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.
Our liaison librarians can help: Request instructional services.
MTSU webpages:
Videos and online workshops by MTSU faculty and staff (Panopto videos, require authentication) :
1. Ethan Mollick, Wharton School at Univ. of Pennsylvania.
New! Student use cases for AI, Mollick & Mollick, Sept. 2023.
Start with these articles from his newsletter:
Sign up for his newsletter: One Useful Thing. And read his paper: Mollick, Ethan R. and Mollick, Lilach, Using AI to Implement Effective Teaching Strategies in Classrooms: Five Strategies, Including Prompts (March 17, 2023).
2. Dr. Philippa Hardman, Learning designer from the UK
Start with these articles from her newsletter:
Post-AI Assessment
A ChatGPT Prompt for Learner Equity
See also her talk: The AI Education Revolution is Coming, or is it?- TEDx Santa Barbara
3. Brent Anders, American University of Armenia
From his blog: Writing assignments in the age of AI
How ChatGPT Can Help Prevent Violations of Academic Integrity
See also his book for ideas for teaching AI literacy concepts, The AI Literacy Imperative: Empowering Instructors & Students.
These guides (one for instructors & one for students) are adaptations of guides created at the University of Arizona Libraries by Nicole Hennig with contributions by Michelle Halla, Nicole Pagowsky, Niamh Wallace.
Feel free to copy this guide, in part or in its entirety, in your own LibGuide.
Please attribute “University of Arizona Libraries, licensed under a Creative Commons Attribution 4.0 International License.”
