We found 258 results that contain "third party services"

The following are a collection of publicly sourced articles related to the recent rise of artificial intelligence in everyday applications. 
note: following each [hyperlinked] title/subtitle are abstracts generated by ChatGPT after receiving prompts from M. Neal. "Write an abstract for [article link]" is indicated with [URL] abstract. "Write an abstract for [article text]" is indicated with [text] abstract. These very similar prompt-responses are shared consecutively in the hope that reading the abstracts will showcase the variations in ChatGPT output (despite similar input). 

Deconstructing ChatGPT on the Future of Continuing Education
The future has arrived in continuing education—however, many have yet to realize the arrival.
[URL] Abstract: "The rise of AI technology and advancements in language models, such as ChatGPT, are poised to change the face of continuing education. The technology offers the potential for personalized and interactive learning experiences, making education more accessible and convenient for students. However, there are concerns about the potential job displacement and ethical implications of relying heavily on AI-powered learning systems. The article explores the potential benefits and drawbacks of ChatGPT and other AI systems in continuing education, and the need for careful consideration of these implications as the technology continues to evolve."
[text] Abstract: The recently released ChatGPT and GPT-3.5 from OpenAI have the potential to revolutionize the field of education. The advancements in AI technology will support heutagogy, which emphasizes student-centered, self-determined learning. AI will serve as a learning assistant, providing personalized and adaptive paths for learners. The technology promises universal access to education and a brighter future for lifelong learning. OpenAI has also taken steps to protect the system from providing harmful content, using a combination of a special prompt and Reinforcement Learning from Human Feedback (RLHF). Early user responses have been positive, with some stating that ChatGPT could potentially replace human-written essays.
ChatGPT and the rise of AI writers: how should higher education respond?
The proliferation of AI text generators such as ChatGPT has major implications for higher education. Nancy Gleason explores how educators should respond to these tools which can write essays in seconds
[URL] Abstract: "The rise of AI language models like ChatGPT is having a significant impact on writing and journalism, and higher education must respond. As AI technology continues to improve and become more prevalent, it is likely to impact the skills and knowledge required of future writers and journalists. Higher education institutions must consider how to adapt and prepare students for a future where AI-generated writing is increasingly common. The article argues that higher education institutions must play a role in preparing students for the ethical and practical implications of working with AI systems and in shaping the future of writing and journalism in an age of AI."
[text] Abstract: The article discusses the latest developments in deep machine learning, specifically the highly sophisticated AI chatbot ChatGPT developed by OpenAI. The author notes that the new interface has attracted over a million users in just five days and that ChatGPT is free and can generate text in various structured languages. The author also acknowledges potential concerns, such as the accuracy and bias of AI-generated text, but argues that these are dynamic and improving. The author argues that higher education institutions need to embrace the use of AI-generated text, but also need to reassess their pedagogical and assessment practices to incorporate AI-generated text in a way that aligns with the goals of equity, inclusion, and access. The author suggests that assessment should focus on process rather than outcome and gives a sample class activity that encourages students to compare assigned readings with AI-generated content.
Chatgpt And Its Effects On Higher Education (Full article written by ChatGPT)
[URL] Abstract: The use of ChatGPT in higher education has both benefits and drawbacks. ChatGPT is a natural language processing model that can generate human-like text responses to input text, and is trained on large amounts of text data to learn the patterns and structures of human language. This makes it useful for enhancing language understanding, improving writing skills, and increasing accessibility for students with disabilities. However, NLP models can also reproduce and amplify biases and discrimination in the data they are trained on, have limited flexibility, and create a dependence on technology. Cheating on exams with NLP models is also possible and difficult to prevent, but strict monitoring and oversight can help mitigate this risk.
How ChatGPT Could Transform Higher Education 
[URL] abstract: This article discusses the potential impact of OpenAI's language model, ChatGPT, on higher education. It highlights the ability of ChatGPT to provide personalized and automated answers to students' questions, allowing for more efficient and accessible education. The article also touches on the potential ethical considerations and the need for proper implementation and regulation in order to maximize the benefits and minimize potential negative consequences.
[text] abstract: ChatGPT is a large language model developed by OpenAI that excels in various text-based tasks, such as writing and composing. In the field of higher education, ChatGPT has the potential to revolutionize the way students and educators approach learning by providing personalized real-time responses to questions and needs. However, there are also significant dangers associated with the use of ChatGPT in higher education, including the potential for the model to reproduce biases and stereotypes and to reduce human interaction and personalized feedback in the learning process.
Freaking Out About ChatGPT—Part I
Artificial intelligence can crank out passable student essays in seconds. What are we going to do?
[text] article: The OpenAI ChatGPT interface has raised concerns in the academic community due to its ability to produce high-quality writing in seconds. The author, who has been monitoring the technology, finds the progress of GPT3 remarkable but also sees it as an opportunity to re-examine teaching practices and align them with pedagogical values. ChatGPT, however, has no understanding of content and cannot synthesize or evaluate information accurately. The author fed ChatGPT sample questions from past AP exams and was surprised by the quality of the responses. The author argues that the prevalence of standardized assessments and templates like the five-paragraph essay has corrupted the learning process and affected student writing abilities and attitudes towards writing and school. To address this, the author suggests providing students with learning experiences of intrinsic interest, utilizing methods of assessment that consider the learning process, and requiring students to demonstrate understanding in different ways.
[URL] abstract: The article "Freaking Out About ChatGPT- Part I" discusses the potential ethical and societal implications of OpenAI's language model, ChatGPT. The author highlights the concerns of chatbots being used for malicious purposes and the consequences of having AI models with advanced language capabilities. The article suggests that as AI technology continues to advance, it is crucial to consider the ethical implications and take steps to mitigate potential negative consequences.
Using Artificial Intelligence in the Classroom
[URL] abstract: This guide provides an overview of using artificial intelligence (AI) in the classroom. It discusses the benefits and challenges of incorporating AI technologies, such as chatbots and machine learning algorithms, into education. It also explores various examples of AI applications in education, such as personalized learning and language tutoring. The guide also provides recommendations for educators and institutions looking to integrate AI into their teaching practices.
[text] Abstract: ChatGPT, a new conversational artificial intelligence (AI) program, has sparked discussions on its potential impact on higher education and the workforce. While some fear its threat, instructors can use it as an opportunity to educate students on AI by incorporating it in their teaching methods. This approach can encourage student participation in a larger societal discussion, help them develop ethical grounding and understanding of academic integrity related to AI. To prepare, instructors should reflect on the potential threats and benefits, test AI themselves, revise assignments, consider data and privacy policies, and identify and communicate opportunities in their course.
4 Ways Universities Can Use AI to Streamline Operations
[URL] Abstract: Artificial intelligence (AI) is increasingly being adopted by universities to streamline their operations and improve the student experience. AI can help universities save time and resources by automating repetitive tasks, such as scheduling, student services, and administrative functions. There are several ways that universities can use AI to streamline operations and improve efficiency.

