Joe Sabado – Higher Education & Technology Leadership

The higher education IT service catalog was developed in response to the challenges posed by the diverse and changing user populations, mixed central and distributed services, and the collaborative nature of the sector.

https://www.educause.edu/working-groups/papers/2019/the-higher-education-it-service-catalog-second-edition/the-higher-education-it-service-catalog-model

Furthermore, the catalog serves as a framework to identify potential uses of ChatGPT or other Generative AI to enhance the quality of IT service delivery. The document provides potential uses of ChatGPT for each service area, enabling institutions to leverage AI technology for improved service provision.

https://docs.google.com/document/d/1vypjTMDClqloWDGkkZHiLkvNVvIp7KjLT7r39GdROu8/edit?usp=sharing

As IT leaders and practitioners in higher education, it is essential in our roles to have a fundamental understanding of those impacted by the services and systems we provide. This understanding is a cornerstone for enhancing user experiences, enabling successes, and fostering the achievement of institutional goals. In addition, adopting a framework that ensures equitable access to resources and incorporates fairness into every process is essential.

A faculty member inspired me with the idea of viewing the impact of the work we do in IT and thought, “Joe, it would be nice to understand the experiences of our staff and students so we have some insights into their challenges and we can find opportunities ourselves to assist them. I would like to know that my student employees are getting paid on time and that I can assist a student who may have issues outside the classroom by knowing who to contact in student affairs.“

An international student (female Indian) also shared a frustrating and heartbreaking experience. I spoke with her about her experience on campus, specifically related to IT. She said, “I am a Computer Science Ph.D. student about to graduate. I feel like an impostor sometimes because, throughout my time here, I couldn’t even provision a computer to do my research at this university. The systems are so locked down I have to ask for an IT staff to create a virtual system on my behalf.” She also mentioned that when she finally got access to systems, she didn’t have instructions on installing software to conduct her work and had to figure it out independently.

Working for a campus that is a minority-serving institution (MSI), designated as Hispanic Serving Institution and Asian American Native American Pacific Islander Serving Institution (AANAPISI), as IT providers, we must keep this commitment to diversity, equity, inclusion, and belonging at the forefront of the solutions we implement and in how we provide our services. Access to digital technology as a basic need came to light during the pandemic when our students were required to attend courses and conduct research away from campus. The digital divide became apparent early on when we had to provision Chromebooks and assist students in finding affordable internet access in their local residences. 

The experiences above led me to ask this guiding question:

How does information technology positively impact the success of the university by providing the utmost support for staff, faculty, students, and administrators along their life cycles and touchpoints with the university, and in alignment with their unique desires and needs (“Jobs To Be Done”),  to help them achieve their goals and contribute to the overall mission of the university?

Understanding our users involves mapping out the desires, needs, aspirations, and success parameters of various university constituents, namely undergraduate and graduate students, staff, faculty, researchers, and administrators. A general understanding of the unique lifecycles and university touch points for the various community members is essential for delivering IT services and solutions that positively contribute to the experience and success of each of these communities. It is imperative, however, to view this understanding through a lens that places equity and fairness at the forefront. This approach aspires to assure every user, regardless of their backgrounds, roles, or circumstances, experiences equal and fair access to technology resources and support. IT providers must align our procedures and policies with these principles, strengthening the commitment to equal opportunities within the university communities.

Incorporating user understanding has numerous benefits for IT providers and those we serve. This user-centric approach assists us in designing and delivering technology solutions that appropriately meet user requirements, ensuring technology supports users’ needs and purposes and enhancing their overall experience. User understanding contributes to increased adoption and engagement, enabling the creation of solutions that resonate with users’ needs and preferences. Finally, understanding users’ backgrounds, contexts, and goals empowers IT providers to communicate and offer support more effectively.

As IT providers, we must incorporate social justice principles into our approach. We should strive for equitable access, ensuring all users have equal access to technology resources and support, promoting inclusivity and social justice. We should aim for transparency in decision-making processes and uphold data privacy and security to maintain trust and respect the rights of individuals within the university community.

By weaving together user understanding, knowledge of their lifecycles, university touchpoints, and social justice principles, we can enhance our effectiveness in contributing to our user communities’ success. We can have a better chance to offer tailored, inclusive, and equitable technology solutions, fostering a culture of fairness and justice. In adopting these principles, we in IT can realize the potential values and provide maximum contributions to the university.

