Generative A.I. – EDVICE EXCHANGE

Navigating AI: Essential EDvice Exchange Reads for Fall

by Dana Dawson, Ph. D.

With the beginning of the fall semester steadily approaching, you may be pondering how you will address the use of generative AI in your courses. To help with your decision making, AI student guideline drafting as well as activity and assessment designing, we encourage you to take a look back at EDvice Exchange posts on the topic of planning for AI use in your classes.

A Survival Guide to AI and Teaching

Our series “A Survival Guide To AI and Teaching” featured posts on everything from what generative AI is to the ways these tools will impact equity in education.

Faculty Adventures in the AI Learning Frontier

Our spring 2024 series “Faculty Adventures in the AI Learning Frontier” showcased how Temple faculty members used and talked about AI in their classrooms during the previous semester.

In the final post in the series, Michael Schirmer, who teaches in the Fox School of Business, shared his experiences with generative AI both with his students and as part of his personal scholarly practice.

Using PI to Manage AI

Our series “Using PI to Manage AI” considered the most fundamental element of addressing AI in our courses: sound pedagogy. Posts in this series focused on evidence-based ways of designing assessments of student learning that encourage academic honesty, motivation, and a desire to learn.

CAT Tips Season 5 – Generative AI Tools

Finally, our most recent series of CAT Tips, short videos offering teaching tips and suggestions, focused on how generative A.I. tools can be used to support student learning.

CAT staff are available for consultation throughout the summer. To schedule an appointment, visit our consultation booking page. The CAT’s Ed Tech labs are also open Monday through Friday, 8:30-5 if you’d like to drop in and chat with a staff person about AI tools (or any other educational technology question).

Our Faculty Guide to A.I. webpage features helpful information and resources, including information on Temple’s policy.

We also welcome you to sign up for one of our pre-semester AI workshops.

AI or Nay? Deciding the Role of Generative AI in Your Classroom

Thursday, August 8, 2024, 11:00AM-12:00PM via Zoom

Generative AI tools to help with research, writing, ideation and creative work are now part of our educational landscape and cannot be ignored, but you may be feeling unsure how to address them in your classes. Should you encourage their use but place parameters on how they are used? Will allowing students to use AI tools reduce the efficacy of your classes? Or is AI use now an essential skill for our students? In this workshop, we will explore the implications of allowing students to use generative AI tools and help you work through the question of whether and how you will permit their use in your classes.

AI Assignment Re-Do Bootcamp

Monday, August 12, 2024 and Wednesday, August 14, 2024, 1:00PM-4:00PM, Tech 109

We have been learning more about generative AI tools such as ChatGPT and what it means to teach in a world where generative AI is available to us and our students. In this 2-day intensive workshop, faculty will collaborate to revise and/or develop assignments for the AI era. You will learn how to intentionally leverage AI tools for learning and development as well as how to modify assignments to make them more AI resistant. You will also learn a framework for discussing the assignment and the role of AI in your classroom with students. This is an opportunity for you to develop the best assignments you’ve ever used in your classroom. Bring an assignment you already use and stride boldly into the future with us!

AI Sandbox

Wednesday, August 14, 2024, 12:00PM-1:00PM, Tech 109

Have you been putting off familiarizing yourself with AI tools? Or have you tried some of the more commonly available apps but would like to learn more about the wide variety of tools that are available? Join us for a hands-on exploration of the AI tools that are changing the way we live, work and study.

An End-of-Year Message From Me (and ChatGPT)

Stephanie Fiore, Ph.D.

As I faced the blank page in writing this blog post, I struggled to decide what I could say to you, my dear colleagues, that would express both a sense of gratitude for the work you have done this (not so easy) year, a reminder to take some restful time for yourself that will recharge your batteries, but at the same time, urge you to prepare more fully for teaching in the era of generative artificial intelligence. So I went to ChatGPT and asked it to help me. I chuckled as I did it because I love to write and I still find it amusing to play with GenAI tools, but also, I kid you not, it was helpful in getting me started. So I will pull out some of the words it suggested to craft for you a heartfelt message of gratitude, care, and support.

