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MOST Toolkit

 
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MOST Suggestions for ChatGPT

With the proliferation of ChatGPT, instructors are seeking ways to address and possibly mitigate the use of AI-generated texts in class. MOST Coaches have compiled the suggestions below, along with a list of additional resources for learning more about ChatGPT.

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Update Prompts and Activities

  • Include elements that are specific to your lessons / lectures / activities. Incorporate quotes from readings, connections to class discussions, etc.
  • Use recent and/or more obscure articles that may not be part of the AI repository.
  • Use ChatGPT as a prompt tester. If you find that AI can come up with text that would be considered successful by your rubric, then adjust the prompt/rubric to emphasize a more humanized approach. (Move beyond summary, definitions, info-dumping, etc.)
  • Use social annotation tools, available inside Canvas, such as Perusall, that require students to annotate directly on the reading assignment and reply to peers’ comments.
  • Create authentic assessments that are in line with the student experience and real-world examples.

Order and Organization: Once you've established the sections of your syllabus, consider what information students need first and foremost. The content will ideally be organized around the needs, knowledge, and attitudes of the students. The order in the bullet-point list above is a common one, but feel free to move sections around as needed.

Length: While there can be a lot of information to include in a syllabus, consider the overall length of the document. A syllabus that is ten pages long, for instance, will likely overwhelm readers and result in them missing important information. Are there sections that can be condensed or combined? Are there redundancies that can be removed? Is there information that could be presented in a separate document?

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Scaffold Larger Projects

  • Incorporate multiple check-ins / shorter assignments leading up to the full project. This could include a project proposal, partial draft, outlines, etc.
  • Assess process (human thinking) over product (end result). Have students explain their rationale for the project. (Why did you choose this concept? How did you establish these connections?)
  • After giving feedback on drafts, ask students to reflect on the feedback and explain how they will use the feedback in their revisions.
  • Have students submit an annotated bibliography as an early step in the writing process.
  • Use analog sketchnoting assignments where students sketch out their ideas, connect supporting details, and/or tell stories visually.
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  • Ask students to submit the prompt to ChatGPT and then evaluate the response using your rubric criteria to uncover where improvement is needed.
  • Have students use AI to create an outline for a paper or larger assignment as a starting point. Ask them to reflect on how they have adjusted the suggestions as they worked on the project.
  • Have students use AI as a proofreader. “Proofread my writing draft and suggest ways to improve it. Please highlight any grammatical errors, typos, or awkward phrasing and offer specific suggestions for how to make the writing clearer, more concise, and more engaging.”
  • Have students use AI as a tutor to explain a certain topic they’ve been struggling with and upload their conversation. Encourage students to double-check for accuracy in ChatGPT’s response.

Learn More about ChatGPT