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Last fall, Marie, 22, wrote a three-page essay for an online anthropology course at Southern New Hampshire University.
去年秋天，22岁的玛丽为南新罕布什尔大学的一门人类学网课写了一篇三页的小论文。
She looked for her grade on the school’s online platform, and was happy to have received an A.
她在学校的在线平台上查询了自己的成绩，很高兴拿到了A。
But in a section for comments, her professor had accidentally posted a back-and-forth with ChatGPT.
但在评论区，她的教授不小心上传了一段与ChatGPT的对话。
It included the grading rubric the professor had asked the chatbot to use and a request for some “really nice feedback” to give Marie.
其中包括教授要求聊天机器人使用的评分标准，以及要求给玛丽一些“非常好的反馈”。
“From my perspective, the professor didn’t even read anything that I wrote,” said Marie.
“在我看来，那位教授压根没读我写的东西。”玛丽说道。
Robert MacAuslan, vice president of AI at Southern New Hampshire, said that the school believed “in the power of AI to transform education” and that there were guidelines for both faculty and students to “ensure that this technology enhances, rather than replaces, human creativity and oversight.”
南新罕布什尔大学人工智能副主席罗伯特·麦考斯兰表示，该校相信“AI具有变革教育的力量”，并为教职员工和学生制定了相关准则，“以确保这项技术能增强，而非取代人类创造力与监督”。
A dos and don’ts for faculty forbids using tools, such as ChatGPT and Grammarly, “in place of authentic, human-centric feedback.”
教师行为准则禁止使用ChatGPT和Grammarly等工具“替代真实且以人为核心的反馈”。
After a second professor appeared to use ChatGPT to give her feedback, Marie transferred to another university.
当又有一位教授疑似用ChatGPT给她写反馈后，玛丽转到了另一所大学。
Paul Shovlin, an English professor at Ohio University in Athens, Ohio, said he could understand her frustration.
位于俄亥俄州雅典市的俄亥俄大学的英语教授保罗·肖夫林表示，他能理解玛丽的沮丧。
“Not a big fan of that,” Dr. Shovlin said, after being told of Marie’s experience.
“我不喜欢这种做法，”肖夫林博士在听完玛丽的经历后说。
“The value that we add as instructors is the feedback that we’re able to give students,” he said.
“我们作为老师所增加的价值在于我们能够给学生反馈，”他说，
“It’s the human connections that we forge with students as human beings who are reading their words and who are being impacted by them.”
“在于我们与学生建立的人与人之间的联结，我们作为人类在阅读他们的文字，并被这些文字所打动。”
Dr. Shovlin is a proponent of incorporating AI into teaching, but not simply to make an instructor’s life easier.
肖夫林博士支持将AI融入教学，但并非只是为了减轻教师负担。
Students need to learn to use the technology responsibly and “develop an ethical compass with AI,” he said, because they will almost certainly use it in the workplace.
他说，学生需要学会负责任地使用AI技术，并“培养与AI相关的道德准则”，因为他们以后几乎肯定会在工作场所用到AI。
Failure to do so properly could have consequences.
如果不能恰当使用AI，就可能带来后果。
Dr. Shovlin said it was tricky to come up with rules because reasonable A.I. use may vary depending on the subject.
肖夫林博士认为制定规则是很棘手的，因为合理的AI使用要视情况而定。
I contacted dozens of professors whose students had mentioned their AI use in online reviews.
我联系了数十位教授，他们的学生在网络评论中提到了他们使用AI的情况。
The professors said they had used ChatGPT to create computer science programming assignments and quizzes on required reading, even as students complained that the results didn’t always make sense.
教授们表示他们曾用ChatGPT来设计计算机科学编程作业和指定阅读材料的小测验，尽管学生们抱怨生成的内容有时并不正确。
As experts in their fields, they said, they can recognize when it hallucinates, or gets facts wrong.
他们表示，作为各自领域的专家，他们能够识别出ChatGPT何时产生幻觉，即出现事实错误。
There was no consensus among them as to what was acceptable.
对于什么行为是可以接受的，他们之间没有达成共识。
Some acknowledged using ChatGPT to help grade students’ work; others decried the practice.
一些人认可使用ChatGPT来协助批改学生作业，另一些人则谴责这种做法。
Some emphasized the importance of transparency with students when deploying generative AI, while others said they didn’t disclose its use because of students’ skepticism about the technology.
一些人强调在使用生成式AI时，向学生说明情况是很重要的，而另一些人则表示，由于学生对AI技术持怀疑态度，他们并不会透露AI的使用情况。
