Published: March 3, 2023 By , , ,
a robot with its hand on its chine and ChatGPT logo coloring in the background

Intrigue. Suspicion. Excitement. Fear.  No matter how you feel about ChatGPT, a chatbot developed by Open AI, that has all of higher education talking — and some, wringing their hands — it’s here to stay. And, whether in quick adaptive bursts, or slow, resistant adoption, ChatGPT will change how we teach, learn, and work.

Our team at ASSETT is “ChatGPT curious”. So, soon after its release, we organized a panel of diverse voices ranging from undergraduate students to research professors from the College of Arts & Sciences to share their perspectives on the impact ChatGPT might have, is having, on higher education. Panelists included: Professor Vilja Hulden, undergraduate student Vansh Jalan, Professor Alexis Palmer, Professor Martha Palmer, and graduate student Michael Schneider with moderation by Professor Nathan Schneider, a journalist teaching and researching at CU’s College of Media, Communications & Information. To round out the room, we featured a guest appearance by ChatGPT itself. For this short (1 min 39 sec) video, ASSETT’s very own Student Technology Consultants created an avatar, named Julie, using  TTS Demo to voice responses generated by ChatGPT to the following “level setting” questions:

  • What is Chat GPT?
  • How is Chat GPT being used in higher education by students and faculty?
  • How do you see Chat GTP and other AI technology changing or influencing higher education in general?
  • What advice can you give universities struggling with the use of ChatGPT and cheating? 


Fielding similar questions, and others, our human panelists participated in a robust conversation about ChatGPT. We hope that the panel’s discussion inspires the Arts & Sciences community to consider ChatGPT’s potential impact on education. Much like the changes brought by prior technological innovations, like the handheld calculator and the personal computer, artificially intelligent systems can support new ways of teaching and learning. For those who could not attend our panel’s spirited discussion, here are three key takeaways: 

  1. Don’t “fight” ChatGPT, rather integrate lessons into your course that build “AI Literacy” in learners.
  2. Creativity and struggle with the process of learning are what make us human. AI can never take that away. 
  3. ChatGPT doesn’t know what it doesn’t know. This is one of its greatest liabilities for users, including students, instructors, and researchers. 

Taking a deeper dive into these points, we turned back to ChatGPT to provide a response to our panelists. The chatbot generated responses closely aligned with sentiments, and expertise, shared by our panelists. So, we deliberately left them “as is”, rather than editing them for accuracy as we had originally planned to do. For total transparency, we’ve included the exact prompts to which we asked ChatGPT to respond:

Write a brief paragraph about how higher education faculty might design and integrate lessons into their courses that teach AI Literacy.

To design and integrate lessons into higher education courses that teach AI literacy, faculty members could start by explaining key concepts, including the definition and history of AI, its applications, and its limitations. They could then cover the ethical, social, and economic implications of AI, including issues related to bias, privacy, and job displacement. Faculty could also incorporate case studies and real-world examples to help students understand how AI is being used in different industries and contexts. Additionally, they could provide opportunities for students to work with AI tools and technologies, encouraging them to think critically about their potential impact and implications. By focusing on AI literacy, faculty members can help equip students with the knowledge and skills necessary to engage thoughtfully with this rapidly evolving technology.

Write a brief paragraph on the value of creativity and struggle in the human learning process.

Creativity and struggle play crucial roles in the human learning process. When individuals are faced with challenges or problems, they are forced to think creatively and explore new ideas and perspectives. Through this process, they can develop a deeper understanding of the material and gain a sense of ownership over their learning. Struggle can also promote perseverance and resilience, as individuals learn to overcome obstacles and adapt to new situations. Additionally, the act of creating can enhance learning by allowing individuals to apply and synthesize what they have learned in new and innovative ways. By embracing creativity and struggle, individuals can engage more deeply with the material, develop critical thinking skills, and become more adaptable learners. 

Write two sentences on how ChatGPT cannot replace the human struggle with the creative process.

As an AI language model, ChatGPT is designed to provide helpful responses to queries and generate text based on patterns and data. However, it cannot replicate the human struggle with the creative process, as it lacks the subjective experiences and emotions that shape human creativity and learning.

Write a brief paragraph about the dangers of the false confidence exhibited by ChatGPT.

The false confidence exhibited by ChatGPT can be dangerous because it can lead to misinformation and errors. ChatGPT is a language model that generates responses based on patterns in its training data, which means it may not always provide accurate or reliable information. However, its responses may be presented with a level of confidence that can mislead users into believing that the information is accurate. This false confidence can have serious consequences in contexts where accurate information is critical, such as medical diagnoses, legal proceedings, or financial decisions. It is therefore important for users to be aware of the limitations of ChatGPT and to critically evaluate its responses.