Tech-Neill-ogy #2 - 4 June 2023

Your Weekly Guide to Leveraging Technology in College Counseling

EARLY DECISION

Welcome to newsletter #2! I’m not sure about others, but this was a busy, busy week here at my school (LinkedIn post). Our Class of 2023 graduated yesterday, and the previous week was “Senior Week,” dedicated time to focus on the final lessons we might send them off with prior to college. While the week was centered around lessons on sexual consent and a brush up on sexual education, we also offered a selection of optional sessions on topic lessons. One that stood out for our purposes here was a popular session on creating a LinkedIn profile. We got students up-and-running with the platform, creating accounts, updating their old accounts, and learning some of the ins and outs of the software. It was a lot of fun! In any case, I’d love to hear from others about how you might incorporate lessons on technology, social media, and even artificial intelligence in your programming! Send me a message!

EXTRACURRICULARS

Generative AI models such as ChatGPT are becoming more popular and powerful, enabling users to create various types of content, such as text, images, music, and code. However, these models also pose challenges and risks, such as generating inaccurate or harmful content, or being misused for malicious purposes. As high school college counselors, we have a responsibility to learn the craft of prompting generative AI models and to teach responsible use among our students.

Prompting generative AI models is the skill of crafting an input that elicits a desired output from the model. Prompting can be used to guide the model to produce high-quality, relevant, and ethical content, as well as to avoid common pitfalls such as repetition, inconsistency, or bias. Prompting can also be used to explore the model’s capabilities and limitations, and to discover new and creative possibilities. I have a useful handout to share here.

There are many other resources available for high school college counselors to learn the craft of prompting generative AI models. Here are some examples:

I hope these resources have inspired you to learn more about prompting generative AI models and to share your knowledge with your students. I believe that generative AI can be a valuable tool for education and creativity if used responsibly and ethically.

CAMPUS TOUR

In this relatively rare perspective at present from a university-side voice, Rick Clark, assistant vice-provost for enrollment management and executive director for undergraduate admission at the Georgia Institute of Technology, delves into the use of technology, particularly AI software like ChatGPT, in college admissions. Clark predicts a potential shift in the application process, with more colleges either eliminating the traditional admission essay or expanding the mediums through which students can express themselves. He highlights the need for simplification and increased accessibility in the application process, especially in light of the pending Supreme Court case on affirmative action. Clark expresses his hopes for a more direct and authentic representation of students' voices through technology, while also advocating for easier means for school counselors and teachers to advocate for their students. He acknowledges the reluctance of many universities to address these topics openly and appreciates the opportunity for diverse backgrounds to engage in productive dialogue.

I love this piece by Melissa Heikkilä, who demystifies the complex discourse around AI. She highlights the importance of specificity, a clear understanding of AI's current capabilities, and the necessity to steer clear from personifying this technology. The article also underscores the powerful influence of AI in our society and the significance of maintaining realistic expectations about its limitations. This is a must-read for anyone aiming to confidently navigate and contribute to conversations about AI.

Molly Worthen’s article in The New York Times dives into an unexpected trend among college students: they're turning to monastic traditions to combat tech overload. With the unique landscapes of University of Pennsylvania's 'Living Deliberately' and 'Existential Despair' courses as backdrop, Worthen explores the transformations students undergo when they break free from digital chains. This is not about shunning technology, but rather fostering a healthier, more balanced relationship with it, instilling critical skills of independence, autonomy, and decision-making.

This insightful article discusses the hidden environmental costs of building increasingly powerful AI models. The author points out that creating OpenAI's GPT-3 consumed energy roughly equivalent to 123 gasoline-powered cars driven for a year. The introduction of AI bots like ChatGPT, with over 1.5 billion visits as of March 2023, further highlights the growing energy consumption associated with AI. The author calls for more efficient AI models and harnessing renewable energy for computations to significantly reduce carbon emissions. Societal pressure for companies to disclose their AI's carbon footprint may also help steer the tech industry towards a greener future.

This article from Time discusses the concerns and risks associated with AI development. It highlights the views of researchers who believe that high-level machine intelligence could have catastrophic consequences for humanity. The piece emphasizes the need for caution and global prioritization of mitigating the risks associated with AI. It compares the AI situation to a classic arms race, where competing parties engage in a race without gaining a relative advantage. However, it argues that rushing AI development may not be the winning move, as the winner could be advanced AI itself. The article suggests that coordination, regulation, and agreements are necessary to navigate the complexities and risks associated with AI development.

HONOR CODE

As college counselors, we often use technology to assist us in our tasks. It is likely to be more common to use tools such as ChatGPT for writing or improving drafts of letters of recommendation for our students. However, using ChatGPT or other similar technology also raises some concerns about student privacy. Letters of recommendation usually contain a lot of personal information about our students, such as academic achievements, extracurricular activities, personal qualities, and future goals. When we use ChatGPT or other technology to write or improve these letters, we may be exposing our students’ data to potential risks, such as unauthorized access, misuse, or breach.

