Thinking about ChatGPT as a pedagogy problem, rather than a plagiarism problem, is a way to approach our teaching generatively.
Scaffolding mitigates library anxiety, imposter syndrome, and accidental plagiarism.
Rather than assigning a big, summative paper or project at the end of the course, breaking it up into stages with student reflection reinforces original work and a growth mindset that can reduce the perceived need for students using a tool such as ChatGPT.
Start with the TLPDC Website for examples of the following:
AI Plagiarism Detection
Sample Syllabi Statements
Sample Rubrics and Assessment Tools
Sample Assignments Incorporating ChatGPT
Referenced in Dr. Gregory's letter, several papers that show that AI detection software is biased against non-English speaking individuals, including the following:
