How to Talk to Your Students about ChatGPT: A Lesson Plan for High School and College Students

April 7, 2023
bionic hand and human hand finger pointing

Photo by cottonbro studio on Pexels.com

This article by Ben Edwards in ArtsTechnica (April 6, 2023) is worth a read, “Why ChatGPT and Bing Chat are so good at making things up”.

Edwards explains in clear language, with lots of details and examples, how and why large language models (LLMs) such as ChatGPT make up content. As I read this article, it occurred to me that it could serve as a really great way to have pro-active and generative conversations with students about the impact of artificial intelligence for teaching, learning, assessment, and academic integrity. So, here is a quick lesson plan about how to use this article in class:

Education level

Secondary school and post-secondary (e.g., community college, polytechnic, undergraduate or graduate university courses)

Lesson Plan Title: Understanding ChatGPT: Benefits and Limitations

Learning Objectives

By the end of this lesson students will be able to:

  • Understand how and why AI-writing apps make up content.
  • Explain the term “confabulation”.
  • Discuss the implications of fabricated content on academic integrity
  • Generate ideas about how to fact-check AI-generated content to ensure its accuracy

Lesson Preparation

Prior to the class, students should read this article: “Why ChatGPT and Bing Chat are so good at making things up by Ben Edwards, published in ArtsTechnica (April 6, 2023)

Come to class prepared to discuss the article.

Learning Activity

Class discussion (large group format if the class is small or small group format with a large group debrief at the end):

Possible guiding questions:

  • What is your experience with ChatGPT and other AI writing apps?
  • What were the main points in this article? (Alternate phrasing: What were your key takeaways from this article?)
  • What are some of the risks when AI apps engage in confabulation (i.e., fabrication)?
  • Discuss this quotation from the article, “ChatGPT as it is currently designed, is not a reliable source of factual information and cannot be trusted as such.”
  • Fabrication and falsification are commonly included in academic misconduct policies. What do you think the implications are for students and researchers when they write with AI apps?
  • What are some strategies or tips we can use to fact-check text generated by AI apps?
  • What is the importance of prompt-writing when working with AI writing apps?

Duration

The time commitment for the pre-reading will vary from one student to the next. The duration of the learning activity can be adjusted to suit the needs of your class.
  • Students’ pre-reading of the article: 60-minutes or less
  • Learning activity: 45-60 minutes

Lesson closure

Thank students for engaging actively in the discussion and sharing their ideas.

Possible Follow-up Activities

  • Tips for fact-checking. Have students in the class generate their own list of tips to fact-check AI-generated content (e.g., in a shared Google doc or by sharing ideas orally in class that one person inputs into a document on behalf of the class.)
  • Prompt-writing activity. Have students use different prompts to generate content from AI writing apps. Ask them to document each prompt and write down their observations about what worked and what didn’t. Discuss the results as a class.
  • Academic Integrity Policy Treasure Hunt and Discussion. Have students locate the school’s academic misconduct / academic integrity policy. Compare the definitions and categories for academic misconduct in the school’s policies with concepts presented in this article such as confabulation. Have students generate their own ideas about how to uphold the school’s academic integrity policies when using AI apps.

Creative Commons License

This lesson plan is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License (CC BY-NC 4.0). This license applies only to the lesson plan, not to the original article by Ben Edwards.

Additional Notes

This is a generic (and imperfect) lesson plan. It can (and probably should) be adapted or personalized depending on the needs of the learners.

Acknowledgements

Thanks to Dr. Rahul Kumar, Brock University for providing an open peer review of this lesson plan.

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Book launch: Fake Degrees and Fraudulent Credentials in Higher Education

March 7, 2023

Carleton University Innovation Hub is pleased to host this public event.

Fake Degrees and Fraudulent Credentials in Higher Education

Join editors/authors Sarah Elaine Eaton, Jamie J. Carmichael, and Helen Pethrick in the Innovation Hub on Friday March 24, 2023 for the launch of their new book Fake Degrees and Fraudulent Credentials in Higher Education. This hybrid event will feature reading from the book and continue an important conversation facing many people in the world today.

Event Date: March 24th, 11:00 am – 12:00 (Eastern Standard Time)  

Event Location: Innovation Hub, 2020 Nicol Building, Carleton University or online

Hybrid Option:  A zoom Link will be provided via email to event registrants.

For more information or to register – https://carleton.ca/innovationhub/book-launch/

Related posts

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This blog has had over 3 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton, PhD, is a faculty member in the Werklund School of Education, and the Educational Leader in Residence, Academic Integrity, University of Calgary, Canada. Opinions are my own and do not represent those of the University of Calgary.


Contract Cheating and Freedom of Expression: How the Chicago Principles Can Help You Promote Academic Integrity on Your Campus

October 4, 2022
woman wearing brown shirt carrying black leather bag on front of library books
Photo by Abby Chung on Pexels.com

It’s that time of the year again, when contract cheating and unethical tutoring companies hand out flyers to students as they enter classrooms and leave them all over campus – littered in classrooms, strewn on benches, tacked to bulletin boards, and so on. Historically, it has been difficult for some schools to have these advertisements removed because the companies behind them have claimed censorship and threatened legal action against the institution. However, there is reason for hope, especially if your school as a Statement on Free Expression. Let me explain.