The following are high-level representations of each community’s lifecycles, touchpoints, desires and needs, and success metrics. Included as well is a campus perspective.

As an IT leader, our commitment to social justice including diversity, equity, and inclusion and understanding those we serve are through is through our consistent actions, learning from experience and education, and explicitly stating our commitments. For IT leaders, Educause provides DEI resources and a commitment to diversity statement. Here is my personal commitment. Furthermore, understanding our user communities is by volunteering in non-technical roles such as reading admissions applications, mentoring students and staff, teaching introduction courses, and serving on search committees. Here are some of the volunteer work I have committed to through the years. It also includes actively supporting our staff to do the same.

By understanding the unique needs of our diverse user communities and incorporating principles of social justice into our approach, IT providers in higher education can play a vital role in promoting an inclusive and fair university environment. This approach helps to create tailored, equitable technology solutions that empower users to achieve their goals, fostering a culture of fairness and justice within the university community.

The images above can be downloaded here:

Note: Concept by Joe Sabado and content of the lifecycles, desires and needs, and success metrics primarily provided by ChatGPT and other sources.

This blog post provides another use case for ChatGPT – to prepare for the event beforehand by having information about the topic and the panelists and to generate potential questions at the event. ChatGPT can also create a course syllabus based on the topics covered at the event.

UCSB will host an event called Unraveling the Secrets of ChatGPT: A Panel for Scholars and Educators on May 19th, 2023. A description of the event on the webpage states

Decoding ChatGPT has become a central topic of interest at the UCSB campus, prompting numerous discussions on its research, educational, and societal impacts. As educators, researchers, and society members, it’s crucial to delve deeper into understanding ChatGPT’s functionality, limitations, and potential implications. This panel discussion will bring together UCSB experts in natural language processing, as well as scholars examining the ethical integration of AI technology in education and its broader societal ramifications. Join us as we explore the future of ChatGPT and its role in shaping learning experiences and our society at large.

Prompt: Provide potential topics covered in this event based on the information provided on this page. https://ml.ucsb.edu/unraveling-secrets-chatgpt

Based on the information provided on the page, the event “Unraveling the Secrets of ChatGPT” at the UCSB Center for Responsible Machine Learning could potentially cover the following topics:

1. Understanding ChatGPT: This topic will likely delve into the functionality and limitations of ChatGPT. It might also explore the potential implications of this AI model. The talk titled “What do we know about ChatGPT?” by William Wang, Director of the Center for Responsible Machine Learning, will likely cover this topic.
2. ChatGPT in Education: The panel discussion includes Lisa Berry, a Senior Instructional Consultant in Instructional Development. This suggests that the event might discuss how AI technology like ChatGPT can be integrated into educational settings and how it can shape learning experiences.
3. Ethical Considerations of AI: The event description mentions the ethical integration of AI technology. This could mean discussions around the ethical implications of using AI models like ChatGPT in various sectors, including education and society at large.
4. Societal Impacts of ChatGPT: The event aims to explore the societal ramifications of ChatGPT. This could involve discussions on how AI models like ChatGPT are influencing society, potentially changing the way we communicate, learn, and interact.
5. Natural Language Processing (NLP): Given that the panel includes experts in natural language processing, it’s likely that there will be discussions around the NLP techniques used in ChatGPT and how advancements in this field are contributing to the development of AI models like ChatGPT.
6. Future of ChatGPT: The event aims to explore the future of ChatGPT. This could involve discussions on potential improvements, new applications, and the long-term vision for AI models like ChatGPT.

In the section titled “Understanding ChatGPT”, the following topics could be potentially covered:

1. Introduction to ChatGPT: A brief overview of ChatGPT, its purpose, and its capabilities. This could include a discussion on how it’s used in various applications and its significance in the field of AI.
2. Architecture of ChatGPT: An exploration of the technical aspects of ChatGPT, including its underlying architecture, the GPT model, and how it processes and generates text.
3. Training Process: A detailed explanation of how ChatGPT is trained, including the data it’s trained on, the training process, and how it learns to generate human-like text.
4. Functionality and Features: A discussion on the key features and functionalities of ChatGPT. This could include its ability to generate creative text, answer questions, write essays, and more.
5. Limitations of ChatGPT: An honest discussion about the limitations and challenges of ChatGPT. This could include its inability to fact-check information, potential biases in the model, and its occasional generation of nonsensical or inappropriate responses.
6. Safety Measures: An overview of the safety measures implemented in ChatGPT to prevent misuse and to ensure it generates appropriate and safe content.
7. Use Cases of ChatGPT: Real-world examples and case studies of how ChatGPT is being used in various sectors like education, customer service, content creation, and more.
8. Comparisons with Other AI Models: A comparison of ChatGPT with other similar AI models, highlighting its unique features and advantages.

