{"id":9838,"date":"2023-01-10T09:52:08","date_gmt":"2023-01-10T15:52:08","guid":{"rendered":"https:\/\/online.suny.edu\/onlineteaching\/?p=9838"},"modified":"2025-05-28T14:39:49","modified_gmt":"2025-05-28T18:39:49","slug":"chatgpt","status":"publish","type":"post","link":"https:\/\/online.suny.edu\/onlineteaching\/2023\/01\/10\/chatgpt\/","title":{"rendered":"chatGPT &#8211; learn more"},"content":{"rendered":"<p>I feel excited about chatGPT and figuring out how to leverage it for academic, professional, instructional and personal purposes.<\/p>\n<p><!--more--><\/p>\n<p>Think about the possibilities for personalized tutoring, grading, and feedback for online learners that are just in time. The possibilities are so exciting.<\/p>\n<p>I am also excited about how it will reinforce the need for the designs of authentic online assessments, and provide a context for instructional design discussions with online faculty about aligning activities, with objectives and assessments and how to approach assessments, expectations, and instructions.<\/p>\n<p>What I am not crazy about is the <em>freak out<\/em> on learners cheating, and how very damaging the subsequent rhetoric is on <strong>many<\/strong> levels&#8230; and how administrators, faculty, and vendors may respond.<\/p>\n<p>Change is certain. We need to evolve.<\/p>\n<hr \/>\n<p>Here are some resources:<\/p>\n<p><a class=\"ae jd\" href=\"https:\/\/openai.com\/blog\/chatgpt\/\" target=\"_blank\" rel=\"noopener ugc nofollow\">chatGPT<\/a> &#8211; Check it out. the newest version of OpenAI\u2019s AI technologies.<\/p>\n<h4>Resources<\/h4>\n<ul>\n<li>Faculty Focus: <a title=\"https:\/\/www.facultyfocus.com\/articles\/teaching-with-technology-articles\/chatgpt-a-must-see-before-the-semester-begins\/?st=FFdaily%3Bsc%3DFF230109%3Butm_term%3DFF230109&amp;mailingID=4330\" href=\"https:\/\/www.facultyfocus.com\/articles\/teaching-with-technology-articles\/chatgpt-a-must-see-before-the-semester-begins\/?st=FFdaily%3Bsc%3DFF230109%3Butm_term%3DFF230109&amp;mailingID=4330\">ChatGPT: A Must-See Before the Semester Begins<\/a><\/li>\n<li><a href=\"https:\/\/docs.google.com\/document\/d\/1LdTqMWwhFspH3PqNTLwcZo_XttqklUBWO7uMH9F7CL8\/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">Introduction to ChatGPT for Higher Education<\/a> &#8211; <span style=\"font-weight: 400;\">Judith Dutill<\/span><\/li>\n<li><a href=\"https:\/\/cndls.georgetown.edu\/ai-composition-tools\/\" target=\"_blank\" rel=\"noopener\">Chat GPT and AI Composition Tools<\/a> &#8211; Georgetown University<\/li>\n<li><a href=\"https:\/\/lumen5.com\/user\/nikpeachey\/10-tips-to-stop-stud-bajif\/\" target=\"_blank\" rel=\"noopener\">How to prevent students from using AI to cheat<\/a> &#8211; 10 Tips to stop students cheating.<\/li>\n<li><a href=\"https:\/\/bryanalexander.org\/future-of-education\/resources-for-exploring-chatgpt-and-higher-education\/\" target=\"_blank\" rel=\"noopener\">Resources for exploring ChatGPT and higher education<\/a> \u2013 Bryan Alexander.