Although the original Chicago statement – and others that were modelled on it – were created to support freedom of expression, there is a small but important detail about the limitations of free speech on campus that is relevant to academic integrity. In the original version of the Chicago Principles of Freedom of Expression, it states:

“The freedom to debate and discuss the merits of competing ideas does not, of course, mean that individuals may say whatever they wish, wherever they wish. The University may restrict expression that violates the law, that falsely defames a specific individual, that constitutes a genuine threat or harassment, that unjustifiably invades substantial privacy or confidentiality interests, or that is otherwise directly incompatible with the functioning of the University.” (Chicago Principles of Freedom of Expression, p. 2, emphasis added.)

I am not a lawyer, but I am a policy scholar. (You can find out more about my academic work on higher education policy here, here, and here, for example.) When examining policy, the devil is in the details, as they say. In this case, there is an argument to be made that when contract cheating companies and unethical tutoring businesses advertise on our campuses, they are acting in a manner that is directly incompatible with the functioning of the university. As such, the institution has a right to remove advertisements from campus that promote academic misconduct.

Every school that has developed its own statement of free expression based on the Chicago principles may have this important detail included that gives it leverage to curtail the blatant advertising of contract cheating services the school, including those in Canada. For example, in 2019, the Alberta government mandated that all post-secondary institutions in the province develop a statement to affirm freedom of expression that aligned with the Chicago Principles on Free Speech. Like all higher education institutions in the province of Alberta, the University of Calgary followed the government mandate, making a formal public announcement on December 16, 2019 that it had published its Statement on Free Expression. Our institutional Statement on Free Expression is publicly available. For quick reference, here is the .pdf statement: https://www.ucalgary.ca/provost/sites/default/files/StatementonFreeExpression.pdf 

The University of Calgary statement includes this sentence: “Free expression is subject to limitations imposed by law and, on our campuses, by University policies and procedures related to the functioning of the University.”

I brought this detail to the attention of our Provost at the time, Dr. Dru Marshall, pointing out that this could give the university leverage to reasonably remove advertisements for contract cheating services.  The Provost agreed and informed me that she would instruct Caretaking to have the advertisements on campus removed on this basis. We currently have an Interim Provost, Dr. Penny Werthner and I recently brought this information to her attention and she responded that she too, would take action.

Any post-secondary institution that has a Statement on Free Expression based on the Chicago principles, may be in a position to mandate the removal of advertisements that promote academic misconduct. Of course, this would need the agreement of the Provost or equivalent. I am sure that some lawyers could debate the nuances of some of this language and its implications. As I said, I am not a lawyer, but it would seem to me that in the case of Alberta at least, given that the provincial government mandated that every post-secondary institution in the province develop its own Statement on Free Expression based on the Chicago principles, and that universities and colleges across North America have widely adopted such statements that would have no doubt been scrutinized by lawyers ad nauseam, this is a policy loophole that could actually work in favour of the institution. There is a strong argument to be made that removal of advertisements that promote academic misconduct is not censorship, because communications that interfere with the functioning of the university (and that includes communications that promote academic misconduct) can reasonably be removed. This is not censorship; it is protecting the integrity of the institution.

If you live in jurisdiction that does not have legislation prohibiting the supply or advertisement of contract cheating services, but your school has a statement on free expression based on the Chicago principles, here are 5 things you can do:

  • Share this blog post with your Provost / Vice-President Academic (or equivalent). Let them consider how the school’s statement can help to promote academic integrity.
  • Ask the Provost (or equivalent) to instruct the head of caretaking that custodial should be instructed to remove the flyers and other advertisements that litter the classrooms and other areas of campus.
  • Ask the Provost to inform the others on the executive leadership team (e.g., vice provost of student affairs, vice provost of teaching and learning, and so on) and deans to share this information with others in their respective units.
  • Request that this information be shared at the next meeting of the University Senate (or in Alberta, the General Faculties Council) to ensure it is widely communicated.
  • Ask how you can help. If your school has an academic committee or task force, offer to join and actively contribute to the ongoing work of upholding academic integrity at your own institution.

Institutions can take action against contract cheating. The annual International Day of Action Against Contract Cheating is fast approaching. It’s on October 19 this year. If your school hasn’t already signed up, you can still do so. Widespread removal of contract cheating advertisements could be a campus-wide event that students, staff, and administrators all participate in on that day, and every day.

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This blog has had over 3 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton, PhD, is a faculty member in the Werklund School of Education, and the Educational Leader in Residence, Academic Integrity, University of Calgary, Canada. Opinions are my own and do not represent those of the University of Calgary.