In the section potentially focusing on “ChatGPT in Education”, the following topics could be covered:

1. AI in Education: An overview of how AI, and specifically ChatGPT, is being integrated into educational settings. This could include its use in tutoring, grading, and providing feedback.
2. ChatGPT as a Learning Tool: A discussion on how ChatGPT can be used as a learning tool to aid students in various subjects. This could include its ability to provide explanations, answer questions, and generate educational content.
3. Personalized Learning with ChatGPT: An exploration of how ChatGPT can be used to provide personalized learning experiences. This could involve its ability to adapt to a student’s learning style and pace, and provide tailored educational content.
4. ChatGPT in Online Learning: A discussion on the role of ChatGPT in online learning platforms. This could include its use in discussion forums, virtual classrooms, and as a tool for student engagement.
5. Limitations and Challenges: An honest discussion about the limitations and challenges of using ChatGPT in education. This could include issues of accuracy, potential biases, and the need for human oversight.
6. Ethical Considerations: A discussion on the ethical considerations of using AI like ChatGPT in education. This could include issues of data privacy, fairness, and the potential impact on employment in the education sector.
7. Future of AI in Education: A look at the potential future of AI in education, including the role of models like ChatGPT. This could involve discussions on upcoming advancements, potential new applications, and the long-term vision for AI in education.
8. Case Studies: Real-world examples of how ChatGPT is being used in educational settings, including success stories and lessons learned.

In the section potentially focusing on “Ethical Considerations of AI”, the following topics could be covered:

1. AI Ethics Overview: An introduction to the field of AI ethics, discussing why it’s important and what it encompasses.
2. Bias in AI: A discussion on how biases can be introduced into AI systems like ChatGPT, the potential impacts of these biases, and strategies for mitigating them.
3. Privacy and AI: An exploration of privacy concerns related to the use of AI, including how data is collected, stored, and used in systems like ChatGPT.
4. Transparency and Explainability: A discussion on the importance of transparency and explainability in AI systems, and the challenges in achieving these with complex models like ChatGPT.
5. Accountability and AI: A conversation about who should be held accountable when an AI system causes harm or makes a mistake, and how accountability can be ensured.
6. Ethical Use of ChatGPT: A specific look at the ethical considerations related to the use of ChatGPT, including its potential misuse and the safeguards in place to prevent this.
7. Regulation of AI: A discussion on the current state of AI regulation, potential future regulations, and how these might impact the use of systems like ChatGPT.
8. Ethics in AI Education and Research: A conversation about the importance of incorporating ethics into AI education and research, and how this is being done at institutions like UCSB.
9. Case Studies: Real-world examples of ethical dilemmas in AI, and how they were or could be addressed.

In the section potentially focusing on “Societal Impacts of ChatGPT”, the following topics could be covered:

1. AI and Society: An overview of how AI, and specifically ChatGPT, is impacting society. This could include its influence on communication, work, and social interactions.
2. ChatGPT in Various Industries: A discussion on how ChatGPT is being used in various industries such as customer service, content creation, entertainment, and more. This could include its benefits and potential drawbacks in these contexts.
3. AI and Employment: An exploration of how AI like ChatGPT is affecting the job market. This could include discussions on job displacement, the creation of new roles, and the need for upskilling and reskilling.
4. AI and Accessibility: A discussion on how AI like ChatGPT can improve accessibility, such as providing assistance for those with disabilities or language barriers.
5. AI and Culture: A conversation about how AI is influencing culture, including the way we communicate, consume content, and interact with technology.
6. Ethical and Societal Considerations: A discussion on the ethical and societal considerations of using AI like ChatGPT. This could include issues of privacy, bias, and the digital divide.
7. Future Societal Impacts: A look at the potential future societal impacts of AI and models like ChatGPT. This could involve discussions on upcoming advancements, potential new applications, and the long-term vision for AI in society.
8. Case Studies: Real-world examples of how ChatGPT and similar AI models are impacting society, including both positive and negative impacts.