Personalized Student Services: AI can be used to provide students with personalized support and information, including admission and enrollment guidance, financial aid, and course scheduling.
Improved Admissions Process: AI can automate the time-consuming and repetitive task of reviewing and sorting through large numbers of applications, enabling universities to process applications faster and more efficiently.
Streamlined Administrative Functions: AI can automate routine tasks, such as student registration, grade reporting, and course scheduling, freeing up staff time and resources for more important tasks.
Enhance Student Learning: AI can be integrated into the curriculum, providing students with customized and interactive learning experiences that can improve their comprehension and retention of course material.

In conclusion, AI has the potential to revolutionize the way universities operate, improving efficiency and the student experience. Universities can use AI to streamline operations, save time and resources, and improve the overall educational experience.
[text] Abstract: This article explains the benefits of using AI chatbots in higher education institutions. AI chatbots can help reduce call and email volume, streamline the application process, increase availability and accessibility for students, and improve operational efficiency for staff. For example, chatbots can answer routine questions from students 24/7 and remind students about unfinished applications. This can increase the likelihood of students enrolling, leading to better margins for the institution. By improving operational efficiency, staff can focus on more complex interactions with students. Chatbots have already been successful in reducing costs for universities and colleges.
ChatGPT: A Must-See Before the Semester Begins
[URL] Abstract: The article "ChatGPT: A Must-See Before the Semester Begins" focuses on the application of advanced language model technology in the classroom. It highlights the potential benefits of using OpenAI's ChatGPT for educational purposes, including improved student engagement and increased efficiency in answering frequently asked questions. The article also provides tips for integrating ChatGPT into teaching practices, such as using it for language translation and enhancing discussion forums. Overall, the article emphasizes the importance of utilizing cutting-edge technology in education and presents ChatGPT as a valuable tool for educators.
[text] Abstract: This article discusses the potential impact of AI in education, specifically in the realm of writing. The author highlights the capabilities of a language model called ChatGPT, which is capable of generating various forms of writing including movie scripts, sonnets, grant proposals, and more. The author argues that the advent of AI writing technology could potentially lead to a shift in the way education is approached, moving away from traditional rote learning and towards a model that emphasizes student-driven learning and collaboration with AI. The author also raises questions about the ethical implications of AI writing, and encourages educators to consider the possibilities for creating more meaningful and purposeful learning experiences for students.
How Emotion AI will change the online learning landscape
[URL] Abstract: Emotion AI is a rapidly developing field that uses artificial intelligence to recognize and respond to human emotions. This technology has the potential to revolutionize the online learning landscape by creating a more personalized and engaging learning experience. By using Emotion AI, online learning platforms can track and respond to the emotional state of students, making the learning process more adaptive and effective. This article explores the benefits of Emotion AI in online learning and how it will shape the future of education.
[text] Abstract: Emotion AI, a branch of affective computing, is gaining mainstream attention for its ability to recognize and respond to human emotions. With the growth of technology, understanding both the cognitive and affective channels of human connection is crucial. As such, industries such as automotive, retail, and education are investing in making their technology more human-like using computer vision and speech recognition. In the education sector, Emotion AI is expected to transform online learning by providing a more personalized and engaging experience for learners. By monitoring the emotions of students and providing feedback to instructors, Emotion AI can improve the learning process and tailor the curriculum to each student's needs. The technology has the potential to play an increasingly important role in the online learning landscape and is likely to transform the way we learn in the future.
ChatGPT Advice Academics Can Use Now
To harness the potential and avert the risks of OpenAI’s new chat bot, academics should think a few years out, invite students into the conversation and—most of all—experiment, not panic.