Celebrate our shared achievements and the resilience that defines our community. Each of you has played a crucial role in fostering an environment of inquiry and excellence. ChatGPT isn’t wrong that you have yet again shown great resilience as we cope with shrinking budgets, a changing student body that poses new challenges, and the advent of generative AI tools in the teaching and learning landscape. And yet, the excellence of what you provide for our students is still intact, a testament to the care you demonstrate in the teaching work you do. Temple has recently admitted the most diverse student body we have ever had, which required faculty to discover new ways of teaching that can better support all students to meet their potential. I have been impressed with how many of you have responded by engaging with us to rethink your teaching and retool your practices. And, of course, there’s generative AI. So many of you sought our answers to whether and how you might harness the power of AI or simply think about teaching when AI is readily available. Students at Temple are fortunate to have caring and resilient faculty who continue to navigate these new challenges in order to meet our mission of educational excellence.

Rest and recharge. Wellness is integral to our professional effectiveness and personal happiness. You’re so right, ChatGPT! The time you take to rest and engage in restorative activities is time wisely spent. Having spent the majority of my career as faculty, I know all too well the never-ending work. My hairdresser once jokingly asked where my grading work was when I showed up once without a red pen and papers to grade in hand. I took my work with me to my kids’ swim practices, on longer car drives, and anywhere I thought I could squeeze in some stuff. And summer is sometimes the only time available to get research or creative work done when your teaching load is heavy. We are so wired for productive energy that we sometimes forget that rest is productive too. Enjoyment is restorative and gives us the oomph to keep working later on. So please do take some time to rest, recharge, and find your happiness. Resist the urge to fill every moment with chores.

Let’s dedicate some time to exploring AI tools and platforms. I agree wholeheartedly, ChatGPT! When you are again restored and ready to explore directions for the fall semester, I believe it is essential to do the proactive work in preparing ourselves and our students for what it means to teach and learn in the age of AI. Rather than taking a reactive stance that requires us to deal with cheating that is hard to detect–and therefore can erode the trust between students and faculty that is essential for learning to flourish–let’s grapple with the AI beast head-on. Even if you have a firm belief that you will never allow its use in your courses, it is essential that you learn about GenAI’s capabilities and test your assignments and assessments to discover how vulnerable they are to its power. Only from an educated point of view can you know best how to manage teaching and learning in the age of AI. Let us help you! We’re here all summer and happy to help. And, when you are ready to integrate AI in teaching and learning, we’re here for that too. Look for workshops and resources coming this summer, or make an appointment with one of our team.

I would like to thank my team for adjusting magnificently to meeting faculty’s needs despite having to do so with a smaller team (we too have been dealing with the budgetary realities). I feel so lucky to have my wonderful team – couldn’t do it without them!

Thank you for your hard work, your dedication, and your inspiring commitment to our students and each other. Well said, ChatGPT! In addition, dear colleagues, I am sending you warmest gratitude for your engagement with the CAT. Best wishes for a restful and enjoyable summer

Mindful Management of AI During Finals

by Dana Dawson

As we near the end of the semester, it’s important to carefully consider your plan of action should you suspect students have used generative AI in a manner that you explicitly prohibited. In past blog posts, we strongly encouraged faculty members to begin by meeting with the student in cases where you suspect unacceptable use of AI and to start with a conversation. However, in the case of final exams and projects, you may feel you don’t have time for that course of action. In this post, we offer some suggestions for how to prepare for and address AI use during the finals period.

Ensure Guidelines Are Clear

Review your final exams and final project instructions to determine whether you have clearly outlined where the use of generative AI is and is not allowed. Build guidelines into assignments as well as the syllabus to ensure students have it readily available. Have a conversation with your classes to ensure they understand the limitations of acceptable generative AI use and state the steps that will be taken if you suspect students have used generative AI (more on that below).

Test Your Final Exams and Final Projects Using Generative AI

Run final exam questions or final project prompts through tools such as ChatGPT and Claude.AI and prompt the tools to take the exam or complete the project. Note that in ChatGPT, you can simply copy and paste the entire exam or project prompt and rubric into the tool and ask it to generate a response. Claude.AI allows you to upload a pdf and enter a prompt. If you find that the tools can successfully complete your exams or assignments, reconsider the questions and prompts. Can you link questions or project prompts to in-class work that will draw on students’ past experiences? Can you add reflective or metacognitive questions that are difficult to replicate using generative AI? See this EDvice Exchange blog post for assessment ideas that are less prone to AI use.