In the section potentially focusing on “Natural Language Processing (NLP)”, the following topics could be covered:

1. Introduction to NLP: An overview of what Natural Language Processing is, its importance, and its applications in various fields.
2. NLP Techniques in ChatGPT: A discussion on the specific NLP techniques used in ChatGPT, such as tokenization, attention mechanisms, and transformers.
3. Evolution of NLP Models: A look at how NLP models have evolved over time, leading up to advanced models like GPT-3.
4. Challenges in NLP: An exploration of the challenges faced in NLP, such as understanding context, handling ambiguity, and dealing with multiple languages.
5. NLP and AI Ethics: A discussion on the ethical considerations specific to NLP, such as biases in language data and the potential misuse of text generation technology.
6. Future of NLP: A look at the potential future of NLP, including upcoming advancements, potential new applications, and the long-term vision for NLP in AI.
7. NLP in Education and Research: A discussion on the role of NLP in education and research, including how it’s being taught and the current areas of focus in NLP research.
8. Case Studies: Real-world examples of how NLP, and specifically models like ChatGPT, are being used in various applications, including success stories and lessons learned.

In the section potentially focusing on “Future of ChatGPT”, the following topics could be covered:

1. Advancements in ChatGPT: A discussion on the potential advancements in the ChatGPT model, including improvements in its capabilities, accuracy, and safety measures.
2. New Applications of ChatGPT: An exploration of potential new applications for ChatGPT in various sectors such as healthcare, finance, entertainment, and more.
3. ChatGPT and Emerging Technologies: A look at how ChatGPT could be integrated with other emerging technologies like virtual reality, augmented reality, and the Internet of Things (IoT).
4. Long-term Vision for ChatGPT: A discussion on the long-term vision for ChatGPT, including its potential impact on society and how it might shape the future of AI.
5. ChatGPT and AI Policy: A conversation about the potential future regulations that could impact the use and development of AI models like ChatGPT.
6. Sustainability of AI Models: A discussion on the sustainability of AI models like ChatGPT, including their energy consumption and environmental impact.
7. ChatGPT in the Global Context: A look at how ChatGPT could be used and developed in different parts of the world, considering cultural, linguistic, and socioeconomic differences.
8. Case Studies: Future-oriented case studies or scenarios showcasing how advancements in ChatGPT could impact various sectors and society at large.

Prompt: Provide background information of William Wang, Director, Center for Responsible Machine Learning; Mellichamp Professor of Artificial Intelligence; Co-Director, UCSB NLP Group and their potential views on the topic of this event: https://ml.ucsb.edu/unraveling-secrets-chatgpt

William Wang is the Director of the Center for Responsible Machine Learning, the Mellichamp Professor of Artificial Intelligence, and the Co-Director of the UCSB NLP Group at the University of California, Santa Barbara (UCSB). He has a strong background in machine learning, natural language processing, and artificial intelligence, which is evident from his numerous publications and research projects in these areas.

He received his Ph.D. from the School of Computer Science, Carnegie Mellon University, and has been recognized with several awards, including the DARPA Young Faculty Award, the IJCAI Early Career Spotlight, an NSF CAREER Award, and a Sloan Research Fellowship. His research interests include machine learning (ML), natural language processing (NLP), and social media.

Given his extensive work in machine learning and natural language processing, it’s likely that he has a deep understanding of models like ChatGPT. His role as the Director of the Center for Responsible Machine Learning suggests that he is particularly interested in the ethical implications of AI and ML, including issues like fairness, accountability, and transparency.

In the context of the event “Unraveling the Secrets of ChatGPT,” it’s likely that he would be interested in discussing both the technical aspects of how ChatGPT works and the broader implications of its use. This could include topics like how the model is trained, how it generates responses, and how it can be used responsibly to avoid potential issues like bias or misinformation.

Please note that this is a general interpretation based on available information about William Wang’s professional background and interests. For more specific insights into his views, it would be best to refer to his own statements or writings.