<\/li>\n<li class=\"style-scope ytd-watch-metadata\"><a href=\"https:\/\/docs.google.com\/document\/d\/1Q1GO3sYTJGTLb6uOc-ANv9YxbEaNM5QgO7PRjARUgkM\/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\"><span lang=\"EN-US\">Chat GPT Q&amp;A for Learning Professionals<\/span><\/a><\/li>\n<li><a href=\"https:\/\/drive.google.com\/file\/d\/15qAxnUzOwAPwHzoaKBJd8FAgiOZYcIxq\/view?usp=sharing\" target=\"_blank\" rel=\"noopener\">A Teacher&#8217;s Prompt Guide to ChatGPT aligned with &#8216;What Works Best&#8217;<\/a><\/li>\n<li><a href=\"https:\/\/fctl.ucf.edu\/teaching-resources\/promoting-academic-integrity\/artificial-intelligence-writing\/\" target=\"_blank\" rel=\"noopener\">Artificial Intelligence Writing<\/a> &#8211; UCF &#8211; <em>Suggestions: 1. Neutralize the Software, 2. Teach Ethics, Integrity, and Career-Related Skills, 3.\u00a0 Lean into the Software\u2019s Abilities.<\/em><\/li>\n<li><a href=\"https:\/\/www.insidehighered.com\/news\/2023\/01\/12\/academic-experts-offer-advice-chatgpt\" target=\"_blank\" rel=\"noopener\">ChatGPT Advice Academics Can Use Now<\/a> &#8211; Susan D&#8217;Agostino<\/li>\n<li><a title=\"https:\/\/docs.google.com\/document\/d\/1V1drRG1XlWTBrEwgGqd-cCySUB12JrcoamB5i16-Ezw\/edit#heading=h.r4nxfwgxmhae\" href=\"https:\/\/docs.google.com\/document\/d\/1V1drRG1XlWTBrEwgGqd-cCySUB12JrcoamB5i16-Ezw\/edit#heading=h.r4nxfwgxmhae\">AI Text Generators: Sources to Stimulate Discussion among Teachers<\/a> &#8211; Anna Mills<\/li>\n<li><a href=\"https:\/\/act.utoronto.ca\/ai-readings\/\" target=\"_blank\" rel=\"noopener\">Artificial Intelligence in Teaching &amp; Learning: a partially curated bibliography and resource page<\/a> &#8211; University of Toronto.<\/li>\n<li><a href=\"https:\/\/paperswithcode.com\/paper\/attributed-question-answering-evaluation-and\" target=\"_blank\" rel=\"noopener\">Attributed Question Answering: Evaluation and Modeling for Attributed Large Language Models<\/a> &#8211; \u00a0<span class=\"author-span\">Bohnet, B., et al.<\/span><\/li>\n<li><a href=\"https:\/\/www.timeshighereducation.com\/campus\/effective-use-machine-learning-empower-your-research\"><span style=\"font-weight: 400;\">Effective use of machine learning to empower your research<\/span><\/a><\/li>\n<li><a href=\"https:\/\/teachonline.ca\/tools-trends\/ten-facts-about-chatgpt\" target=\"_blank\" rel=\"noopener\">10 facts about ChatGPT<\/a><\/li>\n<li><a href=\"https:\/\/docs.google.com\/document\/d\/1E8b-aY6R-CUMgXe0UTCsdyHWHDatBa1DaQBvdcuA_Kk\/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">AI in Education Resource Directory<\/a> &#8211; Daniel Stanford<\/li>\n<li><a href=\"https:\/\/mitsloanedtech.mit.edu\/ai\/teach\/ai-detectors-dont-work\/\" target=\"_blank\" rel=\"noopener\">AI Detectors Don\u2019t Work. Here\u2019s What to Do Instead.<\/a><\/li>\n<li><a href=\"https:\/\/docs.google.com\/document\/d\/1yXN5b90sSS5o3URDwankNtQA_AjXVLIwTAXRdTbD9c4\/\" target=\"_blank\" rel=\"noopener\">Four Reasons Not to Use AI Detectors<\/a><\/li>\n<li><a href=\"https:\/\/smucommons.instructure.com\/enroll\/EG3A67\" target=\"_blank\" rel=\"noopener\">Exploring Generative AI<\/a><\/li>\n<\/ul>\n<hr \/>\n<h4>Reports<\/h4>\n<ul>\n<li>U.S. Department of Education, Office of Educational Technology, Artificial Intelligence and Future of Teaching and Learning: Insights and Recommendations, Washington, DC, 2023.\u00a0 <a href=\"https:\/\/www2.ed.gov\/documents\/ai-report\/ai-report.pdf\" target=\"_blank\" rel=\"noopener\">https:\/\/www2.ed.gov\/documents\/ai-report\/ai-report.pdf\u00a0<\/a><\/li>\n<li class=\"h3 title entry-title\"><a href=\"https:\/\/wallyboston.com\/wcet-surveys-institutions-to-determine-ai-policies-practices\/\" target=\"_blank\" rel=\"noopener\">WCET Surveys Institutions to Determine AI Policies &amp; Practices<\/a> &#8211; July 2023<\/li>\n<li><a href=\"https:\/\/wcet.wiche.edu\/frontiers\/2023\/07\/20\/ai-campus-adoption-new-report-from-wcet\/\" target=\"_blank\" rel=\"noopener\">Artificial Intelligence Campus Adoption<\/a> &#8211; New Report from WCET &#8211; July 2023.