Is an Ice Cream Sandwich a Sandwich? The ChatGPT Conundrum
Students Should Surpass AI—or Not
When Boris Steipe, associate professor of molecular genetics at the University of Toronto, first asked ChatGPT questions from his bioinformatics course, it produced detailed, high-level answers that he deemed as good as his own. He still encourages his students to use the chat bot. But he also created The Sentient Syllabus Project, an initiative driven by three principles: AI should not be able to pass a course, AI contributions must be attributed and true, and the use of AI should be open and documented.
How Faculty Can Exploit ChatGPT’s (Current) Weaknesses
In the future, faculty members may get formal advice about how to craft assignments in a ChatGPT world, according to James Hendler, director of the Future of Computing Institute and professor of computer, web and cognitive sciences at Rensselaer Polytechnic Institute.
An Unsolved Problem
Big tech plans to mainstream AI writing tools in its products. For example, Microsoft, which recently invested in ChatGPT, will integrate the tool into its popular office software and sell access to the tool to other businesses. That has applied pressure to Google and Meta to speed up their AI-approval processes.
Conclusion
The emergence of sophisticated chat bots like ChatGPT has raised fundamental questions about the role of technology in higher education. While some faculty members are exploring ways to exploit ChatGPT’s weaknesses, others are challenging the idea that students should compete with AI. The debate highlights the need for educators to rethink their approach to teaching and assessment in the age of AI.
FAQs
Q: What are some ways faculty members can exploit ChatGPT’s weaknesses?
A: Some faculty members are creating assignments that require critical thinking, such as engaging in a Socratic debate with ChatGPT, or encouraging students to use the tool to produce first drafts that warrant review for accuracy, voice, audience, and integration to the purpose of the writing project.
Q: Should students be encouraged to use ChatGPT to produce first drafts?
A: Yes, some faculty members believe that students can use ChatGPT to produce first drafts, but then review and revise them to ensure accuracy, voice, audience, and integration to the purpose of the writing project.
Q: What are some potential risks associated with the use of AI writing tools?
A: Some potential risks include the possibility of students relying too heavily on the tool, rather than developing their own writing skills, and the potential for AI-generated content to be used to spread misinformation or propaganda.
Q: How can faculty members assess student learning in the age of AI?
A: Faculty members may need to reassess their approach to assessment and consider new methods that take into account the role of AI in the learning process. This may involve assessing students directly, rather than relying on proxy measures, and encouraging students to use AI tools in a way that promotes critical thinking and creativity.
