having to scroll through dozens of responses. Like Google, it can learn your information needs and preferences and provide personalized, relevant results. Currently, ChatGPT's knowledge is limited to 2021 and prior, though that will no doubt change.

One can envision a future where ChatGPT is offered as a complementary tool, enhancement to, or replacement of, current Google-like searching methods. You can see this right now at You.com, which offers both traditional search engine and AI chat results.2 Google and Microsoft have both announced that they will be integrating ChatGPT into their tools in the next few months. Thanks to a recently released API, ChatGPT's technology can be integrated into library discovery tools, providing answers to questions as well as collection items on the topic. Consider the benefits of querying large corpuses of text like HathiTrust with ChatGPT. Will this fuel a renewed desire to include and search the full text of items in our catalogs? An arms race may develop between database companies as they work to quickly add ChatGPT functionality to their products.

Research: ChatGPT can be used to spark ideas or simplify aspects of the research process. It can help brainstorm topics, generate lists of keywords, and provide summaries of works. Soon, you'll be able to upload your own text into ChatGPT and ask it for an abstract. If ChatGPT can be connected to library discovery tools, it might also be able to create a bibliography of relevant resources on your topic. In the future, AI tools may serve as research assistants, conducting virtual experiments, analyzing data, copywriting and editing text, and generating citations.

Reference: Like ChatGPT, librarians have been trained to learn what people mean based on the questions they ask. AI chatbots are already being used by libraries to answer basic reference questions and refer harder ones to librarians. ChatGPT is simply an extension of that current service. Librarians can assist researchers by providing tips in asking the right questions to get the best results. These tools also free up librarian time to focus on more complex research queries or tasks. Additionally, they provide 24/7 service, fulfilling a need librarians can't always provide.

Teaching: The ease with which ChatGPT can answer research questions can change how we teach. Rather than rely on testing for factual understanding or assigning essays, more complex assignments connected specifically with the content of the course will be required. The current trend of embedding and integrating more active and experiential learning activities into the curriculum can also help, especially if assignments take other forms such as infographics, podcasts, or videos. Academic libraries already provide services and spaces for these types of creations and learning opportunities. Librarians can assist faculty in creating such assignments.

ChatGPT can also create syllabi, sample lesson plans, and the text for a LibGuide in seconds. Some have even suggested that ChatGPT could act as a graduate assistant to a class, providing tutoring support to students. Sites like the Sentient Syllabus3 and "Understanding AI Writing Tools and their Uses for Teaching and Learning" from the University of California-Berkeley,4 provide ideas for using ChatGPT in the classroom.

Textbooks: Academic libraries are deeply invested in supporting faculty in the creation of open educational resources (OER). Textbooks that once took a year to write can be written by ChatGPT in hours in response to a series of queries. Obviously, the resulting text will need to be reviewed and revised to ensure the information is accurate and ensure quality. If the time to create OERs is reduced, more free textbooks will be available to faculty, allowing them to choose and tailor them to specific courses, improving their teaching and saving students thousands of dollars.

Information literacy and digital literacy: AI tools like ChatGPT and DALL-E will make information literacy and digital literacy more important than ever. Librarians can assist faculty in teaching students critical thinking skills to validate facts and evaluate the quality of the answers provided by ChatGPT or determine whether a Matisse painting is really a Matisse or AI-generated art in his style. While it may be difficult to identify a work written or created by a student vs. a bot, teaching students and faculty information literacy skills will help them make educated guesses through critical analysis of what is presented.

Writing and creation: Anand Rao, chair of the Department of Communications and Digital Studies at the University of Mary Washington in Virginia, believes ChatGPT and other AI tools will "change the nature of knowledge production itself."5 Rather than start from scratch, ChatGPT can produce a rough draft of text that can be used as inspiration for your own work. DALL-E can create new, inspirational works of art that can be pulled into image creation tools like the Adobe Creative Suite and altered and tweaked to develop original creations. The same is the case with writing lyrics and music with ChatGPT. ChatGPT can also "assist developers in writing better code at a faster clip."6

Plagiarism: Ethical dilemmas come into play when it comes to identifying authorship or monetizing the products of AI tool queries. Faculty say that students who turn in work from ChatGPT as their own are committing plagiarism. But are they? Plagiarism is defined as "presenting someone else's work or ideas as your own, with or without their consent, by incorporating it into your work without full acknowledgement." ChatGPT is not a "someone." Should students be citing ChatGPT or crediting them as a co-author? Along with concerns about students turning in papers generated by ChatGPT, academic journals like Nature have concerns about how AI tools threaten transparent science. Scientists worry that "researchers could deceitfully pass off LLM written text as their own or use LLMs in a simplistic fashion and produce work that is unreliable."7

Nature has already received several submissions with ChatGPT as a co-author. Scientists disagree on whether ChatGPT can fulfill this criterion, as the tool can't take responsibility for the content it is creating or consent to a journal's terms. What scientists do agree on is that policies are needed-and fast! Librarians can work with teachers, researchers, and publishers to facilitate these conversations and advocate for directions that ensure transparency and acknowledge authorship.

