CINXE.COM

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.wedocs-single-wrap .wedocs-sidebar ul.doc-nav-list > li > a:before, .wedocs-single-wrap .wedocs-sidebar ul.doc-nav-list li.wd-state-open > a:hover > .wedocs-caret, .wedocs-single-wrap .wedocs-sidebar ul.doc-nav-list li.wd-state-closed > a:hover > .wedocs-caret, .wedocs-single-wrap .wedocs-sidebar ul.doc-nav-list li ul.children a:hover, ul.manual-searchresults li a:hover:before { color:#7d0001; } .trending-search a:hover, li.current-singlepg-active a, li.current-singlepg-active a:before, .kb_article_type li.articles a:hover:before, .sidebar-widget .display-faq-section li.cat-item:hover:before, ul.manual-searchresults li.live_search_attachment_icon a:hover:before, ul.manual-searchresults li.live_search_portfolio_icon a:hover:before, ul.manual-searchresults li.live_search_forum_icon a:hover:before, .body-content .blog-author h5.author-title a:hover, span.edit-link a.vc_inline-link:hover, .body-content .search:hover:before, ul.manual-searchresults li.live_search_doc_icon a:hover:before, ul.manual-searchresults li.live_search_kb_icon a:hover:before, ul.manual-searchresults li.live_search_faq_icon a:hover:before, ul.manual-searchresults li.live_search_lp_quiz_icon a:hover:before, ul.manual-searchresults li.live_search_lp_lesson_icon a:hover:before, ul.manual-searchresults li.live_search_lp_course_icon a:hover:before, #list-manual li a.has-inner-child > i, #list-manual li a.has-child.dataicon i:before, #list-manual li a.has-inner-child.dataicon i:before, #list-manual li a.doc-active.has-inner-child i:before, .doc-root-child-plus-icon { color:#7d0001!important; }#list-manual .underline_link:before, .mCSB_container .underline_link:before, .mobile-menu-holder.doc-mobile-menu .underline_link:before{ background-color:#7d0001; } .mobile-menu-holder.doc-mobile-menu .navbar-nav li a.doc-active, .mobile-menu-holder.doc-mobile-menu a.has-inner-child > i, .mobile-menu-holder.doc-mobile-menu a:hover, .body-content .wedocs-sidebar .current_page_item a:hover, .wedocs-single-wrap 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.bbp-topic-controls #subscription-toggle, .bbp-logged-in a.button, .woocommerce a.button, form.woocommerce-product-search button, .woocommerce button.button.alt, .woocommerce #respond input#submit, .woocommerce button.button, .woocommerce input.button, .wp-block-button__link, button.write-a-review, button.submit-review, .course-curriculum ul.curriculum-sections .section-content .course-item.item-preview .course-item-status, #course-item-content-header .form-button.lp-button-back button, button[type="submit"], .lp-button, button#lp-upload-photo, #learn-press-pmpro-notice.purchase-course a, .shopping_cart_dropdown .qbutton, .lp_profile_course_progress__nav button {background-color:#7d0001!important; color:#ffffff!important; -webkit-transition: background-color 2s ease-out; -moz-transition: background-color 2s ease-out; -o-transition: background-color 2s ease-out; transition: background-color 2s ease-out; } .navbar-inverse .navbar-toggle, .container .blog-btn,input[type=submit] { border-color:#7d0001!important;} .button-custom:hover, p.home-message-darkblue-bar:hover, .body-content .wpcf7 input[type="submit"]:hover, .container .blog-btn:hover, .sidebar-widget.widget_search input[type="submit"]:hover, .navbar-inverse .navbar-toggle:hover, .custom_login_form input[type="submit"]:hover, .custom-botton:hover, button#bbp_user_edit_submit:hover, button#bbp_topic_submit:hover, button#bbp_reply_submit:hover, button#bbp_merge_topic_submit:hover, .bbp_widget_login button#user-submit:hover, input[type=submit]:hover, .vc_btn3.vc_btn3-color-juicy-pink.vc_btn3-style-flat:focus, .vc_btn3.vc_btn3-color-juicy-pink.vc_btn3-style-flat:hover, .vc_btn3.vc_btn3-color-juicy-pink:focus, .vc_btn3.vc_btn3-color-juicy-pink:hover, #bbpress-forums .bbp-topic-controls #favorite-toggle:hover, #bbpress-forums .bbp-topic-controls #subscription-toggle:hover, .bbp-logged-in a.button:hover, .woocommerce a.button:hover, form.woocommerce-product-search button:hover, .woocommerce button.button.alt:hover, .woocommerce #respond input#submit:hover, .woocommerce button.button:hover, .woocommerce input.button:hover, .wp-block-button__link:hover, p.portfolio-des-n-link:hover, button.write-a-review:hover, button.submit-review:hover, .course-curriculum ul.curriculum-sections .section-content .course-item.item-preview .course-item-status:hover, #course-item-content-header .form-button.lp-button-back button:hover, button[type="submit"]:hover, .lp-button:hover, button#lp-upload-photo:hover, #learn-press-pmpro-notice.purchase-course a:hover, .shopping_cart_dropdown .qbutton:hover, .lp_profile_course_progress__nav button:hover { background-color:#7d0001!important; } .navbar-inverse .navbar-toggle:hover { border-color:#7d0001!important; }.learnpress_manual a, .manual-course-wrapper .course-box .course-info .course-title a, .lp-profile-header .author-social-networks a{ color:#6c6c6c!important; }.learnpress_manual a:hover, .manual-course-wrapper .course-box .course-info .course-title a:hover, .lp-profile-header .author-social-networks a:hover{ color:#7d0001!important; }.lp-single-course .course-meta label, .lp-single-course .course-payment label { color: #424242; } .course-curriculum ul.curriculum-sections .section-content .course-item{ font-size: 16px; }.course-curriculum ul.curriculum-sections .section-content .course-item.current { background-color:#6c6c6c!important; } ul.learn-press-courses .course .course-title { margin: 5px 0px 18px; font-size:16px; line-height: 20px; font-weight:; }#popup-course #popup-sidebar .course-curriculum .section .section-content .course-item .section-item-link .item-name{ font-size: 16px!important; }.learn-press-tabs .learn-press-tabs__tab.active::before{ background:#6c6c6c!important; }.learn-press-tabs .learn-press-tabs__tab.active a, .lp-profile-content .learn-press-filters > li span, .lp-profile-nav-tabs li.has-child.active > ul > li.active > a{ color:#6c6c6c!important; } .learn-press-message.success { border-top: 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7px; } .navbar .form-group.menu-bar-form .form-control { border: 1px solid #e2e7ee!important; min-height: 40px; border-radius: 45px!important; padding-left: 38px; font-size: 14px; } .navbar .form-group.menu-bar-form input:focus{ border: 1px solid #6c6c6c!important; } .navbar .form-control.header-search.search_loading { background: #fff url("https://cteresources.bc.edu/wp-content/themes/manual/img/loader.svg") no-repeat right 5px center!important; } @media (max-width:767px) { .navbar .form-control.header-search.search_loading { background: #fff url("https://cteresources.bc.edu/wp-content/themes/manual/img/loader.svg") no-repeat right 5px center!important; } } .navbar .form-group.menu-bar-form select.search-expand-types, .navbar .form-group.menu-bar-form .button-custom { display:none; }@media (max-width: 991px) { aside.doc-rtl-sidebar{ display:none; } }.kb-box-single:before, .body-content .search:before, ul.manual-searchresults li.live_search_kb_icon a:before, ul.manual-searchresults li.live_search_faq_icon a:before, ul.manual-searchresults li.live_search_kb_icon a:before, ul.manual-searchresults li.live_search_doc_icon a:before, ul.manual-searchresults li.live_search_forum_icon a:before, ul.manual-searchresults li.live_search_portfolio_icon a:before, ul.manual-searchresults li.live_search_attachment_icon a:before, ul.manual-searchresults li.live_search_lp_quiz_icon a:before, ul.manual-searchresults li.live_search_lp_lesson_icon a:before, ul.manual-searchresults li.live_search_lp_course_icon a:before, .sidebar-widget.footer-widget li.cat.inner a:before, .body-content .manual_related_articles li.cat.inner a:before, .sidebar-widget .display-faq-section li.cat-item:before, .body-content .kb-single:before, ul.manual-searchresults li a:before, .ininebody .page-title-header:before, .page-title-header:before { color: #888B8A;}.body-content .collapsible-panels { background-color:rgba(250,250,250,1); }.body-content .collapsible-panels { border-radius: 0px 0px 0px 0px; }.portfolio-next-prv-bar { background-color:rgba(247,247,247,1); }body.home nav.navbar.after-scroll-wrap, body nav.navbar.after-scroll-wrap { background:rgba(254,254,254,0.9)!important; } .navbar-inverse.after-scroll-wrap .navbar-nav>li>a { color:#181818!important; } .navbar-inverse.after-scroll-wrap .navbar-nav>li>a:hover { color:#47c494!important; } .jumbotron_new .searchform .button-custom, .elementor-widget-container .elementor_themeoption_search .button-custom {-webkit-border-top-right-radius: 4px!important;-webkit-border-bottom-right-radius: 4px!important;-moz-border-radius-topright: 4px!important;-moz-border-radius-bottomright: 4px!important;border-top-right-radius: 4px!important;border-bottom-right-radius: 4px!important;} .form-control.header-search{ border-radius:4px; font-size: 17px; font-weight:500; border-color:rgba(233,233,233,0.9)!important; } .theme-top-header-searchbox .form-group .search-button-custom{ font-size: 17px; font-weight:500; }.form-group input.header-search { padding-left: 60px; } .jumbotron_new form.searchform i.livesearch.search_icon_loading{ display:none; }.form-control.header-search.search_loading { background: #fff url("https://cteresources.bc.edu/wp-content/themes/manual/img/loader.svg") no-repeat left 20px center!important; } form.searchform i.livesearch, .form-group.menu-bar-form .button-custom.custom-simple-search { color: #7d0001!important; } .jumbotron_new .form-control.header-search::-webkit-input-placeholder, .elementor-widget-container .elementor_themeoption_search .form-group input.header-search::-webkit-input-placeholder { color:#888888; } .jumbotron_new .form-control.header-search:-ms-input-placeholder, .elementor-widget-container .elementor_themeoption_search .form-group input.header-search:-ms-input-placeholder { color:#888888; } .jumbotron_new .form-control.header-search::placeholder, .elementor-widget-container .elementor_themeoption_search .form-group input.header-search::placeholder { color:#888888; } .footer-bg { background: #7d0001; } .footer-widget h6, .footer-widget h5, .footer-widget h4 { color: #DDDDDD!important; } .footer-widget .textwidget, .footer-widget .textwidget p, .footer-bg .theme-social-icons li a { color: #e8e8e8!important; } .footer-widget a { color: #ffffff!important; } .footer-widget a:hover { color:#BEBCBC!important; } span.post-date { color: #e8e8e8; }.footer_social_copyright, .footer-bg.footer-type-one{ background-color: #1b1b1b; } .footer-btm-box p, .footer-bg.footer-type-one .copyright, .footer-tertiary p { color: #f2f2f2; } .footer-link-box a,.footer-btm-box a, .footer-bg.footer-type-one .footer-btm-box-one a{ color: #f2f2f2!important; } .footer-link-box a:hover, .footer-btm-box a:hover, .footer-bg.footer-type-one .footer-btm-box-one a:hover { color: #C4C4C4!important; } .footer-btm-box .social-footer-icon, .footer-bg.footer-type-one .social-footer-icon { color: #f2f2f2; } .footer-btm-box .social-footer-icon:hover, .footer-bg.footer-type-one .social-footer-icon:hover { color:#FFFFFF; }select.search-expand-types{ margin-right:0px; }.kb_tree_viewmenu h5 a, .kb_tree_viewmenu h6 a, .kb_tree_viewmenu_elementor h5 a, .kb_tree_viewmenu_elementor h6 a { color: inherit; }h1.custom_h1_head, .jumbotron_new h1.custom_h1_head{ font-weight: 800!important; text-transform: uppercase!important; margin-top: 92px !important; /* to fix issue with .jumbotron_new .inner-margin-top */ } .navbar.navbar-inverse, body.home .navbar { background: #F2F2F2 !important; } .navbar.navbar-inverse .navbar-nav>li>a { color: #7d0001!important; } .navbar-nav { float: none!important; margin: auto!important; } @media (min-width: 768px) { .navbar-collapse.collapse { display: flex!important; } } .home .noise-break { background-position: center center!important; background-size: cover!important; background-image: url(https://dev-bc-sites.pantheonsite.io/cte-resources/wp-content/uploads/sites/147/2017/03/gasson-tower-hero-maroon.jpg) !important; } .jumbotron_new .inner-margin-top { 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style=""><span class="underline_link"/>Teaching in a Mask</span></a></li></li><li class="nav-header nav-header-sub" manual-topic-id="6344" manual-parent-id="6344" style="padding:3px 0px;"><a href="https://cteresources.bc.edu/documentation/what-faculty-learned-about-teaching-in-a-pandemic/" rel="6344" class=" has-child " style=""><i class="fas fa-plus-circle"></i><span class="underline_link"/>What Faculty Learned In 2020</span></a><ul class="parent-display-6344"><li manual-topic-id="6392" > <i class="fas fa-angle-right doc-root-child-plus-icon"></i> <a href="https://cteresources.bc.edu/documentation/what-faculty-learned-about-teaching-in-a-pandemic/simplicity/" rel="6392" class=" has-no-inner-child" ><span class="underline_link"/>Simplicity</span></a></li><li manual-topic-id="6395" > <i class="fas fa-angle-right doc-root-child-plus-icon"></i> <a href="https://cteresources.bc.edu/documentation/what-faculty-learned-about-teaching-in-a-pandemic/flexibility/" rel="6395" class=" has-no-inner-child" ><span class="underline_link"/>Flexibility</span></a></li><li manual-topic-id="6397" > <i class="fas fa-angle-right doc-root-child-plus-icon"></i> <a href="https://cteresources.bc.edu/documentation/what-faculty-learned-about-teaching-in-a-pandemic/connection/" rel="6397" class=" has-no-inner-child" ><span class="underline_link"/>Connection</span></a></li><li manual-topic-id="6399" > <i class="fas fa-angle-right doc-root-child-plus-icon"></i> <a href="https://cteresources.bc.edu/documentation/what-faculty-learned-about-teaching-in-a-pandemic/structure/" rel="6399" class=" has-no-inner-child" ><span class="underline_link"/>Structure</span></a></li><li manual-topic-id="6403" > <i class="fas fa-angle-right doc-root-child-plus-icon"></i> <a href="https://cteresources.bc.edu/documentation/what-faculty-learned-about-teaching-in-a-pandemic/communication/" rel="6403" class=" has-no-inner-child" ><span class="underline_link"/>Communication</span></a></li><li manual-topic-id="5970" > <i class="fas fa-angle-right doc-root-child-plus-icon"></i> <a href="https://cteresources.bc.edu/documentation/what-faculty-learned-about-teaching-in-a-pandemic/technology/" rel="5970" class=" has-no-inner-child" ><span class="underline_link"/>Technology</span></a></li><li manual-topic-id="6425" > <i class="fas fa-angle-right doc-root-child-plus-icon"></i> <a href="https://cteresources.bc.edu/documentation/what-faculty-learned-about-teaching-in-a-pandemic/what-faculty-learned-in-2020-organized-by-modality/" rel="6425" class=" has-no-inner-child" ><span class="underline_link"/>What Faculty Learned In 2020 (Organized by Modality)</span></a></li><li manual-topic-id="6390" > <i class="fas fa-angle-right doc-root-child-plus-icon"></i> <a href="https://cteresources.bc.edu/documentation/what-faculty-learned-about-teaching-in-a-pandemic/the-challenges-of-teaching-through-a-pandemic/" rel="6390" class=" has-no-inner-child" ><span class="underline_link"/>The Challenges of Teaching Through a Pandemic</span></a></li></ul></li></li></li></li><li class="nav-header nav-header-sub" manual-topic-id="1417" manual-parent-id="1417" style="padding:3px 0px;"><a href="https://cteresources.bc.edu/documentation/active-learning-classroom/" rel="1417" class=" has-child " style=""><i class="fas fa-plus-circle"></i><span class="underline_link"/>Active Learning Classroom</span></a><ul class="parent-display-1417"><li manual-topic-id="1768" > <i class="fas fa-angle-right doc-root-child-plus-icon"></i> <a href="https://cteresources.bc.edu/documentation/active-learning-classroom/preparing-for-alc/" rel="1768" class=" has-no-inner-child" ><span class="underline_link"/>Preparing for ALC</span></a></li><li manual-topic-id="1770" > <i class="fas fa-angle-right doc-root-child-plus-icon"></i> <a href="https://cteresources.bc.edu/documentation/active-learning-classroom/teaching-strategies-for-alc/" rel="1770" class=" has-no-inner-child" ><span class="underline_link"/>Teaching Strategies for ALC</span></a></li><li manual-topic-id="1772" > <i class="fas fa-angle-right doc-root-child-plus-icon"></i> <a href="https://cteresources.bc.edu/documentation/active-learning-classroom/additional-resources-for-alc/" rel="1772" class=" has-no-inner-child" ><span class="underline_link"/>Additional Resources for ALC</span></a></li></ul></li></li></li><li class="nav-header nav-header-sub" manual-topic-id="3832" manual-parent-id="3832" style="padding:3px 0px;"><i class="fas fa-angle-right doc-root-plus-icon"></i><a href="https://cteresources.bc.edu/documentation/course-evaluation-questions/" rel="3832" class=" no-child " style=""><span class="underline_link"/>Course Evaluation Questions</span></a></li></li><li class="nav-header nav-header-sub" manual-topic-id="2759" manual-parent-id="2759" style="padding:3px 0px;"><a href="https://cteresources.bc.edu/documentation/classroom-assessment-techniques/" rel="2759" class=" has-child " style=""><i class="fas fa-plus-circle"></i><span class="underline_link"/>Classroom Assessment Techniques</span></a><ul class="parent-display-2759"><li manual-topic-id="2763" > <i class="fas fa-angle-right doc-root-child-plus-icon"></i> <a href="https://cteresources.bc.edu/documentation/classroom-assessment-techniques/selecting-a-cat/" rel="2763" class=" has-no-inner-child" ><span class="underline_link"/>Selecting a CAT</span></a></li><li manual-topic-id="2782" > <i class="fas fa-angle-right doc-root-child-plus-icon"></i> <a href="https://cteresources.bc.edu/documentation/classroom-assessment-techniques/bringing-cats-into-your-classroom/" rel="2782" class=" has-no-inner-child" ><span