[URL] Abstract: This article reports on advice offered by academic experts on how to use AI language models like ChatGPT in academia. The experts discuss the benefits and limitations of using AI language models, and offer suggestions on how to effectively integrate them into research and teaching. They also emphasize the importance of being aware of ethical considerations, such as ensuring the appropriate use of data and avoiding the spread of misinformation. The article provides valuable insights for academic institutions looking to utilize AI language models in their work.
[text] Abstract: With the advent of ChatGPT, a language model released by OpenAI, the academic community is grappling with the potential and risks posed by this game-changing technology. The bot writes essays, poems, and debates on a wide range of topics and has even earned passing scores on the bar exam. While some see opportunities for accelerating discussions about teaching and learning, others worry about widespread cheating. Experts in higher education suggest a deliberate and flexible approach to ChatGPT. Faculty members should familiarize themselves with AI writing aids and consider their implications for different courses. Administrators should support faculty training and provide clear instructions to students on the use of AI aids. The focus should be on how these tools can achieve learning outcomes and promote equity and access. By thinking a few years ahead and asking the right questions, academic integrity concerns can be minimized while promoting learning outcomes.
Thoughts about the impact of AI text on assessment
[URL] Abstract: The article "Thoughts About the Impact of AI on Text Assessment" explores the potential consequences of the widespread adoption of artificial intelligence in the field of text assessment. The author discusses the various advantages and disadvantages of relying on AI algorithms, including the ability to analyze large amounts of data quickly, the potential for unbiased scoring, and the possibility of oversimplifying complex linguistic phenomena. They also examine the ethical considerations involved in using AI for text assessment, such as accountability, privacy, and the potential for AI to perpetuate existing biases. Overall, the article provides a comprehensive overview of the impact of AI on text assessment and encourages readers to consider both the benefits and challenges of this technology.
[text] Abstract: The use of Large Language Models (LLMs) like ChatGPT has raised concerns in the education community regarding their impact on assessment. The author highlights that AI-generated text is not a new problem, as similar issues exist with the use of search engines and essay-writing services. The truthfulness and trustworthiness of AI-generated text are not exclusive to AI, as people can also write untruthful information. The author suggests that the solution to assessment is not to rely on large texts or quizzes, but to focus on long-term engagement for building reputation. The education system needs to be restructured to keep small class sizes and emphasize 1:1 engagement for quality learning. The author also points out that AIs will play a significant role in our lives and need to be educated to be friendly and not competition.
ADDITIONAL RESOURCES
How to Productively Address AI-Generated Text in Your Classroom

What are ChatGPT and AI-generated text?
How can you most productively address Chat-GPT and other AI text tools?
Why might students use AI-generated text? 
How can you identify AI-generated text?
How can you address AI-generated content in your syllabus and course design? 
How can you adjust assignments to make them more AI-resistant? 
How can you embrace the AI tools for improving student learning? 


ChatGPT and AI in Higher Education: Opportunities and Challenges
Presenters: Vivek Astvansh, Paul Cook, Jeanette Heidewald, Rebecca Itow, Kevin Jones
Moderator: Adam Maksl
Recorded Wednesday, January 18, 2023 3 - 4 p.m. EST
A panel of faculty and experts across IU campuses explores the potential uses and challenges of ChatGPT and other AI technologies in teaching and learning. We've seen many media reports in recent weeks about the technology. Discussions have included not only concerns about students using the tool to cheat but also opportunities to use such tech in automating administrative tasks or proactively introducing students to technology likely to shape the future of work.  
In this webinar, we provided a brief overview of the technology and explored these topics and more, identifying both challenges and opportunities for teaching and learning. Our panelists provided diverse, cross-disciplinary perspectives. This panel was the first in a series of programs offered across IU campuses on AI and its role in teaching and learning.

Many course readings are already provided at MSU as digital content or in books that students have purchased. If you have any materials that are only available as physical hard copies and which students do not already own, please contact the library in order to develop a digital strategy. 
 
There is a central page for services for online and off campus students and faculty. Services include mailing library books directly to you or your students, troubleshooting Libraries e-resources and databases, and help creating stable links to those resources.   
 
