Skip to Main Content

Artificial Intelligence and ChatGPT

An overview of AI tools, resources, assignment ideas, and more.

The following assignment ideas have been shared by the American Association of Philosophy Teachers (2023)

Moving away from traditional essay assignments

  • Build multiple-choice assignments

  • Group oral exams

  • In-class presentations

  • More robust in-class engagement grades (ex. 50%, instead of 15%) with better-articulated rubrics, better recording, better and more frequent formative feedback, single-class-session learning outcomes, etc. 

  • For Online discussions, have more discrete tasks asking students to rank, sort, order ideas and provide a short explanation of their ranking (citing from text or notes)


Using AI generators in your assignments

  • Ask students to come up with their own input words to Chat-GPT and generate an essay, but then ask them to do something with that essay: correct it, compare it to another student’s AI-generated essay, replace the correct portions with incorrect portions, etc.

  • Ask students to explain how ChatGPT didn’t get stuff right.  (i.e. Hasty Generalization vs. Composition). 

  • Generate a ChatGPT essay and provide sources for it or otherwise revise it.

  • Have students experiment with different essay prompts, generate the AI essays, and then write about which prompt produced the best essay and why.


Developing writing assignments that are immune from AI generator ills

  • Tie writing assignments to in-class experiences (that thus aren’t part of ChatGPT’s database)

  • Tie writing assignments to post-2021 events or current events (that aren’t part of ChatGPT’s database)

  • Assignments which assess process (as well as product?)

  • Assignments that are based on content that is not written (ex. on plays, recordings, YouTube clips, etc.)

  • Essays that have highly articulated structures (first do this, then do this) or very particular rubrics.

  • Assignments that require students to offer marginal, meta-cognitive, meta-level, or personal/reflective commentary on their own academic essays.

  • In-class writing labs, where you can watch students write and help them, as needed.

  • Writing assignments that are handwritten without the use of electronic devices.

  • Writing assignments that require heavy documentation.