A student uses ChatGPT on her laptop. (Sophia McKeown/CU Independent)
“Write a 700-word guide to navigating AI in the classroom to be published in a university newspaper. Generate plausible quotes from a university professor describing the use of AI in their class, as well as multiple quotes from a student who has experience using AI for their coursework. Make the tone casual but informative.”
This would’ve been a great prompt to plug into ChatGPT in hopes of turning in this article assignment with very minimal effort on my part.
I can’t lie, it was tempting to watch ChatGPT generate smart, impressive paragraphs that could hopefully pass as my own writing, leaving me plenty of time to log off my computer and get on with my day. And I can’t say that I have never taken advantage of Artificial Intelligence software to help with class assignments, cover letters, professional emails, etc. – especially when I’m in a pinch.
But, I figured for an article describing the use of AI to complete assignments, I’d be better off providing genuine, human opinions instead of letting a machine tell me about itself.
ChatGPT, the AI software currently at the forefront of machine learning chatbots, was first released almost two years ago in November 2022, and immediately made its way into academia.
“I learned about (ChatGPT) first from my cousin, whose son is a college student,” says Dawn Doty, a CU Boulder public relations professor. “He told her that students at the University of Cincinnati were starting to use it to write papers. At that time, I don’t think students wanted to be open about using AI in the classroom.”
Avery Hess, a senior at the CU Boulder Leeds School of Business, also remembers when AI first began to enter classrooms.
“When ChatGPT first came out, using it for school work would immediately be considered cheating,” Hess said.
Presented with the endless new capabilities that ChatGPT and other chatbots offered, and the lack of governmental regulation at the time, teachers and parents alike went into a panic. How would this new tool affect students’ learning? Would anyone know how to write anymore? How could you prevent students from using AI to cheat or plagiarize?
These questions still exist as millions of high school and college students have returned to campus, but there are some noticeable changes.
LoriBeth Greenan, a CU Boulder public relations professor, is one of a growing number of instructors who have chosen to include a section in their course syllabus dedicated to outlining the use of Artificial Intelligence.
A line in Greenan’s syllabus for her public relations writing class reads: “Recognizing the inevitable impact of AI on our field, this class provides a secure environment for you to creatively experiment with AI.”
Many professors hold different perspectives on incorporating AI in their courses, just as each college student differs in how they make use of the tool in their everyday lives, especially in their studies. Based on input from both students and professors, as well as my personal experience, here is a list of my personal recommendations for navigating the use of AI in the classroom:
Consult the syllabus
Many students’ biggest concern when using AI for school work is getting in trouble or being accused of cheating. Unless there is a comprehensive university policy dictating all use of AI, it is important that professors disclose how they personally want their students to make use of it in their coursework, if at all. Making sure you understand each professor’s rules regarding AI will be crucial for using it in a fair and beneficial manner.
Understand the value of your human experiences
Even with the incredible, human-like capabilities of chatbots in 2024, there is still a need for human discretion.
Although ChatGPT can generate an insightful, informative essay in a matter of seconds, it cannot bring in experience from attending lectures in person and participating in class discussions. It is important that, if students use ChatGPT for class assignments (or even for projects in the professional world), they treat AI materials as a first draft, and edit for factual information as well as incorporate a human element back into the writing.
Practice critical thinking skills
While it is tempting to use AI for seemingly simple tasks, such as writing an email or summarizing a report, a lot of these mundane tasks are what contribute most to our critical thinking skills. Our brain is like a muscle that needs to be exercised.
Even if the tasks are dull and repetitive, the challenge is what pushes us to grow and be capable of solving harder problems down the road.
Take your time and be curious
Just like any other tool, learning to use AI takes time and practice. Even members of Gen-Z, arguably the most tech-savvy generation to date, don’t understand everything there is to know about AI.
Exploring different forms of AI – not just popular chatbots like ChatGPT – can teach you more about both its capabilities and downfalls. Experiment with different prompts, add in some of your own experiences and see how you can wield AI in a unique and informed way.
Be ready to talk about it
As of now, it looks like AI isn’t going anywhere anytime soon. In just two years, AI has forever changed the way academics and professionals operate. In this new age of AI, a student who uses AI responsibly and intentionally will have a leg-up on those who see AI as merely a free ride through four years of (very expensive) coursework.
Professors should help set their students up for success by finding ways to incorporate AI into their assignments, and students should be ready to discuss AI with employers as they approach graduation.
Overall, AI tools can help generate ideas, organize thoughts or offer explanations, but they should not replace a student’s critical thinking or original work.
Also, professors should not shy away from incorporating AI into their coursework. However, it will look different for everyone. The priority should be remaining open-minded and honest in order to foster an equitable and experiential learning environment.
Contact CU Independent Staff Writer Sophia McKeown at sophia.mckeown@colorado.edu.