Subject specialist librarians are happy to help find library resources for your classes and to get those materials linked in D2L for your students. One of the easiest ways to provide this assistance is for you to make your subject specialist librarian an editor in your course. To find your subject librarian, please see our list at https://lib.msu.edu/contact/subjectlibrarian. Librarians are also happy to discuss any other ways that they can support your teaching and learning needs. 
 
Their Course Materials program can help if you have materials that need to be transitioned from print to digital. Please use the form at https://forms.gle/7GxNYeKsqTNxNRVR8 to facilitate the scanning of current materials on print reserves.
 
Interlibrary loan access will continue to be provided. The Library will provide desktop delivery and mail materials to you if needed, plus they have reference services available for students and faculty via chat, 24/7: https://lib.msu.edu/contact/askalib/. 
 
For more detailed information on the library please visit https://lib.msu.edu/covid19message/. As of March 16, all libraries in the State of Michigan have been closed, including MSU's. Materials in most of our locations can be paged by using the "Get It Now" button in the catalog. We will mail materials that can be paged to faculty, staff and students as needed. Many virtual services and resources remain available.
 
We encourage you to visit the MSU Libraries website and visit their Online and Distance Learning Resource page.

In an effort to help you understand which of the free grading and assessment tools offered by MSU IT you may wish to try, we've put together a brief feature comparison table that allows you to see, at a glance, what features exist in what tools.
If you'd like a consultation on selecting the right assessment tool, contact the MSU IT Service desk at (517)432-6200 or by e-mailing ithelp@msu.edu. They will set you up with a consultation with our Assessment Services office (formerly known as the Scoring Office). 



Feature
Crowdmark
Gradescope
Digital Desk
Notes


Electronic assessment grading
x
 
x
 


Paper grading assessment
x
x
x
 


Commenting/Annotation
x
 
x
 


Collaborative grading
x
not clear
not yet
 


Analytics
x
x
x
 


Brightspace integration
x
x
working on that now
 


Scan exams
x
x
x
Crowdmark calls it "exam matching"


Create exams
x
x
x
 


Upload exams
x
x
x
 


Rubrics
x
x
 
 


Autograding
x
x
x
 


Academic integrity
x
 
x
 


Proctoring built-in
x
 
x
Digital Desk allows for 3rd party proctoring


AI assisted grading
x
x
not yet
 

ChatGPT FAQ for MSU Educators
This Q&A is for educators who are interested in learning more about using ChatGPT in higher education. Use this list to learn the basics on how this technology can enhance teaching and learning experiences while also addressing concerns related to its potential misuse.
There are other chatbot platforms that existed before ChatGPT, such as Jasper.ai for marketing and creative content. There are also competing platforms that quickly entered the market following ChatGPT, such as Google Bard and Bing Chat. Many of the answers below also apply to these other AI platforms.
We are focusing on ChatGPT because of how often educators around the world are discussing its potential for disrupting current teaching and learning practices.

What is ChatGPT?
What can ChatGPT do and not do?
Can I trust ChatGPT?
How can I access ChatGPT to try it out?
What is ChatGPT Plus?
Are there tools that detect ChatGPT writing?
Does Turnitin detect AI generated text?
Are there other MSU supported tools that use AI?
What other tools can I use to compare AI detection results?
Is there a university policy on the use of AI tools like ChatGPT?
Is there a recommendation for how to address the use of AI tools in my class?
How can I improve the output from ChatGPT?
Could AI chatbots potentially create issues of digital equity for students?
What are the privacy concerns associated with using AI in education?
What is MSU doing and how can I stay connected with future developments?