Prompt: Provide background information of Lei Li, Co-Director, UCSB NLP Group; Assistant Professor of Computer Science and their potential views on the topic of this event: https://ml.ucsb.edu/unraveling-secrets-chatgpt

Lei Li is an Assistant Professor in the Computer Science Department at the University of California, Santa Barbara (UCSB) and serves as the Co-Director of the UCSB NLP Group. He has a strong background in natural language processing, machine learning, and data mining.

His research interests are quite diverse and include machine translation, speech translation, multilingual NLP, text generation and summarization, reasoning and question answering, information extraction, AI for drug discovery, green and efficient ML, time series mining and prediction, and probabilistic inference and Bayesian sampling methods.

Lei Li received his Ph.D. from Carnegie Mellon University and his Bachelor’s degree from Shanghai Jiao Tong University. He has been involved in numerous research projects and has published several papers in his areas of interest.

Given his extensive background in natural language processing and machine learning, it’s likely that Lei Li has a deep understanding of models like ChatGPT. His work in areas such as machine translation, text generation, and reasoning could provide valuable insights into the technical aspects of how ChatGPT works.

In the context of the event “Unraveling the Secrets of ChatGPT,” Lei Li might be interested in discussing the technical aspects of how ChatGPT works, including how it handles machine translation and text generation. He might also be interested in discussing the broader implications of its use, including how it can be used responsibly and how it might be integrated with other technologies or applications.

Please note that this is a general interpretation based on available information about Lei Li’s professional background and interests. For more specific insights into his views, it would be best to refer to his own statements or writings.

Prompt: Provide background information of Lisa Berry, Senior Instructional Consultant, Instructional Development and their potential views on the topic of this event: https://ml.ucsb.edu/unraveling-secrets-chatgpt

Lisa Berry is a Senior Instructional Consultant in Instructional Development at the University of California, Santa Barbara (UCSB). She works individually with faculty members to enhance their courses, plans campus-wide teaching events and workshops, and directs the TA Development Program. She has broad expertise in pedagogy, course/curriculum design, educational technologies, assessment, and evaluation of teaching. Some of her particular interests include creating authentic learning experiences, positioning students as co-creators of knowledge, and leveraging technology to make large classes feel small. Before her ten years as an Instructional Consultant, she designed and taught courses for the Environmental Studies Department at UCSB. She also teaches a course for graduate students interested in a career in college and university teaching, where students gain experience in applying pedagogical theories and evidence-based teaching into course design, implementation, assessment, and evaluation (source).

Given her background and interests, Lisa Berry might bring a unique perspective to the event, focusing on the pedagogical implications of AI like ChatGPT. She might discuss how AI can be used to enhance teaching and learning experiences, how it can be integrated into course design and curriculum, and how it can be used to create more engaging and interactive learning environments. She might also explore the ethical considerations of using AI in education, including issues of privacy, fairness, and accessibility.

Prompt: Provide background information of Rita Raley, Professor of English at UCSB and their potential views on the topic of this event: https://ml.ucsb.edu/unraveling-secrets-chatgpt

Rita Raley is a Professor of English at the University of California, Santa Barbara (UCSB). She has a strong background in digital humanities, global Englishes, and contemporary literature. Her research interests lie in the intersection of digital media and humanist inquiry, with a particular emphasis on cultural critique, artistic practices, language, and textuality.

She is the author of “Tactical Media,” a book that explores the intersection of art, critical theory, and new media, and she has published numerous articles on digital poetics, dataveillance, and interventionist art practices.

Given her background and research interests, it’s likely that she would approach the topic of ChatGPT from a critical perspective, examining its implications for language, literature, and digital culture. She might explore questions around how AI like ChatGPT is changing our understanding of textuality and authorship, and how it fits into broader trends in digital media and culture.

Prompt: Provide background information of Norah Dunbar, Professor of Communication at UCSB and their potential views on the topic of this event: https://ml.ucsb.edu/unraveling-secrets-chatgpt

Norah Dunbar is a Professor of Communication at the University of California, Santa Barbara (UCSB). She received her Ph.D. in Communication from the University of Arizona in 2002. Her research interests include deception detection, credibility assessment, and the use of games for learning and assessment. She has conducted research on nonverbal and verbal cues to deception, the effect of suspicion on detection accuracy, and the use of immersive virtual environments to study deceptive behavior.