class="underline_link"/>Bringing CATs into your Classroom</span></a></li></ul></li></li></li></li></li></li></li><li class="nav-header nav-header-sub" manual-topic-id="4302" manual-parent-id="4302" style="padding:3px 0px;"><a href="https://cteresources.bc.edu/documentation/cultivating-academic-integrity/" rel="4302" class=" has-child " style=""><i class="fas fa-plus-circle"></i><span class="underline_link"/>Cultivating Academic Integrity</span></a><ul class="parent-display-4302"><li manual-topic-id="4305" > <i class="fas fa-angle-right doc-root-child-plus-icon"></i> <a href="https://cteresources.bc.edu/documentation/cultivating-academic-integrity/defining-academic-integrity/" rel="4305" class=" has-no-inner-child" ><span class="underline_link"/>Defining Academic Integrity</span></a></li><li manual-topic-id="4308" > <i class="fas fa-angle-right doc-root-child-plus-icon"></i> <a href="https://cteresources.bc.edu/documentation/cultivating-academic-integrity/underlying-reasons-for-academic-dishonesty/" rel="4308" class=" has-no-inner-child" ><span class="underline_link"/>Underlying Reasons for Academic Dishonesty</span></a></li><li manual-topic-id="4310" > <i class="fas fa-angle-right doc-root-child-plus-icon"></i> <a href="https://cteresources.bc.edu/documentation/cultivating-academic-integrity/equity-and-academic-integrity/" rel="4310" class=" has-no-inner-child" ><span class="underline_link"/>Equity and Academic Integrity</span></a></li><li manual-topic-id="4313" > <a href="https://cteresources.bc.edu/documentation/cultivating-academic-integrity/instructional-responses-to-academic-dishonesty/" rel="4313" class=" has-inner-child" ><i class="fas fa-plus-circle"></i><span class="underline_link"/>Instructional Responses to Academic Dishonesty</span></a><ul class="parent-display-4313"><li manual-topic-id="4315" > <a href="https://cteresources.bc.edu/documentation/cultivating-academic-integrity/instructional-responses-to-academic-dishonesty/designing-for-academic-integrity/" rel="4315" class=" has-inner-child" ><i class="fas fa-plus-circle"></i><span class="underline_link"/>Designing for Academic Integrity</span></a><ul class="parent-display-4315"><li manual-topic-id="4317" > <a href="https://cteresources.bc.edu/documentation/cultivating-academic-integrity/instructional-responses-to-academic-dishonesty/designing-for-academic-integrity/course-climate/" rel="4317" class=" has-inner-child" ><i class="fas fa-plus-circle"></i><span class="underline_link"/>Course Climate</span></a><ul class="parent-display-4317"><li manual-topic-id="4320" > <i class="fas fa-angle-right doc-root-child-plus-icon"></i> <a href="https://cteresources.bc.edu/documentation/cultivating-academic-integrity/instructional-responses-to-academic-dishonesty/designing-for-academic-integrity/course-climate/transparency/" rel="4320" class=" has-no-inner-child" ><span class="underline_link"/>Transparency</span></a></li><li manual-topic-id="4323" > <i class="fas fa-angle-right doc-root-child-plus-icon"></i> <a href="https://cteresources.bc.edu/documentation/cultivating-academic-integrity/instructional-responses-to-academic-dishonesty/designing-for-academic-integrity/course-climate/mindset/" rel="4323" class=" has-no-inner-child" ><span class="underline_link"/>Mindset</span></a></li><li manual-topic-id="4325" > <i class="fas fa-angle-right doc-root-child-plus-icon"></i> <a href="https://cteresources.bc.edu/documentation/cultivating-academic-integrity/instructional-responses-to-academic-dishonesty/designing-for-academic-integrity/course-climate/classroom-relationships-and-culture/" rel="4325" class=" has-no-inner-child" ><span class="underline_link"/>Classroom Relationships and Culture</span></a></li><li manual-topic-id="4327" > <i class="fas fa-angle-right doc-root-child-plus-icon"></i> <a href="https://cteresources.bc.edu/documentation/cultivating-academic-integrity/instructional-responses-to-academic-dishonesty/designing-for-academic-integrity/course-climate/honor-pledges/" rel="4327" class=" has-no-inner-child" ><span class="underline_link"/>Honor Pledges</span></a></li></ul></li><li manual-topic-id="4330" > <a href="https://cteresources.bc.edu/documentation/cultivating-academic-integrity/instructional-responses-to-academic-dishonesty/designing-for-academic-integrity/course-and-assignment-design/" rel="4330" class=" has-inner-child" ><i class="fas fa-plus-circle"></i><span class="underline_link"/>Course and Assignment Design</span></a><ul class="parent-display-4330"><li manual-topic-id="4332" > <i class="fas fa-angle-right doc-root-child-plus-icon"></i> <a href="https://cteresources.bc.edu/documentation/cultivating-academic-integrity/instructional-responses-to-academic-dishonesty/designing-for-academic-integrity/course-and-assignment-design/student-motivation/" rel="4332" class=" has-no-inner-child" ><span class="underline_link"/>Student Motivation</span></a></li><li manual-topic-id="4334" > <i class="fas fa-angle-right doc-root-child-plus-icon"></i> <a href="https://cteresources.bc.edu/documentation/cultivating-academic-integrity/instructional-responses-to-academic-dishonesty/designing-for-academic-integrity/course-and-assignment-design/learning-orientation/" rel="4334" class=" has-no-inner-child" ><span class="underline_link"/>Learning Orientation</span></a></li></ul></li></ul></li><li manual-topic-id="4336" > <a href="https://cteresources.bc.edu/documentation/cultivating-academic-integrity/instructional-responses-to-academic-dishonesty/limiting-opportunities-for-academic-dishonesty/" rel="4336" class=" has-inner-child" ><i class="fas fa-plus-circle"></i><span class="underline_link"/>Limiting Opportunities for Academic Dishonesty</span></a><ul class="parent-display-4336"><li manual-topic-id="4356" > <i class="fas fa-angle-right doc-root-child-plus-icon"></i> <a href="https://cteresources.bc.edu/documentation/cultivating-academic-integrity/instructional-responses-to-academic-dishonesty/limiting-opportunities-for-academic-dishonesty/how-students-cheat/" rel="4356" class=" has-no-inner-child" ><span class="underline_link"/>How Students Cheat</span></a></li><li manual-topic-id="4358" > <i class="fas fa-angle-right doc-root-child-plus-icon"></i> <a href="https://cteresources.bc.edu/documentation/cultivating-academic-integrity/instructional-responses-to-academic-dishonesty/limiting-opportunities-for-academic-dishonesty/strategies-to-limit-opportunities-to-cheat/" rel="4358" class=" has-no-inner-child" ><span class="underline_link"/>Strategies to Limit Opportunities to Cheat</span></a></li><li manual-topic-id="4360" > <i class="fas fa-angle-right doc-root-child-plus-icon"></i> <a href="https://cteresources.bc.edu/documentation/cultivating-academic-integrity/instructional-responses-to-academic-dishonesty/limiting-opportunities-for-academic-dishonesty/choosing-trust/" rel="4360" class=" has-no-inner-child" ><span class="underline_link"/>Choosing Trust</span></a></li></ul></li><li manual-topic-id="4341" > <a href="https://cteresources.bc.edu/documentation/cultivating-academic-integrity/instructional-responses-to-academic-dishonesty/responding-to-instances-of-academic-dishonesty/" rel="4341" class=" has-inner-child" ><i class="fas fa-plus-circle"></i><span class="underline_link"/>Responding to Instances of Academic Dishonesty</span></a><ul class="parent-display-4341"><li manual-topic-id="4343" > <i class="fas fa-angle-right doc-root-child-plus-icon"></i> <a href="https://cteresources.bc.edu/documentation/cultivating-academic-integrity/instructional-responses-to-academic-dishonesty/responding-to-instances-of-academic-dishonesty/bc-policies-and-procedures/" rel="4343" class=" has-no-inner-child" ><span class="underline_link"/>BC Policies and Procedures</span></a></li><li manual-topic-id="4345" > <i class="fas fa-angle-right doc-root-child-plus-icon"></i> <a href="https://cteresources.bc.edu/documentation/cultivating-academic-integrity/instructional-responses-to-academic-dishonesty/responding-to-instances-of-academic-dishonesty/preparing-for-the-initial-response/" rel="4345" class=" has-no-inner-child" ><span class="underline_link"/>Preparing for the Initial Response</span></a></li></ul></li></ul></li><li manual-topic-id="4347" > <i class="fas fa-angle-right doc-root-child-plus-icon"></i> <a href="https://cteresources.bc.edu/documentation/cultivating-academic-integrity/further-reading-on-academic-integrity/" rel="4347" class=" has-no-inner-child" ><span class="underline_link"/>Further Reading on Academic Integrity</span></a></li></ul></li></li><li class="nav-header nav-header-sub" manual-topic-id="6729" manual-parent-id="6729" style="padding:3px 0px;"><a href="https://cteresources.bc.edu/documentation/exit-tickets/" rel="6729" class=" has-child " style=""><i class="fas fa-plus-circle"></i><span class="underline_link"/>Exit