I spent the summer helping faculty rethink their courses in this ever-shifting Generative AI landscape. Here are three take-aways that everyone found helpful: I have been hearing different versions of the same story. Predictably, most faculty responded to the rise of generative AI by trying to ban it from their classrooms. Then, in subsequent semesters, they found this exhausting, unfeasible, and pedagogically stifling. Now, after seeing generative AI seep into student work in less desirable,

The Question Occasionally, I’m asked to recommend an AI detection program. Usually, I’m asked by our faculty because they are fed up, worried, and they want something to help them manage what they suspect is AI cheating in their courses. They ask me, I hope, because they anticipate that I’m paying attention to the research and can tell them which ones are the best. I am, but I can’t. Here’s why:  It’s true that I

Earlier this term, I attended a webinar featuring Notre Dame’s James Lang (James Lang’s Profile Page). The title of the presentation was, “Academic Integrity in the Age of AI.” At one point during the presentation, he had received so many questions about how to prevent students from using Generative AI on this or that assignment that he responded to the moderator’s summarizing question in a memorable way: “If you came here looking for a strategy

When I was in high school, one of my favorite activities was participating in our school’s Mock Trial team. If you’re unfamiliar with it, students try a case by choosing a role (prosecuting/ plaintiff’s attorney, defense attorney, or witness), learning all of the case materials backwards and forwards, and generating novel interpretations of the case that they then “try” against other school’s teams in a courtroom for judges made up of real attorneys and judges

Fall semester is here. Tilt is providing a collection of guides, tips, articles, and resources to help you navigate the challenge that generative AI poses to courses this term. This page is expected to evolve as more becomes available (or as more are shared with the Academic Integrity Program). If you have an article, guide, etc that you believe others would find useful, please share at [email protected] Preparing your Course for AI What Should a

I’ve written previously about the importance of having an AI syllabus statement and what elements make a strong one. You can find that here (LINK).  However, a resource compiling AI-related syllabus statements from across higher education was recently shared on the Pod Network and it was just too helpful to not share. The value, I think, is that it contains all kinds of statements for all kinds of courses. Credit goes to Lance Eaton for

Professor and writer Ethan Mollick (Wharton School, UPenn) recently published a succinct and clear-eyed appraisal of what educators will face this fall as Generative AI engines become better and more available entitled “The Homework Apocalypse” on his site, One Useful Thing. To paraphrase, he says this fall will be a moment of immediate disruption, but massive opportunity.   What I think is most valuable about this piece for faculty is that he identifies the most

What happened? You may have noticed colleagues at other institutions discussing Turnitin’s new AI Writing Detection tool. However, when you access your Turnitin similarity reports in Canvas, you won’t find it. Why?    In the weeks leading up to Turnitin’s release of the new tool, I joined colleagues from other offices to discuss the new tool and its capabilities. As those discussions progressed, concerns arose that led the group to recommend a pause for the

While it is unusual for faculty to update a course syllabus mid-semester, the unprecedented impacts of ChatGPT and AI technology have many looking for ways to provide more guidance for their students. In this post, I’d like to share different versions of what syllabi statements on ChatGPT and AI-generated material can look like.   These can take different approaches. Here are some examples: Example 1:  Here is one such example co-created by the CSU Composition Program:

If you haven’t already, it is now time to have a frank discussion with your students about ChatGPT and AI-assisted writing. Why now?  Users (surely including our students) are signing up for ChatGPT at staggering rates. Consider this graphic provided by Statista.  In addition, two weeks ago, it hit over 100 million users. According to Forbes (LINK), one study claims that ChatGPT is the “fastest growing consumer internet application in history.” Simply put, our students

The very first question faculty members ask me when they learn about ChatGPT is whether or not there are any tools available that can reveal if a text was created by an AI engine. A week ago, I released this video on GPTZero:  https://www.youtube.com/watch?v=IKdrVdS1rQ4   In just one week, this area of the issue has seen significant innovation and change. Not only has GPTZero undergone a notable streamlining and redesign, but OpenAI, the company behind

Now that you’ve had some time to learn about AI-assisted writing engines, I wanted to share some information about how to manage them in the short term. This challenge will change significantly in the long term, as the engine learns and develops and as programs (from Turnitin and others) come to market to address and combat it. In short, the challenge before us this semester will be different from the challenges we will face next