Chat AI

What is AI Chat (ChatGPT)

AI chat, also known as chatbot technology, uses artificial intelligence to simulate conversation with human users. The conversation can take place through text, voice, or a combination of both. The goal of AI chat is to provide helpful or automated responses to users' queries and requests, similar to how a customer service representative would assist a customer. (written by ChatGPT)

One of the best ways to combat tools like AI chat is "personalized authentic assessments", and integrating assignments into the entire course.  

Considerations for Using AI in the Classroom

People have raised concerns for student academic integrity as well as for the longer term impact on learner motivation, engagement, and knowledge retention. Others in your discipline may also have specific concerns related to knowledge production, values, and more. What resonates for you?

However, there are also potential benefits. GenAI may save time and effort on routine tasks, provide a new perspective on a problem, or generate content that can be analyzed or critiqued in the classroom.

How do you personally weigh the threats and opportunities in your classroom, and for your own work?

Before using any tool or technology, instructors and students should review its data retention and privacy policies. The general recommendation from campus IT is to only enter information into these tools that you are comfortable making public. See Generative AI @ UW-Madison: Use & Policies for more specific guidance.

In a classroom setting, instructors must also consider information you are asking students to share. Keep in mind that tools and technologies that are not supported by UW may present risks to instructors and students by not meeting requirements for privacy, security, intellectual property, and records retention. See Use of Third-Party Applications for specific considerations and limitations. Microsoft Copilot is available to UW-Madison affiliates and provides additional data protection when accessed using a NetID.

  • Microsoft Copilot is available to UW-Madison affiliates using a NetID login.
  • OpenAI’s ChatGPT has continued to be freely available, with a more robust version available for subscription purchase, but requires creating an account using an email address and phone number.
  • Google Gemini is also freely available, but does require a Google account.
  • Other tools that require less personal information are also available.

If provided with a prompt or assessment question from your class, how does the GenAI tool perform? Experiment with questions, tasks, and assignments related to your work, study, or teaching. What are GenAI tools good at, and where do they it struggle? With which routine tasks are you comfortable asking for GenAI assistance?

Keep in mind that writing productive prompts for GenAI requires some skill and practice. See OpenAI’s guidance for designing prompts for ChatGPT.

Making your questions more personal, reflective, specific, local, or complex (i.e., requiring higher order thinking) may make it more difficult for students to use GenAI to adequately complete them. But more importantly, these changes can make your questions more interesting and valuable to your students.

When designing an assignment where students can use a GenAI tool, always provide an alternative for students who don’t want to share their data with a third party tool (i.e., students shouldn’t have to share their data to be successful in the course). Alternatives could include making part of the assignment optional, the instructor engaging with the GenAI on behalf of students, students using a different AI language model that does not require personal information, or students using another supplemental source (e.g., interview with a person, responses on social media, review article, etc.) in place of GenAI.

Many students are already using GenAI on their own, and this will likely increase as these tools are integrated into more technologies we use regularly. When instructors acknowledge and model GenAI use, we can guide students in considering the capabilities of these tools, surface differing opinions around fairness, help students align use of these tools with their own ethical frameworks, and even help students grapple with anxiety about the future.

Make your policy on GenAI use in your class overall and in specific assignments (if applicable) clear to students from the start of class. Review the ideas below for exploring AI with your students and consider where GenAI might intersect your course.

Activity Ideas

Whatever your aims for using (or prohibiting) the use of AI within your classroom, make your expectations clear to students at the semester’s start. This may include adding a statement to your existing academic integrity statement, and reviewing expectations with students in class. Students should also have the option to not use any tool that requires personal information shared with a third party not contracted by the University.

In small groups, students collaborate to write 20 questions for a text-generating AI about how it works. In a larger group, they consider what the AI’s responses mean for academic integrity, authority, validity, trust, or other important ideas in your course. 

Individually students construct one question or prompt on a specific topic that they think text-generating AI can respond to successfully, and another prompt or question they think AI responds to unsuccessfully. In a larger group, students share their work to identify characteristics of prompts to which AI struggles to respond. For a related lesson outline, see Critical Analysis Across AI Tools & Stereotypes from the AI Pedagogy Project at Harvard’s metaLAB.

The instructor uses AI to generate work, like a thesis, short analytical paper, theater dialogue, computer code, image, or even musical composition. In groups students analyze the sample work created by AI, with particular attention to evidence, sources, perceived bias, or other important elements for your course. Students can then revise it for improvement in groups, and share back revisions for comparison. For an example lesson outline, see Correct a Bad Essay from the AI Pedagogy Project at Harvard’s metaLAB

