Integrating Community Psychology and Artificial Intelligence: A New Approach
Community Psychology and
AI: An Integration Story
Mark Small
Venera Balidemaj
Community Psychology Course
LEARNING OUTCOMES:
1. Students will be able to research a community need based on a review of relevant data
bases and empirical psychological literature and propose a community-based response.
2. Students will be able to understand the components of successful nonprofit organizations.
3. Students will analyze a country specific human rights issue and produce a research
agenda.
4. Students will gain experience working with artificial intelligence (e.g., ChatGPT).
Course AI Policy (2023)
•
If you use these platforms in assignments, please add a note that describes where in your process you used
AI and which platform(s) you used. AI is a tool, but one that you need to acknowledge using. Often that means
a citation explaining what tool you used and how you used it that follows immediately after its use. Using these
tools without proper citation constitutes plagiarism.
•
If you copy verbatim from an AI tool, you must provide a citation and quotation marks, which will indicate
that the words used were not your own. If you paraphrase an output from an AI tool, you must provide a
citation (but not necessarily quotation marks), indicating that the idea, format, and syntax were not originally
your own. Other times, it may be appropriate to include a paragraph at the end of any assignment where you
used an AI tool in which you explain what you used the AI for and what prompts you used to get the results.
•
Failure to do so is in violation of the academic honesty policies because the information derived from these
tools is based on previously published materials and is not the product of your own, unaided mind.
Clemson AI Policy (2024)
Academic Integrity
1.
Students must adhere to the new online testing policy.
2. Using materials generated using artificial intelligence that are
turned in without attribution is considered plagiarism.
Charges must now be presented within 30 university working days
of the day an assignment is due.
Introducing ChatGPT to Students
•
Most had not heard of it.
•
Of those who heard of ChatGPT, most were told not to use it.
Reason to
learn:
Speculated
Impact of
ChatGPT and
AI
•
Disruption of tasks within occupations
•
Disruption of occupations
•
Disruption of nonprofit organizations
•
Creation of tasks within occupations
•
Creation of occupations
•
Creation of nonprofit organizations
College
Educated
Workers
Are Most
Exposed to
AI
Typical AI Assignment
•
Identify a community of interest (you need not be a member of the identified
community). Once identified, describe important characteristics of the
community (e.g., what makes it a community—utilize characteristics from class).
Utilize and document how AI assists in this task.
•
Describe the nature and extent of a problem within the community. Utilize and
document how AI assists in this task.
•
Describe the nature and extent of your community problem
citing non-AI sources
.
Describe your search strategy to understand your community problem (e.g.,
Census data, google scholar).
•
Describe the main differences in results between those you found on ChatGPT
(and other AI) versus other non-AI strategies.
Teacher Takeaways
PROS:
•
Few early Adopters of ChatGPT, now everyday use
•
Improved idea generation
•
Improved basic communication (writing)
•
Improved versatility (different emotional tones that could be generated)
CONS:
•
Policy-free environment (no guidance; confusion over what’s allowed)
•
Tendencies to superficially use ChatGPT
•
Constant reminders needed of possibilities of errors
•
AI Detectors unreliable
Using AI Detectors
•
Failed to catch AI use.
•
Did not match with student reported AI use.
Developing Personal AI Detector Skills
•
Similar word choice in papers (foster, alluring).
•
Similar word choice in presentations (e.g., in making a pitch for
funding use of “In a world where . . . “)
.
•
Takeaway: Though near impossible to tell when reading an individual
paper whether it was authored by ChatGPT, reading many papers on
same assignment shows ChatGPT influence by word choice and
structure.
Student
Takeaways
•
100% report that ChatGPT increased
confidence in academic abilities
•
11 reported that at least 50% of peers use
ChatGPT
•
15/18 reported high or very confident in
understanding ChatGPT limitations
•
Should there should be specific ethical
guidelines or training for students regarding
the use of AI in every class? 13 yes, 5 no
Student
Quotes
“
Exploring
C
hatgGPT as a group was extremely
helpful, helped understand how to use it.”
“This class completely changed the way I use AI.
Helpful in getting started and my quality of work is
better.”
“Teachers should make it known that
ChatGPT
is a
positive thing not negative thing. It has improved my
ability to be resourceful and use tools to better my
work. This class taught me Ch
atGPT
and now I’m
using it in my 5 other classes.”
“Introducing it with an open mindset and
encouraging its use as a guide rather than an answer
was really helpful.“
Final
Thoughts
1)
Use of ChatGPT by students for assignment should be
guided.
2)
Use of ChatGPT is a skill that needs developing.
3)
Overreliance on ChatGPT will diminish other skills.
4)
Considerable student evaluation is needed to distinguish
student voice from ChatGPT.
5)
There may be digital divide in student’s access to ChatGPT
(e.g., 4.0 is a subscription)
Thank You
Questions?
Fear of New
Technology
For this invention will produce forgetfulness in the minds of
those who learn to use it, because they will not practice
their memory. Their trust in writing, produced by external
characters which are no part of themselves, will discourage
the use of their own memory within them. You have
invented an elixir not of memory, but of reminding; and you
offer your pupils the appearance of wisdom, not true
wisdom, for they will read many things without instruction
and will therefore seem to know many things, when they
are for the most part ignorant and hard to get along with,
since they are not wise, but only appear wise.”