<\/li>\n<li><a href=\"https:\/\/www.sciencedaily.com\/releases\/2023\/07\/230731122308.htm\" target=\"_blank\" rel=\"noopener\">Researchers find little evidence of cheating with online, unsupervised exams<\/a> &#8211; July 2023.<\/li>\n<\/ul>\n<hr \/>\n<h4>Articles<\/h4>\n<ul>\n<li class=\"entry-title\"><a href=\"https:\/\/www.onlineeducation.com\/features\/ai-in-distance-learning\" target=\"_blank\" rel=\"noopener\">Artificial Intelligence Innovations in Online Learning<\/a><\/li>\n<li class=\"css-z8ajru\"><a href=\"https:\/\/www.timeshighereducation.com\/campus\/how-chatgpt-killed-my-discussion-boards-and-prompted-new-prompts\" target=\"_blank\" rel=\"noopener\">How ChatGPT killed my discussion boards and prompted new prompts<\/a>: Advice on learning and discussion prompts that require students to think beyond the remit of AI responses\u00a0 &#8211; July 2023<\/li>\n<li class=\"post-title unpublished\"><a href=\"https:\/\/danielstanford.substack.com\/p\/incorporating-ai-in-teaching-practical?sd=pf\" target=\"_blank\" rel=\"noopener\">Incorporating AI in Teaching: Practical Examples for Busy Instructors<\/a> &#8211; Daniel Stanford, July 2023.<\/li>\n<li><a href=\"https:\/\/www.theedadvocate.org\/how-will-ai-impact-online-education\/\" target=\"_blank\" rel=\"noopener\">How will AI impact online education?<\/a> &#8211; The Ed Advocate, June 2023.<\/li>\n<li class=\"single__title\"><a href=\"https:\/\/wonkhe.com\/blogs\/generative-ai-can-change-assessment-for-the-better\/\" target=\"_blank\" rel=\"noopener\">Generative AI can change assessment for the better<\/a> &#8211; George Bryant-Aird argues that AI literacy is not something universities can, or should, be punishing or seeking to prevent &#8211; November 2023<\/li>\n<li><a href=\"https:\/\/colorwhistle.com\/impact-of-ai-in-elearning-industry\/\" target=\"_blank\" rel=\"noopener\">Impact of AI in E-Learning Industry<\/a>&#8211; April 2023.<\/li>\n<li class=\"small\"><a href=\"https:\/\/www.learnworlds.com\/artificial-intelligence-in-education\/\" target=\"_blank\" rel=\"noopener\">The Rise of Artificial Intelligence in Education: Will A.I. Disrupt eLearning?<\/a> &#8211; April 2023.<\/li>\n<li><a href=\"https:\/\/hai.stanford.edu\/news\/ai-will-transform-teaching-and-learning-lets-get-it-right\" target=\"_blank\" rel=\"noopener\">AI Will Transform Teaching and Learning. Let\u2019s Get it Right.<\/a> &#8211; Stanford, March 2023.<\/li>\n<li><a href=\"https:\/\/www.universityworldnews.com\/post.php?story=20230222130606612\" target=\"_blank\" rel=\"noopener\">AI in higher education \u2013 A tool for better learning?<\/a> &#8211; University World News, February 2023<\/li>\n<li class=\"css-z8ajru\"><a href=\"https:\/\/www.timeshighereducation.com\/campus\/potential-artificial-intelligence-assessment-feedback\" target=\"_blank\" rel=\"noopener\">The potential of artificial intelligence in assessment feedback<\/a>&#8211; Times Higher Education, August 2022.