The instructor asks the text-generating AI to respond to a prompt as a specific person – e.g., a historical figure. Students then critique the AI’s response, drawing on their interpretation of the person’s perspective. 
Individually students write one multiple choice exam question and ask text-generating AI to write a second. In a larger group, students analyze which submitted questions are AI-written, which are human-written, and evaluate which provide a better assessment of learning.
Students use AI to generate a draft of a simple writing assignment. Students then analyze the AI’s writing, focusing on accuracy, bias, or other characteristics important in your course. You may also ask students to improve the AI’s draft to complete a second draft.
The instructor uses AI to generate an essay, thesis, or other written work. Groups then use a rubric to evaluate the AI’s work, and suggest changes or improvement to the rubric. This can help students think about how they define high-quality work, and how a rubric might help identify AI-generated work. 
Students use AI to quickly generate thesis statements on a variety of topics. Individually students revise these statements and share two that are strongest to a group for feedback, including what prompts they provided the AI and what revisions they made to each statement. Students use AI to “get started” by quickly generating ideas, and then leverage their own skills to refine and improve.
Students create a plan for using AI within a specific assignment, like a scaffolded research paper, where they articulate for which steps it is valuable and appropriate to use AI, and when original thought and creativity are needed and why. This activity works best when sequenced with other activities that explore AI capabilities.
Students ask AI to evaluate an initial draft of a short writing assignment, asking AI to focus on a specific element. Students then incorporate any valuable feedback into their work, and share their revisions with a small group. This can help students get another perspective on writing quickly, while encouraging them to consider that feedback critically.
Students or instructors use image-generating AI as part of a reflective writing, freewriting, or creative writing process in any language. Students can use AI to quickly visualize descriptions from their writing, or students or instructors can use AI to generate images that prompt elaboration in writing. For an example lesson outline for generating images, see AI Image Remixing from the AI Pedagogy Project at Harvard’s metaLAB.

The metaLAB at Harvard is curating assignments that integrate AI tools, contributed by instructors from around the world.


AI Tools for Education

Yippity is a quiz tool generator
AI-Assisted Grading and Answer Groups - Gradescope Help Center
Education Copilot to generate lesson plans
Slides AI creates presentations in seconds
Alex Rockey - Leveraging Technology to Increase Access to Education
AI Chatbots & Apps - Master Comparison - An AI-driven platform that helps educators create lesson plans, teaching resources, and assessments.
MagicSchool AI - Quiz, rubric, lesson plan, languate translation, and so much more generator.  It even has a student side to help them learn more deeply. - a platform that allows users to chat with and discover AI-powered bots. Users can ask questions, get answers, and have conversations with multiple bots. Poe offers a free version with limited access to chatbots, and two paid subscription plans with more features. - generate SLO's, Lesson plans, and case studies - Free -image, slides, social media, video with AI built in.  Free and paid plans
Adobe Express - image, slides, social media, video, with AI built in Free 

How to (Potentially) Detect AI Chat

No detector works 100%.   Any of the tools below should be used as a starting point only.  If you suspect AI tools were used in an assignment where you stated they are not allowed, these tools are a good way to start a conversation with your student(s).

Keep in mind  tools like exist, and can be used to "fool" AI detectors.

Turnitin AI writing detection preview will be available across many of our products including Turnitin Feedback Studio (TFS), TFS with Originality, Turnitin Originality, Turnitin Similarity, Simcheck, Originality Check, and Originality Check+, free until December 2023.   What is the AI detector looking for?

Additionally, Turnitin has developed additional resources for instructors to consider when viewing results of any AI detector:

gptzero - GPTZero incorporates the latest research in detecting ChatGPT, GPT4, Google-Gemini, LLaMa, and new AI models, and investigating their sources.

zeroGPT - Simple and Credible Open AI and Gemini detector tool for Free


Sign up required: CheckGPT  Paste text to check if it contains AI-generated text from a tool like ChatGPT or other AI text generator, along with an easy-to-read explanation of the analysis. Gain transparency to help inform how you guide your students to use tools like ChatGPT and to help encourage academic honesty.

Syllabus sample text

This is text that the FRC has found that might be a helpful place to start.  Feel free to use or not use and edit as you see fit.  This is a work in progress so feel free to send suggestions or your own samples to

"If we haven’t disclosed to students that we’re going to be using detection tools, then we’re also culpable of deception."

Clearly communicating your expectations around AI use in your courses is essential and your syllabus is a good starting point. Disciplines and courses are diverse in their content and learning outcomes, and instructors in the extent to which they permit the use of AI in assignments will also vary. Because of this, there is no "one-size-fits-all" syllabus statement, so please review the options presented herein, and feel free to adapt to your individual preferences.

NOTE: In addition to a syllabus statement, the FRC recommends an AI statement on every assignment, exam and discussion on if AI is allowed or not.  And if it is allowed, how should AI be used/incorporated into the assignment.

AI chat or ChatGPT

AI text tools like ChatGPT can be used to generate text if given a prompt.  In general, these tools are not allowed to be used for assignments in this class.   That being said, we will have an assignment where we use these tools to generate ideas as a starting point.  The same company that created ChatGPT also has a tool that can detect content written using it.  I will be using this tool if I suspect you are using ChatGPT on an assignment where you should not be using it.   I am also happy to continue having conversations around the use of this new tool.

A Special Note About the Use of Artificial Intelligence for Coursework

Originality is the cornerstone to all academic endeavors. We stand on the shoulders of those who have come before us to teach and learn, research and analyze to produce newly insightful work. The expectation of this course and its instructor is that all work produced for a grade will be the sole product of a student’s endeavors to meet those academic goals.