Now Published: Contract Cheating in Higher Education

August 11, 2022
Eaton, Curtis, Clare, Stoesz, Seeland & Rundle cover

Now published: Contract Cheating in Higher Education: Global Perspectives on Theory, Practice, and Policy (Eaton, Curtis, Stoesz, Clare, Rundle, & Seeland, 2022). This volume, published by Palgrave MacMillan, includes twenty chapters from contributors across Australia, North America, and Europe:

  1. Introduction: Contract cheating and introduction to the problem. – Curtis, G. J., Clare, J., Rundle, K., Eaton, S. E., Stoesz, B. M., & Seeland, J.
  2. What can we learn from measuring crime when looking to quantify the prevalence and incidence of contract cheating? – Clare, J., & Rundle, K.
  3. Limitations of contract cheating research. –  Krásničan, V., Foltýnek, T., & Dlabolová, D. H.
  4. Essay mills and contract cheating from a legal point of view. – Draper, M.
  5. Leveraging college copyright ownership against file-sharing and contract cheating websites. – Seeland, J., Eaton, S. E., & Stoesz, B. M.
  6. The encouragement of file sharing behaviours through technology and social media: Impacts on student cheating behaviours and academic piracy. – Rogerson, A. M.
  7. Higher education assessment design. – Sutherland-Smith, W., & Dawson, P.
  8. Critical thinking as an antidote to contract cheating. – Stoesz, B. M., Eaton, S. E., & Seeland, J.
  9. Contract cheating and the Dark Triad traits. – Baran, L., & Jonason, P. K.
  10. Contract cheating: The influence of attitudes and emotions. – Curtis, G. J., & Tindall, I. K.
  11. Applying situational crime prevention techniques to contract cheating. – Clare, J.
  12. Presentation, Properties and Provenance: the three Ps of identifying evidence of contract-cheating in student assignments. – Crockett, R.
  13. “(Im)possible to prove”: Formalising academic judgement evidence in contract cheating cases using bibliographic forensics. – Ellis, C., Rogerson, A. M., House, D., & Murdoch, K.
  14. Aligning academic quality and standards with academic integrity – Glendinning, I.
  15. Addressing contract cheating through staff-student partnerships. – Lancaster, T.
  16. The extortionate cost of contract cheating. – Veeran-Colton, T., Sefcik, L., & Yorke, J.
  17. The rise of contract cheating in graduate education. –  Parnther, C.
  18. Listening to ghosts: A qualitative study of narratives from contract cheating writers from the 1930s onwards. – Eaton, S. E., Stoesz, B. M., & Seeland, J.
  19. Assessment brokering and collaboration: Ghostwriter and student academic literacies. – Thacker, E. J.
  20. Conclusion – Eaton, S. E., Stoesz, B. M., Seeland, J. Curtis, G. J., Clare, J., & Rundle, K. 

Updates:

October 4, 2022 – The final proofs have been submitted to the publisher. The book now moves into production and should be available very soon!

October 28, 2022 – The book has now been published!

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This blog has had over 3 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton, PhD, is a faculty member in the Werklund School of Education, and the Educational Leader in Residence, Academic Integrity, University of Calgary, Canada. Opinions are my own and do not represent those of the University of Calgary.


Student Academic Integrity: A Handbook for Academic Staff and Teaching Assistants

June 6, 2022

In a few weeks, my secondment to the Taylor Institute of Teaching  and Learning as the Educational Leader in Residence, Academic Integrity, will draw to a close. One of the last projects to wrap up was the faculty handbook on academic integrity and I’m pleased to share it with you as an open access,
downloadable .pdf: Student Academic Integrity: A Handbook for Academic Staff and Teaching Assistants

Excerpt from the Introduction

Front cover: Student Academic Integrity Faculty Handbook

Front cover of the Student Academic Integrity Faculty Handbook, published by the Taylor Institute for Teaching and Learning at the University of Calgary

This guide is intended for academic staff at the University of Calgary, though it may also be useful to others on campus including graduate and undergraduate teaching assistants (TAs) and students.

The guide begins with background sections that provide an overview of what academic integrity is, roles and responsibilities related to academic integrity, and how to speak the language of integrity. From there, content is organized into broad chronological categories that guide you through academic integrity before the semester starts (when you are planning your courses) and during the semester (when breaches of integrity are most likely to occur), concluding with a look at the end of the semester and beyond. These are not absolute chronological categories and there can be overlap. Breaches of academic integrity (i.e., academic misconduct) can happen at any time, and these breaches can be complex. This guide is not meant to address all possible situations or outcomes, but instead to provide practical support to help you understand what you can do to promote academic integrity and what to do when a case of academic misconduct arises.

A key message woven throughout this guide is that you are not alone when it comes to promoting integrity or addressing academic misconduct. Cases of misconduct are not handled by individual academic staff members or teaching assistants at the University of Calgary. Instead, cases are
investigated and managed by designated individuals within each faculty, usually an associate dean. There are units across campus that can help you promote academic integrity, and that manage alleged or actual breaches of integrity in your classes.

Acknowledgements

I acknowledge folks by name who provided an editorial review of the content at different stages of development. Additionally, I would like to thank Brandi Dickman and Alix Redmond at the Taylor Institute who provided additional leadership and support during the production process, including copy editing,
final layout, and design.

Download a full copy of the guide here.

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This blog has had over 3 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton, PhD, is a faculty member in the Werklund School of Education, and the Educational Leader in Residence, Academic Integrity, University of Calgary, Canada. Opinions are my own and do not represent those of the University of Calgary.