Many instructors are concerned about the possibility that students will use ChatGPT or other AI tools to skip the learning and thinking that our assignments are designed to provoke. Don’t panic! Students still want to learn, and they recognize that coursework helps them learn.
Decades of research into academic dishonesty has shown that many environmental and contextual factors affect students’ decisions to cheat. As an instructor, you can influence these factors. Here are a few steps to reduce the likelihood that students will use AI text generating tools in ways that violate academic integrity:
A lot has been published about ChatGPT. We encourage you to peruse this excellent list of resources compiled by Sharon Stoerger in SCI. OTEAR has also provided an excellent resource here.
Here are some links that we especially recommend:
- AI Prompts for Teaching is an in-depth guide to using these tools in your teaching
- This blog post by Anna Mills and Rutgers’ own Lauren Goodlad, Chair of the Critical AI @ Rutgers initiative, provides a thoughtful and informed set of recommendations for what to do—and what not to do—in the upcoming semester.
- If you’re interested in ideas for ways that AI tools like ChatGPT might be formally incorporated into assignments, we recommend looking at the examples described in these papers: