Joe Sabado – Higher Education & Technology Leadership

I have yet to read many articles on how higher education student conduct officers should respond to ChatGPT-related academic and behavioral misconduct incidents. So, to get some general ideas on the topic, I prompted ChatGPT with ideas on what a 1-hour training to introduce ChatGPT, the relevance to their jobs, and potential approaches they may have when such incidents arise.

This blog post aims to:

1. Share a 1-hour training session plan that can be used as a baseline for others to adapt.
2. Illustrate the utility of ChatGPT as a learning tool.
3. Use ChatGPT to develop training activities.

One important note: The value of a knowledgeable instructor/practical facilitator who can lead inclusive, diverse, and productive discussions cannot be understated. For this interactive training, the approach of “guide by the side,” whereby the teacher acts as a facilitator or guide for the learning process, is more effective than “sage on the stage,” whereby the teacher lectures, and the students listen and take notes.

Learning Outcomes/Objectives:

• Define what ChatGPT is and how it works
• Understand the potential impact of ChatGPT on academic and behavioral misconducts
• Analyze case studies involving ChatGPT and academic or behavioral misconducts, and recommend appropriate responses
• Develop a plan of action to respond to academic and behavioral misconducts involving ChatGPT

By the end of this training, student conduct officers should be able to:

• Define what ChatGPT is and explain how it works, and recognize its potential applications in various fields
• Understand the potential impact of ChatGPT on academic and behavioral misconducts, and recognize its relevance to student conduct officers’ work
• Analyze case studies involving ChatGPT and academic or behavioral misconducts, and recommend appropriate responses, taking into account ethical considerations and best practices
• Develop a plan of action to respond to academic and behavioral misconducts involving ChatGPT, using guidelines and best practices, and involving AI experts and stakeholders as necessary

Time Allocation:

I. Introduction (5 mins)

• Welcome and introductions
• Brief explanation of the purpose of the training session
• Overview of what ChatGPT is and how it works

II. Importance and Relevance (10 mins)

• Discuss why it is important for student conduct officers to be aware of ChatGPT
• Explain how ChatGPT can be relevant to academic and behavioral misconducts
• Provide examples of how ChatGPT can impact academic and behavioral misconducts

III. Case Study Activities (30 mins)

• Divide the group into small groups
• Provide each group with a case study activity involving ChatGPT and academic or behavioral misconduct
• Allow each group time to analyze the case study and discuss potential responses to the situation
• Reconvene the group and allow each group to present their analysis and recommended response

IV. Responding to Misconduct (10 mins)

• Discuss potential approaches to responding to academic and behavioral misconducts involving ChatGPT
• Provide guidelines for investigating and addressing potential misconduct involving ChatGPT
• Discuss the importance of involving AI experts and developing policies to prevent future misconduct

V. Conclusion and Learning Outcomes (5 mins)

• Recap the main points covered in the training
• Reiterate the importance of being aware of ChatGPT and its potential impact on academic and behavioral misconducts
• Provide learning outcomes for the training

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It is imperative that student service practitioners, including student conduct officers, engage in learning about ChatGPT to gain competencies to better serve and prevent harm to students and other campus constituents. Ill-informed policies and practices implemented do have social justice implications.

While a significant portion of the conversations related to ChatGPT center around academic integrity and teaching/learning, higher education institutions consist of many areas/capabilities in the learning and teaching, research, and enabling capabilities that warrant explorations on the implications and utilities of this technology. 

Email me at joepsabado@gmail.com for a facilitator’s guide for this training which includes scenarios for the case study section and details for each section.

What are the social justice implications of ChatGPT and institutions’ responses to the tool?

I wrote in this blog post about information technology (and technology in general) and social justice that these concepts are not discussed enough. In that blog post and for this one, I use the concept offered by Tyler and Smith (1998) of social justice, which involves distributive and procedural. The authors defined distributive justice as the “distribution of limited goods and resources based on principles of equity, need, or equality” and procedural justice as the “influence during the decision-making process.”

The varied responses of learning institutions to ChatGPT, including outright banning the tool, such as New York City schools, Fairfax County Public Schools, Fairfax County Public Schools, and Los Angeles Unified School District some exploring the potential benefits by incorporating it into their classroom curriculum like Prof Ethan Mollick got me thinking to the idea of the impact of ChatGPT itself as well as the responses and their implications to social justice in higher education. In an almost inevitable future world where digital competencies involve AI, and when some high schools/universities ban these tools, does the digital divide become an issue?

Coincidentally, a colleague asked me, “could you point me toward articles or resources where universities are considering the DEI implications of OpenAI?” I may need to do more research across institutions to examine faculty guidance offered by higher education institutions. Still, at a glance, the available guidance provided by institutions I have reviewed focuses on the ethical use of AI, specifically academic dishonesty and plagiarism. Still, I did not read mentions of the implications of DEI.

