After the release of ChatGPT last November, Darren Keast noticed a concerning trend in his college English composition class. Students were submitting essays that seemed like they were written by a machine. These essays contained fabricated quotes and nonexistent sources, clear indications that they were the work of an AI chatbot. Keast was determined to avoid a repeat of this confusion in the upcoming fall semester, so he spent his summer break adapting and preparing.
During a hiking trip in Costa Rica, Keast listened to AI podcasts discussing the potential risks of the software to humanity. Back home in Mill Valley, California, he engaged in fiery online discussions about the use of AI chatbots in the classroom. Even in the car, Keast would discuss the software with his kids, eager to gather their thoughts. This dedication and immersion in the world of AI has completely transformed his professional experience.
Keast is not alone in his concerns. The rise of AI chatbots has created confusion and panic among educators who feel unprepared to incorporate the technology into their teaching. They fear an increase in plagiarism and a decline in meaningful learning. With little guidance from university administrators, teachers are taking matters into their own hands. They seek knowledge from listservs, webinars, and conferences, often paying out of pocket to attend sessions that are packed with concerned educators.
However, despite these efforts, there is still a lack of consensus among educators. While some professors recognize the benefits of AI chatbots, others view them as the downfall of education. This inconsistency only adds to the worries of teachers. When students return to campus, some teachers may allow the use of AI chatbots, while others may ban them. Policies regarding academic dishonesty will vary across universities, causing confusion and potential accusations of cheating.
Now, more than ever, Keast feels a sense of uncertainty about the upcoming semester. The introduction of ChatGPT has caused a stir in the education community. This AI chatbot has the ability to generate lifelike responses to any question, making it a potential tool for completing assignments and tests. Some institutions, like Sciences Po and RV University, have opted to ban ChatGPT, concerned about its impact on learning and potential for cheating. On the other hand, professors at institutions like the Wharton School of Business and Ithaca College have embraced the technology, believing it is important for students to be proficient in AI.
The introduction of tools to detect AI-written content has only added to the confusion. These tools are notoriously unreliable and have led to false accusations of cheating and unfair failing grades. The AI-detection tool developed by OpenAI, the creator of ChatGPT, was scrapped due to its low accuracy rate. Another widely used tool, created by Turnitin.com, frequently flagged human writing as AI-generated. This unreliable detection process has left students feeling the impact of uncertainty.
For instance, Jessica Zimny, a student at Midwestern State University, was wrongly accused of cheating using AI. Her post for a political science class assignment was flagged as 67% AI-written, resulting in a zero grade. Despite her efforts to plead her case, Zimny received no relief. To protect herself in the future, she now records video evidence of herself completing assignments to prove her work is original.
The lack of guidance from universities has left professors hungry for answers. They know that their students will be using ChatGPT in the fall, yet they have little support. This realization has driven them to seek information on their own, joining online discussion groups, attending webinars, and participating in conferences. During a recent webinar on AI in writing, hosted by the Modern Language Association and College Conference on Composition and Communication, over 3,000 people signed up, demonstrating the high level of anxiety among educators.
Anna Mills, a writing teacher at the College of Marin involved in an AI task force, emphasizes the need for clearer understanding and guidance. She acknowledges that recognizing AI-generated text is not easy and warns against relying solely on software to detect plagiarism. Mills believes that AI can be used to foster critical thinking and learning, rather than just as a tool for cheating.
Marc Watkins, an academic innovation fellow and writing lecturer at the University of Mississippi, stresses the importance of educators learning more about AI to effectively incorporate it into their teaching. He advises teachers to set limitations on the use of AI chatbots in the classroom and have open conversations with students about their role. Watkins believes that AI can help students with brainstorming and developing counterarguments, enhancing their critical thinking skills.
However, getting all educators on the same page is a difficult task, especially in the short time before the fall semester begins. Professional development modules need to be created to address how teachers communicate with students about AI, how to integrate it into learning, and how to handle situations where students are flagged for using chatbots. If colleges fail to find a solution quickly, Watkins believes they may resort to surveillance tools to monitor student activities, a prospect he finds unsettling.
Overall, the introduction of AI chatbots like ChatGPT has caused confusion and anxiety among educators. The lack of guidance from universities has left teachers seeking answers on their own, turning to online discussions, webinars, and conferences. The uncertainty surrounding AI-written content detection and its potential misuse has created a sense of unease among both professors and students. Clearer understanding and guidelines are needed to navigate the challenges posed by AI in the classroom.
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