Be Wary of AI Detectors

It has been well-established that AI detectors are not reliably able to differentiate between human- and AI-written text. Assessments we conducted of Turnitin’s AI detector, and four other applications available for free online, show that these detectors are prone to false positives (identifying human-written text as generated by AI) and false negatives (identifying AI-written text as generated by humans). AI detectors should never be used as the sole basis for a judgment on whether a student has used AI; companies such as Turnitin acknowledge this, for example, saying in their own explanatory materials that detector predictions should be taken with a grain of salt and that the instructor must ultimately make their own interpretations. Notably, TurnItIn also indicates that a score of 20% or less AI-created should not be considered valid. As you assess AI detector reports, keep in mind that there are currently no completely reliable detectors of generative AI use in writing available to instructors.

Step on the Brakes

Confronting possible cheating is always stress-inducing. We see a block of text or a pattern of answers that seem unlikely to have been generated by a student and the stress response kicks in. This is not the optimal time to make a decision. Take a breath, step away. Consider factors that might be influencing your assessment of the student’s work or your willingness to accept the results of an AI detector. Talk to a colleague or a CAT consultant and carefully consider all factors before making a determination as to your course of action.

You Can Still Have a Conversation with Students

If you strongly suspect a student of using generative AI in a manner you have stated is not acceptable, ask the student to meet, by Zoom if they are already off campus. If they are not able to meet prior to the end of the grading period, issue an Incomplete for the course and do not grade the final exam or project until you have met with the student.

Have a Back-Up Plan

If you speak with the student and they do not admit to using generative AI, have an actionable plan for how to proceed. Consider how you might replicate the element you suspect they used AI to complete. Can you conduct an oral exam? Can they write an essay or a reflective statement on their process of solving the exam question or completing the project in-person? To talk over your plan for considering possible AI use in these final weeks of the semester, don’t hesitate to reach out to schedule a consultation with a CAT specialist.

Err On the Side of Caution

The suspicion that a student may be taking shortcuts can be upsetting and we are all struggling to manage course design and delivery in the age of AI but the risk of falsely accusing a student should be taken very seriously. A false accusation can derail a student’s entire educational trajectory and not only because of the possible impact on their GPA; more importantly, it can shake their trust in their faculty members, their experience with higher education and their motivation to continue, particularly where their sense of belonging is tenuous. Turnitin has acknowledged that their detector is more likely to generate a false positive in the case of English language learners or developing writers as some of the writing patterns more common among these populations are the same patterns AI detectors look for in identifying AI-generated text. We must exercise the utmost caution in accusing any student and be sure to give them the benefit of the doubt when engaging in these conversations.

Plan for Next Semester

Finally, once finals are over and your grades are in, make an appointment with a CAT specialist to explore how to revise assignments that are particularly vulnerable to AI use. We can often avoid these problems in the future by revising our current assessments into ones that work better in the age of AI.

Faculty Adventures in the AI Learning Frontier: One Professor’s Take

by Jeff Rients, Ph.D.

This week we’re happy to share a video featuring Michael L. Schirmer, who teaches the course Integrative Business Practices in the Fox School of Business. Michael shares his experiences with generative AI both with his students and as part of his personal scholarly practice.

Thank you so much for your insights, Michael!

If you’d like more guidance on exploring how to use AI tools in your class or assistance running your assignments through GenAI to better assess the value of using it, please visit our Faculty Guide to A.I. or book an appointment for a one-on-one consultation.

Faculty Adventures in the AI Learning Frontier: Assignments and Activities that Address Ethical Considerations of Generative AI Use

by Benjamin Brock, Ph.D and Dana Dawson, Ph.D

In response to our fall 2023 survey on the use of generative AI (GenAI) in the classroom, we received a number of assignments and activities faculty members have designed to tackle the ethical issues raised by GenAI. Ethical concerns related to GenAI include such considerations as the implications for privacy when these tools are used, the possibility of over-reliance on GenAI for analytics and decision making, and exposure to inaccurate or biased information (Brown & Klein, 2020; Masters, 2023; Memarian & Doleck, 2023). The following activities and assignments equip students with the capacity to critically evaluate when and how it is appropriate to use GenAI tools and to protect themselves against possible risks of AI use.

