US A teacher caught students using ChatGPT on their first assignment to introduce themselves. Her post about it started a debate.

A teacher caught students using ChatGPT on their first assignment to introduce themselves. Her post about it started a debate.​

Jaures Yip
Sep 8, 2024, 10:41 AM GMT+2


Professor Megan Fritts caught several students using ChatGPT in the first week of the semester. picture alliance/Getty Images

• A teacher's students ChatGPT for a simple introductory assignment in an ethics and technology class.
• Professor Megan Fritts shared her concerns on X, sparking debate on AI's role in education.
• Educators are divided on AI's impact, with some feeling it undermines critical thinking skills.

Professor Megan Fritts' first assignment to her students was what she considered an easy A: "Briefly introduce yourself and say what you're hoping to get out of this class."
Yet many of the students enrolled in her Ethics and Technology course decided to introduce themselves with ChatGPT.
"They all owned up to it, to their credit," Fritts told Business Insider. "But it was just really surprising to me that — what was supposed to be a kind of freebie in terms of assignments — even that they felt compelled to generate with an LLM."
When Fritts, an assistant professor of philosophy at the University of Arkansas at Little Rock, took her concern to X, formerly Twitter, in a tweet that has now garnered 3.5 million views, some replies argued that students would obviously combat "busywork" assignments with similarly low-effort AI-generated answers.

Second week of the semester and I've already had students use (and own up to using) ChatGPT to write their first assignment: "briefly introduce yourself and say what you're hoping to get out of this class". They are also using it to word the *questions they ask in class*.
— Megan Fritts (@freganmitts) August 28, 2024

However, Fritts said that the assignment was not only to help students get acquainted with using the online Blackboard discussion board feature, but she was also "genuinely curious" about the introductory question.
"A lot of students who take philosophy classes, especially if they're not majors, don't really know what philosophy is," she said. "So I like to get an idea of what their expectations are so I can know how to respond to them."
The AI-written responses, however, did not reflect what the students, as individuals, were expecting from the course but rather a regurgitated description of what a technology ethics class is, which clued Fritts in that they were generated by ChatGPT or a similar chatbot.
"When you're a professor, and you've read dozens and dozens of AI essays, you can just tell," she said.

The calculator argument — why ChatGPT is not just another problem-solving tool​

While a common defense permeating Fritts' replies likened ChatGPT for writing to a calculator for math problems, she said that viewing LLMs as just another problem-solving tool is a "mistaken" comparison, especially in the context of humanities.
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Calculators reduce the time needed to solve mechanical operations that students are already taught to produce a singular correct solution. But Fritts said that the aim of humanities education is not to create a product but to "shape people" by "giving them the ability to think about things that they wouldn't naturally be prompted to think about."
"The goal is to create liberated minds — liberated people — and offloading the thinking onto a machine, by definition, doesn't achieve that," she said.

Lasting impacts on students​

Beyond cheating on papers, Fritts said that students have, in general, become compromised in their thinking ability — and they've noticed.
"They're like, 'When I was young, I used to love to read, and now I can't. I can't even get through the chapter of a book,'" she said. "'My attention span is so bad, and I know it's from looking at my phone, always having YouTube or TikTok on.' And they're sad about it."
Fritts said that technology addiction has affected students' general agency when interacting with information. She cited a 2015 paper by Professor Charles Harvey, chair of the Department of Philosophy and Religion at the University of Central Arkansas, which examines the effects that interactions with technology could have had on human agency and concentration.
Harvey wrote that two different eye-tracking experiments indicated that the vast majority of people skim online text quickly, "skipping down the page" rather than reading line by line. Deep reading of paper texts is being snipped into "even smaller, disconnected" thoughts.
"The new generations will not be experiencing this technology for the first time. They'll have grown up with it," Fritts said. "I think we can expect a lot of changes in the really foundational aspects of human agency, and I'm not convinced those changes are going to be good."

