Teaching

ChatGPT raises questions about what we value in writing instruction, Hetal Thaker writes.

Human- and machine-generated prose may one day be indistinguishable. But that does not quell academics’ search for an answer to the question “What makes prose human?”

Instead, we should do a better job of assigning authentic tasks that genuinely reflect the kind of work students will have to do after graduation, writes Benjamin Rifkin.

To harness the potential and avert the risks of OpenAI’s new chat bot, academics should think a few years out, invite students into the conversation and—most of all—experiment, not panic.

Faculty members today too rarely recognize a significant impediment to student success: students’ own refusal—not inability—to simply do the work, writes Louis Haas.

Mathematicians descended on Boston last week for the first in-person Joint Math Meetings since the start of the pandemic. But ongoing tensions over how the community fosters—or fails to foster—diversity and inclusion loomed large.