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Teacher-Scholar: The Journal of the State Comprehensive University

Abstract

The rise of artificial intelligence (AI) has profound implications for higher education and teaching and learning. The present study, conducted at a state, comprehensive university (SCU) is the US Midwest, evaluated how effective faculty in a leadership focused program are at differentiating between human or AI-generated content. Participants reviewed 12 “student assignments” representing short answer essays, and completed the following tasks: 1) evaluated the assignment on three dimensions of the grading rubric; 2) assigned a percent grade; 3) indicated whether it was human or AI-generated; and 4) provided a rationale for their selection.

Evolving technologies like ChatGPT and other LLMS are forcing educators to reconsider how they will interact with students as well as redefine what will constitute scholarly work in the future. Based on the study, we offer short- and long-term implications regarding AI for both the field of leadership and, more broadly, for faculty in many social science disciplines at SCUs.

An exercise at the end of the article allows readers to complete a brief interactive to provide them with a similar revelatory experience as our study participants (see Interactive Reader Activity) before reading the remainder of this article. The Interactive Reader Activity contains three samples from the study—each of which was either human written or AI-generated. Answers are provided.

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