Artificial Intelligence Resources: AI in the Classroom

Describes early efforts made at universities to create policies in response to GPT-4

Encourages rapid adoption of policies to address uses of AI in colleges and universites

Encourages against an alarmist view of AI

From Harvard Business School, Feb. 1, 2023

From Inside Higher Ed, Dec. 5, 2022

Features interviews with representatives from Turnitin.com along with educators and administrators in secondary education. Skews optimistic.

From Inside Higher Ed, Dec. 14, 2022

Visual resources on ChatGPT and education

Offers three different models that the author refers to as: "the prohibitive statement, the use-with-permission statement, and the abdication statement."

Mills looks at the latest developments in ChatGPT capabilities and offers advice on how to respond to it in the classroom

Argues for the value of the humanities to push back against the false promises of AI

Provides advice for how to handle AI in the classroom and links to other sources

Addresses the use of AI and questions of authorship

Author's Abstract
This paper shares results from a pedagogical experiment that assigns undergraduates to “cheat” on a final class essay by requiring their use of text-generating AI software. For this assignment, students harvested content from an installation of GPT-2, then wove that content into their final essay. At the end, students offered a “revealed” version of the essay as well as their own reflections on the experiment. In this assignment, students were specifically asked to confront the oncoming availability of AI as a writing tool. What are the ethics of using AI this way? What counts as plagiarism? What are the conditions, if any, we should place on AI assistance for student writing? And how might working with AI change the way we think about writing, authenticity, and creativity? While students (and sometimes GPT-2) offered thoughtful reflections on these initial questions, actually composing with GPT-2 opened their perspectives more broadly on the ethics and practice of writing with AI. In this paper, I share how students experienced those issues, connect their insights to broader conversations in the humanities about writing and communication, and explain their relevance for the ethical use and evaluation of language models.

This study looks at how faculty of US colleges and universities are experiencing the use of the artificial intelligence program ChatGPT by students and by themselves in their classes. The study also examines how college administration, academic departments, and individual professors and other instructors are developing guidelines for ChatGPT use. The report helps its readers to answer questions such as: to what extent do college faculty feel that ChatGPT undermines traditional approaches to college term papers? How serious a problem is ChatGPT inspired plagiarism and other unattributed uses of ChatGPT? To what degree and how do college faculty feel that ChatGPT should be integrated into traditional paper writing and other college course requirements?