This study looks at how faculty of US colleges and universities are experiencing the use of the artificial intelligence program ChatGPT by students and by themselves in their classes. The study also examines how college administration, academic departments, and individual professors and other instructors are developing guidelines for ChatGPT use. The report helps its readers to answer questions such as: to what extent do college faculty feel that ChatGPT undermines traditional approaches to college term papers? How serious a problem is ChatGPT inspired plagiarism and other unattributed uses of ChatGPT? To what degree and how do college faculty feel that ChatGPT should be integrated into traditional paper writing and other college course requirements?
Just a few of this report’s many findings are that:
-
13.62% of faculty surveyed felt that their college administration had developed general guidelines on student and faculty use of ChatGPT in their classes.
-
Faculty at community colleges were more likely than those of faculty at other institutions to feel that unattributed use of ChatGPT by students was a significant problem.
-
Faculty at private colleges were in general more highly satisfied than faculty at public colleges with the institutional response to challenges of ChatGPT.
This 112-page study is based on data from a survey of 954 higher education faculty randomly chosen from nearly 500 colleges and universities in the USA. Data is broken out by personal variables such as work title, gender, personal income level, academic discipline, age and other variables, as well as institutional indicators such as college or university type or Carnegie class, enrollment size, public or private status and others.