<\/li>\n<li class=\"s-title fw-headline\"><a href=\"https:\/\/www.edtechreview.in\/trends-insights\/trends\/power-of-ai-for-assessments-in-higher-ed\/\" target=\"_blank\" rel=\"noopener\">Harnessing The Power Of Artificial Intelligence For Summative And Formative Assessments In Higher Education<\/a>&#8211; August 2021.<\/li>\n<li><a href=\"https:\/\/docs.google.com\/presentation\/d\/1Vo9w4ftPx-rizdWyaYoB-pQ3DzK1n325OgDgXsnt0X0\/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\"><span id=\"docs-title-input-label-inner\" class=\"docs-title-input-label-inner\">ChatGPT &amp; Education<\/span><\/a><\/li>\n<li><a href=\"https:\/\/www.niu.edu\/citl\/resources\/guides\/chatgpt-and-education.shtml\" target=\"_blank\" rel=\"noopener\">ChatGPT and Education<\/a><\/li>\n<li><a href=\"https:\/\/www.insidehighered.com\/blogs\/law-policy%E2%80%94and-it\/coping-chatgpt\" target=\"_blank\" rel=\"noopener\">Coping With ChatGPT<\/a> &#8211; Tracy Mitrano<\/li>\n<li><a href=\"https:\/\/www.montclair.edu\/faculty-excellence\/practical-responses-to-chat-gpt\/\" target=\"_blank\" rel=\"noopener\">Practical responses to ChatGPT<\/a> &#8211; Montclair State University<\/li>\n<li><a href=\"https:\/\/www.socialsciencespace.com\/2022\/12\/how-chatgpt-could-transform-higher-education\/\" target=\"_blank\" rel=\"noopener noreferrer\" data-feathr-click-track=\"true\" data-feathr-link-aids=\"[&quot;5ef3cd04a3d0ce7171bbe2bd&quot;]\">How ChatGPT Could Transform Higher Education<\/a> &#8211; Nancy Gleason<\/li>\n<li><a href=\"https:\/\/docs.google.com\/presentation\/d\/e\/2PACX-1vSi-yOgyJOB4lfsXRjJNQQxQhBJCdQnhxGzLvZmqNUe9hLZv5K-uCo1PoAoVpU4SJuNFVA-0scJRdbQ\/pub?start=false&amp;loop=false&amp;delayms=3000&amp;slide=id.p1\" target=\"_blank\" rel=\"noopener\">Artificial Intelligence (AI): A Discussion for Education<\/a>. &#8211; Christina DiMicelli<\/li>\n<li class=\"post-title unpublished\"><a href=\"https:\/\/marcwatkins.substack.com\/p\/our-obsession-with-cheating-is-ruining\" target=\"_blank\" rel=\"noopener\">Our Obsession with Cheating is Ruining Our Relationship with Students<\/a><\/li>\n<li><a href=\"https:\/\/www.insidehighered.com\/blogs\/just-visiting\/guest-post-ai-will-augment-not-replace\" target=\"_blank\" rel=\"noopener\">AI Will Augment, Not Replace<\/a> &#8211;\u00a0Marc Watkins, in Inside Higher Ed.<\/li>\n<li><a href=\"https:\/\/www.insidehighered.com\/blogs\/just-visiting\/freaking-out-about-chatgpt%E2%80%94part-i\" target=\"_blank\" rel=\"noopener\">Freaking Out About ChatGPT\u2014Part I<\/a> &#8211;\u00a0John Warner, in Inside Higher Ed.<\/li>\n<li><a href=\"https:\/\/www.insidehighered.com\/blogs\/just-visiting\/how-about-we-put-learning-center\" target=\"_blank\" rel=\"noopener\">How About We Put Learning at the Center?<\/a> &#8211; John Warner, in Inside Higher Ed.<\/li>\n<li><a href=\"https:\/\/www.insidehighered.com\/blogs\/higher-ed-gamma\/ai-unleashed\" target=\"_blank\" rel=\"noopener\">AI Unleashed<\/a> &#8211; Steven Mintz, in Inside Higher Ed.<\/li>\n<li><a href=\"https:\/\/www.insidehighered.com\/digital-learning\/blogs\/online-trending-now\/deconstructing-chatgpt-future-continuing-education\" target=\"_blank\" rel=\"noopener\">Deconstructing ChatGPT on the Future of Continuing Education<\/a> &#8211; Ray Schroeder, in Inside Higher Ed.<\/li>\n<li class=\"style-scope ytd-watch-metadata\"><a href=\"https:\/\/youtu.be\/Bz7aW6vStBw\" target=\"_blank\" rel=\"noopener\">What might ChatGPT mean for higher education?