She is also the current Director of the Center for Information Technology and Society at UCSB. This center focuses on understanding technology’s impact on society and individual behavior, which aligns with her interest in the use of games and virtual environments for learning and assessment.

Given her research interests and her role at the Center for Information Technology and Society, it’s likely that she would approach the topic of ChatGPT from a communication and societal impact perspective. She might discuss how AI like ChatGPT can influence communication, the potential for deception or misinformation, and the societal implications of such technology.

However, to get a more accurate understanding of her views on the topic, it would be best to refer to her specific statements or writings on the subject.

Prompt: Provide background information of Joe Walther, Director, Center for Information Technology & Society; Distinguished Professor; Bertelsen Presidential Chair in Technology and Society and their potential views on the topic of this event: https://ml.ucsb.edu/unraveling-secrets-chatgpt

Joe Walther is a Distinguished Professor of Communication and holds the Bertelsen Presidential Chair in Technology and Society at the University of California, Santa Barbara (UCSB). He is also the Director of the Center for Information Technology and Society at UCSB. His research focuses on the social and interpersonal dynamics of computer-mediated communication, which has influenced the study of relationships, online groups, and interethnic interaction. He has developed original theories on these topics, including the social information processing theory of mediated communication, the hyperpersonal model of online communication (by which people experience exceptionally intense emotions and connections), and warranting theory, among others. He is currently extending his work into new explanations for online hate (source).

Given his research interests and his role at the Center for Information Technology and Society, it’s likely that he would approach the topic of ChatGPT from a communication and societal impact perspective. He might discuss how AI like ChatGPT can influence communication, the potential for deception or misinformation, and the societal implications of such technology. He might also explore the emotional and interpersonal dynamics that can arise in interactions with AI like ChatGPT, given his work on the hyperpersonal model of online communication.

However, to get a more accurate understanding of his views on the topic, it would be best to refer to his specific statements or writings on the subject.

Prompt: Provide 5 questions for each of the topic and consider the background of the potential panelists who may present on the topic.

Section 1: Introduction to ChatGPT

1. Can you explain the basic architecture of ChatGPT and how it works?
2. What are the key differences between ChatGPT and other language models?
3. How has the development of ChatGPT evolved over time?
4. What are some of the most significant challenges in developing and training a model like ChatGPT?
5. How does ChatGPT handle different languages and cultural contexts?

Section 2: Technical Aspects of ChatGPT

1. Can you delve into the technical details of how ChatGPT generates its responses?
2. How does ChatGPT handle long-term dependencies in text?
3. What are the computational requirements for training and running ChatGPT?
4. How does ChatGPT handle ambiguity in language?
5. Can you discuss the role of reinforcement learning in ChatGPT’s training process?

Section 3: Ethical Considerations of ChatGPT

1. What are the main ethical concerns associated with the use of ChatGPT?
2. How does OpenAI address potential misuse of ChatGPT?
3. Can you discuss the potential for bias in ChatGPT’s responses and how it’s mitigated?
4. How does ChatGPT handle sensitive or controversial topics?
5. What measures are in place to prevent ChatGPT from generating harmful or inappropriate content?

Section 4: Applications of ChatGPT

1. Can you provide examples of real-world applications where ChatGPT is currently being used?
2. How can ChatGPT be used in educational settings?
3. What potential does ChatGPT have in the field of customer service?
4. How can ChatGPT be used to assist in creative writing or content generation?
5. Can you discuss any potential applications of ChatGPT in the field of healthcare?

Section 5: Future of ChatGPT and AI

1. What are the future plans for the development of ChatGPT?
2. How do you see AI like ChatGPT evolving in the next 5-10 years?
3. What impact do you think ChatGPT and similar models will have on society in the long term?
4. What are the potential implications of ChatGPT for the job market?
5. How can we ensure that the benefits of AI like ChatGPT are distributed equitably across society?

Section 6: Q&A

1. How does ChatGPT handle languages other than English?
2. Can you discuss any interesting or unexpected outcomes from the development or use of ChatGPT?
3. How does ChatGPT handle humor or sarcasm?
4. What are some of the limitations of ChatGPT and how might they be addressed in future versions?
5. Can you share any insights from user feedback on ChatGPT?