Teachers are getting tired​

Fritts acknowledges that educators have some obligation to teach students how to use AI in a productive and edifying way. However, she said that placing the burden of fixing the cheating trend on scholars teaching AI literacy to students is "naive to the point of unbelievability."
"Let's not deceive ourselves that students are using AI because they're just so siked about the new tech, and they're not sure of what the right way to use it in the classroom," Fritts said.
"And I'm not trying to slam them," she added. "All of us are inclined to take measures to make things easier for us."
But Fritts also feels just as "pessimistic" about the alternative solution — educators and institutions forming a "united front" in keeping AI out of the classroom.
"Which isn't going to happen because so many educators are now fueled by sentiments from university administration," Fritts said. "They're being encouraged to incorporate this into the curriculum."
At least 22 state departments of education have released official guidelines for AI use in schools, The Information recently reported. A 2024 survey by EdWeek Research Center found that 56% of over 900 educators anticipated AI use to rise. And some are excited for it.
Curby Alexander, an associate education professor at Texas Christian University, previously told BI that he uses AI to help brainstorm ideas and develop case studies "without taking up a lot of class time."
ASU's Anna Cunningham, a Dean's Fellow, and Joel Nishimura, an associate professor in the Mathematical and Natural Sciences department, wrote an op-ed encouraging having students teach ChatGPT agents with programmed misunderstandings.
"With this, we are on the cusp of being able to give all students as many opportunities as they want to learn by teaching," they wrote.
OpenAI even partnered with Arizona State University to offer students and faculty full access to ChatGPT Enterprise for tutoring, coursework, research, and more.
However, many educators remain skeptical. Some professors have even reverted back to pen and paper to combat ChatGPT usage, but Fritts said many are tired of trying to fight the seemingly inevitable. And students are left in the middle of education and AI's love-hate relationship.
"I think it, understandably, creates a lot of confusion and makes them feel like the professors who are saying 'Absolutely not' are maybe philistines or behind the times or unnecessarily strict," Fritts said.
Fritts is not the only professor voicing concerns about AI use among students. In a Reddit thread titled "ChatGPT: It's getting worse," several users who identified as professors lamented increased AI usage in classrooms, especially in online courses. One commented, "This is one reason I'm genuinely considering leaving academia."
A professor in another post that received over 600 upvotes said that ChatGPT was "ruining" their love of teaching. "The students are no longer interpreting a text, they're just giving me this automated verbiage," they wrote. "Grading it as if they wrote it makes me feel complicit. I'm honestly despairing."

https://www.businessinsider.com/students-caught-using-chatgpt-ai-assignment-teachers-debate-2024-9

https://archive.is/tx4nU

 

[melty]

Who really goes to college for the love of learning these days? Most just do it to get jobs, and it doesn't really matter if you use chat gpt at your job or not. This woman's class sounds boring; like many professors she is up her own ass about how important her class is (it's not) and deluded about why people are in it (they are forced to be). It's reasonable for students to not put in effort in bullshit classes like this. It's a waste of their time and not why they are there.

 

[Magicicada_septendecula]

There's a prevalent notion in education that everyone needs to be able to write and express themselves and it's just not true.

Some people simply don't want to, they get nothing out of it, and some people just shouldn't, we get nothing out of it.

I definitely think writing is overemphasized in college. For a computer science degree, my college required two or three "writing intensive" courses where you have to write a minimum of 5 pages for something that can (and probably should) be explained in one or two. You end up spending extra hours trying to eke out more sentences with a very low meaning to word ratio and end up with something that looks like a Kamala Harris speech for a professor who won't even read it and give you a C.

I actually think communication and writing are very important, but it's something that needs to be taught in the home or in grade school. College is just making up for shitty schools and parents. If ChatGPT existed when I was in college, I would have used it for these courses, maybe taking a bit of time to personalize it and remove any of the AI smell. I had real shit to do and didn't need to practice middle school level work any more than I needed to practice tying my shoes

 

[Preacher ✝]

I actually think communication and writing are very important, but it's something that needs to be taught in the home or in grade school.

What I meant by some people dont need to is like you said, some degrees just don't benefit from excessive writing.
As far as the people who shouldnt, I mean retards. We don't need to read essays by retards, they add nothing of value.