<\/a> &#8211; Bryan Alexander&#8217;s Future Trends Forum.<\/li>\n<li class=\"style-scope ytd-watch-metadata\"><a href=\"https:\/\/youtu.be\/gB6fM5TMp5c\" target=\"_blank\" rel=\"noopener\">What might ChatGPT mean for higher education, <em>continued<\/em><\/a> &#8211; Bryan Alexander&#8217;s Future Trends Forum.<\/li>\n<li><a href=\"https:\/\/www.linkedin.com\/pulse\/chatting-chatgpt-bettyjo-bouchey-mba-ed-d-\/\" target=\"_blank\" rel=\"noopener\">Chatting about chatGPT<\/a> &#8211; Bettyjo Bouchey<\/li>\n<li><a href=\"https:\/\/www.drbouchey.com\/single-post\/more-chatting-on-chatgpt\" target=\"_blank\" rel=\"noopener\">More chatting on chatGPT<\/a> &#8211; Bettyjo Bouchey<\/li>\n<li><a href=\"https:\/\/hbr.org\/2022\/12\/chatgpt-is-a-tipping-point-for-ai\" target=\"_blank\" rel=\"noopener\">ChatGPT Is a Tipping Point for AI<\/a> by Ethan Mollick in Harvard Business Review.<\/li>\n<li><a href=\"https:\/\/techcrunch.com\/2023\/01\/09\/anthropics-claude-improves-on-chatgpt-but-still-suffers-from-limitations\/\" target=\"_blank\" rel=\"noopener\">Anthropic\u2019s Claude improves on ChatGPT but still suffers from limitations<\/a>&#8211; Kyle Wiggers<\/li>\n<li><a href=\"https:\/\/teachinginhighered.com\/podcast\/how-artificial-intelligence-is-impacting-higher-education\/\" target=\"_blank\" rel=\"noopener\">How Artificial Intelligence is impacting Higher Education<\/a> &#8211; Cynthia Alby<\/li>\n<li><a href=\"https:\/\/virtualspeech.com\/blog\/chatgpt-vr-learning\" target=\"_blank\" rel=\"noopener\">ChatGPT &amp; VR &#8211; Changing the Way we Learn Soft Skills<\/a><\/li>\n<li><a href=\"https:\/\/docs.google.com\/document\/d\/1ZZZv4sDp6Rw3v8KI-yKp8qc3RAd-kf85bmgE1K6WD4U\/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\"><span id=\"docs-title-input-label-inner\" class=\"docs-title-input-label-inner\">The nail in the coffin: How AI could be the impetus to reimagine education<\/span><\/a><\/li>\n<\/ul>\n<hr \/>\n<h4>Research<\/h4>\n<ul>\n<li>Seo, K., Tang, J., Roll, I.\u00a0<i>et al.<\/i> (2021) The impact of artificial intelligence on learner\u2013instructor interaction in online learning. <i>International Journal of\u00a0 Education Technol ogy in Higher Education, <\/i>\u00a018, 54. https:\/\/doi.org\/10.1186\/s41239-021-00292-9. <a href=\"https:\/\/educationaltechnologyjournal.springeropen.com\/articles\/10.1186\/s41239-021-00292-9\" target=\"_blank\" rel=\"noopener\">https:\/\/educationaltechnologyjournal.springeropen.com\/articles\/10.1186\/s41239-021-00292-9 <\/a><\/li>\n<li>Hwang, G., Tu, Y., &amp; Tang, K., (February 2022) AI in Online-Learning Research: Visualizing and Interpreting the Journal Publications from 1997 to 2019. <em>International Review of Research in Open and Distributed Learning,<\/em> Volume 23, Number 1.<\/li>\n<\/ul>\n<hr \/>\n<h4>Syllabus Statements<\/h4>\n<p>Examples of <a href=\"https:\/\/docs.google.com\/document\/d\/1RMVwzjc1o0Mi8Blw_-JUTcXv02b2WRH86vw7mi16W3U\/edit#heading=h.1cykjn2vg2wx\">Syllabus statements.