![]() Instead of focusing on my commitment to developing strong personal relationships with students, I let a robot tell me what I should believe. Instead of focusing on student growth and innovation, I invested too much time into surveillance strategies. I lamented to the students that I had made a mistake. One asked me, “Were you pissed, like I was?” Another said, “That really did something to me … to read that email and experience that level of fear.” ChatGPT: 1, Students: 0. And I’ll talk about it when everyone gets here.” I had come to the conclusion that I’d have to wipe the slate clean, regrade all the essays and mend the trauma that my students were experiencing. When I walked into the classroom later that day, it was in an uproar. Those 20 students in my class did not cheat on their essays, despite my confidence in my sleuthing skills. By now, I knew that the tools at my disposal were flawed. Yet another student sent me an example of how ChatGPT took credit for writing an article that we read as a class. She rushed out of her house to catch me early in order to explain that she’d worked really hard on her study guide and the subsequent essay question. While I was wrestling with the haste of my initial response, I received six frantic student emails, each professing their honesty, fear and dismay. And on closer examination, as I carefully read each distinct response, it dawned on me that they were each, indeed, distinct. Was this an issue of plagiarism or crowdsourcing-and is there a difference? I pored through each word of each essay looking for similarities and differences. My inkling was that somebody created a shared study guide using ChatGPT and then, one by one, students took pieces word for word that they included in their short essays. I emailed students expressing my frustration and a pause in my grading because ChatGPT revealed that at least part of several of the essays were in violation of the academic honor code.
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