Q1: What is ChatGPT?
A: ChatGPT is an AI chatbot that was launched by OpenAI in November 2022. GPT stands for Generative Pre-trained Transformer. It is based on a Large Language Model (LLM) that checks for the probability of what words are likely to come next in a sequence. It is not the same as a search engine because it generates responses on the fly from a vast data source. The model is trained to sound like natural language and is optimized for dialogue. 
Q2: What can ChatGPT do and not do?
A: What ChatGPT can do:
ChatGPT can generate text related to natural language processing, including, but not limited to, answering questions, translating text from one language to another, providing writing assistance by proofreading, editing, and offering suggestions, generating content (e.g., writing an essay, creating a story or poem, summarizing a long article, brainstorming ideas), and engaging in conversations. The tool can also be used to generate and edit code.
In the context of higher education instruction, some educators have already started experimenting with ChatGPT for developing curriculum plans, learning activities, various types of assessments, and rubrics, as well as providing feedback on students’ writing. Students might use ChatGPT to explore different learning topics, get editing suggestions on their written work, brainstorm ideas for projects, and even generate responses to quizzes, exams, and essays, some of which would raise academic integrity issues.
What ChatGPT cannot do:
ChatGPT does not access current websites for information, and according to its statement of limitations, ChatGPT has “limited knowledge of world events after 2021,” and “may occasionally generate incorrect information” and “harmful instructions or biased content.” It is not very accurate at listing citations/references and all output should be checked, as it often makes things up. However, processes are improved with GPT-4 and results may change significantly with new versions over time.
While ChatGPT can create new content based on the data it has been trained on, it still lacks the ability to generate truly original ideas or solve complex problems that require higher-order thinking and creativity. Even though ChatGPT can assist with providing feedback on student work, it is important to note that OpenAI recommends against educators relying on ChatGPT, as giving student feedback involves possible decision making and complex, context-based considerations. See Educator Considerations for ChatGPT for more details of OpenAI’s discussion on the use of ChatGPT in education. 
ChatGPT can be used as an assistant for designing, developing, and teaching courses, but it is not a substitute for educators’ teaching expertise. The best way to learn about its capabilities and limitations is to experiment with ChatGPT within your specific teaching context.
Q3: Can I trust ChatGPT?
A: Ensuring that AI-driven data is accurate and unbiased is very important. The model’s output can sound convincing, but it doesn’t “know” what it is saying and will at times make things up. It is not a substitute for human expertise, judgement, and responsibility. Educators and students need to critically evaluate the information generated by ChatGPT. In practice, assume there are inaccuracies and possible biases (see OpenAI’s FAQ and the given limitations statement).
Ensuring that the collected data is secure and used ethically is also a major challenge. Avoid entering sensitive information. Do not provide any student information or student grades to ChatGPT, as it may be a FERPA violation for disclosing educational records to a third party without the student’s written consent.
Q4: How can I access ChatGPT to try it out?
A: The free version, GPT-3.5, is available at chat.openai.com. Sign up with an email address or Google account. You can create multiple sign-ins to use for work or personal use by using a different email. The sign-up process will ask for a phone number and send you a code for verification. You can use the same phone number for the verification process.
After signing up, go to chat.openai.com/chat. There is a text input field at the bottom where you will enter your prompt. Select “Regenerate response” for another version and scroll through the numbers to the left of the prompt to view each version. Continue refining your results by giving subsequent prompts or start a new chat from the menu on the left. You can edit chat labels or delete them by selecting the item in the menu. If you find an answer is incorrect, you can provide feedback by using the "Thumbs Down" button.
Q5: What is ChatGPT Plus (ChatGPT-4)?
A: ChatGPT Plus (ChatGPT-4) is available with a $20/month subscription. The upgrade provides better access during high demand, faster responses, and priority access to new features. One of the new plugins recently adds web browsing for more current data. GPT-4 surpasses ChatGPT in its advanced reasoning capabilities and can solve difficult problems with greater accuracy. You can access it from the menu options after signing up for the free version.
Q6: Are there tools that detect ChatGPT writing?
A: There are tools that claim to be able to detect AI generated text (e.g., Turnitin, CheckGPT, GPTZero). However, keep in mind that the only evidence is the presence of statistical markers about the likelihood of word patterns. It is possible for human writing to fall along similar patterns, leading to false positives, and it is also possible to produce AI-generated responses that go undetected, leading to false negatives. As of Aug. 1, no reliable detector has been identified, and the detectors that are widely available have been shown by multiple studies to be biased against English language learners and people with disabilities (e.g., GPT detectors are biased against non-native English writers by Liang et al. and A study of implicit bias in pretrained language models against people with disabilities by Venkit et al.). Do not assume AI detectors are giving you absolute facts (see Can AI Generated Text be Reliably Detected by Sadasivan et al.), rather let them guide you in addressing concerns with students. 
The best approach is to have a conversation with the student about whether, how, and why they used the tool. For example, an international student may have entered their own work to polish up language structure. Some students may not know using the technology constitutes academic dishonesty, or to what extent they are allowed to get AI assistance if it hasn’t been mentioned explicitly.Be careful how you approach students and consider refraining from mentioning the use of AI detectors as a threat. “The use of these tools to evaluate student text can increase students’ anxiety and stress (both of which have been found to inhibit learning), while also creating an atmosphere of distrust.” [source: Evaluating Student Text with AI Text Detectors]
Bottom line, dedicate some classroom time to educating students about AI and what you consider to be misuse in your class. Have open discussions about its benefits and limitations. Help students understand the downsides of relying on it and emphasize the importance of developing their own writing abilities.
Q7: Does Turnitin detect AI generated text?
A: Turnitin has its own AI writing detection tool, however, it was removed from within the tool on our D2L instance due to concerns over bias and unreliability. Turnitin acknowledges that false positives and false negatives are possible. Again, as of Aug. 1, no reliable detector has been identified, and the detectors that are widely available have been shown by multiple studies to be biased against English language learners and people with disabilities (e.g., GPT detectors are biased against non-native English writers by Liang et al. and A study of implicit bias in pretrained language models against people with disabilities by Venkit et al.).
Turnitin Disclaimer:
“Our AI writing assessment is designed to help educators identify text that might be prepared by a generative AI tool. Our AI writing assessment may not always be accurate (it may misidentify both human and AI-generated text) so it should not be used as the sole basis for adverse actions against a student. It takes further scrutiny and human judgment in conjunction with an organization's application of its specific academic policies to determine whether any academic misconduct has occurred.”
See the following for more Turnitin resources.