Tickets</span></a><ul class="parent-display-6729"><li manual-topic-id="6730" > <i class="fas fa-angle-right doc-root-child-plus-icon"></i> <a href="https://cteresources.bc.edu/documentation/exit-tickets/sample-questions-submission-options/" rel="6730" class=" has-no-inner-child" ><span class="underline_link"/>Sample Questions & Submission Options </span></a></li></ul></li><li class="nav-header nav-header-sub" manual-topic-id="4038" manual-parent-id="4038" style="padding:3px 0px;"><a href="https://cteresources.bc.edu/documentation/gathering-mid-semester-feedback-from-your-students/" rel="4038" class=" has-child " style=""><i class="fas fa-plus-circle"></i><span class="underline_link"/>Gathering Mid-Semester Feedback</span></a><ul class="parent-display-4038"><li manual-topic-id="4044" > <i class="fas fa-angle-right doc-root-child-plus-icon"></i> <a href="https://cteresources.bc.edu/documentation/gathering-mid-semester-feedback-from-your-students/mid-semester-feedback-options-and-sample-forms/" rel="4044" class=" has-no-inner-child" ><span class="underline_link"/>Methods and Sample Forms</span></a></li><li manual-topic-id="4048" > <i class="fas fa-angle-right doc-root-child-plus-icon"></i> <a href="https://cteresources.bc.edu/documentation/gathering-mid-semester-feedback-from-your-students/what-to-do-with-the-feedback/" rel="4048" class=" has-no-inner-child" ><span class="underline_link"/>What to do with the Feedback</span></a></li></ul></li></li></li><li class="nav-header nav-header-sub" manual-topic-id="7127" manual-parent-id="7127" style="padding:3px 0px;"><a href="https://cteresources.bc.edu/documentation/gender-inclusion-in-the-college-classroom/" rel="7127" class=" has-child " style=""><i class="fas fa-plus-circle"></i><span class="underline_link"/>Gender Inclusion in the College Classroom</span></a><ul class="parent-display-7127"><li manual-topic-id="7129" > <i class="fas fa-angle-right doc-root-child-plus-icon"></i> <a href="https://cteresources.bc.edu/documentation/gender-inclusion-in-the-college-classroom/key-terminology/" rel="7129" class=" has-no-inner-child" ><span class="underline_link"/>Key Terminology</span></a></li><li manual-topic-id="7133" > <i class="fas fa-angle-right doc-root-child-plus-icon"></i> <a href="https://cteresources.bc.edu/documentation/gender-inclusion-in-the-college-classroom/contextual-considerations/" rel="7133" class=" has-no-inner-child" ><span class="underline_link"/>Contextual Considerations</span></a></li><li manual-topic-id="7137" > <i class="fas fa-angle-right doc-root-child-plus-icon"></i> <a href="https://cteresources.bc.edu/documentation/gender-inclusion-in-the-college-classroom/pedagogical-practices/" rel="7137" class=" has-no-inner-child" ><span class="underline_link"/>Pedagogical Practices</span></a></li><li manual-topic-id="7139" > <i class="fas fa-angle-right doc-root-child-plus-icon"></i> <a href="https://cteresources.bc.edu/documentation/gender-inclusion-in-the-college-classroom/works-cited-additional-resources/" rel="7139" class=" has-no-inner-child" ><span class="underline_link"/>Works Cited & Additional Resources</span></a></li></ul></li></li><li class="nav-header nav-header-sub" manual-topic-id="2673" manual-parent-id="2673" style="padding:3px 0px;"><i class="fas fa-angle-right doc-root-plus-icon"></i><a href="https://cteresources.bc.edu/documentation/intercultural-competence/" rel="2673" class=" no-child " style=""><span class="underline_link"/>Intercultural Competence</span></a></li><li class="nav-header nav-header-sub" manual-topic-id="1540" manual-parent-id="1540" style="padding:3px 0px;"><a href="https://cteresources.bc.edu/documentation/new-instructor-resources/" rel="1540" class=" has-child " style=""><i class="fas fa-plus-circle"></i><span class="underline_link"/>New Instructor Resources</span></a><ul class="parent-display-1540"><li manual-topic-id="1544" > <i class="fas fa-angle-right doc-root-child-plus-icon"></i> <a href="https://cteresources.bc.edu/documentation/new-instructor-resources/faq-for-new-faculty/" rel="1544" class=" has-no-inner-child" ><span class="underline_link"/>New Faculty FAQs</span></a></li><li manual-topic-id="1548" > <i class="fas fa-angle-right doc-root-child-plus-icon"></i> <a href="https://cteresources.bc.edu/documentation/new-instructor-resources/tatf-faqs/" rel="1548" class=" has-no-inner-child" ><span class="underline_link"/>TA/TF FAQs</span></a></li><li manual-topic-id="1551" > <a href="https://cteresources.bc.edu/documentation/new-instructor-resources/international-tatf-resources/" rel="1551" class=" has-inner-child" ><i class="fas fa-plus-circle"></i><span class="underline_link"/>International TA/TF Resources</span></a><ul class="parent-display-1551"><li manual-topic-id="1555" > <i class="fas fa-angle-right doc-root-child-plus-icon"></i> <a href="https://cteresources.bc.edu/documentation/new-instructor-resources/international-tatf-resources/bc-students-and-u-s-classrooms/" rel="1555" class=" has-no-inner-child" ><span class="underline_link"/>BC Students and U.S. Classrooms</span></a></li><li manual-topic-id="1557" > <i class="fas fa-angle-right doc-root-child-plus-icon"></i> <a href="https://cteresources.bc.edu/documentation/new-instructor-resources/international-tatf-resources/strategies/" rel="1557" class=" has-no-inner-child" ><span class="underline_link"/>Strategies</span></a></li><li manual-topic-id="1559" > <i class="fas fa-angle-right doc-root-child-plus-icon"></i> <a href="https://cteresources.bc.edu/documentation/new-instructor-resources/international-tatf-resources/bc-resources/" rel="1559" class=" has-no-inner-child" ><span class="underline_link"/>BC Resources</span></a></li><li manual-topic-id="1561" > <i class="fas fa-angle-right doc-root-child-plus-icon"></i> <a href="https://cteresources.bc.edu/documentation/new-instructor-resources/international-tatf-resources/tatf-voices/" rel="1561" class=" has-no-inner-child" ><span class="underline_link"/>TA/TF Voices</span></a></li></ul></li></ul></li><li class="nav-header nav-header-sub" manual-topic-id="6626" manual-parent-id="6626" style="padding:3px 0px;"><i class="fas fa-angle-right doc-root-plus-icon"></i><a href="https://cteresources.bc.edu/documentation/responding-to-racist-incidents/" rel="6626" class=" no-child " style=""><span class="underline_link"/>Responding to Racist Incidents </span></a></li><li class="nav-header nav-header-sub" manual-topic-id="1732" manual-parent-id="1732" style="padding:3px 0px;"><a href="https://cteresources.bc.edu/documentation/sample-syllabus-statements/" rel="1732" class=" has-child " style=""><i class="fas fa-plus-circle"></i><span class="underline_link"/>Sample Syllabus Statements</span></a><ul class="parent-display-1732"><li manual-topic-id="7020" > <i class="fas fa-angle-right doc-root-child-plus-icon"></i> <a href="https://cteresources.bc.edu/documentation/sample-syllabus-statements/academic-integrity/" rel="7020" class=" has-no-inner-child" ><span class="underline_link"/>Academic Integrity</span></a></li><li manual-topic-id="5787" > <i class="fas fa-angle-right doc-root-child-plus-icon"></i> <a href="https://cteresources.bc.edu/documentation/sample-syllabus-statements/accessibility-and-accommodations/" rel="5787" class=" has-no-inner-child" ><span class="underline_link"/>Accessibility and Accommodations</span></a></li><li manual-topic-id="11732" > <i class="fas fa-angle-right doc-root-child-plus-icon"></i> <a href="https://cteresources.bc.edu/documentation/sample-syllabus-statements/bias-related-incident-reporting/" rel="11732" class=" has-no-inner-child" ><span class="underline_link"/>Bias-Related Incident Reporting</span></a></li><li manual-topic-id="5794" > <i class="fas fa-angle-right doc-root-child-plus-icon"></i> <a href="https://cteresources.bc.edu/documentation/sample-syllabus-statements/fall-2020/" rel="5794" class=" has-no-inner-child" ><span class="underline_link"/>Class Recording Policy</span></a></li><li manual-topic-id="7022" > <i class="fas fa-angle-right doc-root-child-plus-icon"></i> <a href="https://cteresources.bc.edu/documentation/sample-syllabus-statements/fall-2021-public-health-precautions-norms/" rel="7022" class=" has-no-inner-child" ><span class="underline_link"/>COVID-19 Public Health Practices</span></a></li><li manual-topic-id="5789" > <i class="fas fa-angle-right doc-root-child-plus-icon"></i> <a href="https://cteresources.bc.edu/documentation/sample-syllabus-statements/commitment-to-inclusion/" rel="5789" class=" has-no-inner-child" ><span class="underline_link"/>Commitment to Inclusion</span></a></li><li manual-topic-id="5792" > <i class="fas fa-angle-right doc-root-child-plus-icon"></i> <a href="https://cteresources.bc.edu/documentation/sample-syllabus-statements/esl-students/" rel="5792" class=" has-no-inner-child" ><span class="underline_link"/>ESL Students</span></a></li><li