<\/a><\/p>\n<p class=\"p1\">AI syllabus statement options created at Portland Community College (English Dept): <a href=\"https:\/\/docs.google.com\/document\/d\/1MF1vAapkuaKnMf7_rr0giD9j6odBEp-OzdOT70Gltxs\/edit\" target=\"_blank\" rel=\"noopener\">https:\/\/docs.google.com\/document\/d\/1MF1vAapkuaKnMf7_rr0giD9j6odBEp-OzdOT70Gltxs\/edit<\/a><\/p>\n<p class=\"p1\">Sample syllabus statement: <a href=\"https:\/\/delgadocc-my.sharepoint.com\/:b:\/g\/personal\/ecospe_dcc_edu\/EYWn2k9UPIpJuFk4zTmpe5QBhmY1xH14dSjOeiz7Mxus6g?e=0oRCyB\">Syllabus Statement AI LLMs<\/a><\/p>\n<p><a href=\"https:\/\/danielstanford.substack.com\/p\/the-best-ai-syllabus-policies-ive\" target=\"_blank\" rel=\"noopener\">AI Syllabus Policies<\/a><\/p>\n<ul>\n<li><a href=\"https:\/\/medium.com\/@rwatkins_7167\/updating-your-course-syllabus-for-chatgpt-965f4b57b003\" target=\"_blank\" rel=\"noopener\">Update your course syllabus for chatGPT<\/a> &#8211; Ryan Watkins<\/li>\n<\/ul>\n<p>Options adapted from UMass Amherst CTL: <a href=\"https:\/\/www.umass.edu\/ctl\/how-do-i-consider-impact-ai-tools-chatgpt-my-courses\" target=\"_blank\" rel=\"noopener\"><em>How Do I Consider the Impact of AI Tools like ChatGPT in My Courses?<\/em><\/a><\/p>\n<ul>\n<li><strong>AI is not allowed:<\/strong><span style=\"font-weight: 400;\"><span style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">\u00a0In this course all work is expected to be generated by the learners themselves, whether working individually, or in groups. Learners should not have another person, or entity do any drafting or writing of any substantive portion of assignments for them, which includes hiring a person, or a company to write assignments, and\/or using artificial intelligence tools like ChatGPT.<\/span><\/span><\/span><\/li>\n<li><strong><strong>AI is encouraged<b>\u00a0in specific assignments with attribution<\/b><span style=\"font-weight: 400;\">: In this course learners can choose to use AI tools like ChatGPT to help brainstorm and\/or draft assignments or projects, or to revise existing written work. It is expected that submitted assignments will follow the specific assignment instructions regarding the use of AI, and appropriately reference, cite, and attribute any role played, or text generated by AI tools.<\/span><\/strong><\/strong><\/li>\n<li><strong>AI is e<\/strong><b>ncouraged\/required with attribution<\/b><span style=\"font-weight: 400;\">: The use of AI tools, including ChatGPT, is encouraged\/required in this course for specific assignments. To adhere to our scholarly values, learners must appropriately cite any AI-generated material that informed their work (this includes in-text citations and\/or use of quotations, and in the reference list). Using an AI tool to generate content without proper attribution violates institutional academic integrity policies.<\/span><\/li>\n<\/ul>\n<h6>See the SUNY DLE <a href=\"https:\/\/docs.google.com\/document\/d\/1MFQOnx69osJN7UGYLFbRdngrfCEvNxhF\/edit#bookmark=id.9d9ttq4c9kkb\" target=\"_blank\" rel=\"noopener\">Syllabus template AI statement.<\/a><\/h6>\n<hr \/>\n<p><strong>Syllabus Statement <em>adapted from <a href=\"https:\/\/www.insidehighered.com\/blogs\/law-policy%E2%80%94and-it\/coping-chatgpt\" target=\"_blank\" rel=\"noopener\">Coping With ChatGPT<\/a> <\/em><\/strong><em>&#8211; Tracy Mitrano<\/em><\/p>\n<div class=\"docs-templates-badge-container goog-inline-block\">\n<blockquote>\n<h5>A Special Note About the Use of Artificial Intelligence for Coursework<\/h5>\n<p>Originality is the cornerstone to all academic endeavors. We stand on the shoulders of those who have come before us to teach and learn, research, and analyze to produce newly insightful work. The expectation of this course and its instructor is that all work produced for a grade will be the sole product of a student\u2019s endeavors to meet those academic goals.