Socrates from Plato’s Phaedrus, 14, 274-275. 370 BC
Explore the intersection of community psychology and artificial intelligence through courses focused on researching community needs, understanding nonprofit organizations, analyzing human rights issues, and gaining experience with AI tools like ChatGPT. Academic integrity policies highlight the importance of properly attributing AI-generated materials. Introduction of ChatGPT to students sparks curiosity amidst discussions on potential disruptions and impacts of AI on various sectors.
Download Presentation
Please find below an Image/Link to download the presentation.
The content on the website is provided AS IS for your information and personal use only. It may not be sold, licensed, or shared on other websites without obtaining consent from the author. Download presentation by click this link. If you encounter any issues during the download, it is possible that the publisher has removed the file from their server.
E N D
Presentation Transcript
Community Psychology and AI: An Integration Story Mark Small Venera Balidemaj
Community Psychology Course LEARNING OUTCOMES: 1. Students will be able to research a community need based on a review of relevant data bases and empirical psychological literature and propose a community-based response. 2. Students will be able to understand the components of successful nonprofit organizations. 3. Students will analyze a country specific human rights issue and produce a research agenda. 4. Students will gain experience working with artificial intelligence (e.g., ChatGPT).
Course AI Policy (2023) If you use these platforms in assignments, please add a note that describes where in your process you used AI and which platform(s) you used. AI is a tool, but one that you need to acknowledge using. Often that means a citation explaining what tool you used and how you used it that follows immediately after its use. Using these tools without proper citation constitutes plagiarism. If you copy verbatim from an AI tool, you must provide a citation and quotation marks, which will indicate that the words used were not your own. If you paraphrase an output from an AI tool, you must provide a citation (but not necessarily quotation marks), indicating that the idea, format, and syntax were not originally your own. Other times, it may be appropriate to include a paragraph at the end of any assignment where you used an AI tool in which you explain what you used the AI for and what prompts you used to get the results. Failure to do so is in violation of the academic honesty policies because the information derived from these tools is based on previously published materials and is not the product of your own, unaided mind.
Clemson AI Policy (2024) Academic Integrity 1.Students must adhere to the new online testing policy. 2. Using materials generated using artificial intelligence that are turned in without attribution is considered plagiarism. Charges must now be presented within 30 university working days of the day an assignment is due.
Introducing ChatGPT to Students Most had not heard of it. Of those who heard of ChatGPT, most were told not to use it.
Disruption of tasks within occupations Disruption of occupations Disruption of nonprofit organizations Reason to learn: Speculated Impact of ChatGPT and AI Creation of tasks within occupations Creation of occupations Creation of nonprofit organizations
High School Diploma or Less 10% College Educated Workers Are Most Exposed to AI High School Diploma 18% Vocational or 2 yr Degree 38% Four year Degree 70% 64% Graduate School
Typical AI Assignment Identify a community of interest (you need not be a member of the identified community). Once identified, describe important characteristics of the community (e.g., what makes it a community utilize characteristics from class). Utilize and document how AI assists in this task. Describe the nature and extent of a problem within the community. Utilize and document how AI assists in this task. Describe the nature and extent of your community problem citing non-AI sources. Describe your search strategy to understand your community problem (e.g., Census data, google scholar). Describe the main differences in results between those you found on ChatGPT (and other AI) versus other non-AI strategies.
Teacher Takeaways PROS: Few early Adopters of ChatGPT, now everyday use Improved idea generation Improved basic communication (writing) Improved versatility (different emotional tones that could be generated) CONS: Policy-free environment (no guidance; confusion over what s allowed) Tendencies to superficially use ChatGPT Constant reminders needed of possibilities of errors AI Detectors unreliable
Using AI Detectors Failed to catch AI use. Did not match with student reported AI use.
Developing Personal AI Detector Skills Similar word choice in papers (foster, alluring). Similar word choice in presentations (e.g., in making a pitch for funding use of In a world where . . . ). Takeaway: Though near impossible to tell when reading an individual paper whether it was authored by ChatGPT, reading many papers on same assignment shows ChatGPT influence by word choice and structure.
100% report that ChatGPT increased confidence in academic abilities 11 reported that at least 50% of peers use ChatGPT 15/18 reported high or very confident in understanding ChatGPT limitations Should there should be specific ethical guidelines or training for students regarding the use of AI in every class? 13 yes, 5 no Student Takeaways
Exploring ChatgGPT as a group was extremely helpful, helped understand how to use it. This class completely changed the way I use AI. Helpful in getting started and my quality of work is better. Student Quotes Teachers should make it known that ChatGPT is a positive thing not negative thing. It has improved my ability to be resourceful and use tools to better my work. This class taught me ChatGPT and now I m using it in my 5 other classes. Introducing it with an open mindset and encouraging its use as a guide rather than an answer was really helpful.
1) Use of ChatGPT by students for assignment should be guided. 2) Use of ChatGPT is a skill that needs developing. Final Thoughts 3) Overreliance on ChatGPT will diminish other skills. 4) Considerable student evaluation is needed to distinguish student voice from ChatGPT. 5) There may be digital divide in student s access to ChatGPT (e.g., 4.0 is a subscription)
Thank You Questions?
For this invention will produce forgetfulness in the minds of those who learn to use it, because they will not practice their memory. Their trust in writing, produced by external characters which are no part of themselves, will discourage the use of their own memory within them. You have invented an elixir not of memory, but of reminding; and you offer your pupils the appearance of wisdom, not true wisdom, for they will read many things without instruction and will therefore seem to know many things, when they are for the most part ignorant and hard to get along with, since they are not wise, but only appear wise. Fear of New Technology Socrates from Plato s Phaedrus, 14, 274-275. 370 BC