Sherri Hope Culver, Media Studies and Production faculty member and Director of the Center for Media and Information Literacy (CMIL) at Temple University, asks students in her GenEd course, Media in a Hyper-Mediated World, to complete a reflection on the implications of AI use. She first asks them to listen to an episode of the podcast Hard Fork centered on data privacy and image manipulation and to read the Wired article “The Call to Halt ‘Dangerous’ AI Research Ignores a Simple Truth” (Luccione, 2023). Students are then instructed to write a 300-word reflection referencing the assigned material that addresses both concerns they have about use of AI and ways in which it could make their lives or society better. Professor Culver provides the following prompts to help students’ thinking:

What does critical thinking mean in a tech-centric, AI world?
How might AI affect your free will?
How might AI affect your concerns about privacy or surveillance?
How should we prepare ourselves for an increasingly AI world?
How might AI influence the notion of a public good?
How might AI influence K-12 education?
How might AI influence family life?
What worries you about AI?
What excites you about AI?
What is our responsibility as media creators when we use AI?
It has been said that AI will make life more “fast, free and frictionless.” Should everything first be “fast, free and frictionless”? Should that be the aim?
Is AI the end of truth?

In a dynamic, interactive, reflection-oriented honors course aimed at exploring the four pillars of Temple’s Honors Program (inclusive community, intellectual curiosity, integrity in leadership, and social courage), Dr. Amanda Neuber, Director of the Honors Program, is using AI as the discussion anchor for their unit on “integrity in leadership.” By way of multiple media modalities, students delve into the ethical and unethical uses of AI in academia. Students are asked to read “How to Use ChatGPT and Still Be a Good Person” and watch a related video exploring the meaning of integrity. Students then discuss whether or not AI can be used with integrity, how academic culture might frame one’s decision to use AI, and the “peaks and pitfalls” of AI use. Beyond the many important conversations focused on AI itself, the technology is used as a reference point as to what it means to lead with integrity and how to promote said quality in teams and organizations.

In another interactive, thought-based classroom initiative, mechanical engineer Dr. Philip Dames is bringing ethics and AI to Temple’s College of Engineering. Having reimagined for a modern era the “trolley problem” philosophical exercise in which one is faced with an ethical dilemma, students in Dr. Dames’ class consider having AI make decisions using autonomous cars as the basis for deliberation. They are prompted to think about how a vehicle should be programmed to respond to different scenarios by using examples from MIT Media Lab’s Moral Machine website. Students then reflect upon their scenario-based activities and experiences and engage in prompt-guided written reflection. Prompts include questions such as:

How does the ownership model of autonomous vehicles affect how they should behave? For example, does it make a difference if a vehicle is owned by a single private citizen vs. publicly owned by the city and hired by individuals?
What surprised you about the aggregated responses from different people shown to you at the end of the exercise?
Are there other factors that you feel are important but were not considered in Moral Machine?

In this way, students not only explore elements to consider when designing autonomous vehicles, but make concrete what was once only abstract via critical thinking and hands-on engagement.

If you’d like more guidance on exploring how to use AI tools in your class, please visit our Faculty Guide to A.I. and/or book an appointment for a one-on-one consultation.

Brown, M., & Klein, C. (2020). Whose data? Which rights? Whose power? A policy discourse analysis of student privacy policy documents. The Journal of Higher Education, 91(7), 1149–1178. https://doi.org/10.1080/00221546.2020.1770045

Masters, K. (2023). Ethical use of artificial intelligence in health professions education: AMEE Guide No. 158. Medical Teacher, 45(6), 574–584. https://doi.org/10.1080/0142159X.2023.2186203

Memarian, B., & Doleck, T. (2023). Fairness, accountability, transparency, and ethics (FATE) in artificial intelligence (AI) and higher education: A systematic review. Computers and Education: Artificial Intelligence, 5 (2023), 1-12. https://doi.org/10.1016/j.caeai.2023.100152

Faculty Adventures in the AI Learning Frontier: Teaching with Generative AI in Health Sciences Education

by Jonah Chambers, MA and Cliff Rouder, EdD

As part of our fall 2023 survey on generative AI (GenAI) in the classroom, we heard back from a wide variety of Temple faculty who teach a broad range of courses. In this installment, we’re going to take a look at how three health science instructors are incorporating GenAI tools like ChatGPT into their teaching.

Scott Burns, Professor of Instruction in the Department of Health and Rehabilitation Sciences, had his graduate physical therapy students prompt ChatGPT to create a generic plan of care for a specific health condition and then provide a detailed explanation of how the exercises it prescribes may or may not properly address the condition described in the scenario under consideration. In addition to having students demonstrate their knowledge of what constitutes a good plan of care by evaluating and critiquing the AI-generated plan, Professor Burns explains that the goal of the activity is to highlight that while generative AI may be useful for broad recommendations, it “currently lacks the ability to provide decision-making and rationale backed by anatomy, neuroscience, motor control/learning, and physiology.”