manual-topic-id="6948" > <i class="fas fa-angle-right doc-root-child-plus-icon"></i> <a href="https://cteresources.bc.edu/documentation/sample-syllabus-statements/financial-insecurity-basic-needs/" rel="6948" class=" has-no-inner-child" ><span class="underline_link"/>Financial Insecurity and Basic Needs</span></a></li><li manual-topic-id="13579" > <i class="fas fa-angle-right doc-root-child-plus-icon"></i> <a href="https://cteresources.bc.edu/documentation/sample-syllabus-statements/genai/" rel="13579" class=" has-no-inner-child" ><span class="underline_link"/>Generative AI</span></a></li><li manual-topic-id="5796" > <i class="fas fa-angle-right doc-root-child-plus-icon"></i> <a href="https://cteresources.bc.edu/documentation/sample-syllabus-statements/lgbtq-and-nonsexist-language/" rel="5796" class=" has-no-inner-child" ><span class="underline_link"/>LGBTQ+ and Nonsexist Language</span></a></li><li manual-topic-id="5799" > <i class="fas fa-angle-right doc-root-child-plus-icon"></i> <a href="https://cteresources.bc.edu/documentation/sample-syllabus-statements/mental-health-and-wellness/" rel="5799" class=" has-no-inner-child" ><span class="underline_link"/>Mental Health and Wellness</span></a></li><li manual-topic-id="5801" > <i class="fas fa-angle-right doc-root-child-plus-icon"></i> <a href="https://cteresources.bc.edu/documentation/sample-syllabus-statements/religious-accommodation/" rel="5801" class=" has-no-inner-child" ><span class="underline_link"/>Religious Accommodation</span></a></li><li manual-topic-id="11913" > <i class="fas fa-angle-right doc-root-child-plus-icon"></i> <a href="https://cteresources.bc.edu/documentation/sample-syllabus-statements/skill-building-career-readiness/" rel="11913" class=" has-no-inner-child" ><span class="underline_link"/>Skill Building & Career Readiness </span></a></li><li manual-topic-id="5803" > <i class="fas fa-angle-right doc-root-child-plus-icon"></i> <a href="https://cteresources.bc.edu/documentation/sample-syllabus-statements/technology-in-the-classroom/" rel="5803" class=" has-no-inner-child" ><span class="underline_link"/>Technology in the Classroom</span></a></li><li manual-topic-id="5805" > <i class="fas fa-angle-right doc-root-child-plus-icon"></i> <a href="https://cteresources.bc.edu/documentation/sample-syllabus-statements/title-ix-and-sexual-misconduct/" rel="5805" class=" has-no-inner-child" ><span class="underline_link"/>Title IX and Sexual Misconduct</span></a></li></ul></li><li class="nav-header nav-header-sub" manual-topic-id="2635" manual-parent-id="2635" style="padding:3px 0px;"><a href="https://cteresources.bc.edu/documentation/simulations-and-role-play/" rel="2635" class=" has-child " style=""><i class="fas fa-plus-circle"></i><span class="underline_link"/>Simulations and Role-Play</span></a><ul class="parent-display-2635"><li manual-topic-id="2637" > <i class="fas fa-angle-right doc-root-child-plus-icon"></i> <a href="https://cteresources.bc.edu/documentation/simulations-and-role-play/simulations-quick-start/" rel="2637" class=" has-no-inner-child" ><span class="underline_link"/>Simulations Quick Start</span></a></li></ul></li><li class="nav-header nav-header-sub" manual-topic-id="2864" manual-parent-id="2864" style="padding:3px 0px;"><a href="https://cteresources.bc.edu/documentation/teaching-philosophy-statements/" rel="2864" class=" has-child " style=""><i class="fas fa-plus-circle"></i><span class="underline_link"/>Teaching Philosophy Statements</span></a><ul class="parent-display-2864"><li manual-topic-id="2870" > <i class="fas fa-angle-right doc-root-child-plus-icon"></i> <a href="https://cteresources.bc.edu/documentation/teaching-philosophy-statements/5-key-characteristics/" rel="2870" class=" has-no-inner-child" ><span class="underline_link"/>5 Key Characteristics</span></a></li><li manual-topic-id="2872" > <i class="fas fa-angle-right doc-root-child-plus-icon"></i> <a href="https://cteresources.bc.edu/documentation/teaching-philosophy-statements/getting-started/" rel="2872" class=" has-no-inner-child" ><span class="underline_link"/>Getting Started</span></a></li><li manual-topic-id="2874" > <i class="fas fa-angle-right doc-root-child-plus-icon"></i> <a href="https://cteresources.bc.edu/documentation/teaching-philosophy-statements/revising-your-statement/" rel="2874" class=" has-no-inner-child" ><span class="underline_link"/>Revising Your Statement</span></a></li></ul></li><li class="nav-header nav-header-sub" manual-topic-id="1538" manual-parent-id="1538" style="padding:3px 0px;"><a href="https://cteresources.bc.edu/documentation/teaching-portfolios/" rel="1538" class=" has-child " style=""><i class="fas fa-plus-circle"></i><span class="underline_link"/>Teaching Portfolios</span></a><ul class="parent-display-1538"><li manual-topic-id="2908" > <i class="fas fa-angle-right doc-root-child-plus-icon"></i> <a href="https://cteresources.bc.edu/documentation/teaching-portfolios/main-components/" rel="2908" class=" has-no-inner-child" ><span class="underline_link"/>Main Components</span></a></li><li manual-topic-id="2910" > <i class="fas fa-angle-right doc-root-child-plus-icon"></i> <a href="https://cteresources.bc.edu/documentation/teaching-portfolios/sample-materials/" rel="2910" class=" has-no-inner-child" ><span class="underline_link"/>Sample Materials</span></a></li><li manual-topic-id="2912" > <i class="fas fa-angle-right doc-root-child-plus-icon"></i> <a href="https://cteresources.bc.edu/documentation/teaching-portfolios/evidence-of-teaching-effectiveness/" rel="2912" class=" has-no-inner-child" ><span class="underline_link"/>Evidence of Teaching Effectiveness</span></a></li></ul></li><li class="nav-header nav-header-sub" manual-topic-id="7143" manual-parent-id="7143" style="padding:3px 0px;"><a href="https://cteresources.bc.edu/documentation/teaching-observations/" rel="7143" class=" has-child " style=""><i class="fas fa-plus-circle"></i><span class="underline_link"/>Teaching Observations</span></a><ul class="parent-display-7143"><li manual-topic-id="7145" > <i class="fas fa-angle-right doc-root-child-plus-icon"></i> <a href="https://cteresources.bc.edu/documentation/teaching-observations/approaches-to-teaching-observations/" rel="7145" class=" has-no-inner-child" ><span class="underline_link"/>Approaches to Teaching Observations</span></a></li><li manual-topic-id="7147" > <i class="fas fa-angle-right doc-root-child-plus-icon"></i> <a href="https://cteresources.bc.edu/documentation/teaching-observations/suggested-practices/" rel="7147" class=" has-no-inner-child" ><span class="underline_link"/>Suggested Practices</span></a></li><li manual-topic-id="7148" > <i class="fas fa-angle-right doc-root-child-plus-icon"></i> <a href="https://cteresources.bc.edu/documentation/teaching-observations/conducting-an-observation/" rel="7148" class=" has-no-inner-child" ><span class="underline_link"/>Conducting an Observation</span></a></li><li manual-topic-id="7149" > <i class="fas fa-angle-right doc-root-child-plus-icon"></i> <a href="https://cteresources.bc.edu/documentation/teaching-observations/works-cited/" rel="7149" class=" has-no-inner-child" ><span class="underline_link"/>Works Cited</span></a></li></ul></li><li class="nav-header nav-header-sub" manual-topic-id="87" manual-parent-id="87" style="padding:3px 0px;"><a href="https://cteresources.bc.edu/documentation/teaching-through-disruption/" rel="87" class=" has-child " style=""><i class="fas fa-plus-circle"></i><span class="underline_link"/>Teaching Through Disruption</span></a><ul class="parent-display-87"><li manual-topic-id="90" > <i class="fas fa-angle-right doc-root-child-plus-icon"></i> <a href="https://cteresources.bc.edu/documentation/teaching-through-disruption/plan-to-be-ready/" rel="90" class=" has-no-inner-child" ><span class="underline_link"/>Plan to be Ready</span></a></li><li manual-topic-id="252" > <i class="fas fa-angle-right doc-root-child-plus-icon"></i> <a href="https://cteresources.bc.edu/documentation/teaching-through-disruption/get-started-quickly/" rel="252" class=" has-no-inner-child" ><span class="underline_link"/>Get Started Quickly</span></a></li><li manual-topic-id="255" > <i class="fas fa-angle-right doc-root-child-plus-icon"></i> <a href="https://cteresources.bc.edu/documentation/teaching-through-disruption/additional-strategies/" rel="255" class=" has-no-inner-child" ><span class="underline_link"/>Additional Strategies</span></a></li><li manual-topic-id="13116" > <i class="fas fa-angle-right doc-root-child-plus-icon"></i> <a href="https://cteresources.bc.edu/documentation/teaching-through-disruption/checklist-when-you-cant-get-to-campus/" rel="13116" class=" has-no-inner-child" ><span class="underline_link"/>Checklist: When You Can't Get to Campus</span></a></li></ul></li></ul></div></aside><div class="col-md-8 col-sm-12"><div class="doc-single-post doc-page"><div