 

[seri0us]

"When you're a professor, and you've read dozens and dozens of AI essays, you can just tell," she said.

I know what she means but how do you prove that, especially in the context of academic probation for cheating?

 

[oldTireWater]

I know what she means but how do you prove that, especially in the context of academic probation for cheating?

There are apparently AI detection tools. The devil knows its own.

 

[DamnWolves!]

Most students who go into STEM fields do not enjoy writing at best

I mean, better get used to it because you're going to be writing a fuckton if you're in STEM academia. Aside from the horrible pay, the boring work and the petty AF coworkers, that's one of the reasons I left academia.

Minimum word counts in assignments encourages unclear writing styles and bullshit fluff.

Well if you don't have minimum word counts, you end up with drooling retards sending in 3 paragraphs and then complaining to the department chair that your assignment was unclear. What's the alternative?

Things written by ChatGPT sound like they're written by ChatGPT. I find it very distasteful that any student or professional would insult my intelligence by using it to pretend like they wrote something they intend me to read.

 

[Trump's Chosen]

I know what she means but how do you prove that, especially in the context of academic probation for cheating?

Probably in a method like this:

In summary: asks them to self-admit with a carrot and stick approach and promise to rain hellfire if they don't turn themselves in. In other words: it's very hard to prove.

 

[Neodanthril]

There's a prevalent notion in education that everyone needs to be able to write and express themselves and it's just not true.

Some people simply don't want to, they get nothing out of it, and some people just shouldn't, we get nothing out of it.

knowing how to communicate both formally and informally, and the difference between those two things, is important in any job. even if you are self employed you are going to be talking to customers and it would benefit you and them if you can explain what you do and understand what they want you to do.

 

[Jimjamflimflam]

Well if you don't have minimum word counts, you end up with drooling retards sending in 3 paragraphs and then complaining to the department chair that your assignment was unclear. What's the alternative?

Write enough to get the point across. If you are channeling the spirit of Hemingway and can do in minimal fashion, then more power to you.

 

[AssignedEva]

I dislike chatgpt. It was sold to me as a way to get shit done quicker, yet in every writing assignment I have used it seems to just regurgitate the wikipedia page of a topic. I always have to go and rewrite and organize everything myself, and at that point just research and write the whole thing yourself.

There's also a really obvious style that ChatGPT uses. For example:

Spoiler

Write an introduction for me to a Ethics and Technology class. I need to explain why I am interested in Ethics and Technology, and what I hope to get from the class.

My name is [Your Name], and I am thrilled to be a part of this Ethics and Technology class. My interest in this field stems from a deep curiosity about how technology shapes our lives and the ethical implications that come with it. As we continue to innovate and integrate technology into every aspect of our society, it becomes increasingly important to consider the moral and ethical dimensions of these advancements. I am particularly fascinated by issues such as privacy, algorithmic bias, and the ethical use of artificial intelligence. These topics are not only relevant but also critical in ensuring that technology serves the greater good without compromising our values and principles. Through this class, I hope to gain a deeper understanding of the ethical frameworks that can guide technological development and application. I am eager to engage in thoughtful discussions, learn from diverse perspectives, and develop the skills necessary to critically analyze and address ethical dilemmas in technology. I look forward to collaborating with all of you and exploring the complex and exciting intersection of ethics and technology.

Write an introduction for me to a English literature class. I need to explain why I am interested in English literature, and what I hope to get from the class.

My name is [Your Name], and I am thrilled to be a part of this English literature class. My interest in English literature stems from a deep appreciation for the power of stories and the beauty of language. From a young age, I have been captivated by the way literature can transport us to different worlds, introduce us to diverse perspectives, and evoke a wide range of emotions. I am particularly fascinated by how literature reflects and shapes society, offering insights into historical contexts, cultural norms, and human nature. Whether it’s the timeless works of Shakespeare, the poignant novels of Jane Austen, or the thought-provoking poetry of contemporary writers, I find that literature has a unique ability to connect us across time and space. In this class, I hope to deepen my understanding of literary analysis and critical thinking. I am eager to explore various literary genres and periods, and to engage in meaningful discussions with my peers. Additionally, I look forward to honing my writing skills and learning how to articulate my thoughts more effectively. Ultimately, I believe that studying English literature will not only enrich my academic journey but also enhance my personal growth. I am excited to embark on this literary adventure with all of you and to discover the many layers of meaning within the texts we will study.

