What can ChatGPT do? It can write essays, develop lesson plans, create an outline for a class syllabus, write learning objectives, design exams, write scripts, design rubrics, provide directions, compose e-mails, write computer code, etc. Can it do this well? It depends.
We may be able to have avatars of our early theorists deliver lectures on their theories. Click the picture to see a larger version.
I've always hated writing course descriptions, and I'm not very good at it, so I asked ChatGPT for help.
This course examines the influence of intersectionalities, including dimensions of race, class, gender and gender identity, sexual orientation, and immigration status along with other dimensions of privilege and disadvantage and their relationships to criminality, victimization, and processing within the criminal legal system. We will focus on examining criminology through the lens of marginalized populations. This course will begin by discussing general theories of intersectionality and them move across dimensions to discuss patterns of criminality, victimization, and differential involvement of specific groups in the criminal legal system. The contribution and implications of intersectional theory for each topic will be examined.
Write an introduction to the syllabus for an undergraduate course on criminology that focuses on race, class, gender, and intersectionality.
Welcome to our undergraduate course on criminology, with a focus on the intersections of race, class, gender, and other social identities. In this course, we will explore the ways in which these factors influence the experience of crime and criminal justice. We will examine the historical and contemporary dynamics of these intersecting identities and their impact on criminalization, punishment, and justice. Throughout the course, we will also consider the role of power and privilege in shaping the criminal justice system and its outcomes. By the end of this course, you will have a deeper understanding of the complex relationship between crime and the social structures of inequality.
It's good, but I think I'll keep my original course description.
I asked ChatGPT to write a song for my Goldendoodle dog, Kkami.
I felt like the song needed something more to it, so I added the last line at the end, which I would make the chorus if I were to perform this. It made the song seem a bit more....human.
I asked Midjourney to create an Avaant gaarde high end 1920s mens wear portrait.
A couple things to note - these suits aren't particularly avaant gaarde, and the portraits all include very young, thin, white men.
I asked Midjourney to create a portrait of Snow White as an alien aboard a cyberpunk spaceship:
Again, note that this is not particularly cyberpunk, nor is this a portrait of Snow White aboard a spaceship.
List of AI Resources
Tools for interacting with AI
Here are some AI detection resources. Please be aware that they are not foolproof and can be combined with other tools to obfuscate their use.
Turnitin.com and Bb's Safe Assign have already implemented (or on the fast track to implement) AI detection tools.
See "Can ChatGPT Detect GPT3 Generated Texts?" for examples
Links to sample syllabi statements
Here is my syllabus statement: "Some student work may be submitted to AI detection tools in order to ensure that student work product is human created."
I also include specific academic integrity statements for each assignment. Here is an example of how I've added AI expectations to those statements:
You may have to redesign assignments to encourage transparency and integrity. I am a fan of using it as an educational tool - students will be interacting with AI regularly in the future. They should learn how to now.
Test AI out with your assignments. See what it is producing. Then, modify accordingly.
PROMPT: What kind of assignments in higher education would you recommend so that students are not tempted to use you to do their homework?
ChatGPT ANSWER: It is not appropriate for students to use a language model like me to complete their assignments, as it undermines the educational process and does not allow the student to learn and demonstrate their understanding of the material.
To discourage this behavior, educators can design assignments that require critical thinking, analysis, and synthesis of information, rather than just the retrieval of facts. For example, instead of asking students to simply define a concept, educators can ask them to apply the concept in a real-world scenario or to compare and contrast it with other related concepts.
Additionally, educators can use plagiarism detection software to detect any text that has been generated by a language model, or to design assignments that require students to produce original work such as oral presentation, debate, group discussion, research project and etc.
Links to sample assignments
Here are some presentations that other educators have shared. There is a wealth of additional information and examples here.
Some related articles
Critiques and Warnings
Learning about AI Tools and their Uses:
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