Turnitin’s AI Writing Detection FAQ
Academic integrity in the age of AI
AI conversations: Handling false positives for educators

Return to the Turnitin AI writing resource center for educators periodically to find current articles on this rapidly evolving topic.
Q8: Are there other MSU supported tools that detect AI?
A: Packback is an MSU supported AI tool that monitors student work. When using the Packback discussion tool, students are notified when AI generated text is detected, and guidance is provided on how to use AI tools with integrity. See the article, "Post may have been generated by AI" Reason for Moderation.
Packback also has a free AI detection tool called CheckGPT that can be used even if you don’t use the discussion feature, Packback Questions. CheckGPT will analyze a piece of text and suggest using what you learn to help create teaching moments with your students about ethical use and the importance of academic honesty. The tool author intentionally tuned CheckGPT towards a low false positive.Be aware that as of Aug. 1, no reliable detector has been identified, and the detectors that are widely available have been shown by multiple studies to be biased against English language learners and people with disabilities (e.g., GPT detectors are biased against non-native English writers by Liang et al. and A study of implicit bias in pretrained language models against people with disabilities by Venkit et al.).
Q9: What other tools can I use to compare AI detection results?
A: Some other tools being used include GPTZero, Hive Moderation, and AI Text Classifier. Try submitting your own original work, as well as AI generated results, to get a better understanding of the differences between tools.
GPTZero is a free AI detection tool for educators that is finetuned for student writing and academic prose. You can analyze pasted text or upload files. There is also a separate product with a similar name called ZeroGPT.
Hive Moderation has an AI detection tool that will score the likelihood of generated text by segment. On top of an overall score, results include which engine created an image and which segment of text has the most probable artificial content.
If you search the internet, you will likely find many others (e.g., Top 7 Best Plagiarism Checkers For AI-Generated Content). Experiment with the different tools to get a feel for their usefulness within the context of your teaching. Use the tools as a point of discussion, rather than considering them as proof of misconduct, which may not be the case. Due to the unreliability, it is unclear whether detection has an advantage in the long-term as all have disclaimers.
Q10: Is there a university policy on the use of AI tools like ChatGPT?
A: On August 1, 2023, the Office of the Provost at MSU posted the Generative Artificial Intelligence Guidance, and Technology at MSU also shared an Interim Guidance on Data Uses and Risks of Generative AI. Check for related policies within your college or department. Consider explaining the new university guidance, existing academic integrity policies, and your approach to the use of AI tools in your course syllabus. 
MSU policies and resources related to academic integrity:

Spartan Code of Honor
Integrity of Scholarship and Grades
Student Rights and Responsibilities Article 7
MSU Campus Resources for Academic Integrity

Q11: Is there a recommendation for how to address the use of AI tools in my class?
A: Generally speaking, educators have been responding to the rise of AI tools by either resisting or adapting (see ChatGPT and AI Text Generators: Should Academia Adapt or Resist). Resistors may see more issues than benefits in using AI for teaching and assessing students. They prohibit, bypass or discourage the use of AI tools by returning to in-person pen and paper assessments or using AI detection tools to detect AI generated content. Educators who take a more adaptive approach will likely see more benefits of using AI in teaching and learning and the need of better preparing students for the challenges they will face in a post-AI world. Of course, how you address the use of AI tools in your course depends on your specific teaching context and course goals. An instructor teaching writing classes and an instructor teaching AI-related courses are likely to take different approaches.
In your course syllabus, make your expectations clear on whether students can use AI tools,  what students can use them for, what students should not use them for, and whether they need to explain how they have used them. The more detailed your expectations are, the less likely students will misuse these tools.
Carefully (re)design your course activities and assessments, whether you are embracing AI tools or discouraging the use of them in your course. Consider designing activities or assessments that encourage higher-order thinking, critical thinking, and creative thinking (e.g., reflection activities or essays, activities that develop critical digital literacy, work that focuses on process over end-product, and real world, ill-structured problem-solving), which are essential for successful learning and resistant to students’ misuse of AI tools. Below are several resources for designing activities and assessments in the age of AI:

Five ways to prepare writing assignments in the age of AI by Turnitin
New modes of learning enabled by AI chatbots: Three methods and assignments by Ethan and Lilach Mollick, University of Pennsylvania - Wharton School

