Teaching and Learning with ChatGPT

Generative AI’s impact on academia has been mixed so far. Faculty concerns about students improperly using generative AI are valid; generative AI systems like ChatGPT are capable of producing complete essays from just a few prompt sentences. At the same time, faculty are finding ways to integrate generative AI into their own work. From brainstorming to reviewing materials and reflecting on pedagogy, ChatGPT is proving useful in making teaching and research efficient. This blog will:

• Share how faculty at other institutions are using ChatGPT in class preparation as well as assignment creation.
• Show what elements of information make up a good prompt.
• Provide an example of how ChatGPT can be used to create a quiz.

ChatGPT and other generative AI systems are sophisticated tools that are not always straightforward to use. When applied thoughtfully, however, they can streamline many academic tasks. The key lies in developing the skills to use generative AI effectively and responsibly.

Faculty use of ChatGPT 

Two case studies illustrate the opportunities that faculty may leverage in their teaching and research.

First, a survey of English language faculty at the University of Hong Kong gauged their reactions to ChatGPT. Many of the faculty interviewed had incorporated ChatGPT into their classroom instruction. One professor used ChatGPT to generate quizzes and assignments for their students on a regular basis. Another faculty member described ChatGPT almost as a teaching aid that can help with classroom planning (Kohnke, 2025). 

Second, ChatGPT can also be used to help students practice standardized tests. In one study, nursing students worked with ChatGPT to prepare for the NCLEX exams. Using an established framework, the students used ChatGPT to practice immersive patient interactions. In addition to making practice questions, the students also used ChatGPT to deepen and develop clinical judgement scenarios, fleshing out the patients’ conditions and medical history (Simms, 2024). Traditionally, these details would have been developed by a professor and required significant time to evaluate and assess. Thoughtful use of ChatGPT can help faculty save both time and effort.

Generative AI Basics 

If you want more examples of faculty adopting ChatGPT to their work flows, check out Teaching Effectively with ChatGPT by Dan Levy and Angela Albertos. The book explores ways faculty and students are using ChatGPT to improve their work and learning experiences. The book also covers basic principles and considerations to using ChatGPT. I will demonstrate how a short quiz can be created in ChatGPT but be aware the book contains more examples. 

Using ChatGPT begins with effective prompting. Developing the best prompt possible is referred to as prompt engineering. One strategy is to ensure your prompts address three main aspects: task, instruction and context (Levy, 2024). Each aspect breaks down as follows:

• Task: The overall goal that you want ChatGPT to accomplish or what you want ChatGPT to do. 
• Instructions: How the AI should carry out the task such as what the program is supposed to do. 
• Context: Details and background information which can influence the task (Levy, 2024). 

Any instructor would need to know each of these aspects when developing a class plan or an assignment. Therefore ChatGPT must also have the same background knowledge in order to develop effective results.  By ensuring these three elements are part of your prompt, you can leverage ChatGPT to the best possible result.

Creating short quizzes using ChatGPT

Let’s try making a short quiz with ChatGPT. Let’s assume I am teaching an introductory American history course for college first year students. In this hypothetical class, the students have been assigned to read chapter four (“Rule Britannia! The English Empire, 1660-1763”) of an OER (open educational resource) textbook titled U.S. History. The chapter covers a portion of American colonial history leading up to the French and Indian War/Seven Years War. 

I asked ChatGPT to generate a 10 multiple choice question quiz based on chapter four. I specified that the class is an introductory college course on early American History and that answers to each question should be supplied separately.

Based on the information I provided, ChatGPT rapidly produced a 10 question multiple choice quiz.  

At first glance the quiz seems to cover chapter four’s topic. However, I still need to proofread and edit the quiz.  For instance I would need to determine if the questions and answers provided are accurate and acceptable for a classroom environment. Clarity should also be considered as well. I may adjust my initial prompt to develop a better response.  I should also consider if the quiz supports the long term learning objectives of the class. Maybe a class goal is to study and discuss the economic development of early America. I might then revise my prompt to reflect an emphasis on economic factors discussed in chapter four. By making either direct edits to the quiz or changes to my prompt, I’ll have a version of the quiz ready for student use.  

General Rules to Consider

First and foremost, any content created by ChatGPT should be considered a draft at best.  As Konoke notes, ChatGPT can generate useful information but still produce inaccurate information (2024, 7). The user is responsible for ensuring their work is accurate and should double check anything AI creates.  All work should be carefully reviewed, not just for grammatical concerns but also for factual accuracy. Second, do not become discouraged if the first prompt you submit does not immediately generate satisfactory results. As I like to tell students using the library catalog or one of our databases, you may need to tweak or replace your terms to generate improved results. Third, be mindful of the system and version you are using. I created this quiz using the free version of ChatGPT. Using a paid account however may generate more accurate results. 

Alternatively, using an AI program with a focus on classroom design might produce a higher quality quiz than ChatGPT. Check out the Ithaka S+R Generative AI Product Tracker to see the variety of tools (see ‘Teaching & Learning Tools’). Finally, departmental and university rules and guidelines regarding AI should always be considered. CUA’s policy on AI in the classroom should be consulted before adopting AI tools for either lesson planning or assigning class activities. 

Conclusion 

ChatGPT has the potential to reduce busy work and enhance the learning experience. While abuse is always possible, faculty can find ways to cut down on their workload and find new ways to engage with students. AI might not replace our work loads but it can make work a little easier and let us focus on more complex tasks.

Charles Gallagher is a Research and Instruction Librarian at The Catholic University of America Libraries

Further Readings

Levy, D. M., & Pérez Albertos, Á. (2024). Teaching effectively with ChatGPT : a practical guide to creating better learning experiences for your students in less time. Dan Levy and Ángela Pérez Albertos.

Williams, R. (2024, December 4). Three AI software platforms for an inclusive classroom. UMD College of Education. https://education.umd.edu/news/12-03-24-three-ai-software-platforms-inclusive-classroom

Catholic University of America University Libraries’ Generative AI and Research Research Guide

References

Corbett, P. S. (2014). U.S. History. OpenStax.

Kohnke, L., & Zou, D. (2025). “The role of ChatGPT in enhancing English teaching: A paradigm shift in lesson planning and instructional practices.” Educational Technology & Society, 28(3), 4–20. https://10.30191/ETS.202507_28(3).SP02

Levy, D. M., & Pérez Albertos, Á. (2024). Teaching effectively with ChatGPT : a practical guide to creating better learning experiences for your students in less time. United Staes: Dan Levy and Ángela Pérez Albertos.

Simms, R. C. (2024). “Work With ChatGPT, Not Against: 3 Teaching Strategies That Harness the Power of Artificial Intelligence.” Nurse Educator, 49(3), 158–161. https://journals.lww.com/nurseeducatoronline/fulltext/2024/05000/work_with_chatgpt,_not_against__3_teaching.8.aspx.