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What are ChatGPT and other GPT-based software and tools?

ChatGPT is a large language model (LLM) based chatbot that was made available to the public on November 30, 2022. GPT is an abbreviation of Generative Pretrained Transformer, derived from a specific architecture of neural networks for natural language processing. It has been gaining a lot of attention and is evolving rapidly. It has already been integrated into Microsoft Office apps and other software. This type of generative AI analyzes language structure by mimicking how humans comprehend text and then uses this knowledge to automatically create text and other content. The abilities of the generative AI have been expanded from text to images, videos, computer codes and other data formats, such as DALL.E, Midjourney, Stable Diffusion and Codex.

What are the functions of GPT-based software and tools?

The functions of GPT-based software and tools are continuously evolving and spanning from text, vision, music, coding and mathematics. The recent trends have demonstrated interactions with the world, humans and other internet AI modules and systems, such as AutoGPT and AgentGPT.

What are the limitations?

1. Next-word-prediction paradigm. The model operates on a next-word-prediction paradigm, which means it only generates the next word, and currently, it has no mechanism to revise or modify its previous output. Some of these limitations could be solved by providing specific prompts, which are called “prompt engineering.” However, the inherent flaw is not solved yet.

2. It generates errors without warning. Erroneous references, content, and statements may be intertwined with correct information and presented in a persuasive and confident manner, making their identification difficult without close inspection and effortful factchecking. Therefore, it still requires extensive efforts to search and fact-check the generated content. You cannot rely on ChatGPT-generated content for research, learning and education.

3. Bias. All users need to be aware of the inherent bias of these generative AI tools since the GPT models are trained on data from the public internet. Among these data sources, they are riddled with various sources of inherent bias. LLMs may perpetuate or amplify existing bias.

Guidelines

1. Experiment and learn these AI tools – Faculty may experiment with generative AI tools in conjunction with their course materials and assignments. To begin, you can create a free account on Open AI’s platform with ChatGPT. Once registered, you can input some of your assignment prompts and evaluate the accuracy of the results. Subsequently, you should consider how you can integrate the tool or develop alternative approaches that do not require it. Additionally, involving students in the reflection process can provide a valuable learning experience, enabling them to comprehend the advantages and limitations of these tools.

2. Explain these AI tools explicitly in your class – Talk with students about these generative AI tools explicitly. Invite them to collaboratively consider and establish learning goals and criteria for the task, with consideration for the role of AI software. It would help students to evaluate and judge appropriate contexts in which AI can work as a learning tool. This communication will further seize the opportunity to center the importance of critical thinking and digital literacy among students. – Discuss academic integrity with students. You should clarify the principles and guidelines for using generative AI tools in your courses. In addition to verbal explanations, we recommend a syllabus statement on using AI. – Discuss the ethical issues and limitations of AI with your students. As you experiment with the course materials and assignments using generative AI tools, you may engage in conversations with your students about the effects of inaccurate or biased information generated by these tools, particularly as it pertains to the course materials. Despite the likelihood that students will continue to utilize ChatGPT and similar tools, it is essential that our community shares a common understanding of the associated risks and benefits.

3. Change your assignments so that they may not be easily completed using AI – Create assignments that are not easily completed using AI. It is highly recommended that you provide clear instructions to students regarding the proper citation of generative AI tools in their assignments and requiring them to provide references for all submissions. Students should be required to explain how they utilized these tools in their work. To enhance students’ oral communication skills, you may provide more opportunities for in-class presentations or incorporating them into discussion sections.

4. Move to more authentic assessments and include performance elements – You may incorporate a formative assessment practice where students are required to submit drafts of their work for review and feedback. These reviews and feedback could be considered as grading subcomponents of the assignments or tasks. This approach not only helps to detect plagiarism but also guides students in the development of their work, enabling them to improve their performance. Teachers, peers, or self-assessments can provide feedback, which can facilitate the critical evaluation of work in progress. Encouraging peer- and self-feedback can enhance the authenticity of the assessment process.

Suggested Syllabus Statements on AI Use

1. AI use is allowed in the Course with proper referencing.

Students are welcome to explore generative AI tools, such as ChatGPT, to seek support for their assignments or other activities. However, students should follow the “verify everything” approach to the content generated by these AI tools. These tools learned the models from the public internet, which means they may reproduce substantial text from other sources. It is the student’s responsibility to check the original sources to be sure they are not plagiarizing someone else’s work. Students should also cross-check the content and citations generated by these tools to ensure they are accurate and properly referenced.Students should incorporate the subsequent statement in their assignments when using a Generative AI Tool: “For this assignment’s preparation, the author(s) have utilized [Generative AI Tool Name], a language model created by [Generative AI Tool Provider]. Within this assignment, the [Generative AI Tool Name] was used for purposes such as [e.g., brainstorming, grammatical correction, writing paraphrasing, citation, specific sections of the assignment].”

2. AI use is not allowed.

All submitted work must be produced by the students themselves, whether individually or collaboratively. Use of a generative AI tools such as ChatGPT to complete an assignment constitutes academic misconduct.

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Guidelines:  OAA’s guidelines pertaining to the observance of religious holidays are as follows:

• Annually, OAA officials will circulate to students and faculty, and make available online, a schedule of religious holidays which lists commonly observed religious holidays as a reference to aid in planning courses, assignments and events. See above link.