Q12: How can I improve the output from ChatGPT?
A: You can improve the output with targeted prompts and subsequent tasks, such as defining the structure type (essay, email, letter, blog, lesson, assignment, quiz, rubric, list, table, outline, etc.) and tone (professional, heartfelt, humorous, in the voice of a celebrity, for a fifth grader, etc.). You can give the chatbot a role and a task (prompt: “you are a college professor teaching __, write a ___ about ___). You can continue improving the output by providing more context details.
You can also train the model by providing a dataset of your own. It will not read text from a website by providing a url (try it sometime to see the model make stuff up). You will have to paste in the text with your request. For example, prompt ChatGPT to give you a summary of … “paste in article text” or ask for a list of discussion questions to give to students from the copied article text. If you want something more concise, give a subsequent prompt to “make it shorter”. If the text appears to have cutoff at the end, you can extend the length by telling ChatGPT to continue from “paste in the last sentence.” For more, see Open AI’s guide on prompt design.
Q13: Could AI chatbots potentially create issues of digital equity for students?
A: Using AI technology in the classroom may lead to unequal access for students. Those with slower internet speeds or no internet access at home may face disadvantages. Additionally, those who pay for subscriptions may have better access and results. Students at schools that prohibit the technology may also be at a disadvantage. However, AI technology can help alleviate inequity in some cases, such as assisting international students with grammar and improving communication with instructors. It can also provide academic support for students without access to private tutors.
Disclosure: The above paragraph was rewritten with the help of ChatGPT. The original is listed below.
The prompt given was simply “Rewrite: If you allow and even encourage the proper use of AI technology in your classroom, students will not all have the same level of access. Students who experience slower internet speeds or have no access to the internet at home may face a disadvantage. Additionally, during peak usage times, the free version may not be readily available. Those who pay for a subscription will have an advantage with better access and improved results. Students from schools that prohibit the use of the technology may find themselves disadvantaged relative to those who were trained to use it as a tool. The technology may help to alleviate inequity in other cases, such as helping an international student polish their grammar or improve communication with an instructor. Students without access to private tutors can potentially get assistance with their studies.”
Both versions are provided to give you an example of using ChatGPT to improve or shorten a piece of writing.
Q14: What are the privacy concerns associated with using AI in education?
A: The company collects information from you and/or your students when signing up for an account. Entering personally identifiable information related to your students in a prompt would be a FERPA violation because prompts may be reviewed by AI trainers to improve their systems. See the privacy-policy for more details. Instructors who are embracing the technology as a learning tool may be creating assignments that specifically encourage its use. However, students who are concerned about privacy issues may be reluctant to use the technology. Consider creating an alternative assignment for those cases.
Q15: What is MSU doing and how can I stay connected with future developments?
A: MSU offered a university-wide AI Symposium in February 2023, followed by on-going conversations within departments and academic programs around the topic. For example, there was an AI/IAH Workshop on April 14, 2023 (resources are posted on iTeach). Other AI coffee talks were posted on the MSU Library calendar. The MSU Spring Conference in May had sessions on the topic, as well as the EdTech Summit in June, 2023 MSU Educational Technology. Check with your department and the following areas to keep up on the latest developments.
iTeach & CTLI (Center for Teaching and Learning Innovation)

Artificial Intelligence in Higher Education (and Learning)
AI & Education Group – login to find the group and join the growing list of members.
MSU’s Spring Conference on Teaching and Learning - May 2023
Using AI in Teaching & Learning iTeach playlist

EDLI (Enhanced Digital Learning Initiative) and Broad College

Short Overview of ChatGPT for University Faculty By Jeremy Van Hof, Eli Broad College of Business, MSU
Quarterly Newsletter Apr 2023

OSSA (Office of Student Support & Accountability) and MSU Policy

When It Comes to Academic Integrity, Even ChatGPT Has the Answer By Jake Kasper, Office of Student Support & Accountability
Office of Student Support & Accountability

Spartan Code of Honor
Integrity of Scholarship and Grades
Student Rights and Responsibilities Article 4
MSU Campus Resources for Academic Integrity



Spartan Newsroom and MSU Today

Are teachers ready for the rise of Artificial Intelligence? - January 20, 2023
What if AI helped write a commencement speech? ComArtSci 2023 commencement

Additional Resources:

Educator Considerations for ChatGPT By OpenAI
ChatGPT Updates and FAQ By OpenAI
ChatGPT General FAQ By OpenAI
AI Chatbot FAQ By Western Carolina University
ChatGPT & Education By Torrey Trust, University of Massachusetts Amherst
Academic integrity in the age of AI By Turnitin
White Paper: How Academia is Adapting to Generative AI
How to Productively Address AI-Generated Text in Your Classroom By Indiana University Bloomington

Currently, there is an explosion of tools integrating Chat AI tools. For example, Quizlet has a new tool called Q-Chat, Khan Academy recently developed Khanmigo, and Grammarly introduced a ChatGPT-style AI tool. On a humorous note, there is CatGPT (not a typo). More guidance and updates are likely to follow this getting started FAQ.Originally posted: May 2023Updated: Nov 2023

Advice from UC Davis on the "Five Golden Rules" for passing qualifying exams.