<\/p>\n<p>Students are encouraged to use artificial intelligence among many other (re)search resources, if a student finds the resources a useful tool. <strong>Students must not substitute the substance of their work with the results of such (re)search tools, however, as that act would contravene the rules academic integrity and their underlying academic values.<\/strong><\/p>\n<p>For <em>undergraduates<\/em>, please note that assessments, and course activities and interactions will ask you to synthesize readings, lectures, and course interactions\/discussions. Course assignments are intentionally designed to stimulate and develop critical thinking and individual skills, understanding and innovation. For <em>graduate<\/em> students, please take careful note that your contributions and written course work must respond to the particularized learning within this course. Course activities, assignments, and interactions are designed to hone your academic skills and abilities to interpret course content, activities, interactions and materials in the context of particularized queries, thought, and research.<\/p><\/blockquote>\n<\/div>\n<div>\n<hr \/>\n<\/div>\n<div>\n<p><strong>References &amp; Institutional Policies<\/strong><\/p>\n<p><a href=\"https:\/\/its.ny.gov\/system\/files\/documents\/2024\/01\/nys-p24-001-acceptable-use-of-artificial-intelligence-technologies-_1.pdf\" target=\"_blank\" rel=\"noopener\">New York State \u00a0Information Technology Policy\u00a0<\/a>on\u00a0Acceptable Use of Artificial Intelligence Technologies dated January 8, 2024, as provided by the\u00a0NYS Office of Information Technology Services.<\/p>\n<p>Office of Teaching, Learning, and Technology. (2023). Artificial Intelligence Tools and Teaching. Iowa University.\u00a0<a href=\"https:\/\/teach.its.uiowa.edu\/artificial-intelligence-tools-and-teaching\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/teach.its.uiowa.edu\/artificial-intelligence-tools-and-teaching<\/a><\/p>\n<p>Center for New Designs in Learning and Scholarship (2023). Chat GPT and Artificial Intelligence Tools. Georgetown University.\u00a0<a href=\"https:\/\/cndls.georgetown.edu\/ai-composition-tools\/#privacy-and-data-collection\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/cndls.georgetown.edu\/ai-composition-tools\/#privacy-and-data-collection<\/a><\/p>\n<p>Office for Faculty Excellence (2023). Practical Responses to ChatGPT. Montclair State University.\u00a0<a href=\"https:\/\/www.montclair.edu\/faculty-excellence\/practical-responses-to-chat-gpt\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/www.montclair.edu\/faculty-excellence\/practical-responses-to-chat-gpt\/<\/a><\/p>\n<p>Center for Teaching and Learning (2023). University of Massachusetts Amherst. How Do I Consider the Impact of AI Tools like ChatGPT in My Courses <a href=\"https:\/\/www.umass.edu\/ctl\/how-do-i-consider-impact-ai-tools-chatgpt-my-courses\" target=\"_blank\" rel=\"noopener\">https:\/\/www.umass.edu\/ctl\/how-do-i-consider-impact-ai-tools-chatgpt-my-courses<\/a><\/p>\n<p>Office of the Provost, ASU &#8211; on <a href=\"https:\/\/genai.umich.edu\/\" target=\"_blank\" rel=\"noopener\">Resources for use in teaching\u00a0 &#8211; Generative AI<\/a><\/p>\n<p>University of Michigan &#8211; ITS &#8211; on <a href=\"https:\/\/genai.umich.edu\/\" target=\"_blank\" rel=\"noopener\">Generative AI for the UM community<\/a>.