These questions are designed to cover a broad range of topics related to ChatGPT, from technical details to ethical considerations and future implications. They should provide a comprehensive overview of the subject and prompt interesting discussions from the panelists.

The event seems to cover topics that can be explored, like a course. So, I prompted ChatGPT to create a syllabus using this prompt:

Suggest a course syllabus based on the topics discussed above. Include learning outcomes and materials. The course is 10 weeks. Include formative and summative assessments.

Course Title: Exploring ChatGPT: Technical, Ethical, and Societal Perspectives

Course Duration: 10 Weeks

Course Description: This course provides an in-depth exploration of ChatGPT, a state-of-the-art language model developed by OpenAI. Students will gain a comprehensive understanding of the technical aspects of ChatGPT, its applications, ethical considerations, and societal impacts. The course will also look ahead to the future of AI like ChatGPT.

Learning Outcomes: By the end of this course, students will be able to:

1. Understand the technical architecture and operation of ChatGPT.
2. Discuss the ethical considerations and potential misuse of AI like ChatGPT.
3. Explore the applications of ChatGPT in various sectors.
4. Understand the societal impacts of AI like ChatGPT.
5. Discuss the future of AI and models like ChatGPT.

Course Schedule:

Week 1-2: Introduction to ChatGPT

• Overview of ChatGPT
• Basic architecture and operation
• Evolution and development of ChatGPT
• Reading: OpenAI’s ChatGPT papers and blog posts
• Formative Assessment: Quiz on ChatGPT basics

Week 3-4: Technical Aspects of ChatGPT

• Deep dive into the technical workings of ChatGPT
• Understanding language processing and generation in ChatGPT
• Reading: Technical papers on ChatGPT and related language models
• Formative Assessment: Group discussion and presentation on a technical aspect of ChatGPT

Week 5-6: Ethical Considerations of ChatGPT

• Ethical concerns and potential misuse of ChatGPT
• Bias and fairness in AI
• Reading: Articles and papers on AI ethics
• Formative Assessment: Case study analysis on an ethical issue related to ChatGPT

Week 7-8: Applications and Societal Impacts of ChatGPT

• Real-world applications of ChatGPT
• Societal impacts of AI like ChatGPT
• Reading: Case studies on ChatGPT applications and societal impacts
• Formative Assessment: Project on designing a novel application of ChatGPT

Week 9-10: Future of ChatGPT and AI

• Future developments of ChatGPT
• Long-term societal implications of AI
• Reading: Futuristic articles and papers on AI
• Summative Assessment: Final essay on the future of AI and models like ChatGPT

Assessment:

• Formative Assessments (40%): Quizzes, group discussions and presentations, case study analysis, and project.
• Summative Assessment (60%): Final essay on the future of AI and models like ChatGPT.

Materials:

• OpenAI’s ChatGPT papers and blog posts
• Technical papers on ChatGPT and related language models
• Articles and papers on AI ethics
• Case studies on ChatGPT applications and societal impacts
• Futuristic articles and papers on AI

Note: This is a suggested syllabus and can be modified based on the specific needs and objectives of the course.

I had a conversation with a colleague last week who shared an interest in exploring ChatGPT for their role as an enterprise architect. Coincidentally, I was able to have access to ChatGPT Plugins soon after the conversation. According to OpenAI, they are tools designed specifically for language models with safety as a core principle and help ChatGPT access up-to-date information, run computations, or use third-party services. One of the plugins I noticed was “Diagram It,” which allows the creation of diagrams and connects a website called Mermaid.live which provides the ability to edit the generated diagrams.

I am also currently leading a campus mentorship program for IT professionals. So I used ChatGPT and Diagram It plugin to create basic architecture models and stimulate some ideas. Admittedly, the prompt is very generic, and with more detailed prompts, the outputs would be more complex and with more details.

Here is the prompt: 

Design a mentor/mentee matching web application using a Business Process Modeling (BPM) diagram.

The editable Business Process Modeling (BPM) diagram here: https://showme.redstarplugin.com/s/osG31

Design a mentor/mentee matching web application using a UML diagram.

Design a mentor/mentee matching web application using a Use Case diagram.

The editable Use Case diagram here: https://showme.redstarplugin.com/s/lWVfT8NT

Design a mentor/mentee matching web application using an Activity diagram.

