Start Date
April 2024
Location
2nd floor - Library
Abstract
The release of OpenAI’s ChatGPT and other artificial intelligence technologies have raised multiple concerns for educators, including uncertainty about the platform’s abilities and questions on how best to respond to students potentially using AI to complete assignments. In order to address these concerns, research into the current capabilities and limitations of AI programs like ChatGPT was conducted. These metrics were determined based off statements released by OpenAI and other experts in the field of artificial intelligence, along with manual testing of the technology. Building off of these parameters allowed the research to then pivot to potential AI policies that would be the most beneficial to both students and faculty in Xavier University’s Writing Program. The policy was shaped by articles from other educators, advice from organizations such as the Modern Language Association (MLA) and American Psychological Association (APA), statements from educational committees, and resource pages from other Jesuit universities to determine what approaches are encouraged by experts and to see how other institutions of higher education are responding to the hurdles that AI poses.
Teaching in the Age of AI Tools: Considerations for Xavier's Writing Program
2nd floor - Library
The release of OpenAI’s ChatGPT and other artificial intelligence technologies have raised multiple concerns for educators, including uncertainty about the platform’s abilities and questions on how best to respond to students potentially using AI to complete assignments. In order to address these concerns, research into the current capabilities and limitations of AI programs like ChatGPT was conducted. These metrics were determined based off statements released by OpenAI and other experts in the field of artificial intelligence, along with manual testing of the technology. Building off of these parameters allowed the research to then pivot to potential AI policies that would be the most beneficial to both students and faculty in Xavier University’s Writing Program. The policy was shaped by articles from other educators, advice from organizations such as the Modern Language Association (MLA) and American Psychological Association (APA), statements from educational committees, and resource pages from other Jesuit universities to determine what approaches are encouraged by experts and to see how other institutions of higher education are responding to the hurdles that AI poses.
