Joshua Ross, director of Entrepreneurship@DU, shares how he uses ChatGPT in his classroom
Whether we’re ready or not, artificial intelligence (AI) has become a crucial part of the equation for businesses across the globe. Data compiled by CompTIA, a technology industry trade association, reveals that this adoption doesn’t appear to be slowing anytime soon.
Statistics show that more than 75% of companies are currently using or exploring AI and 91.5% of leading businesses invest in AI on an ongoing basis. And with companies adopting AI at such a rapid rate, job opportunities are to follow. Despite the negative connotations often associated with AI implementation, the technology is expected to create 12 million more jobs than it will replace.
So, how do colleges and universities introduce generative AI to their students and curriculum? And what exactly is it?
McKinsey & Company defines generative AI as “algorithms that can be used to create new content, including audio, code, images, text, simulations and videos.”
Joshua Ross, director of Entrepreneurship@DU, spoke with the Daniels Newsroom to share how he uses generative AI programs in his classes and what he thinks the future holds for AI in higher education. (And no, we didn’t use ChatGPT to write this article.)
AI integration in the classroom
In his classes, Ross said students learn how to use generative AI tools such as ChatGPT, Bard and Anthropic in different capacities, based on the focus and intended learning outcomes for the class.
“AI can be incredibly helpful to kickstart an activity or project,” Ross said. He added that it can be particularly effective during the ideation process “to help students identify problems to solve or assist students as they brainstorm solutions to build.”
As evidence of the utility of generative AI, Ross recently created a workshop that he’ll lead during the winter quarter that shows how to spin up a business in two hours harnessing the power of AI. In that short amount of time, one AI tool can generate a company website, logo, mission statement, marketing plan, content calendar and more.
Placing parameters on AI citation
While AI has become part of his classes, Ross recognizes some of the challenges it presents in citing work. So, he’s built a framework around how students disclose their usage of generative AI.
“Our intent is for students to learn how to use AI tools and to become skillful creating prompts, but we also want the students to create their own work,” he said. “Students are required to disclose that they used generative AI, identify which LLM (Large Language Model) they used, the prompts they used, and the output created.”
The academic APA style guide has also released a set of instructions for how to properly cite AI program usage in academic assignments.
Ensuring AI doesn’t replace unique thought
Ross is also pushing back against AI as a replacement for student-generated unique viewpoints in his classes. This, he says, is the challenge for professors willing to integrate AI into their curriculum.
The first step is to set guardrails for how students should be using AI.
“We are very clear with the students that AI is a tool to generate ideas and ignite creativity; it is not intended to complete the assignment,” Ross said.
The second step is to create work that relies on students thinking creatively and can’t be replicated purely by AI.
“We structure assignments that require analysis, critical thinking and the practical application of concepts,” he said. “As faculty, we are part of the process and we provide feedback on the ideas, the rough drafts, the outlines to ensure the student is the creator, not the AI.”
The same can be said for AI’s usage in business, as unique thought still has a crucial role in the workplace.
Will this become a crucial part of higher education in the future?
We’re still in the infancy of AI, Ross said. In five years, he expects we’ll look back on 2023 and be shocked at how rudimentary our applications were. He doesn’t expect the momentum of AI to slow in higher education or the business world anytime soon.
He breaks down its potential uses in higher education into two areas: the student experience and administrative tasks.
On the student side, Ross said, AI may be used to tutor, be a study aid, provide feedback on writing, plan a class schedule, assist students with disabilities in the classroom or act as a research assistant.
For administrative tasks, it can answer common questions about course registration, tuition, financial aid and more.
“There is an incredible amount of institutional knowledge and information at a university,” he said. “Imagine a tool that organized this information, made it accessible and was able to learn from the data to advise and predict.”
Preparing students for an AI future
By using AI in the classroom, Ross is trying to give his students a leg up on their future job-seeking competition. He thinks that, regardless of the career path students take, AI will be integrated into their profession in the business world.
“Making AI accessible and relatable provides our students with foundational understanding that they can build upon while they are at DU and when they graduate,” Ross said. “Understanding AI—and being proficient using AI—will be a required skill, not a ‘nice to have’ skill.”
Recent job posting data from LinkedIn backs Ross’ claim.
An August 2023 report from the platform found that the share of global job postings mentioning GPT or ChatGPT has increased 21 times since November 2022. Additionally, the share of AI-skilled LinkedIn members increased nine times from January 2016 to June 2023, across the 25 countries the company analyzed.
A decade ago, listing “proficient in Microsoft Office” on your resume was important. Now, AI will be a necessary skill for the business workforce going forward.
So relevant and important. What better place for this to be addressed and acknowledged than in an academic setting.
The line that says it all… AI—will be a required skill, not a ‘nice to have’ skill.
Thank you for the insight and hope for this daunting technology. One only has to listen to or read an interview with Geoffrey Hinton to know this is critical for everyone to comprehend, but in particular those entering their respective fields of work.
When does the crutch for creativity become the norm? If students learn how to learn AND create original thought in higher education, they are better prepared for life after the sheltered classroom. Plenty of time to use tools to assist their performance later. As a user, I have found ai useful in creating more interesting and engaging versions of my original content & often takes 3 or more versions to develop my final product. Let’s make sure this tool does not become the first draft of any work.