Artificial intelligence (AI) is certainly not a new concept in education, but new advances in AI capabilities can raise important questions for educators, as evidenced by OpenAI’s ChatGPT tool. With ChatGPT’s advanced abilities, many higher-ed educators are concerned about academic integrity and wonder how to best integrate the tool into their instruction without completely banning its use.
A panel of academic leaders and faculty, moderated by Anthology academics, discussed these very issues and examined ChatGPT’s impact on instruction, academic integrity, research, and student support.
Should higher ed view ChatGPT and other AI chatbots as cheating? Are there other approaches to the issue?
“I think [higher-ed faculty] are going to be very worried about students plagiarizing,” said Bryan Alexander, Senior Scholar at Georgetown University. “I don’t think this is the entire population, but I think the plagiarism arms race is definitely off and running, and will continue to run for some time.”
“My experience has been that faculty come from one of three perspectives,” said Suzanne Tapp, Assistant Vice Provost of Faculty Success and Executive Director of the Teaching, Learning, and Professional Development Center at Texas Tech University. “Maybe it’s a ‘fight-in’ perspective where they’re concerned, with good reasons, about what happens to academic dishonesty with the entry of such easily-accessed AI tools. Maybe it’s the ‘come use it’ perspective and they’re ready to jump in, or maybe they’re somewhere in the open-minded middle, watching to see what happens. And I think it’s fair to approach it from any of those perspectives.”
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