AI and Higher Education

This article describes the lecture the author gives her literature students on the 10 reasons why ChatGPT and other tools powered by large language models (LLMs) cannot help them write a good paper.

The past year has seen remarkable development in the AI-enabled services embedded in information tools across the scholarly communications industry. Looking at library-licensed content and tools, AI is powering a wide range of services for users

The results of this study showed that adopting the yoga automatic assessment and feedback system for learning could significantly increase students’ yoga skills performance.

This brief manual offers practical tips for using AI to create a course, manage student email, draft an annual statement, research and write articles, apply for grants, etc.

Does ChatGPT’s ‘study mode’ mean students will spend less time talking with their peers?

If we want to stay at the forefront of knowledge production, we must fit technology to our needs.

Even if you’ve redesigned your assignments and assessments, the proliferation of new AI tools will require ever more changes. Many professors and administrators are unaware of how aggressively these tools are being marketed to students.

We are awash in predictions about the impact of artificial intelligence on higher education. These accounts differ wildly in their prognoses but share the assumption that AI is not going away, and is likely to upend every facet of how universities function.

According to the author, AI can play a positive role in a doctoral student’s research and writing as long as students view it as a tool to help with research rather than a substitute for doing research.

Professors were caught off guard this spring. They scrambled to deal with ChatGPT. They’re already planning for the fall.

A scholar tests ChatGPT and finds that it has remarkable ability to summarize large amounts of information and render it in a variety of formats ranging from essays to poetry.

A UCLA professor fed PowerPoint slides, self-produced YouTube videos, and course notes from previous iterations of the class into an AI platform called Kudu, which consolidated them into one text that she reviewed.

The effects of using large language models (LLMs) versus traditional web search on depth of learning are explored.

The author provides five small steps in teaching to begin moving past AI denial and toward some level of acceptance.

Two years after ChatGPT, the first user-friendly large language model, exploded onto the scene, colleges themselves have begun wrestling with how to incorporate generative AI strategically across the curriculum.

This survey provides compelling evidence that instructors are exploring instructional uses of generative AI in large numbers. It also highlights ongoing uncertainty about how best to use the technology and indicates that many instructors do not allow students to use generative AI tools.

A Harvard freshman asked seven Harvard professors and teaching assistants to grade essays written by GPT-4 in response to a prompt assigned in their class, and it earned a 3.57 GPA.

Guided Learning walks students through problems step-by-step with questions and quizzes instead of just handing them the answer.

The technology is reshaping every aspect of university life. Fifteen scholars give their opinions on what happens next.

What happens when AI-infused information systems increasingly provide answers rather than directing people to sources?” In particular, what happens to our fundamental ability to discern the authority and accuracy of information, a cornerstone of information literacy?

The Chronicle asked a dozen instructors and experts to describe their AI-use policies for this fall and how the guidelines appear in course syllabi — a key opportunity to set a tone for the term.

Nature’s global survey of nearly 4,000 doctoral students revealed more than half of respondents use AI tools at least weekly.

Advice from a tech columnist on how to actually use generative AI to help students learn, rather than just try to catch them cheating.

Three steps any faculty member can take to understand which AI features are now embedded in applications you use every day.

GPTs, such as ChatGPT and Bing Chat, are capable of answering economics questions, solving specific economic models, creating exams, assisting with research, generating ideas, and enhancing writing, among other tasks. This paper highlights how these innovative tools differ from prior software and necessitate novel methods of interaction.

ChatGPT is just the beginning. Twelve scholars and administrators explain how AI will affect different aspects of the academy.

On the Canvas platform, faculty members will be able to click an icon that connects them with various AI features aimed at streamlining and aiding instructional workload, like a grading tool, a discussion-post summarizer, and a generator for image alternative text.

Experts weigh in on whether tech poses threat to critical thinking, pointing to cautionary tales in use of other cognitive labor tools.

As the technology spreads throughout all aspects of academe — and evolves at a pace measured in months, not years — experts and a burgeoning number of administrators believe that colleges need to establish guidelines about its use or face potential disaster.

Explore AI education and opportunities at this site, which covers a lot of ground, including nearly 200 colleges and universities offering 400+ AI degree programs, educational advice and insights, career information.

Technology is automating tasks once handled by faculty, and that’s changing the human relationships at the core of higher education.

The author shares faculty examples of strategies they use to discourage AI abuse.

Penn professor Ethan Mollick's blog about AI contains useful ideas for using AI in the classroom.

The system is built on trust between scholars. AI is undermining that.

As machines get better at data analysis and writing tasks, doctoral training must evolve to make the most of artificial-intelligence outputs.

Professors have tried to fit AI into old categories of academic misconduct. Students aren’t buying it.

Most professors have little say in how their colleges use AI and other ed-tech tools, and they have some concerns.

Students call it hypocritical. A senior at Northeastern University demanded her tuition back. But instructors say generative A.I. tools make them better at their jobs.

This article explores the ranges of attitudes faculty have toward AI use by students and about using AI themselves.

Institutions are coalescing around the belief that, as AI reshapes the world, it will reshape what it means to be college-educated. Exactly how remains to be seen. But AI literacy, they believe, may be a way to break down barriers between those who see the technology as ripe with potential and those who see it as profoundly harmful.

This article outlines what to consider in drafting your own course policy on students’ use of tools like ChatGPT.

The emergence of generative artificial intelligence throws into question the ways that we use and teach writing in the classroom today.

Colleges are racing to make students ‘fluent.’ One problem: No one knows what that means.

A panic over ‘brain rot’ obscures a more complex — and surprising — reality.

A guide to navigating college in the AI era
that is aimed at students and includes “The Essential AI ‘How-to’ Manual."

This collection of more than 300 studies examines the uses, impacts, and designs of generative AI in higher educational settings.

UNESCO’s first global guidance on GenAI in education aims to support countries to implement immediate actions, plan long-term policies and develop human capacity to ensure a human-centred vision of these new technologies.

Do students using AI tools actually learn more? Early results — as yet unpublished — have raised some red flags.

As we approach May, alarm bells are ringing for all colleges and universities to ensure that AI literacy programs have been completed by learners who plan to enter the job market this year and in the future.

The university’s Generative AI Peer Learning Network, created in early 2023, brings together people across campus to help adapt higher education to AI. It includes 60 faculty members and 28 others from the divisions of academic innovation, student success, student affairs, technology, institutional research, and the library.

OpenAI, the firm that helped spark chatbot cheating, wants to embed A.I. in every facet of college. First up: 460,000 students at Cal State.

What are the medium- and long-term effects of outsourcing complicated tasks, the kind of work normally done in college, to AI? Do our brains get weaker? Do our thoughts become blander and more predictable?

Because the field is fast moving, the impact generative AI will have on teaching in the near term is uncertain. This article attempts to answer a few key questions about AI and teaching.

The technology that powers ChatGPT is quickly transforming reading practices. What does that mean for your assignments?

The author shares insights from a conference on teaching with artificial intelligence.

LLMs can string together convincing sequences of words based on analysis of previous statistical patterns, but they do not know the meaning of any of the words they input and output, or how these words relate to the real world. They are consequently incapable of the critical-thinking abilities required to offer reliable advice or “intelligent contributions” — the kind of critical-thinking skills that should be our business, as educators, to promote.

An article from the Aug. 17, 2023 Chronicle that outlines three steps to help you envision the role of ChatGPT — first in your academic discipline and then in your classroom.