Students are encouraged to use artificial intelligence among many other (re)search resources if a student finds the resources a useful tool. Students must not substitute the substance of their work with the results of such (re)search tools, however, as that act would contravene the rules academic integrity and their underlying academic values.

For undergraduates, please note that exams will ask you to synthesize readings, lectures and class discussion. The assignment is intentionally designed to stimulate critical thinking and individual innovation. For graduate students, please take careful note of the instructions above that the report must be written from the perspective of the particularized learning within this course. Again, this assignment is designed to hone your academic abilities to interpret book-length materials in the context of particularized queries, thought and research.

Sample 1:

Developing your individual voice and identity as a writer is central to this course. I value your ideas. As a result, using AI programs, like ChatGPT, to generate content for assignments is harmful to your progress and undercuts the course goals. Additionally, AI can produce content that is biased, inaccurate, and/or incomplete. Learning how to ethically incorporate and cite sources is an important part of this course. Presenting AI-generated content as your own is considered plagiarism. Please note that I will be using AI detection tools when assessing your work. 

Sample 2:

Use of ChatGPT (or other similar tools or software that generate suggested text) is not permitted in this class for any assignments. This course assumes that work submitted by students – all process work, drafts, brainstorming artifacts, final works – will be generated by the students themselves. Use of AI tools in this course is considered a violation of the SBCC’s Cheating and Plagiarism policy. Violations could result in failure of the assignment or failure of the course. 

Sample 1:

Developing your individual voice and identity as a writer is central to this course. I value your ideas. As a result, using AI programs, like ChatGPT, to generate content for assignments is harmful to your progress and undercuts the course goals. Additionally, AI can produce content that is biased, inaccurate, and/or incomplete. That said, on occasion, you will be invited to use AI programs for class with the larger goal of understanding their functions and limitations. Learning how to ethically incorporate and cite sources is an important part of this course. Presenting AI-generated content as your own without proper citation or attribution is considered plagiarism. Please note that I will be using AI detection tools when assessing your work.

Sample 2: 

Use of ChatGPT (or other similar tools that generate text) is allowed in this class for specific assignments only. When use of the tool is allowed, it will be explicitly noted in the assignment directions. If you utilize tools such as ChatGPT for any part of the assignment (from idea generation to text creation to text editing), you must properly cite ChatGPT. Failure to cite is considered a violation of the SBCC’s Cheating and Plagiarism policy. Violations could result in failure of the assignment or failure of the course. 

This is a list of a sample AI policies from mayn different schools.  Some are area specific, some are campus samples.

This document explores areas like ethics, assignments, and the below statement.

Welcome to this course, where we embrace the potential of Artificial Intelligence (AI) as a tool for enhancing your educational experience. To ensure its ethical use, I have outlined the following principles that will guide your engagement with AI throughout the course:

  • Ideate Independently:
      • While AI can be a valuable resource, it is crucial that you first engage with course materials independently, developing your critical thinking and problem-solving skills. AI should complement your learning, not replace your independent thought and analysis.
  • Attribute Authentically:
      • When using AI tools or resources in your assignments, always cite the contributions of AI appropriately. Clearly indicate when AI has been used to generate content or assist in your work. Honesty in attribution is essential to maintaining academic integrity.
  • Verify Rigorously:
      • When utilizing AI-generated information or insights, verify the accuracy and reliability of the content rigorously. AI can provide valuable assistance, but it is essential to critically assess its output to ensure its suitability for your academic work.
  • Respect Privacy:
      • When incorporating AI into your coursework, be mindful of data privacy and confidentiality. Ensure that the tools and platforms you use adhere to ethical data collection and usage practices. Protect your personal data and respect the privacy of others.
  • Assess Skeptically:
    • Approach AI-generated content and arguments with a healthy degree of skepticism. While AI can assist in debates and creative exploration, remember that it is a tool and not a substitute for thoughtful analysis. Always critically evaluate the information provided.

In this course, AI may be used in specific assignments as a tutor, debate companion, or a creative exploration tool for topics relevant to the curriculum. It is important to use AI judiciously, adhering to the ethical guidelines outlined above.

As a tutor, AI can assist in understanding course content and providing additional explanations, but it should not replace your active engagement in learning. When used as a debate companion, AI can help you gather information and arguments, but it is essential to critically assess and refine the content generated by the AI. When exploring topics creatively, AI can be a source of inspiration, but your originality and insights remain central to the creative process.

By following these ethical guidelines, you will harness the power of AI to enhance your learning experience while maintaining the integrity of your education. I encourage you to embrace AI as a valuable tool in your academic journey but always remember that your unique intellectual contributions are the heart of your education.

AI and Plagiarism

According to ChatGPTs own Sharing policy:  "People should not represent API-generated content as being wholly generated by a human or wholly generated by an AI, and it is a human who must take ultimate responsibility for the content being published."
So if a student (or anybody) is saying the work turned in is their own work, and was even partially generated by AI, that is a false statement.  Most SBCC faculty require any assignments turned in be entirely created by the student.  
Ultimately, its up to the faculty to decide how much they want to allow students to use AI tools in their courses.