Before he launched the assignment, Dr. Burns surveyed his class about their experiences with and perceptions of GenAI. He also wanted to gauge the level of anxiety surrounding it, given that there is concern in health-related fields that AI could replace the human provider. Students reported that they appreciated the opportunity to interact with AI, since the experience level with AI varied, and some had never even used it before. Dr. Burns plans to administer a more formal survey for the end of the semester to see if student perceptions of AI have shifted.

Alissa Smethers, Assistant Professor in the Department of Social and Behavioral Sciences, had her nutrition students prompt ChatGPT to create a 1-day, 2,000 kcal dietary pattern for a popular diet of their choice (Keto, Paleo, Atkins, etc.) and then submit the outputs to an established dietary analysis program and answer the following questions:

Does the plan provide 2000 kcal? If not, how far off was it?
Does the macronutrient composition and food choices reflect the popular diet you chose? If not, what foods would you add/remove?

Her students were surprised at how far off ChatGPT was at times, in some cases generating plans that differed by over 800 kcal from what the dietary analysis program provided. The goal was not only to ensure that students are learning the correct information but also that they develop critical thinking and research skills crucial to their work as nutrition professionals. In the future, she is considering having students evaluate how well ChatGPT is able to tailor the dietary patterns based on culture, income level, or other more personalized factors as well as reflect on the limitations of using a generative AI tool to create dietary patterns vs. working with a nutrition professional like a Registered Dietitian.

Leah Schumacher, Assistant Professor in the Department of Social and Behavioral Sciences, invited Health Science and Human Behavior students to roleplay as someone who either wants to avoid or already has a chronic disease and has turned to ChatGPT to provide answers or advice. She first asked students to pick one of the diseases they covered in her class and then pose questions about it to ChatGPT such as “Why did I have a stroke?” or “How do I avoid getting cancer?” She then had students prepare a submission for the assignment that included:

The full prompt they submitted to ChatGPT
The full response ChatGPT provided
A short 5-7-sentence reflection that compared the ChatGPT response to what they had learned in class through textbook readings, lectures, videos, etc. Specifically, she asked students to reflect upon the extent to which ChatGPT’s response hit upon aspects of the biopsychosocial model they studied in class, whether it touched upon major risk factors they covered, and if ChatGPT presented any information that was new to them.

Dr. Schumacher was careful to have students clearly distinguish between text generated by ChatGPT and their own written work in their submission. Not only did this assignment have students apply their understanding of the biopsychosocial model to a diverse set of cases, it also gave them the opportunity to reflect upon (and illuminate problematic aspects of) how people may use ChatGPT in their everyday lives.

Each of these professors has illuminated one of the most powerful ways of using GenAI in teaching: instead of taking its outputs at face value, they have their students question, evaluate, analyze and verify them using a variety of methods. Not only does this provide students an opportunity to apply their knowledge (a proven way to promote deep learning), but it also helps them sharpen their critical thinking skills surrounding the use of GenAI. These skills will likely not only prove helpful to them now but also in their future professional lives.

In the next installment, we’ll be looking at ethics in AI. In the meantime, if you’d like more guidance on exploring how to use AI tools in your class or assistance running your assignments through GenAI to better assess the value of using it, please visit our Faculty Guide to A.I., attend a workshop on using generative AI for teaching and learning, or book an appointment for a one-on-one consultation.

Faculty Adventures in the AI Learning Frontier: AI and (First Year) Writing

by Jeff Rients

As part of our fall 2023 survey on AI in the classroom, we heard back from a wide variety of Temple faculty who teach a broad range of courses. In this installment, we’re going to take a look at what three First Year Writing instructors are doing with AI tools like ChatGPT.

First year writing instructor Jacob Ginsburg incorporated “AI and education” as a theme in his course. His students read Ted Chiang’s “Chat GPT is a Blurry JPEG of the Web,” Matteo Wong’s “AI Doomerism is a Decoy,” and some academic articles about the role of AI in education. In class, each student writes a paragraph about what it means to them to be a member of their generation. As homework, they then give ChatGPT four tasks:

Respond to the same prompt as they wrote about in class (i.e. what it means to be a member of their generation).
Make an argument FOR the use of AI in education.
Make an argument AGAINST the use of AI in education.
Each student devises a “silly” or “fun” task of their own.

Afterwards, everyone then discusses their prompts and results in class.

