The advent of artificial intelligence that can (when asked in the right way) write a college-level paper on any topic sounds alarms for the future of college education -- and also holds great promise for students and professors alike.
There is no doubt that students are already using ChatGPT and other generative AIs to help them do their work.
One response would be to forbid the use of AI in coursework, and to use AI detectors to catch students who cheat. This approach has clear problems, however. The first is that AI detectors are necessarily a step behind AI in development, and they aren't therefore very good. (See the page "Detecting AI" for more detail and more resources.)
The second, more conceptual problem is that AI is changing not only the university environment but the rest of the world as well. Do we serve our students by not using AI at all, or by teaching them how to use it as a valuable tool? To take the latter approach, we need to reevaluate how and what we teach, how our assignments are constructed, and how we assess student performance.
The tabs on this page contain resources to help you craft AI policy, learn how AI can be used in your field, and create great assignments.
We have reviewed a host of material concerning the best ways to respond to ChatGPT and other AIs, and had many discussions identifying good resources about AI in the university. Here are a few responses to AI in the classroom that multiple sources recommend.
Educators may want to try generating the guidelines around the use of AI with a classroom discussion. If students feel consulted and heard over the rules governing AI, they are likely to have greater commitment to those rules -- and they certainly will know them.