Copyright: There is lively debate around who owns copyright to an AI-created product. The news is full of stories of authors publishing books on Amazon that were created entirely with AI-generated text and illustrations. Entrepreneurs are asking DALL-E to create art and then adding it to web catalogs to be printed on canvas on demand for a profit. These "authors" claim that they queried the AI tool and thus they should own copyright to the resulting product. Others claim "fair use." David Wiley, chief academic officer of Lumen Learning, queried the US Copyright Office "seeking to register [a] computer-generated work as a work-for-hire to the owner."8 The Copyright Office responded that it "will not register works produced by a machine or mere mechanical process that operates without any creative input or intervention from a human author because, under the statute, 'a work must be created by a human being.'" It remains to be seen if this is the final answer or if this subject will be fought in the courts. Librarians, already viewed as experts in copyright, should keep up with these discussions, providing faculty with the latest information and guidance as the rules become clearer.

Productivity: Librarians can maximize their productivity in other ways using AI tools. ChatGPT can write emails, such as a cold call encouraging a faculty member to use the library's e-reserve service. It can generate a list of read-a-likes or books on topics for a thematic display. Drafts of marketing materials such as press releases and even event posters can be created via AI queries. The ways that AI tools can make writing and image creation faster and easier appears limitless.

Equity and inclusion: Just like any creation, AI tools can be biased based on the preconceptions of their creators or the accuracy of their data sources. Librarians can encourage students to be aware of biases that may appear in ChatGPT's answers. OpenAI's current monetization of ChatGPT, offering a paid "pro" tier promising more reliable access and faster response time, raises red flags for the future of such product. Such a model could produce a knowledge trade with haves and have-nots depending on an individual's ability to foot the bill.

Conclusion

It's hard to predict how AI tools will impact librarianship. In many ways, ChatGPT reminds us of how society reacted to other innovative developments including the invention of calculators, cell phones, the World Wide Web, and Wikipedia. Perhaps the other set of questions we should be asking are, How can librarians integrate these new tools into what we do? How can we help reduce their biases and improve the output quality? How can we integrate them into the future of teaching and learning at different levels? While AI tools have the potential to improve our lives and the lives of those we serve, they are unable to replace the human interactions that set us apart from any technology. Libraries can embrace the AI revolution by evaluating these new tools and developing services to support their use.

Notes

1. Bryan Alexander, "Resources for exploring ChatGPT and higher education," Bryan Alexander (blog), December 15, 2022, https://bryanalexander.org/future-of-education/resources-for-exploring-chatgpt-and-higher-education/.

2. On February 7, 2023, Microsoft integrated AI into its Bing search engine. In contrast to ChatGPT, Bing's AI can include results from the internet.

3. The Sentient Syllabus Project, http://sentientsyllabus.org/.

4. Berkeley Center for Teaching and Learning, "Understanding AI Writing Tools and their Uses for Teaching and Learning at UC Berkeley," accessed February 10, 2023, https://teaching.berkeley.edu/understanding-ai-writing-tools-and-their-uses-teaching-and-learning-uc-berkeley.

5. Douglas Belkin, "Professors Turn to ChatGPT to Teach Students a Lesson: The Powerful Paper-Writing Chatbot Presents an Educational Challenge: Ban It or Build On It?," Wall Street Journal, January 15, 2023, https://www.wsj.com/articles/professors-turn-to-chatgpt-to-teach-students-a-lesson-11674657460.

6. Hunter Johnson, "4 Ways Devs can Use ChatGPT to Be More Productive," Educative (blog), January 25, 2023, https://www.educative.io/blog/chatgpt-how-it-can-help-devs-productivity.

7. Nature, "Tools Such as ChatGPT Threaten Transparent Science; Here Are Our Ground Rules for Their Use," editorial, Nature 612, no. 7945 (January 26, 2023), https://doi.org/10.1038/d41586-023-00191-1.

8. David Wiley, "AI, Instructional Design, and OER," Improving Learning (blog), January 23, 2023, https://opencontent.org/blog/archives/7129.

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ChatGPT: Implications for academic libraries

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U.S. Department of Education and College Libraries

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U.S. Department of Education and College Libraries

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An initial interpretation of the U.S. Department of Education's AI report: Implications and recommendations for academic libraries - ScienceDirect

Article is quoted as saying: "The article concludes with a call to action for academic libraries to take a proactive approach to AI, ensuring its effective, ethical, and responsible use in library services and operations."