Write an introduction for me to a Calculus class. I need to explain why I am interested in Calculus, and what I hope to get from the class.

My name is [Your Name], and I am thrilled to be a part of this Calculus class. My interest in Calculus stems from my fascination with how it serves as the foundation for understanding changes and patterns in various fields, from physics to economics. The ability to model and solve real-world problems using mathematical concepts is something that has always intrigued me. Through this class, I hope to deepen my understanding of the fundamental principles of Calculus, such as limits, derivatives, and integrals. I am particularly excited about learning how these concepts can be applied to analyze and predict complex systems. Additionally, I aim to develop strong problem-solving skills and a solid mathematical foundation that will be invaluable in my future academic and professional endeavors. I look forward to engaging with the material, collaborating with my peers, and gaining insights from our instructor. Thank you for the opportunity to learn and grow in this fascinating subject.

Write an introduction for me to a Gender Studies class. I need to explain why I am interested in Gender Studies, and what I hope to get from the class.

My name is [Your Name], and I am thrilled to be a part of this Gender Studies class. My interest in Gender Studies stems from a deep curiosity about how gender shapes our experiences and identities. Growing up, I often noticed the different expectations and roles assigned to people based on their gender, and I wanted to understand the reasons behind these societal norms. I am particularly interested in exploring how gender intersects with other aspects of identity, such as race, class, and sexuality. I believe that understanding these intersections is crucial for addressing issues of inequality and promoting social justice. Through this class, I hope to gain a deeper understanding of the theories and concepts that explain gender dynamics and to learn about the historical and cultural contexts that have shaped our current understanding of gender. Moreover, I am eager to engage in discussions and hear diverse perspectives from my classmates. I believe that these conversations will not only broaden my knowledge but also challenge my own assumptions and beliefs. Ultimately, I hope to apply what I learn in this class to advocate for a more inclusive and equitable society. Thank you, and I look forward to learning and growing with all of you this semester.

Write an introduction for me to a German cookery class. I need to explain why I am interested in German cookery, and what I hope to get from the class.

My name is [Your Name], and I am thrilled to join this German cookery class. My interest in German cuisine stems from my deep appreciation for its rich culinary traditions and diverse flavors. Growing up, I was always fascinated by the hearty dishes and unique ingredients that define German cooking, from the savory sausages and schnitzels to the delightful pastries and breads. I am particularly excited about this class because I hope to gain a deeper understanding of the techniques and cultural significance behind these traditional recipes. I believe that learning to cook authentic German dishes will not only enhance my culinary skills but also allow me to connect more meaningfully with the culture and history of Germany. Through this class, I aim to:

1. Master Traditional Recipes: I want to learn how to prepare classic German dishes with authenticity and precision.
2. Expand My Culinary Repertoire: Incorporating German cuisine into my cooking will add variety and depth to my culinary skills.
3. Understand Cultural Context: I am eager to learn about the cultural and historical background of the dishes we will be preparing.
4. Improve My Cooking Techniques: I hope to refine my cooking techniques and learn new methods that are specific to German cuisine.

I look forward to learning from our instructor and fellow classmates, and I am excited to embark on this culinary journey together.