Regarding equity and equality, folks with disabilities and advocates have expressed concerns about banning ChatGPT and AI. This article provides an example, “AI has tremendous potential, especially when it comes to making learning materials more accessible … it makes more sense for universities to embrace the technology,” she said, adding that returning to pen and paper “seems a bit backward.”

Another article highlighted the disproportionate impact of banning ChatGPT on folks with disabilities,

“Taking the hasty stance of rigid gatekeeping in response to AI proceeds down a path of universal dismantlement, the opposite of universal design. In universal dismantlement, imposed restrictions on technology, which may have a marginal impact on the population in general, would have a graver effect on those with disabilities.”

Suppose higher education institutions are to incorporate ChatGPT into student learning and teaching, research, and administrative functions. In that case, those tasked with designing and implementing the technology must ensure it does not inhibit specific populations’ ability to fulfill their “jobs to be done.”

Given the impact of ChatGPT and the responses to the tool, it is imperative for higher education decision-makers, faculty, and staff that provide service not only to our students but other stakeholders to understand the benefits and drawbacks of this disruptive tool. They also need to meaningfully involve those impacted by their decisions to participate and have input in proposed policies and practices. Introducing policies to combat unethical use of the technology may inadvertently introduce more harm to some populations they serve.

Reference:

Taylor, S.H. “The Impact of College on the Development of Tolerance.” NASPA Journal, 1998, 34, 281-295.

Based on the conversations online and institutions’ responses to ChatGPT, it is a technology that merits serious consideration concerning student academic experience and teaching/learning. My observation of the concerns around ChatGPT and academic concerns and possibilities led me to think of ways to frame the applicability and utility of ChatGPT in higher education. I’m reminded of Arthur W. Chickering and Zelda F. Gamson’s “Seven Principles for Good Practice in Undergraduate Education” to frame ChatGPT.

Here are the seven principles:

1. Encourage contact between students and faculty
2. Develop reciprocity and cooperation among students
3. Encourage active learning
4. Give prompt feedback
5. Emphasize time on task
6. Communicate high expectations
7. Respect diverse talents and ways of learning

I have yet to explore whether ChatGPT is even applicable to these principles. However, if it is, what kinds of questions should we consider as educators and higher education administrators? I suppose one could ask the following questions:

1. How can ChatGPT be used to encourage contact between students and faculty? Should it be?
2. How can ChatGPT be used to develop reciprocity and cooperation among students? Should it be?
3. In what ways can ChatGPT be used to encourage active learning? Should it be?
4. In what ways can ChatGPT be used to give prompt feedback? Should it be?
5. In what ways can ChatGPT be used to emphasize time on task? Should it be?
6. In what ways can ChatGPT be used to communicate high expectations? Should it be?
7. In what ways can ChatGPT be used to respect diverse talents and ways of learning? Should it be?

I prompted ChatGPT to provide examples of how ChatGPT can be applied in higher education using Chickering and Gamson’s “Seven Principles for Good Practice in Undergraduate Education.” Here is the response:

1. Encourage contact between students and faculty: ChatGPT could facilitate communication between students and faculty by providing personalized responses to student inquiries, scheduling virtual office hours, and sending reminders about upcoming assignments or deadlines.
2. Develop reciprocity and cooperation among students: ChatGPT could help promote collaboration among students by facilitating group discussions, suggesting peer review activities, and providing resources on effective teamwork.
3. Encourage active learning: ChatGPT could recommend interactive learning activities such as simulations, games, and case studies, as well as offer guidance on how to create engaging learning experiences that promote active participation and critical thinking.
4. Give prompt feedback: ChatGPT could provide real-time feedback on assignments, assessments, and quizzes, as well as suggest ways for students to improve their performance.
5. Emphasize time on task: ChatGPT could help students manage their time effectively by providing time management strategies, scheduling tools, and recommendations for prioritizing tasks.
6. Communicate high expectations: ChatGPT could set clear expectations for assignments, assessments, and course outcomes, as well as provide resources to help students meet those expectations.
7. Respect diverse talents and ways of learning: ChatGPT could provide resources and support for diverse learners, including visual, auditory, and kinesthetic learners, as well as students with disabilities or other challenges.

What are your thoughts on whether ChatGPT as it relates to “Seven Principles for Good Practice in Undergraduate Education”? Do you agree with ChatGPT’s suggestions?