Professor Amy Friedman challenges her students to write an essay in which they summarize several disparate, current articles on generative AI in education and learning. She has used articles such as Valerie Pisano’s “Label AI-Generated Content,” Allison R. Chen’s “Research training in an AI world,” and Naomi S. Baron’s, “How ChatGPT Robs Students of Motivation to Write and Think for Themselves.” Her goal is for each student to formulate and articulate their own opinion about the role of generative AI in their own learning and education. Beforehand, students explore ChatGPT in class, including asking it to write in response to previous essay prompts. The class then collectively assesses the results and compares them to their own writing.

Meanwhile at Temple’s Japan campus, Ryan Rashotte has developed two activities for his first year writing students. In the first one, students writing essays about a film ask ChatGPT to write a paragraph regarding how a specified element in the film supports a theme they are exploring. In response, students write about the strengths and weaknesses of ChatGPT’s argument. In the second assignment, students working in groups explore which art form they think is superior – television or film. As part of this investigation, they query ChatGPT for reasons in support of their choice. Students identify new and/or interesting arguments and identify their strengths and weaknesses. They are asked to consider how well the ChatGPT output would work if it were incorporated into their essay.

In the next installment, we’ll be looking at the way AI tools are being used in a variety of health sciences learning environments. In the meantime, if you’d like more guidance on exploring how to use AI tools in your class, please visit our Faculty Guide to A.I. and/or book an appointment for a one-on-one consultation.

Faculty Adventures in the AI Learning Frontier: Introduction

by Dana Dawson, Ph. D

Associate Director’s log, stardate 4616.2. Temple University. While minding our own business over here, someone invented generative AI and made it readily accessible to the people of Earth, which includes our students. We find ourselves in a strange and unfamiliar landscape; computer probability projections are useless due to insufficient data¹. Some faculty members have boldly entered this new terrain.

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We decided to call this blog series Faculty Adventures in the AI Learning Frontier not only because Google’s new AI tool Gemini suggested the title but because of its resonance with Star Trek. The original television series and its many reboots and spin-offs depict intrepid adventurers exploring the deep reaches of space, the “final frontier,” as we were reminded at the beginning of each episode. With the rapid evolution of generative AI, we find ourselves standing on the threshold of a strange new world. Teaching in the age of AI is, indeed, a new frontier; instructors are boldly going where no instructor has gone before. With great ingenuity, and at times trepidation, faculty members throughout Temple have begun to explore what it means to integrate AI into their class planning and delivery.

Over the course of this series, we will showcase examples of activities and assessments that Temple faculty members used in their classes in Fall 2023. In our March 11th post, we will feature assignments used in First Year Writing courses. March 25th will focus on implementation of generative AI assignments and activities in the health sciences and our final post on April 15th will include examples of how instructors across different disciplines have addressed ethics in the use of generative AI. Some of the featured activities and assessments have been designed to help students practice implementing generative AI in their fields while others encourage students to critically interrogate the impact of AI.

Whether we like it or not, generative AI is now part of our–and our students’–world. It is our responsibility not just to familiarize ourselves with these tools but to help our students make decisions about their use and, should they choose to use them, to do so effectively and ethically. We hope this series will give you some concrete and applicable examples of how to address generative AI in your courses.

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¹ The Gamesters Of Triskelion, Original Airdate: 5 Jan, 1968.

My trip down the AI rabbit hole

In her end of the semester wrap-up, our fearless leader reflects on her intellectual adventures springing from the emergence of A.I. as a factor in teaching in learning.

For further help on the role of A.I. in your classroom, visit our Faculty Guide to A.I. or book an appointment for a one-on-one consultation.

Stephanie Laggini Fiore, Ph.D., is Associate Vice Provost and Senior Director of Temple’s Center for the Advancement of Teaching.

Testing Assignments in ChatGPT

Jeff Rients and Jennifer Zaylea

As our understanding of artificial intelligence and its uses in higher education grows, we continue to expand our faculty guide to A.I. Previously, the Center for the Advancement of Teaching produced a video introduction to prompting in ChatGPT. Our newest A.I. resource is a short demonstration on testing an assignment using the tool.

This video only provides a brief introduction to how to think about testing the tasks that you give your students. You may need to develop additional prompts and/or make additional uses of the Regenerate Response option in order to thoroughly understand how ChatGPT can respond to each of your assignments.

Need additional help wrestling with the challenges posed and opportunities offered by A.I.? The CAT is here to help! Send an email to cat@temple.edu or book an appointment for a one-on-one consultation.