ChatGPT uses artificial intelligence (AI) to generate and revise text and code. As we better understand the implications of AI tools for higher education and as the resources transition from expert reactions and opinion pieces to more specific evidence from research, we encourage continued conversations about how to use this tool for crafting assignments, promoting academic integrity, and supporting student learning.

This set of resources was compiled to support instructors who wish to employ the ChatGPT tool in their courses. For more detailed resources on writing instruction with ChatGPT, visit this resource from Miami's Howe Center for Writing Excellence.

Resources to Support Thinking About Using ChatGPT in Instruction

• Orientation (blog post from Inside Higher Ed by John Warner)
• General Uses (scroll to "Embracing...;" blog post from Zak Cohen, ASCD)
• Options (skip to slide 34; slide deck by Torrey Trust, University of Massachusetts Amherst)

Ways to Generate Assignments With ChatGPT Prompts and Outputs

• Students analyze, critique, and/or revise ChatGPT outputs. These outputs could be prompted
  and generated by the instructor or students.
  • Instructors can focus on course topics with commonly held misconceptions. ChatGPT
    outputs draw upon internet content and frequently yield inaccurate information on
    such topics.
  • Students’ evaluations could include both the outputs and the sources of ChatGPT
    information (if they can find it elsewhere).
• Students experiment with how changes to the prompts affect outputs.
  • Instructors can challenge students to create a prompt that yields an accurate and well-
    composed output.
  • Students could reflect on how their understanding has changed (or not) after multiple
    rounds of generating prompts and outputs.
• Having explored the uses and value of ChatGPT through activities such these, instructors and
  students could generate a list of best practices for using ChatGPT as a tool for learning in their
  course.

Instructor Insights and Assignment Samples

• New Modes of Learning Enabled by AI Chatbots: Three Methods and Assignments (by Ethan and Lilach Mollick)
• Psychology
• Physics (start video at 2:10)
• General Chemistry (from Ellen Yezierski)
  Why oil and water do not mix is a commonly held misconception. The scientifically accurate explanation is, unfortunately, unpopular on the internet. Because ChatGPT pulls its content from the internet, I expected to see scientific inaccuracies in its answers. The outputs met my expectations; however, they may sound quite convincing to a novice. Yikes. Goal of Assignment : Students generate and iterate questions about topics with a high prevalence of misconceptions. Core question : Why don't oil and water mix? Student directions : Create a line in a table for each ChatGPT inquiry. Your table headings should be (1) question/prompt; (2) ChatGPT output; (3) your critique of the output; (4) insights you gained about the chemistry concepts. Our goal for discussion will be to generate a scientifically accurate explanation of why oil and water don't mix; be prepared to participate.

Read the Fine Print

Instructors and students should be sure to read Chat GPT’s Terms of Use and Privacy Policy. Students should have the option not to use ChatGPT if they are uncomfortable with how the tool collects or uses their data. In such cases, students can use outputs generated by the instructor or other students.