This section includes some additional questions you might have right now. If you have additional questions that you would like to see added to this guide, please contact the CTT using the "Email Us" link in the bottom right corner of the screen or using ctt@unl.edu.
Instructors
In our "Classroom Implications" section of this resource, Kathy Castle, associate professor of practice at UNL, shares the statement she is using in one of her courses. For guidance on creating your own policy, please see "Developing Course Policies around A.I." And, to see a variety of policies from many institutions, take a look at this crowd-sourced collection, "Classroom Policies for AI Generative Tools."What sort of policy or statement should I include in my syllabus?
Should I move to using only handwritten assignments completed in class?
In discussions around generative AI, some instructors are considering a return to using only handwritten essays completed while the instructor is present. While removing technology out of the equation does stop generative A.I. from being used, it also removes many benefits to you and your students. Computers have reduced writing time, enhanced the ability to revise work, made writing more readable, allowed for use of spelling and grammar checking, among many other things. It has also significantly improved the ability of many students with disabilities to complete coursework, and requiring those students to get an accommodation to use a computer adds an extra burden and would single them out in the classroom. There may be a few situations where this is appropriate, but for most things, we encourage you to use other approaches.
Should I use an AI detector to scan all student work?
Several AI writing detectors, like GPTZero, have been developed and claim the ability to determine whether a human or AI have written a specific piece of work. While this may sound great, the reality is that the detectors are flawed in many ways. Despite the prevalence of conversation around ChatGPT, there are a number of generative AI tools on the market. The detectors tend to be trained using a specific AI, meaning that they often fail to detect work written by other AI tools. It is also possible for the detectors to falsely flag work written by humans. At present, the AI detection tools available are not of high enough quality to recommend using them to assess the validity of student work.
Does this mean all my students are going to cheat?
The generative AI tools are presently available for free to any student, which means there is opportunity for cheating. However, responding to this new technology by focusing on policies and punishments can break trust with students and, in some cases, even drive them to use the strategies you’re trying to deter. Instead, it can be more useful to have a conversation with your students about what you are worried about and get feedback from them. Before implementing policies around AI use, explain to students why you find those policies to be necessary and how they connect to your intended learning outcomes. Often, the best way to encourage academic honesty is to build trust with your students and show them the value of the assignments you’re asking them to complete.
How much do my students already know about this technology?
Many of us operate under the assumption that our students know technology better than us. You hear jokes about how people ask their five-year-old to fix their phone issues for them. The reality is that not all students know how to use all resources. For a new platform like ChatGPT and other AIs, they are just as inexperienced as you are. Think of this as an opportunity for you and your students to learn and explore together. However, YouTube presenters specializing in AI prompting are rapidly teaching their viewers to make use of AI for research, writing, and job searches.
I don't want to create an account. How can I see AI's in action?
Contact an instructional designer assigned to your college. The CTT maintains an account to make it possible for faculty to gain hands-on experience
How can AI be used to enhance student learning and engagement?
Many educators and experimenting with different ways to make use of AI in their teaching and learning. A recent project, "100+ Creative ideas to use AI in education," collected a variety of ways teachers were experimenting with AI. Each approach outlines what the instructor aimed to achieve as well as where the inspiration for the idea came from. Common suggestions for use include brainstorming, first drafts, outlines, and receiving feedback on wrIiting.
Are there ethical concerns with using an AI in my class?
Ethical considerations include surveillance, transparency, and data and privacy policies. For example, user interactions with an AI help train that AI.
Students
Citation authorities, journals, and universities are discussing how to cite ChatGPT and other AI resources and tools. For more information about specific styles and how to cite other types of electronic or "unusual" sources, see University Libraries and for specific guidance, talk to your instructor.How should ChatGPT and other AI be cited?
Is it OK to use ChatGPT as a "paraphraser tool?"
No, probably not. To paraphrase is to put something you understand into your own words. The the source material is then also cited, allowing the reader compare their understanding of the source material with your understanding as expressed by your paraphrase. To do your own paraphrasing is also an important learning check. If you find it difficult to paraphase something, you may not understand it as fully as needed. For specific direction on how to use ChatGPT in a specific class, talk to your instructor.
Topics