You get the picture. It's more obvious when you use the same prompt over and over and only vary it slightly, but there's something incredibly formulaic about how it writes. There's little tells like the English Literature one - "Whether it's the [adjective] works of [example], the [adjectve] novels of [example] or the [adjective] works of [example], I find that...". The last one also created a list of key points, which if you've had to hire anyone recently you'll instantly recognise from various cover letters or job submissions. People obviously can write like that, but there's just a certain tone that seems consistent to ChatGPT. It's even the case if you try and disguise the writing style;

My profound interest in the confluence of ethics and technology is driven by an insatiable curiosity about the moral ramifications of our swiftly evolving digital milieu. As technology inexorably infiltrates every stratum of our existence, it engenders unprecedented ethical quandaries that necessitate meticulous scrutiny and erudite discourse. I am particularly captivated by the application of ethical paradigms to contemporary conundrums such as data privacy, artificial intelligence, and algorithmic bias. These issues not only challenge our conventional moral axioms but also compel us to re-evaluate the foundational principles that undergird our societal norms and juridical frameworks. Through this course, I aspire to augment my comprehension of the ethical doctrines and precepts that can steer responsible technological innovation. I am eager to engage in critical dialectics that will refine my capacity to scrutinize and address the ethical challenges posed by emergent technologies. Furthermore, I aim to cultivate a nuanced perspective that harmonizes technological advancement with the imperative to uphold human dignity and justice. Ultimately, I seek to contribute to the ongoing discourse on how we can harness technology for the collective good while mitigating its potential detriments. I am enthusiastic about collaborating with my peers and gleaning insights from their diverse perspectives, as I am convinced that a multidisciplinary approach is indispensable for navigating the intricate ethical landscape of contemporary technology.

In the grand tapestry of human endeavor, where the loom of progress weaves threads of innovation and discovery, my soul finds itself irresistibly drawn to the intricate interplay of ethics and technology. This fascination is not merely a fleeting fancy but a profound and abiding curiosity, akin to the ceaseless quest of the philosopher in search of truth amidst the labyrinthine corridors of knowledge. As the relentless march of technology advances, it casts both light and shadow upon the landscape of our existence, presenting us with dilemmas as novel as they are profound. The realms of data privacy, artificial intelligence, and algorithmic bias emerge as modern-day Gordian knots, demanding the keenest of intellects and the most discerning of moral compasses to unravel. In this esteemed course, I seek to immerse myself in the rich and fertile soil of ethical theory, to cultivate a deeper understanding of the principles that must guide our stewardship of technological marvels. I yearn to partake in erudite discourses, to sharpen my faculties of reason and discernment, and to grapple with the ethical conundrums that beset our age. My aspiration is to emerge from this intellectual odyssey with a perspective both nuanced and sagacious, one that harmonizes the inexorable tide of technological advancement with the timeless imperatives of human dignity and justice. I am eager to engage with my fellow scholars, to drink deeply from the wellspring of their diverse insights, and to contribute my own humble reflections to our collective pursuit of wisdom. Thus, with a heart full of anticipation and a mind alight with curiosity, I embark upon this journey, hopeful that together we may chart a course through the uncharted waters of ethical inquiry, and in so doing, illuminate the path to a future where technology serves the greater good of all humanity.

In the shadowed corridors of our modern age, where the flicker of screens illuminates the abyss of human ambition, I find myself irresistibly drawn to the confluence of Ethics and Technology. The relentless march of innovation, with its promise of boundless power and knowledge, casts a long, ominous shadow over the fragile moral fabric of our society. It is within this chiaroscuro of progress and peril that my interest ignites, like a solitary candle in a vast, darkened hall. My fascination with Ethics and Technology is born from a deep-seated desire to navigate the labyrinthine complexities of our digital era. The specter of unchecked technological advancement looms large, threatening to unravel the very essence of our humanity. I am compelled to delve into this realm, to unearth the hidden truths and confront the ethical dilemmas that lie in wait, like phantoms in the night. From this class, I seek not only knowledge but enlightenment. I yearn to grasp the delicate balance between innovation and morality, to wield the power of technology with a conscience unclouded by the shadows of ethical ambiguity. In this pursuit, I hope to emerge as a guardian of integrity, a beacon of ethical clarity in a world teetering on the brink of moral oblivion.

It sounds like it vomited up a thesaurus, but the style is still unmistakably there (and when you prompt it to change how it writes, it'll often start inserting weird similes and metaphors into the writing). It'll often stick to a very simple introduction-argument-conclusion structure which, sure, a first year university student might lean on - but there's just something unmistakable about its output that I can't quite put my finger on. But you know when you're reading something written by ChatGPT once you're familiar with it.

