Preventing ChatGPT Misuse: Making Academic Integrity Policies Explicit About AI
Wednesday, March 22 ~ 3:00-4:30pm (Eastern)
Challenge - Preventing learning loss due to AI misuse
- Academic integrity concerns/learning loss due to misuse of AI text generators such as ChatGPT.
- Need for rapid professional development and digital literacy instructional materials on AI text generators currently available to students.
Participants will understand key considerations and possible pathways for forming policies and adapting pedagogy to the availability of AI text generators.
It is now widely known that the publicly available language model ChatGPT can produce text that would earn a passing grade on many typical college writing assignments. As a result, many of us in higher education are concerned that students will use ChatGPT and miss the purpose of the writing assignment. How can we move forward to prevent this learning loss without penalizing students or making them feel suspect?
First, this presentation emphasizes two not-so-controversial steps:
- Designing writing assessments to encourage intrinsic motivation and student engagement
- Making academic integrity policies explicit about AI use.
Next, we will look at the pros and cons of AI text detection software, banning ChatGPT on a network, designing assignments ChatGPT is not good at, assigning steps in the writing process, in-class writing, and asking students to improve on ChatGPT outputs. How practical are these approaches likely to be, and what unintended consequences might each bring?
Further, we will suggest ways to incorporate critical AI literacy into our digital and information literacy teaching. For example, as text generators are more widely used in many sectors of society, students need to understand their mechanical nature, biases, and error patterns.
- Describe possible approaches to mitigating learning loss due to AI text generators like ChatGPT
- Assess the likely effectiveness and possible side effects of these approaches
- Identify three to four approaches they want to focus on in their classroom or institution
- Define the kinds of critical AI literacy understanding and skills we should begin to integrate into digital literacy education
- Online Learning
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Even though AI can now produce passable academic prose, students still need the experience of forming text themselves to reflect their own emerging ideas and voice. Writing helps us clarify thinking and develop understanding. We need to work collaboratively with students, not in gotcha mode, to establish norms of transparency around any use of AI-generated text so that students can still get the writing practice they need.
Anna Mills teaches writing at College of Marin and previously taught at City College of San Francisco for 17 years. Her collection “AI Text Generators and Teaching Writing: Starting Points for Inquiry” is featured in the Writing Across the Curriculum Clearinghouse; it includes a curated collection of articles, a set of sample AI essays, and a list of strategies for mitigating educational harms associated with large language models. She has also written an Open Educational Resource (OER) textbook, How Arguments Work: A Guide to Writing and Analyzing Texts in College, which has been widely praised and used at over 45 colleges. As the English Discipline Lead for the Academic Senate of the California Community Colleges OER Initiative, she leads professional development workshops on OER and collaborative annotation. Anna earned a master’s degree from Bennington College in Writing and Literature with a focus on nonfiction writing, and her essays have appeared in journals such as The Writer's Chronicle, The Sun, and Salmagundi.
Bio current as of March 2023
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