<\/p>\n<hr \/>\n<\/div>\n<div>APA Style &#8211; <a href=\"https:\/\/apastyle.apa.org\/blog\/how-to-cite-chatgpt\" target=\"_blank\" rel=\"noopener\">How to cite ChatGPT<\/a><br \/>\n<a href=\"https:\/\/www.scribbr.com\/ai-tools\/chatgpt-citations\/\" target=\"_blank\" rel=\"noopener\">https:\/\/www.scribbr.com\/ai-tools\/chatgpt-citations\/<\/a><\/div>\n<div><\/div>\n<div>Center for teaching and Learning. (2023) University of Massachusetts Amherst<\/div>\n<div class=\"panel-pane pane-node-created views-field views-field-created\"><strong>Citing Chat<\/strong><strong>GPT:<\/strong> ChatGPT said: If you are using ChatGPT in a research paper or other academic publication, you can cite it as follows: &#8220;OpenAI. (2021). ChatGPT. Retrieved from https:\/\/openai.com\/models\/gpt-3-chatbot&#8221; Please note that the date and version of the model may be different depending on when you are accessing it. Additionally, it is always good practice to check the citation guidelines of the journal or conference you are submitting to, as they may have specific requirements for citing AI models.<\/div>\n<div><a href=\"https:\/\/apastyle.apa.org\/blog\/how-to-cite-chatgpt\" target=\"_blank\" rel=\"noopener\">https:\/\/apastyle.apa.org\/blog\/how-to-cite-chatgpt<\/a><\/div>\n<div><\/div>\n<div>\n<hr \/>\n<p><em>updated: May 16, 2024<\/em><\/p>\n<\/div>\n","protected":false},"excerpt":{"rendered":"<p>I feel excited about chatGPT and figuring out how to leverage it for academic, professional, instructional and personal purposes.<\/p>\n","protected":false},"author":8158,"featured_media":9839,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[602,225,401,7,17],"tags":[546,547,548,549,242,550,551],"class_list":["post-9838","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-blog","category-in-the-news","category-innovation","category-inspiration","category-resources","tag-ai","tag-artificial-intelligence","tag-chatgpt","tag-freaking-out","tag-pedagogy","tag-tech","tag-technology"],"_links":{"self":[{"href":"https:\/\/online.suny.edu\/onlineteaching\/wp-json\/wp\/v2\/posts\/9838"}],"collection":[{"href":"https:\/\/online.suny.edu\/onlineteaching\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/online.suny.edu\/onlineteaching\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/online.suny.edu\/onlineteaching\/wp-json\/wp\/v2\/users\/8158"}],"replies":[{"embeddable":true,"href":"https:\/\/online.suny.edu\/onlineteaching\/wp-json\/wp\/v2\/comments?post=9838"}],"version-history":[{"count":59,"href":"https:\/\/online.suny.edu\/onlineteaching\/wp-json\/wp\/v2\/posts\/9838\/revisions"}],"predecessor-version":[{"id":10507,"href":"https:\/\/online.suny.edu\/onlineteaching\/wp-json\/wp\/v2\/posts\/9838\/revisions\/10507"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/online.suny.edu\/onlineteaching\/wp-json\/wp\/v2\/media\/9839"}],"wp:attachment":[{"href":"https:\/\/online.suny.edu\/onlineteaching\/wp-json\/wp\/v2\/media?parent=9838"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/online.suny.edu\/onlineteaching\/wp-json\/wp\/v2\/categories?post=9838"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/online.suny.edu\/onlineteaching\/wp-json\/wp\/v2\/tags?post=9838"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}