Based on the conversations online and institutions’ responses to ChatGPT, it is a technology that merits serious consideration concerning student academic experience and teaching/learning. My observation of the concerns around ChatGPT and academic concerns and possibilities led me to think of ways to frame the applicability and utility of ChatGPT in higher education. I’m reminded of Arthur W. Chickering and Zelda F. Gamson’s “Seven Principles for Good Practice in Undergraduate Education” to frame ChatGPT.

Here are the seven principles:

1. Encourage contact between students and faculty
2. Develop reciprocity and cooperation among students
3. Encourage active learning
4. Give prompt feedback
5. Emphasize time on task
6. Communicate high expectations
7. Respect diverse talents and ways of learning

I have yet to explore whether ChatGPT is even applicable to these principles. However, if it is, what kinds of questions should we consider as educators and higher education administrators? I suppose one could ask the following questions:

1. How can ChatGPT be used to encourage contact between students and faculty? Should it be?
2. How can ChatGPT be used to develop reciprocity and cooperation among students? Should it be?
3. In what ways can ChatGPT be used to encourage active learning? Should it be?
4. In what ways can ChatGPT be used to give prompt feedback? Should it be?
5. In what ways can ChatGPT be used to emphasize time on task? Should it be?
6. In what ways can ChatGPT be used to communicate high expectations? Should it be?
7. In what ways can ChatGPT be used to respect diverse talents and ways of learning? Should it be?

I prompted ChatGPT to provide examples of how ChatGPT can be applied in higher education using Chickering and Gamson’s “Seven Principles for Good Practice in Undergraduate Education.” Here is the response:

1. Encourage contact between students and faculty: ChatGPT could facilitate communication between students and faculty by providing personalized responses to student inquiries, scheduling virtual office hours, and sending reminders about upcoming assignments or deadlines.
2. Develop reciprocity and cooperation among students: ChatGPT could help promote collaboration among students by facilitating group discussions, suggesting peer review activities, and providing resources on effective teamwork.
3. Encourage active learning: ChatGPT could recommend interactive learning activities such as simulations, games, and case studies, as well as offer guidance on how to create engaging learning experiences that promote active participation and critical thinking.
4. Give prompt feedback: ChatGPT could provide real-time feedback on assignments, assessments, and quizzes, as well as suggest ways for students to improve their performance.
5. Emphasize time on task: ChatGPT could help students manage their time effectively by providing time management strategies, scheduling tools, and recommendations for prioritizing tasks.
6. Communicate high expectations: ChatGPT could set clear expectations for assignments, assessments, and course outcomes, as well as provide resources to help students meet those expectations.
7. Respect diverse talents and ways of learning: ChatGPT could provide resources and support for diverse learners, including visual, auditory, and kinesthetic learners, as well as students with disabilities or other challenges.

What are your thoughts on whether ChatGPT as it relates to “Seven Principles for Good Practice in Undergraduate Education”? Do you agree with ChatGPT’s suggestions?

After delving into ChatGPT and discovering the vast world of Artificial Intelligence, I realized that I need to learn Python. This programming language is widely used in machine learning and data science, and despite having a background in software development, I haven’t worked on complex projects in years. Recently, I’ve been using app script and Google Sheets for some work-related tasks, but when it comes to Python, I have no experience whatsoever. As someone who enjoys self-studying, I asked ChatGPT to create a “curriculum” for me to learn Python. My main goals are to master this programming language and to demonstrate ChatGPT’s usefulness for self-learning. it is quite helpful in providing code examples and instructions such as how to setup a Python environment on Windows.

I was inspired to start my journey tonight after watching a video on Twitter that showcased Azure’s computer vision and OpenAI text-to-speech to identify a museum and use ChatGPT to ask for more information about it. While my ultimate goal is to create a similar program, I know I have to start from the basics, and I’m excited to begin this new chapter in my learning journey. I will update this blog post as I progress through the lessons designed by ChatGPT.

Prompt: Create a self-study curriculum for python for a beginner. Include exercises.

Week 1: Introduction to Python

Lesson 1: Getting started with Python

• Overview of Python: history, applications, advantages
• Installing Python on your computer: latest version, different ways to install
• Basic setup: running Python scripts, using the Python shell
• Using an IDE or code editor for development

Lesson 2: Variables, data types, and operators

• Variables: assigning values, naming conventions, data types
• Data types: numbers (integers, floats), strings, Booleans, type casting
• Operators: arithmetic, comparison, logical, identity, membership

Lesson 3: Basic input/output and string manipulation

• Input and output: using the input() and print() functions, reading from and writing to files

Note: Just an example, I asked chatGPT to provide more details for this section. The following is what it generated.

Input and Output

Printing Output with the print() Function

In Python, you can use the print() function to display output to the console. The print() function takes one or more arguments, which can be strings, variables, or expressions.