The editable Activity diagram here: https://showme.redstarplugin.com/s/8Ntgfxc5

Design a mentor/mentee matching web application using a Sequence diagram.

The editable Sequence diagram here: https://showme.redstarplugin.com/s/4VAKBOhw

Design a mentor/mentee matching web application using a Class diagram.

The editable Class diagram here: https://showme.redstarplugin.com/s/EEZaPLk

I also went ahead and prompted ChatGPT to generate some code for the MatchingApplication class above.

As demonstrated in this blog post, ChatGPT used along with a plugin, can provide initial ideas and diagrams that can be used for learning, prototyping, or with more advanced prompts, can be used for actual projects.

Most of the conversations around strategic planning and our roles as service providers center around our products and services. However, more is needed about who or what we envision ourselves to become. In this blog post, I want to share my thoughts and reflections on the organizational character of higher education IT departments and extend a call to action for other IT leaders to join me in this journey.

Organizational character has been a constant topic as I lead my organization. Over the last three years, our organization has undergone significant changes through integration, and we continue that process today. In that period, especially during COVID-19, the critical role of IT was highlighted in delivering health and safety to the campus community and ensuring continuity of operations, research, and instruction.

Organizational character comprises several key components that shape an organization’s culture, identity, and overall direction. As I see it, these components include:

1. Vision: A long-term, aspirational view of the organization’s desired future.
2. Mission: The core purpose and function of the organization, which outlines its primary objectives and guiding principles.
3. Values: The fundamental beliefs and ethical standards that drive the organization’s culture, decision-making, and behavior.
4. Purpose: The underlying reason for the organization’s existence, which connects its mission and goals to the broader societal context.

I’ve also realized that it’s not just about defining and articulating these components; the true power of organizational character lies in manifesting these elements through day-to-day practice and embracing these principles by every department member.

As a leader, it is crucial for leaders to continually communicate and practice the organizational character because, as the adage says, “Even the choir forgets the words sometimes.” Ensuring the organizational character remains a focal point within the department requires consistent reinforcement and modeling. This constant emphasis helps keep the character alive and relevant in team members’ minds.

By focusing on developing and practicing a strong organizational character, we, as IT leaders, can help build departments that effectively support our institutions and contribute to their long-term success. Embracing the principles of organizational character and fostering a culture of collaboration, trust, and continuous improvement will benefit our IT departments and have a lasting impact on our institutions.

As leaders in higher education IT departments, we have a shared responsibility and commitment to building strong organizational character by actively practicing and embodying these components in our daily work, decision-making, and interactions with others.

I call on my fellow IT leaders to join me in fostering a culture of trust and open communication where team members feel empowered to voice their concerns, ideas, and suggestions. By creating an environment where everyone feels heard and valued, we can help develop a sense of belonging and psychological safety, encouraging staff to bring their diverse experiences and ideas.

Let us also commit to continually assessing and adapting our approaches to ensure that our departments remain agile and responsive to the evolving needs of our institutions and stakeholders. This commitment may involve revisiting our organizations’ visions, missions, values, and purposes periodically to ensure they remain relevant, effective, and aligned with broader strategic goals.

As we embark on this journey, let us remember the power of vulnerability and openness in leadership. We must be receptive to feedback and challenges from our team members, address inconsistencies, and work collaboratively to create cohesive and resilient departments that effectively support our institutions during periods of change and beyond.

As we move forward, it’s essential to remember that pursuing a strong organizational character requires constant reflection, adaptation, and growth. As IT leaders, we must proactively identify opportunities for improvement, nurture an environment that fosters learning and innovation, and promote a culture that values transparency and accountability.

In our quest to strengthen our departments’ organizational character, let us also recognize and celebrate the successes and milestones we achieve. By acknowledging our progress, we can motivate and inspire our teams to continue striving for excellence and remain committed to the shared vision, mission, and values that define our organizations.

By committing to developing and practicing a strong organizational character, we can create IT departments that are more agile, innovative, and responsive to the evolving needs of our institutions. So, I encourage you, my fellow IT leaders in higher education, to join me in this journey of reflection, growth, and transformation. Together, we can make a difference in our departments, staff, and those we serve, ultimately driving positive change in higher education IT and contributing to the success of our institutions.