Artificial intelligence (AI) is a broad term used to describe technologies that can perform complex tasks typically associated with human intelligence, such as speech recognition, text generation, data analysis, and adaptive decision-making. Increasingly, AI-powered technology is becoming commonplace in teaching and research. As AI technologies continue to become more integrated into our work and daily lives, and those of our students, it is important that we as educators learn a bit about how these tools will impact our work.
Generative AI’s Impact on Higher Education
AI technology has existed for decades, but rapid advancements in the 2020s have caused disruption in higher education. Open AI’s public release of ChatGPT in November 2022 greatly accelerated the development of competing “generative artificial intelligence” (GAI) tools, an area of AI research and technology that also includes tools like Microsoft Copilot, Google Gemini, and DALL-E. These tools produce outputs by combining information from a user’s input (or “prompt”) with information from a large dataset on which the AI has been trained. That dataset can be as large as the world-wide web, or a closed system, such as a corporation’s database. Text-based GAI tools like ChatGPT have attracted a lot of attention in the world of education for their ability to complete many tasks associated with assessment, such as writing essays, solving math equations, crafting basic code, or creating and analyzing case studies.
To help instructors learn more about these technologies, CATL has created a guide on generative AI. The guide includes a video overview of GAI and use cases for text-based tools such as ChatGPT. UW-Green Bay users also have access to Microsoft Copilot, which employees and students can try for free with their UWGB account. Instructors are encouraged to experiment with these technologies so they can learn more about how GAI will impact their field and department.
Generative AI’s Impact on Individual Courses
Once instructors have taken some time to become acquainted with these technologies, they should consider how generative AI will impact their courses and what measures they might need to take. CATL recommends that all instructors include an AI syllabus statement outlining how and when students can use AI-powered tools in their course, especially since each instructor’s definition of “acceptable use” will vary. It is also critical that instructors explain (and model) appropriate acknowledgment and/or citation of GAI use.
Instructors may also need to adapt some of their assessments, especially if written work is a crucial component. Some instructors may wish to redesign assignments so that students are encouraged to use AI. These assignments pose an opportunity for students to learn about the thoughtful and ethical use of AI and practice information literacy skills, such as vetting the information from AI outputs with reputable sources. Other instructors may opt to redesign their assessments so that using tools like ChatGPT poses little to no advantages for students, such as hands-on assignments or oral exams. Instructors interested in brainstorming and discussing options for revising their assessments are welcome to schedule a consultation with CATL.
Guidance on AI Usage
In April 2024, the Universities of Wisconsin released official guidance on the use of GAI with clarifications about how the use of these tools pertains to system policies on academic integrity, privacy, and data security. UW-Green Bay followed suit and released an AI policy and guidelines in August 2024 that provide guidance on AI usage for all UWGB users and additional guidance and considerations for instructors. CATL invites instructors to reflect on some considerations for using AI tools, including the importance of setting clear expectations with students, the dubious efficacy of “AI detectors,” and a warning to never input personally identifiable or FERPA-protected information.