Getting Input with the input() Function

In Python, you can use the input() function to prompt the user for input. The input() function takes a single argument, which is the prompt to display to the user.

Reading from Files

Python has built-in support for reading and writing files. To read from a file, you can use the open() function to open the file, and then use the read() method to read the contents of the file.

Writing to Files

To write to a file, you can use the open() function to open the file in write mode (“w”), and then use the write() method to write data to the file.

Exercises:

1. Write a program that prompts the user to enter a file name, and then reads and displays the contents of the file.
2. Write a program that prompts the user to enter a string, and then writes the string to a file.
3. Modify one of the previous exercises to handle any exceptions that might occur when opening or reading/writing to a file.

• String manipulation: indexing, slicing, concatenation, formatting
• Common string methods and functions

Lesson 4: Simple control structures: if-else statements and loops

• Conditional statements: if, else, elif
• Loops: for, while, range(), enumerate()
• Using loops to iterate over lists, tuples, and dictionaries
• Control flow: break, continue, pass statements

Exercises:

1. Write a program that prompts the user to enter their name and greets them. The program should print a message that says “Hello, [name]!”.
2. Write a program that calculates the area of a rectangle given its length and width. The program should prompt the user to enter the length and width, and then print out the area.
3. Write a program that prints out the first 20 numbers of the Fibonacci sequence. The Fibonacci sequence is a series of numbers in which each number is the sum of the two preceding numbers. The first two numbers in the sequence are 0 and 1. The third number is 0 + 1 = 1, the fourth number is 1 + 1 = 2, and so on. The first 20 numbers in the sequence are: 0, 1, 1, 2, 3, 5, 8, 13, 21, 34, 55, 89, 144, 233, 377, 610, 987, 1597, 2584, 4181.

Week 2: Functions and Modules

Lesson 1: Defining and calling functions

• What are functions?
• Defining functions: syntax, parameters, return statement
• Calling functions: passing arguments, return values, default parameters

Lesson 2: Function arguments and return values

• Arguments: positional arguments, keyword arguments, *args, **kwargs
• Return values: returning multiple values, unpacking values

Lesson 3: Built-in functions and standard modules

• Built-in functions: range(), len(), print(), input(), type()
• Standard modules: math, random, time, datetime, os

Lesson 4: Creating and using your own modules

• Creating modules: defining functions, importing modules
• Using modules: accessing functions, importing specific functions or variables

Exercises:

1. Write a function that takes a list of integers as input and returns the sum of the even numbers.
2. Write a program that imports the math module and calculates the area of a circle given its radius. The program should prompt the user to enter the radius, and then print out the area.
3. Create a module that contains a function that prints out the lyrics to a popular song. Import the module and call the function.

Week 3: Object-Oriented Programming

Lesson 1: Classes and objects

• What are classes and objects?
• Defining classes: syntax, instance variables, instance methods
• Creating objects: instantiating a class, accessing object attributes

Lesson 2: Attributes and methods

• Attributes: class variables, instance variables, property decorators
• Methods: instance methods, class methods, static methods

Lesson 3: Inheritance and polymorphism

• Inheritance: creating subclasses, inheriting attributes and methods
• Polymorphism: using subclasses in place of parent classes, method overriding

Exercises:

1. Define a class called Car that has a make, model, and year as attributes. Add a method called start that prints out “The car is starting”.
2. Define a subclass of Car called ElectricCar that has an additional attribute called battery_size. Add a method called charge that prints out “The car is charging”.
3. Create an instance of the ElectricCar class and call the start and charge methods.

Week 4: Advanced Topics

Lesson 1: Exceptions and error handling

• What are exceptions?
• Handling exceptions: try-except block, handling multiple exceptions, raising exceptions

Lesson 2: File input/output

• Opening and closing files: modes, file objects
• Reading and writing files: reading entire files, reading line by line, writing to files

Lesson 3: Regular expressions

• What are regular expressions?
• Using regular expressions in Python: search(), match(), findall(), sub(), split()

Exercises:

1. Write a program that reads in a file and counts the number of lines, words, and characters in it.
2. Write a program that prompts the user to enter a regular expression and then searches a file for all occurrences of that regular expression.
3. Modify one of the previous exercises to handle any exceptions that might occur.

Final Project:

• Using the skills you’ve learned, create a project that demonstrates your understanding of Python programming. This could be anything from a simple game to a web application.
• Plan your project, break it down into manageable parts, and implement each part one at a time.
• Test your project thoroughly and make any necessary modifications.
• Share your project with others and get feedback to help improve it.
• By the end of this self-study curriculum, you should have a good understanding of Python programming and be able to create your own Python programs. Remember to practice regularly and don’t be afraid to ask for help when needed. Good luck!