AI @ Kean 

Slideshow for March 20 meeting 

Speakers:    Drs.  Avirappattu   Birdsell    Teasdale   Woodruff   Rosen   Zamara

Future Workshop Sessions (Dates TBD)

ChatGPT - Drs. Rosen, Woodruff, 

ChatGPT in Math and Science- Dr. David Joiner

Midjourney and Dalle-  Dr. Brian Teasdale (and art faculty).

    (1) How set up and use. (open students and faculty) - Wed April 19th (online)

    (2) Implications for art world

During this session, faculty will ...

  (a) present preliminary observations, approaches, & guidelines related ChatGPT & other AI tools 

  (b) illustrate how some Kean faculty are currently managing and using generative AI

  (3) share steps to assist you in starting your own journey with generative AI

  (4) share structured assignments/statements that can guide students to use AI in productive ways

  (5) engage in open discussion!

AI in our everyday lives: 

Facial recognition          Maps and Navigation                                  Personalized Shopping

Food ordering sites       Voice Assistants - Siri/Alexa, etc           Feed Social Media Algorithm (Facebook/Twitter/etc)

Music streaming             Spell checker

Other AI Technologies we were once concerned would ruin education

  1) Spell Checking - It doesn't seem like it is AI because it is so ubiquitous now. It does word prediction.

  2) Graphing and symbolic calculators

  3) Grammar checker - Grammarly paid version is especially effective

  4) Wolfram/Alpha

“What Would Plato Say About ChatGPT?”

Plato mourned the invention of the alphabet... In his “Dialogues,” ... Plato claimed the use of this more modern technology would create “forgetfulness in the learners’ souls, because they will not use their memories,” ... and that those who adopt it would “appear to be omniscient and will generally know nothing,”

Documents

 1) ChatGPT policies: Examples from other Universities

  2) ChatGPT Concerns

YOUR TURN

  1) Add to this DOC:  Spreadsheet of Acceptable Use Statements

  2) Co-write this list of Promising practices & warning/vulnerabilities 

Artificial intelligence: the concept that machines can act in ways that mimic human intelligence. Most current AI can only draw from existing knowledge, and is not able to create new knowledge. 

Generative Artificial intelligence - the concept that AI machines can create new content, as opposed to just analyzing or acting on data already available

Chatbot- is a software application that imitates human-to-human conversation through text or voice commands.

Academic Integrity Policy: Links to Kean Policies 

Citation Guide: Guide by Kean University Learning Commons 

ChatGPT and its Use in Essay Writing Instruction (BRENT A. ANDERS) (excerpts/summary of article)

How Can the ChatGPT AI Help Instructors Teach Essay Writing? Chat GPT can..

1. generate text on a given topic, providing students with a starting point for their essays and helping them to develop their ideas. For example, if the prompt is “Write an essay about the importance of education,” instructors could have students input the prompt into ChatGPT and generate a few sentences or paragraphs on the topic. The students could then work alone or in collaborative writing group to develop their ideas and outline their essay, using the generated text as a starting point.

2. provide feedback and suggestions for improvement on students’ essays, helping them to expand upon their ideas and improve their writing. Students can input their essay into ChatGPT and ask it to generate suggestions for improvement or additions. They can then make those improvements. 

3. be used to teach students about the conventions of academic writing - use ChatGPT created stories as models for students to analyze and then follow when writing their own essays.

How can Instructors Prevent Students from Using ChatGPT to Write Essays

1. Instructors can educate their students on the importance of writing original essays and the consequences of using AI tools to write their assignments. 

2. Requiring students to submit rough drafts or outlines of their essays for review and feedback. By requiring students to submit their work at various stages of the writing process, instructors can help students to develop their ideas and ensure that their essays are original and well-written.

1. Practical Responses To ChatGPT - Montclair State University

2. ChatGPT is here — what's NYU doing about it? (Feb 2, 2023)

3. Coping With ChatGPT | Law, Policy—and IT? - Inside Higher Ed Jan 17, 2023

4. You're Not Going to Like How Colleges Respond to ChatGPT (Feb 3, 2023)

5. Huang, Kalley. “Alarmed by A.I. Chatbots, Universities Start Revamping How They Teach.” The New York Times, 16 Jan. 2023

6. Lesson Plan: Teaching and Learning in the Era of ChatGPT. The New York Times, 25 Jan. 2023

1. What do you think Kean’s AI creation tool, such as ChatGPT, policy should look like?

2. Where do you think we, as instructors, can grow as a result of this tool?

3. In your field, what do you consider appropriate use of AI creation tools, such as ChatGPT?

4. Should faculty use software/tool that checks for AI writing in student work? 

5. At what point does ChatGPT become a hindrance to teaching and student production of original work?

6. What are the areas of concern for you as a teacher?

7. What are some practical recommendations for faculty? 

8. What is the future of this technology in this field? How is it going to change life of people in the humanities? Medical field? Etc.  And therefore, what does this mean for your teaching?