Therefore, we need to be careful and responsible when using ChatGPT or other technology for this purpose. This is new territory for all os us, but there are some ideas that seem to make a lot of sense to embrace now. Here are some tips to protect our students’ privacy:

  • Use ChatGPT or other technology only when necessary and with the consent of our students. Explain to them how the tool works and what data it collects and uses.

  • Use ChatGPT or other technology only on secure and trusted devices and platforms. Avoid using public or shared computers or networks. Delete any data or files that are not needed after using the tool.

  • Use ChatGPT or other technology only for generating or improving DRAFTS of letters of recommendation. Review and edit the drafts carefully before sending them to the colleges.

By following these tips, we can use ChatGPT or other technology to assist us in our work while respecting and safeguarding our students’ privacy.

COURSE CATALOG

  • The ChatGPT iOS app is now available worldwide. It is an amazing tool to have at the tips of your fingers. Apple iOS only at present; sorry, Samsung users: https://apps.apple.com/app/openai-chatgpt/id6448311069 

  • Q: Why do certain AI websites get blocked on my school campus internet but not at home?

    • A: Many AI websites operate using blockchain technology, which are often blocked at schools. The reason for this is twofold. First, schools typically have strict internet filters to ensure the safety and productivity of their students. These filters might block certain keywords, types of content, or specific technologies, like blockchain, that are associated with potential risks or distractions.

      Second, the decentralized nature of blockchain technology can pose security concerns. Schools' network security systems are designed to monitor and control internet traffic to protect against threats. Blockchain, with its peer-to-peer networks, can potentially circumvent these protections, which can lead to it being blocked.

      At home, your internet is likely less restricted, and your network security measures may not be as stringent. That's why you're able to access these AI websites without any issues. As always, be mindful of the sites you're visiting and ensure they're reputable and safe.

STUDENT UNION

I want to share the story of a student I've recently worked with, who found himself in a conundrum regarding the use of generative AI, like ChatGPT, in his school assignments. Like many of his peers, this student is technologically savvy and forward-thinking. However, he's been grappling with a new reality: some of his teachers have explicitly forbidden the use of AI in all their assignments for their subject, policies that fall within the broader school policies. While he understands that certain assignments are designed to hone his analytical thinking skills, he questions the necessity of these lessons, considering that tools like ChatGPT will always be readily available in the future.

This situation highlights an important and emerging dilemma in our education system. While it's essential to develop students' critical thinking, problem-solving, and creativity, we also need to prepare them for a world where AI is an integral part of our lives. Banning AI from assignments might appear to address the first goal, but it does not necessarily contribute to the second.

Therefore, I propose that schools consider developing clear policies on AI use in classrooms that do not ban the use of AI tools. Instead, they should provide guidance on when and how these tools can be appropriately and effectively used.

The ultimate goal of any assignment is learning. If an assignment is designed to teach critical thinking or creativity, then the instructions should explicitly state this and explain why AI tools might hinder achieving that goal. While the student may see shortcuts with the use of AI, they at the very least are fully cognizant of the purpose of the assignment. Conversely, if an assignment is about gathering information or generating ideas, AI tools might be acceptable to use.

By having a clear policy and explaining the goals of assignments, schools can help students understand when to rely on their own abilities and when it's appropriate to use AI tools. This approach would better prepare students for a future where humans and AI will inevitably coexist and cooperate. It would encourage students to not just use AI tools, but to use them responsibly and effectively.

This is a complex and ongoing conversation, but it's one we must have to adequately prepare our students for the world they will inherit. I continue to come back to the reality that college counselors are responsible for making sure students are prepared for life in college, and, as such, I wonder about our role in such dynamics.

FINAL EXAM

In this section, I hope to share a useful prompt for ChatGPT that college counselors might find to be useful. Here’s this week’s prompt:

Understand the concepts in [text], explain the topics individually, and also explain the whole concept in [text] at the end, like I am an 11-year-old.
Text = [Insert Here]

Take a few minutes and copy-and-paste this into ChatGPT to get some ideas! For example, it is an insightful activity, in light of the pending release of the US Supreme Court decision on affirmative action, to share the content of this article. The result breaks down the concepts from the article, which are frequently misunderstood, into an easily understandable abstract. Give it a try!

COMMENCEMENT

It has been a busy week, so I’ll be brief here. Thanks for following me here. I also want to thank those of you who took the time to write to me in response to last week’s newsletter. I appreciate the feedback. Also, please consider passing this along to friends and colleagues who might benefit. And, finally, let me know if you have any ideas, thoughts, concerns, questions, or feedback. Thank you!

Happy counseling,

Jeff