***This is part of a series of articles compiling useful resources and information for new graduate students. Some of the information in this series will be relevant for anybody new to MSU, including undergraduates, postdocs, faculty and staff. The topical areas range from settling into East Lansing and Michigan, getting to know which services can be found on campus to administrative steps and information needed throughout a graduate program at MSU. For the full series, see this playlist dedicated to (international) graduate students.***
 
By Bus
The local bus service is called CATA. CATA also operates the busses on campus. They have an App called Transit that is useful but can be a bit confusing in the beginning and is not always 100% accurate in my experience. So don’t wait until the last second to get to the bus stop!
On-campus bus services are free to use.
Off-campus bus services have a reduced fee for students. You pay the driver 60 Cents which includes free transfers. Make sure to say you are a student and have your student ID ready to show to get that reduced fee. You can only pay in cash but no worries if you don’t have the exact amount, you will get the change back as a ticket to use next time. If you use the bus often, it might be worth buying a semester pass.
A note on busses…
Busses in the US don’t stop at every bus stop, you will have to signal the bus driver when you want to get off. In most busses, this is done by pulling the yellow cord that runs along the windows. Some of the newer busses have “Stop” buttons on the handrails. Make sure to signal early enough!
By car
Getting a car might be a convenient option for you. Remember to purchase insurance for your car!
If you drive to campus, make sure to get a parking permit or if you only come in occasionally to park at visitor parking spots.
As an international student, you will probably have to get an American driver’s license. This is also good as identification here (better than carrying around your passport).
A note on driving…
Make sure to get familiar with the local traffic laws, e.g. surprisingly for me you can actually turn right on a red light (unless there is a sign saying otherwise).
Have you heard of the “Michigan left”? It is quite common in this state to not be able to make a left turn at an intersection. Don’t worry, you are meant to make a right turn and then a U-turn.
When driving anywhere but especially on campus: Please be a respectful driver, stick to the speed limit and look out for cyclists and pedestrians especially when turning.
By Bike
The MSU campus is big! A great way, besides taking the bus, is to cycle across campus. There is a decent network of dedicated bike lanes and there are bike racks to lock your bike near every building.
Whether you cycle or walk, this map can be useful in navigating from building to building using the “Wayfinding” function in the top right corner.
Cycling is also a great way to explore the Lansing River Trail and beyond. The MSU Bike Shop has maps of good bike trails and lanes around town. And if you ever get caught in the rain or snow, CATA busses have bike racks on which you can transport your bike while riding the bus.
The MSU Bike Shop sells (second-hand and new), rents and repairs bikes at good prices.
You can also find second-hand bikes at the Lansing Bike Coop (also for DYI and repairs), Dicker& Deal and others. There are several dedicated bike shops around East Lansing and Lansing if you are looking for something new or high-end.
Make sure to REGISTER YOUR BIKE! There are regular checks of campus for neglected, dysfunctional or improperly parked bikes. If your bike doesn’t have a registration sticker, it will be removed.
A note on cycling on campus…
Though there are a lot of cyclists on campus, please be careful when cycling. Not every car driver looks over their shoulder when they make a turn! At the same time, please make sure to be a respectful member of traffic – follow stop lights, indicate with your arm where you are going if you’re making a turn, don’t ride on the sidewalks, park and lock your bike at bike racks only. Also, protect your head, wear a helmet! 😊
 
Long-distance travel
There are several ways you can explore Michigan and the rest of the country.
By train
The local train station is on Harrison Road, close to Spartan Village. The trains here are operated by Amtrak and are a great way to go to Chicago or Detroit. They have comfortable seats and Wi-Fi but are not the fastest.
By bus
Next to the train station, you also find a bus terminal for longer distance busses operated by Indian Trails and Greyhound (which also leaves from the main CATA bus terminal in downtown Lansing).
The Michigan Flyer that leaves from downtown East Lansing (just outside the Marriott Hotel) is a convenient way to get to Detroit Metropolitan Airport or even just to Ann Arbor for a visit.
By plane
Lansing has its own airport, the Capital Region International Airport. You can sometimes find good deals to fly from there.
Often times, flying from the Detroit Metropolitan Wayne County Airport is a cheaper option though.
It may also be worth looking at the Chicago airports, however, do keep in mind the longer travel time to get there and potential delays of trains, busses or because of traffic.

Insight into the 7 most desirable competencies among employers of new college graduates by Jeff Beavers, Executive Director, MSU Career Services Network.  Jeff has more than 20 years of experience in campus recruiting and career services and is certified in competency modeling by Lominger/Korn Ferry.
 

iThenticate scans drafts of research articles and grant proposals for missed citations and other mistakes that could be characterized as plagiarism prior to submission or publication.iThenticate is also used by major granting agencies such as the National Science Foundation, the National Institutes of Health, and the Department of Energy.
iThenticate scans against:

A database of materials available on the Internet
More than 26,000,000 published research articles
80 global scientific, technical and medical publishers
More than 1 million abstracts and citations from PubMed
More than 20,000 scholarly research titles from EBSCOhost and the Gale InfoTrac OneFile.

Check with journals common to your discipline or field to see if iThenticate scans against those specific databases.
MSU faculty, staff, and graduate students can use iThenticate to help evaluate and correct their work prior to submission or publication by requesting an account on the MSU iThenticate account.
To request, call contact the IT Service Desk at (517) 432-6200 or toll free at (844) 678-6200. Learn more about iThenticate training.