9. If we want a university-wide meeting, what information/doc do we want to have to start the conversation?

1. ChatGPT, Artificial Intelligence, and the Future of Writing: How ChatGPT and other AI systems may ruin the ability to write (and think). 

   • ChatGPT and other AI-assisted writing software... are surprisingly good.

   • From the perspective of writing education, this kind of software is more than a little problematic.

   • This software may well reduce writing, communication, and thinking abilities dramatically in future generations

2. Why Do A.I. Chatbots Tell Lies and Act Weird? Look in the Mirror. (March 19)

3. From CEOs to Coders, Employees Experiment With New AI Programs (March 19)

4. Inside the post-ChatGPT scramble to create AI essay detectors (March 19)

5. ChatGPT Has Everyone Freaking Out About Cheating. It’s Not the First Time (Chronicles of Higher Education) Surovell (Feb 2023)

6.  ChatGPT Is a Blurry JPEG of the Web Chiang  (Feb 2023)

7.  Course site for ENG 5085 (at Kean). By Mia Zamora

Videos

ChatGPT Romance | South Park 

1. https://gptzero.me/ 

2. Turnitin.com

1. Avirappattu, Dept. of Mathematical Sciences: We are adapting Large Language Models to answer questions on Carnegie Classifications by integrating various domain-specific information, including a database of several years of email communications

2. Mierzwa, Kean Center for Cybersecurity & Avirappattu, Dept. of Mathematical Sciences, started the discussion of assessing our student’s ability to sense non-factual information.  Proposed a project for funding titled “Evaluating and Determining Counterfactual or Untrustworthy News and Information” and are developing a draft instrument with the assistance of two students.

3. Rosen & Woodruff, College of Education:  Conducting a study on Kean students in the College of Education about their current understanding and perceptions of available AI writing supports.

4. Woodruff & Rosen, College of Education: Conducting a study on impact of an instructional intervention on preservice teachers' perceptions of the use of AI generative content in education

A Few Recommendations

• How do you structure your prompts differently?

• Nature of ‘authorship’

• Writing and editing

• Creating an FAQ for the Kean Community

• Student support materials

1. Mukul Acharya <macharya@kean.edu>,

2. George Avirappattu <gavirapp@kean.edu>, 

3. Louis Beaugris <lbeaugri@kean.edu>,

4. David S. Birdsell <dbirdsell@kean.edu>

5. George Chang <gchang@kean.edu>,  

6. Bridie Chapman <bchapman@kean.edu>, 

7. Muhammad Hassan <hassanmu@kean.edu>,

8. Chloe Hoang <mhoang@kean.edu>, 

9. David Joiner <djoiner@kean.edu>, 

10. Laura Lorentzen <llorentz@kean.edu>, 

11. Jonathan Mercantini <jmercant@kean.edu>

12. Joy Moskovitz <jmoskovi@kean.edu>, 

13. Dr. Patricia Morreale <pmorreal@kean.edu>,

14. Daniela Shebitz <dshebitz@kean.edu>,

15. Heather Stokes-Huby <hhuby@kean.edu>, 

16. Dina Rosen <drosen@kean.edu> 

17. Brian Teasdale <bteasdal@kean.edu>,

18. Karen Woodruff <kwoodruf@kean.edu> 

19. Mia Zamora <mzamora@kean.edu>, 

Contributors of content included in this website are:

1. George Avirappattu <gavirapp@kean.edu>, 

2. George Chang <gchang@kean.edu>,  

3. David Joiner <djoiner@kean.edu>, 

4. Jonathan Mercantini <jmercant@kean.edu>

5. Brian Teasdale <bteasdal@kean.edu>,

6. Karen Woodruff <kwoodruf@kean.edu> 

7. Mia Zamora <mzamora@kean.edu>, 

8. Dina Rosen <drosen@kean.edu> 

This website was created and is maintained by Dr. Rosen, Inaugural CTL Director.