class="print-content"><div id="single-post post-11115"><div class="title-content-print"><div class="page-title-header"><h2 class="manual-title title singlepg-font">Artificial Intelligence in Teaching and Learning</h2><p class="entry-meta" style="min-height:10px;"><i class="far fa-calendar-plus"></i> <span>Updated on January 13, 2025</span><span class='printomatic pom-small-grey ' id='11115' data-print_target='.title-content-print'></span></p></div><div class="post-cat margin-btm-35"></div><content><div class="entry-content clearfix"><div id="toctoc"></div> <h3 class="wp-block-heading">ChatGPT in Teaching and Learning</h3> <p><span style="font-weight: 400">There are many artificial intelligence (AI) tools that can generate “human-like” responses to a wide range of questions and statements. Among the most popular generative AI (or GenAI) tools is </span><a href="https://openai.com/blog/chatgpt/" target="_blank" rel="noopener"><span style="font-weight: 400">ChatGPT</span></a><span style="font-weight: 400">, a text-based tool that can produce essays, reports, lesson plans, and more. Boston College students will likely use content from these tools in a variety of ways, including as substitutes for their own thinking and writing. Like other technologies that have created new opportunities for academic dishonesty (e.g. Wikipedia, calculators, etc.), ChatGPT invites instructional responses that promote academic integrity and authentic student learning without sacrificing trust in instructor-student or student-student relationships.</span></p> <p><span style="font-weight: 400">ChatGPT’s parent company, OpenAI, has provided some responses to the most </span><a href="https://help.openai.com/en/articles/6783457-chatgpt-faq" target="_blank" rel="noopener"><span style="font-weight: 400">commonly asked questions</span></a><span style="font-weight: 400"> about the tool on its website.</span></p> <h4 class="wp-block-heading">Limitations of ChatGPT</h4> <p><span style="font-weight: 400">While ChatGPT can produce text that can pass for human-created work, it does have many significant limitations depending on the version being used. As of this writing, OpenAI provides a <a href="https://openai.com/chatgpt" data-type="link" data-id="https://openai.com/chatgpt">brief comparison</a> of the distinctions between versions 3.5 (free) and 4.0 (paid). For those using the free version, key limitations include:</span> </p> <ul class="wp-block-list"> <li><span style="font-weight: 400">ChatGPT does not use any information after January 2022. Current events and trends are not a part of its database.</span></li> <li><span style="font-weight: 400">ChatGPT does not access the internet. It relies completely on the information already present in its database.</span></li> <li><span style="font-weight: 400">ChatGPT is not “unbiased.” It is </span><a rel="noopener" href="https://jilltxt.net/right-now-chatgpt-is-multilingual-but-monocultural-but-its-learning-your-values/" target="_blank"><span style="font-weight: 400"><span style="color: #7d0001">limited by the culturally specific and language-specific</span></span></a><span style="font-weight: 400"> information that was used to train it.</span></li> <li><span style="font-weight: 400">ChatGPT will often make up facts, produce misleading information, and include content unrelated to a user’s question. This is because the technology is constantly changing and adjusting to how users interact with it. The technology has no native way to differentiate fact from fiction.</span></li> </ul> <h4 class="wp-block-heading">Faculty Concerns</h4> <p><span style="font-weight: 400">Faculty have raised several questions and concerns since ChatGPT was released in November 2022:</span></p> <ul class="wp-block-list"> <li><span style="font-weight: 400">How will we know if students are submitting original work?</span></li> <li><span style="font-weight: 400">Should we ban the use of ChatGPT and other AI tools?</span></li> <li><span style="font-weight: 400">If we assume students will use ChatGPT, how can the content it produced be cited?</span></li> <li><span style="font-weight: 400">Are there ways that ChatGPT can be used to help students learn?</span></li> <li><span style="font-weight: 400">Can we use ChatGPT for our own course design?</span></li> </ul> <h3 class="wp-block-heading">Tools for Detecting AI</h3> <p><span style="font-weight: 400">Several tools do exist that claim to detect AI-generated content. For-profit services like </span><a href="https://originality.ai/" target="_blank" rel="noopener"><span style="font-weight: 400">Originality.AI</span></a><span style="font-weight: 400"> claim to have 94% accuracy in identifying text produced by ChatGPT. Among the free tools are:</span></p> <ul class="wp-block-list"> <li><span style="color: #7d0001"><a style="color: #7d0001" href="https://huggingface.co/spaces/openai/openai-detector" target="_blank" rel="noopener"><span style="font-weight: 400">openai-detector</span></a></span></li> <li><span style="color: #7d0001"><a style="color: #7d0001" href="http://gltr.io/" target="_blank" rel="noopener"><span style="font-weight: 400">Gltr.io</span></a></span></li> <li><span style="color: #7d0001"><a style="color: #7d0001" href="https://gptzero.me/" target="_blank" rel="noopener"><span style="font-weight: 400">GPTZero</span></a></span></li> <li><span style="color: #7d0001"><a style="color: #7d0001" href="https://crossplag.com/ai-content-detector/" target="_blank" rel="noopener"><span style="font-weight: 400">CrossPlag</span></a></span></li> </ul> <p><span style="font-weight: 400">While these tools may be helpful in some cases, there are also significant downsides to using these tools:</span></p> <ul class="wp-block-list"> <li>Research shows that detectors are <a href="https://www.washingtonpost.com/technology/2023/04/01/chatgpt-cheating-detection-turnitin/">unreliable</a> and <a href="https://www.sciencedirect.com/science/article/pii/S2666389923001307?via%3Dihub">biased against several populations</a>.</li> <li><span style="font-weight: 400">It is unsustainable for faculty to run every one of their students’ submissions through these services. It is not only an enormous time-consuming process, it is also likely that the services will be inaccurate.</span></li> <li><span style="font-weight: 400">Using these tools creates </span><a href="https://www.insidehighered.com/blogs/just-visiting/guest-post-ai-will-augment-not-replace?utm_source=Iterable&utm_medium=email&utm_campaign=campaign_5861532_nl_Teaching_date_20230105&cid=te&source=ams&sourceid=" target="_blank" rel="noopener"><span style="font-weight: 400"><span style="color: #7d0001">an adversarial relationship with students</span></span></a><span style="font-weight: 400"> wherein they are taught that being caught cheating is worse than choosing to use the service in the first place. </span></li> <li><span style="font-weight: 400">As of January 2023, it is unclear whether or not there are FERPA violations in submitting student work through these plagiarism detectors. </span></li> </ul> <p><span style="font-weight: 400">Below are alternative instructional responses to ChatGPT, including short- and long-term interventions. </span></p> <h3 class="wp-block-heading">Instructional Responses to ChatGPT</h3> <p><span style="font-weight: 400">Instructional responses to the use of ChatGPT and similar tools vary depending on how much time and energy faculty have to make course-level or assignment-level changes. The short-term solutions provided below are meant to serve as an immediate response that should be revisited when time permits. The long-term approaches, on the other hand, are meant to prompt students to think more critically about the technology and their own intellectual formation.   </span></p> <p><span style="font-weight: 400">While the advent of ChatGPT poses new questions to address, </span><a href="https://cteresources.bc.edu/documentation/cultivating-academic-integrity/instructional-responses-to-academic-dishonesty/limiting-opportunities-for-academic-dishonesty/strategies-to-limit-opportunities-to-cheat/" target="_blank" rel="noopener"><span style="font-weight: 400">strategies that limit academic dishonesty</span></a><span style="font-weight: 400"> in general remain as relevant and effective as they have been before AI.</span></p> <h4 class="wp-block-heading">Course Design: Short-Term Interventions</h4> <h5 class="wp-block-heading">Update Your Syllabus</h5> <p><span style="font-weight: 400">The following sample statements should be taken as starting points to craft your own policy. As of January 23, 2023, the Provost’s Office at BC has not issued a policy regarding the use of AI in coursework. When adding an AI-specific policy to a syllabus, consider how to </span><a rel="noopener" href="https://cteresources.bc.edu/documentation/sample-syllabus-statements/" target="_blank"><span style="font-weight: 400">personalize the policy</span></a><span style="font-weight: 400"> depending on the norms of each department and course, along with </span><a rel="noopener" href="https://www.bc.edu/content/bc-web/academics/sites/university-catalog/policies-procedures.html" target="_blank"><span style="font-weight: 400">BC’s institutional policies and protocols</span></a><span style="font-weight: 400">.