• At the beginning of each semester, OAA officials will circulate to students and faculty and make available online, these guidelines.

• Out of respect for persons of all faiths and religious traditions, OAA encourages nonsectarian approaches when marking the solemnity of a University event with an invocation or similar ritual.

• OAA encourages all faculty, staff, and students to be cognizant of major religious and cultural observances when planning major campus events in order to be sensitive to potential conflict.

• Guidelines relating academic work (below) will be loaded into the online syllabus template. All faculty members are encouraged to include on the syllabus and to announce at the beginning of the semester the following:
  • Students should notify faculty in writing or via email during the first two weeks of the semester of their intention to be absent from class for religious observance.
  • Faculty should provide students who give the required notice of and are absent for observance of a religious holiday reasonable opportunity to complete academic responsibilities in the original or alternative form without penalty, unless doing so would interfere unreasonably with the academic integrity of the course.

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• The Parent Resource Library is located at the Child Development Resource Center. The library contains books on parenting, breastfeeding and other resources for parents.
• The Parenting Assistance Line (866) 962-3030 is a toll free number providing support on many parenting topics. For more information about PAL and additional online resources, click here.
• Graduate School Parent Support supports students who have children. This program coordinates events with parents, provides opportunities for professional development, institutes programs and services to address the needs of student parents, and works to foster an environment that is receptive to children and their student parents.

Title IX Office
2418 Capital Hall
Box 870259
Tuscaloosa, Alabama 35487-0114
(205) 348-5496
titleix@ua.edu

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• At least one hour (50 minutes) of classroom or direct faculty instruction and a minimum of two hours of out-of-class student work each week for approximately 15 weeks for one semester, or the equivalent amount of work over a different period, or;
• At least an equivalent amount of work as outlined above for other academic activities including laboratory work, internships, practica, studio work, clinical research, directed study, and other academic work leading to the award of credit hours, regardless of the mode of instructional delivery.

1. Contact Hours:
   • Typically, one credit hour corresponds to one hour (50 minutes) of classroom or direct faculty instruction per week and a minimum of two hours of out-of-class student work each week for approximately fifteen weeks.
   • For laboratory courses, internships, practica, studio work, clinical research, and other similar activities, an equivalent amount of work is required.
2. Course Type:
   • Lecture-based courses: Generally require one hour of classroom instruction and two hours of outside study per week per credit hour.
   • Laboratory courses or other educational activities supervised as a group (e.g., laboratory, studio, field trip): Often require more contact hours per credit hour due to the hands-on nature of the learning activities. The semester credit hours awarded vary depending on the amount of outside work required. When substantial outside work is required for each two-hour block of laboratory per week, one semester hour of credit is awarded. Group activity requiring little outside work may require three or four hours of laboratory time each week for each semester credit hour awarded.
   • Full-time independent study (e.g., student teaching, practicum, internships, clinicals): These may have different structures and requirements but must meet the equivalent workload expectations. If a student’s academic activity is essentially full-time (as in student teaching), one semester credit hour may be awarded for each week of work.
   • Supervised individual activity (e.g., independent study, individual studio, tutorial). Appropriate credit is awarded when students demonstrate evidence of achievement of intended learning outcomes equal to that required in the comparable course or activity.
   • Experiential learning. One semester hour of credit may be awarded for each 40-to-45-hour week of activity that provides the learning considered necessary to the program of study.
   • Short sessions (e.g., interim terms, summer terms of five and ten weeks, weekend college). When credit hours are awarded for courses taught during a part-of-term, the learning outcomes expected must be the same as those expected for the same course taught during the fall or spring semester.
   • Courses offered using alternative forms of delivery (online, intensive, or hybrid). Alternative forms of delivery are planned to enable students to achieve the equivalent student learning outcomes as courses offered in the traditional, instructor-led format in classrooms.
3. Learning Outcomes and Objectives:
   • The amount of time required to achieve the intended learning outcomes of the course must be considered. This involves evaluating the depth and complexity of the material covered.
4. Institutional and Federal Guidelines:
   • Ensure alignment with The University of Alabama’s Course Credit Hour Policy and federal regulations.
   • The U.S. Department of Education defines a credit hour as one hour of classroom or direct faculty instruction and a minimum of two hours of out-of-class student work each week for approximately fifteen weeks for one semester or trimester hour of credit.

1. Review the Course Content and Structure:
   • Outline the topics covered, learning activities, assignments, assessments, and expected student workload.
2. Calculate Contact Hours:
   • Determine the total hours of direct instruction and planned in-class activities.
3. Estimate Out-of-Class Work:
   • Estimate the amount of time students will need to spend on readings, assignments, projects, and studying.
4. Consult Institutional and Accreditation Guidelines:
   • Ensure that the calculations align with The University of Alabama’s policies and accreditation requirements.
5. Approval Process:
   • Submit the course proposal, including the credit hour calculation, to the appropriate curricular committees or academic bodies within the institution for review and approval.

By systematically considering these factors, the appropriate number of credit hours for a course can be determined to ensure that it meets educational standards and provides a meaningful learning experience for students.