I know what she means but how do you prove that, especially in the context of academic probation for cheating?

I don't think there's an easy way to prove it - even AI detectors can be iffy. You can only really guard against it - for example, making students do closed book exams while physically present, writing it out in longhand (or on a special locked down computer if they've got some issue with writing) and likewise for humanities subject, an emphasis on in person assessed seminars/tutorials. That won't really stop them using it for coursework though, and universities would have to massively change the structure of courses if they wanted to try and move away from open book coursework (which would also be bad, because in the real world you've got time to look things up and double check them).

 

[Heed Not]

My freshman year, our computer engineering professor told us:
"Good engineering is about coming in under budget and to specifications. You have a budget of two pages, double spaced, in size 12 font. You're all freshman, none of you have anything insightful enough to warrant more than that. If you have so much as a character on a third page, I'm giving you a zero for the paper."

 

[Apustajan apustaja]

The more people are going to use language models, the more all text is going to sound like AI-generated text.
I am surprised no-one asked ChatGPT to write an introduction in the style of Shakespeare or Hunter Thompson or something, that is what I would do.

 

[John Badman]

ChatGPT is owned by the NSA and they purposefully market it to make your kid dumber and servile.

 

[Cirrhosis_of_Liver]

cant blame the students on this one, i always hated those 'introduce yourself' assignments. not sure anybody likes them. if i had chatGPT when i was in school i would have used it on these assignments.

A person who finds efficient ways to deal with irrelevant distractions is what I'm looking for in an engineer.

"Introduce yourself" is kindergarten shit. If they're not people-friendly by college, it's time to focus on something more productive.

 

[AllieKat]

I dislike chatgpt. It was sold to me as a way to get shit done quicker, yet in every writing assignment I have used it seems to just regurgitate the wikipedia page of a topic. I always have to go and rewrite and organize everything myself, and at that point just research and write the whole thing yourself.
In my opinion, students would benefit from more english/writing classes. I took two semesters and the last one was a class called "writing for engineering". In my opinion, it is one of the few electives that was worth attending twice a week. I ended up learning the best way to write coherently.
If you use chatgpt and copy paste the answer without any embellishments, you deserve to fucking fail

When I was in the Army I had an issue come up where an NCO told me to write a paper about a topic. It was right before block leave so I went online and hired some pajeets to write something, this was ten years ago, I ended up getting such a shoddy paper back that I had to edit and rewrite it to the point I spent as much time as I would of if I just wrote it myself.

Moral of the story, put in your own work faggots.

 

[Larry David's Opera Cape]

I haven't been in school for quite some time, but even when I was, it was getting worse each year- those "get to know you" assignments were more and more transparently attempts to data mine and possibly get you to reveal things that could be held for later and used against you somehow. Like if you tried to keep it superficial they would start pressing you, prying, trying to get you to talk about politics, beliefs, personal relationships...it was suspicious.

 

[FlappyBat]

If you care about students doing the work, have it done in class. This is not a new problem, just a new drop in the barrier of entry. Students have copied their friends work, got a boyfriend to do it for them, or paid someone to do it since forever. If you care that it is them who did it, have them do it in front of you.

 

[Whiskey]

It's a introduction essay... who even fucking reads those and why is it being assigned in a class beyond the fourth grade?

If anything the assignment itself is a red flag to refund the course less it's some bullshit mandated one.

 

[jertzog]

Nothing quite as annoying as college teachers (paid by student tuition) snitching on themselves for being as bad at their jobs (assigning homework that wastes student time) as compulsory school teachers (paid by the government).
I have no problem with students using AI technology to coast through busywork assignments as long as they do understand the material and can apply it on exams.

 

[Ughubughughughughughghlug]

I had a teacher that gave this as an optional assignment, and it had to answer 10 questions about yourself. I expected it to be worthless drivel and didn't do it. Then instead of reading it with half attention, this guy read each, thought about them and asked personal questions to every student that had completed it, questions that got people to understand themselves and each other better.

Not every teacher hates their job. (Most do.)