</span></p> <p>It is important to note that while you may suggest to students that using GenAI to complete assignments will be considered plagiarism, it is very difficult to prove given that GenAI will produce unique responses to every prompt.</p> <h6 class="wp-block-heading"><span style="font-weight: 400">Syllabus Statement 1 (Discourage Use of AI)</span></h6> <p><span style="font-weight: 400">Artificial Intelligence (AI) Tool Usage: AI tools can generate text, images, and other media very quickly. Since a central goal of this course is to help you become independent and critical thinkers, you are discouraged from using AI tools to create text, video, audio, or images that end up in your work (assignments, activities, responses, etc).</span></p> <p><span style="font-weight: 400">If any part of this is confusing or uncertain, please reach out to me for a conversation before submitting your work.  </span></p> <p><span style="font-weight: 400">Note: This statement assumes the syllabus has an academic integrity policy and/or statement about how plagiarized work will be treated. </span></p> <h6 class="wp-block-heading"><span style="font-weight: 400">Syllabus Statement 2 (Treat AI-generated text as a source)</span></h6> <p><span style="font-weight: 400">Artificial Intelligence (AI) Tool Usage: AI tools can generate text, images, and other media very quickly. Since a central goal of this course is to help you become independent and critical thinkers, you are discouraged from using AI tools to create text, video, audio, or images that end up in your work (assignments, activities, responses, etc). </span></p> <p><span style="font-weight: 400">If any AI-generated content is used for your assignments, you must clearly indicate what work is yours and what part is generated by the AI. In such cases, no more than 10% of the student work should be generated by AI. Any AI-generated work not cited and/or used for more than 10% of your assignment will receive ____. </span></p> <p><span style="font-weight: 400">If any part of this is confusing or uncertain, please reach out to me for a conversation before submitting your work.  </span></p> <p><span style="font-weight: 400">Note: This statement assumes that students are told which citation styles to use for secondary sources. The instructor would indicate the penalty for not following the policy. </span></p> <p><span style="font-weight: 400">As of January 15, 2024, a </span><a rel="noopener" href="https://docs.google.com/document/d/1RMVwzjc1o0Mi8Blw_-JUTcXv02b2WRH86vw7mi16W3U/edit" target="_blank"><span style="font-weight: 400">regularly-updated list of existing policies</span></a><span style="font-weight: 400"> for the use of AI tools at various institutions is available online. BC faculty choosing to adapt these policies for their own syllabi may need to edit them in light of </span><a rel="noopener" href="https://www.bc.edu/content/bc-web/academics/sites/university-catalog/policies-procedures.html" target="_blank"><span style="font-weight: 400">BC institutional policies and protocols</span></a><span style="font-weight: 400">, as well as departmental and course context.</span></p> <h5 class="wp-block-heading">Discuss ChatGPT With Students</h5> <p><span style="font-weight: 400">Allocate some time in class to discuss ChatGPT. The conversation can be a way to discuss ethics in education, your expectations, as well as student perspectives. Discussion prompts and questions can include:</span></p> <ul class="wp-block-list"> <li><span style="font-weight: 400">What are some reasons students would want to use ChatGPT?</span></li> <li><span style="font-weight: 400">In what ways does ChatGPT impact the course goals? In what ways can AI prevent or enable students in meeting these goals?</span></li> <li><span style="font-weight: 400">What are the differences between plagiarism, remixing, influencing, and originality?</span></li> <li><span style="font-weight: 400">How does the use of Wikipedia compare to the use of ChatGPT?</span></li> <li><span style="font-weight: 400">What is Academic Integrity and why is it so valued at Boston College?</span></li> </ul> <p><span style="font-weight: 400">CTE’s resource on how to </span><a rel="noopener" href="https://cteresources.bc.edu/documentation/cultivating-academic-integrity/instructional-responses-to-academic-dishonesty/designing-for-academic-integrity/course-climate/transparency/" target="_blank"><span style="font-weight: 400">make Academic Integrity transparent</span></a><span style="font-weight: 400"> can be a useful guide for these conversations. </span>Additionally, the BC Library has <a href="https://libguides.bc.edu/generative-AI/">a helpful guide for orienting students to Generative AI</a>. </p> <h5 class="wp-block-heading">Collect a Writing Sample</h5> <p><span style="font-weight: 400">Toward the beginning of the semester, ask students to write in class a short version of what you might ask them to write later in the semester. This “diagnostic” can be a source of comparison if a student later submits work that seems significantly different.</span></p> <h5 class="wp-block-heading">Additional Short-Term Course Design Interventions</h5> <p><span style="font-weight: 400">Additional short-term approaches to course design can be found on </span><a href="https://medium.com/@rwatkins_7167/updating-your-course-syllabus-for-chatgpt-965f4b57b003" target="_blank" rel="noopener"><span style="font-weight: 400">Ryan Watkins’ educational technology blog</span></a><span style="font-weight: 400">.</span></p> <h4 class="wp-block-heading">Course Design: Long-Term Approaches</h4> <p><span style="font-weight: 400">Cultivating a learner-centered course climate is fundamental to designing a course that de-incentivizes the use of tools like ChatGPT to cheat (see the CTE’s resource on </span><a href="https://cteresources.bc.edu/documentation/cultivating-academic-integrity/underlying-reasons-for-academic-dishonesty/" target="_blank" rel="noopener"><span style="font-weight: 400">Underlying Reasons for Academic Dishonesty</span></a><span style="font-weight: 400">). In general, the more that assessments can make thinking visible, the less likely a tool like ChatGPT will be able to be used to replace a student’s own problem-solving techniques.</span></p> <h5 class="wp-block-heading">Break Up Major Assignments</h5> <p><span style="font-weight: 400">Divide major assignments into smaller graded components that build on each other. This “scaffolding” approach requires students to incorporate feedback on earlier assignments to improve their later assignments. </span></p> <p><span style="font-weight: 400">The CTE’s </span><a href="https://cteresources.bc.edu/documentation/cultivating-academic-integrity/instructional-responses-to-academic-dishonesty/designing-for-academic-integrity/course-and-assignment-design/learning-orientation/" target="_blank" rel="noopener"><span style="font-weight: 400">guidance on assignment design</span></a><span style="font-weight: 400"> explains how making such changes can positively harness student motivation and deter academic dishonesty.</span></p> <h5 class="wp-block-heading">Distribute the Grading</h5> <p><span style="font-weight: 400">When students are asked to produce one or two exemplar assignments for a semester, they are often pressured to focus on the product rather than the process of learning. By creating more lower-stakes graded assignments, instructors encourage students to demonstrate learning as a continuous activity. Faculty can see the progress of their students and easily discover how thinking on a subject has evolved.</span></p> <h5 class="wp-block-heading">Assess Student Workload</h5> <p><span style="font-weight: 400">As indicated in the resource, </span><a href="https://cteresources.bc.edu/documentation/cultivating-academic-integrity/underlying-reasons-for-academic-dishonesty/" target="_blank" rel="noopener"><span style="font-weight: 400">Underlying Reasons for Academic Dishonesty</span></a><span style="font-weight: 400">, one common reason students might use a tool like ChatGPT to cheat is because the overall workload expected of them seems excessive. What is considered excessive, of course, is relative. One good way to measure the workload is by assuming that a student will take at least three times longer to accomplish a task than it would for a faculty member. Rice University has also produced a </span><a href="https://cte.rice.edu/resources/course-workload-estimator" target="_blank" rel="noopener"><span style="font-weight: 400">workload estimator</span></a><span style="font-weight: 400"> that can be used to measure the time it might take a student to complete certain kinds of tasks.