This first run of the course (we’re already planning to teach it again in the fall) has a modest enrollment of around 70 students, including curious professionals, eager undergrads, and forward-thinking educators. And even though I would be more reticent to use ChatGPT to teach a course about, say, history or science, in this case the tool felt groundbreaking not because it could do my job for me, but because it could do my job with me: I was able to craft exercises and assignments that utilized the platform to transform learning in ways that would have been otherwise impossible. Still, the vast majority of the course I’m now teaching is designed, written, and executed by ChatGPT. I consulted colleagues with expertise in generative A.I., and I added learning objectives that ChatGPT had left out-for example, addressing the societal implications of large language models and A.I. Importantly, there were still tens of hours of work between that initial outline and the final course, and much of what makes the course innovative came from my expertise as an instructor and a tech expert. I was pretty shocked-and my respect for the power of ChatGPT only grew as I built out the course. And it was good-better than anything I could have produced on my own in the same amount of time. Within a couple of hours, the large language model and its trusty chatbot sidekick had helped me outline a course on prompt engineering, complete with learning objectives, assignments, and lecture notes. To answer those questions, I did what any self-respecting tech-savvy professor would do-I fired up ChatGPT.
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