research and development. This could even be incorporated into an assignment prompt that asks students to evaluate subject content they find on AI, supporting their claims with traditional library research. With proper guidance, thoughtfully incorporating AI within the curriculum can help students push through the “blank page” and encourage more critical engagement with generative AI. Consider inviting students to use ChatGPT to see how they can broaden or focus their research topic by having them prompt ChatGPT for keywords, controversies, or schools of thought related to their subject. Conversely, you could allow students to experience the drawbacks of AI firsthand by asking them to prompt ChatGPT to provide scholarly resources on their topic and then have them investigate these sources on their own in the UAGC Library to see if they are valid and credible. This way, they can see firsthand how ChatGPT simply makes up unverifiable information and, at the same time, gain more familiarity and confidence in using the library. Your UAGC Library and Writing Center Liaisons are available to assist you in scaffolding our AI-focused resources into class discussions and assignments so you can empower students to use these tools while helping them understand the line between ethical use to support their independent research and writing and unethical use that can result in serious academic consequences. By grounding students in the tenets of academic integrity culture, we can encourage them to use these powerful tools without gatekeeping a resource that can save them considerable time and effort. By teaching students how to use these tools, we can prepare them for the “fourth industrial revolution,” in which AI will likely be integrated into the workplace (Muniasamy & Alasiry, 2020, as cited in Slimi & Carballido, 2023, p. 1634). We may not know what the future will bring for artificial intelligence and education, but we can support students and prepare them for success by providing encouragement and conscientious guidance. References Slimi, Z., & Carballido, B. V. (2023). Systematic Review: AI’s Impact on Higher Education - Learning, Teaching, and Career Opportunities. TEM Journal , 12 (3), 1627–1637. https://doi.org/10.18421/TEM123-44
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