</span></p> <h4 class="wp-block-heading">Assignment Design: Short-Term Interventions</h4> <p><span style="font-weight: 400">Try running your assignment prompts through ChatGPT itself. If you are finding the responses to be on par for what you would expect, make small changes to make it more challenging for the tool to be used inappropriately, and plan for longer-term adjustments to how the technologies should be engaged, if it all.</span></p> <h5 class="wp-block-heading">Require Recent References</h5> <p><span style="font-weight: 400">ChatGPT is only able to use information prior to January 2023 in its responses. By asking students to use current events, recent newspaper sources, or very recent academic articles, faculty can more reliably assume that the analysis will be the student’s own.</span></p> <h5 class="wp-block-heading">Add Reflection to Assignment</h5> <p><span style="font-weight: 400">Ask students to provide a reflective essay in addition to the paper or exam itself. The objective would be to allow students to show their thinking and provide explanations for why they made the content and stylistic choices they did. Sometimes called “</span><a href="https://www.cmu.edu/teaching/designteach/teach/examwrappers/" target="_blank" rel="noopener"><span style="font-weight: 400">exam wrappers</span></a><span style="font-weight: 400">,” these reflections personalize each submission and give students a chance to explain in detail how their thinking led to the product. </span></p> <h5 class="wp-block-heading">Show Students How to Cite</h5> <p><span style="font-weight: 400">If allowing students to use ChatGPT to some degree, or assuming students will do so whether it’s allowed or not, demonstrate how to attribute content produced by the AI. </span>Refer to the <a href="https://libguides.bc.edu/generative-AI/citation">BC Library’s LibGuide</a> for guidance.</p> <h4 class="wp-block-heading">Assignment Design: Long-Term Approaches</h4> <h5 class="wp-block-heading">Teach with ChatGPT</h5> <p><span style="font-weight: 400">Ask students to analyze the output of the AI for a question that could easily be asked as part of an assignment. In the analysis, see if students can differentiate the output with something that a human would produce. For example:</span></p> <ul class="wp-block-list"> <li><span style="font-weight: 400">Does the output have a “style” of writing that makes it distinct?</span></li> <li><span style="font-weight: 400">Does the AI rely on clichés or casual speech in a manner that is inappropriate for the topic?</span></li> <li><span style="font-weight: 400">How would a student rewrite the AI output to be more accurate or more distinct?</span></li> </ul> <p><span style="font-weight: 400">A thoughtful </span><a href="https://medium.com/@glenn_kleiman/teaching-students-to-write-with-ai-the-space-framework-f10003ec48bc" target="_blank" rel="noopener"><span style="font-weight: 400">framework on ways to teach students to write with AI</span></a><span style="font-weight: 400"> from Glenn Kleiman can be referenced for further reading.</span></p> <p><span style="font-weight: 400">If choosing to teach with ChatGPT, privacy concerns should be discussed openly. See Georgetown’s resource on the topic under the section, </span><a href="https://cndls.georgetown.edu/resources/ai/using-ai/#using-ai-as-faculty" target="_blank" rel="noopener"><span style="font-weight: 400">Privacy and Data Collection</span></a><span style="font-weight: 400">.</span></p> <p><span style="font-weight: 400">Review </span><a href="https://openai.com/privacy/" target="_blank" rel="noopener"><span style="font-weight: 400">ChatGPT’s privacy policy</span></a><span style="font-weight: 400"> before asking students to sign up for the service. Students should be made aware that signing up authorizes ChatGPT to share “Personal Information” with third parties without notice and that they must provide their cell phone number to the service. In addition, ChatGPT’s parent company </span><a href="https://openai.com/privacy/" target="_blank" rel="noopener"><span style="font-weight: 400">OpenAI</span></a><span style="font-weight: 400"> discloses that:</span></p> <ul class="wp-block-list"> <li><span style="font-weight: 400">It can access any information fed into or created by its technology</span></li> <li><span style="font-weight: 400">It uses log-in data, tracking, and other analytics</span></li> <li><span style="font-weight: 400">The technology does not respond to “Do Not Track”</span></li> </ul> <h5 class="wp-block-heading">Plan for Social Annotation of Text</h5> <p><span style="font-weight: 400">Tools like Perusall can be enormously useful in not only ensuring students read a given text, but also in prompting critical engagement with the readings. </span></p> <p><span style="font-weight: 400">If interested in using Perusall, you can review </span><a href="https://cteresources.bc.edu/documentation/perusall/" target="_blank" rel="noopener"><span style="font-weight: 400">CTE’s resources on Persuall</span></a><span style="font-weight: 400"> and set up a consultation with us if needed by emailing </span><a href="mailto:centerforteaching@bc.edu"><span style="font-weight: 400">centerforteaching@bc.edu</span></a><span style="font-weight: 400">.</span></p> <h5 class="wp-block-heading">Create Assignments that Require Multiple Modes</h5> <p><span style="font-weight: 400">Since ChatGPT is text-based, it can only render output that uses traditional sentence structure and syntax. In place of written essays, faculty can ask students to create multimodal submissions: podcasts, posters, mind maps with annotations, short videos, etc.</span></p> <p><span style="font-weight: 400">A very helpful — if overwhelming — </span><a href="https://alternative-assessment.com/?page_id=219" target="_blank" rel="noopener"><span style="font-weight: 400">resource for alternative assessments</span></a><span style="font-weight: 400"> can be a useful guide when rethinking assignment types. The </span><a href="http://alternative-assessment.com/wp-content/uploads/2022/10/Guide-to-alternative-assessment-2.0.pdf" target="_blank" rel="noopener"><span style="font-weight: 400">“Guide to Alternative Assessments 2.0”</span></a><span style="font-weight: 400"> PDF is particularly salient when thinking of multimodality.</span></p> <h3 class="wp-block-heading">Future Impact of AI on Teaching and Learning</h3> <p><span style="font-weight: 400">The strategies suggested above respond to what we know about AI tools today; however, it’s clear that such technologies will improve and so our strategies will have to improve with them.</span></p> <p><span style="font-weight: 400">In the long run, instructional responses that engage the technology and its limits — rather than seek to simply ban them — promise to be more effective ways to meet learning goals across disciplines. Such strategies may also help faculty find new ways to respond to other persistent challenges in higher education, such as:</span></p> <ul class="wp-block-list"> <li><span style="font-weight: 400">How can AI tools be used ethically and strategically for our curriculum?</span></li> <li><span style="font-weight: 400">How can they be used to teach students about information literacy, data privacy, and intellectual property?</span></li> <li><span style="font-weight: 400">Can AI be used to promote more equitable learning experiences for students, especially those who have faced structural barriers to resources? See</span><a href="https://cteresources.bc.edu/documentation/cultivating-academic-integrity/equity-and-academic-integrity/" target="_blank" rel="noopener"> <span style="font-weight: 400"><span style="color: #7d0001">Equity and Academic Integrity</span></span></a><span style="font-weight: 400"> for a reference on how accusations of cheating are disproportionately aimed at underrepresented learners.</span></li> <li><span style="font-weight: 400">Should we find more ways to assess the process of learning and not just the product?</span></li> </ul> <p><span style="font-weight: 400">The CTE will continue to update this resource with suggestions, strategies, and perspectives that can inform faculty decisions on these questions.</span></p> </div></content></div><div class="tagcloud singlepgtag kbtag clearfix margin-btm-20 singlepg"><span><i class="fa fa-tags"></i> Tags:</span><a href="https://cteresources.bc.edu/doc-tag/chat-gpt/" rel="tag">chat gpt</a><a 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