After the release of ChatGPT, an AI chatbot, in November, educators like Darren Keast noticed that students were submitting essays that seemed to be written by a machine. These essays contained fabricated quotes and cited nonexistent sources, indicating that they were created by the AI chatbot. Keast, along with many other teachers, is concerned about the confusion and panic caused by the rise of AI chatbots in education. They worry about incorporating this technology into their classes and fear an increase in plagiarism and reduced learning. Without guidance from university administrators, teachers are seeking their own education on the topic through listservs, webinars, and conferences, often paying out of pocket for these resources. However, there is little consensus among educators regarding AI chatbots in the classroom. Some teachers allow it while others prohibit it, and university policies vary as well. Teachers may rely on unreliable AI-writing detection tools or resort to student surveillance software to ensure original work. The upcoming semester is expected to be chaotic for educators like Keast. The introduction of ChatGPT has sparked a generational shift in the classroom, with some professors worried about students using it for assignments and tests. Institutions have taken different approaches, with some banning ChatGPT and others allowing its use. The reliability of tools to detect AI-written content has added to the turmoil, as they often falsely accuse students of cheating. OpenAI, the creator of ChatGPT, recently abandoned its AI-detection tool due to its low accuracy rate. Students are adjusting their behavior to avoid being affected by this uncertainty.
Jessica Zimny, a student at Midwestern State University, was falsely accused of using AI to cheat on an assignment. Her post for a political science class was flagged as 67 percent AI-written by Turnitin.com, resulting in her receiving a zero grade. Despite pleading her case to her professor and university officials, she was unsuccessful in overturning the accusation. As a precaution, Zimny now records herself completing assignments to provide evidence that she did the work herself.
Professors are seeking guidance as they anticipate students using AI tools like ChatGPT in the upcoming fall semester. With universities not providing much assistance, professors are turning to online discussion groups, webinars, and conferences for information. A webinar hosted by the Modern Language Association (MLA) and College Conference on Composition and Communication (CCCC) on AI in writing attracted over 3,000 sign-ups and 1,700 attendees, highlighting the sense of anxiety among educators. A survey conducted by the MLA and CCCC revealed that professors' biggest concerns about AI are its role in promoting plagiarism, the difficulty in detecting AI-generated text, and the fear that it hinders students' learning and critical thinking skills.
Anna Mills, a writing teacher at the College of Marin, emphasizes that identifying AI-generated text is not easy and warns against using software to crack down on plagiarism. Mills and her task force colleagues aim to dispel misconceptions about AI and highlight its potential to encourage critical thinking and learning.
Marc Watkins, an academic innovation fellow at the University of Mississippi, notes that teachers understand the importance of learning about AI to enhance student learning. They are seeking professional development opportunities on their own, even if it means paying for it or taking time away from their families. Watkins advises professors to set limits on how ChatGPT can be used in class and have early conversations with students about its potential for nuanced thinking in assignments. For example, ChatGPT can assist students in generating questions for further investigation or developing counterarguments for essays.
However, achieving consensus among educators on incorporating AI effectively is a challenging task that may not be accomplished in the fall semester. Professional development modules are needed to guide teachers on how to discuss AI with students and integrate it into their teaching practices.