Alarmed by AI chatbots, universities start revamping how they teach

While grading essays for his world religions course last month, Antony Aumann, a professor of philosophy at Northern Michigan University, read what he said was easily “the best paper in the class.” It explored the morality of burqa bans with clean paragraphs, fitting examples and rigorous arguments.

A red flag instantly went up.

Aumann confronted his student over whether he had written the essay himself. The student confessed to using ChatGPT, a chatbot that delivers information, explains concepts and generates ideas in simple sentences — and, in this case, had written the paper.

Alarmed by his discovery, Aumann decided to transform essay writing for his courses this semester. He plans to require students to write first drafts in the classroom, using browsers that monitor and restrict computer activity. In later drafts, students have to explain each revision. Aumann, who may forgo essays in subsequent semesters, also plans to weave ChatGPT into lessons by asking students to evaluate the chatbot’s responses.

“What’s happening in class is no longer going to be, ‘Here are some questions — let’s talk about it between us human beings,’” he said, but instead “it’s like, ‘What also does this alien robot think?’”

Across the country, university professors like Aumann, department chairs and administrators are starting to overhaul classrooms in response to ChatGPT, prompting a potentially huge shift in teaching and learning. Some professors are redesigning their courses entirely, making changes that include more oral exams, group work and handwritten assessments in lieu of typed ones.

The moves are part of a real-time grappling with a new technological wave known as generative artificial intelligence. ChatGPT, which was released in November by the artificial intelligence lab OpenAI, is at the forefront of the shift. The chatbot generates eerily articulate and nuanced text in response to short prompts, with people using it to write love letters, poetry, fan fiction — and their schoolwork.

That has upended some middle and high schools, with teachers and administrators trying to discern whether students are using the chatbot to do their schoolwork. Some public school systems, including in New York City and Seattle, have since banned the tool on school Wi-Fi networks and devices to prevent cheating, although students can easily find workarounds to access ChatGPT.

In higher education, colleges and universities have been reluctant to ban the AI tool because administrators doubt the move would be effective and they don’t want to infringe on academic freedom. That means the way people teach is changing instead.

“We try to institute general policies that certainly back up the faculty member’s authority to run a class,” instead of targeting specific methods of cheating, said Joe Glover, provost of the University of Florida. “This isn’t going to be the last innovation we have to deal with.”

That’s especially true as generative AI is in its early days. OpenAI is expected to soon release another tool, GPT-4, which is better at generating text than previous versions. Google has built LaMDA, a rival chatbot, and Microsoft is discussing a $10 billion investment in OpenAI. Silicon Valley startups, including Stability AI and Character.AI, are also working on generative AI tools.

An OpenAI spokesperson said the lab recognized its programs could be used to mislead people and was developing technology to help people identify text generated by ChatGPT.

At many universities, ChatGPT has now vaulted to the top of the agenda. Administrators are establishing task forces and hosting universitywide discussions to respond to the tool, with much of the guidance being to adapt to the technology.

At schools including George Washington University in Washington, D.C., Rutgers University in New Brunswick, New Jersey, and Appalachian State University in Boone, North Carolina, professors are phasing out take-home, open-book assignments — which became a dominant method of assessment in the pandemic but now seem vulnerable to chatbots. They are instead opting for in-class assignments, handwritten papers, group work and oral exams.

Gone are prompts like “write five pages about this or that.” Some professors are instead crafting questions that they hope will be too clever for chatbots and asking students to write about their own lives and current events.

Students are “plagiarizing this because the assignments can be plagiarized,” said Sid Dobrin, chair of the English department at the University of Florida.

Frederick Luis Aldama, the humanities chair at the University of Texas at Austin, said he planned to teach newer or more niche texts that ChatGPT might have less information about, such as William Shakespeare’s early sonnets instead of “A Midsummer Night’s Dream.”

The chatbot may motivate “people who lean into canonical, primary texts to actually reach beyond their comfort zones for things that are not online,” he said.

In case the changes fall short of preventing plagiarism, Aldama and other professors said they planned to institute stricter standards for what they expect from students and how they grade. It is now not enough for an essay to have just a thesis, introduction, supporting paragraphs and a conclusion.

“We need to up our game,” Aldama said. “The imagination, creativity and innovation of analysis that we usually deem an A paper needs to be trickling down into the B-range papers.”

– This article originally appeared in The New York Times