Nweke, Mauryn C;
Florez-Martin, Maria;
Ackerley, Samuel;
Truscott, Fiona;
(2024)
Teaching Scientific Writing in the Era of ChatGPT.
In:
The Paris Conference on Education 2024: Official Conference Proceedings.
(pp. pp. 483-496).
The International Academic Forum(IAFOR)
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Abstract
Generative AI (gen-AI) tools such as ChatGPT have very quickly become widely accessible as well as embedded into a wide range of existing software. The early iterations of these technologies so far have produced impressive outcomes in terms of their ability to produce generic writing, leading to the question - will the teaching of writing skills become obsolete? A number of studies show that there are niche areas within engineering that gen-AI tools have not garnered enough specificity in information to produce written reports that are technically accurate enough for students to pass off as their own work. In spite of this, research shows the growing trend of students using gen-AI tools to complete their assignments without understanding the shortcomings of the technology when applied to their engineering discipline, particularly problematic with first-year engineering students. The Integrated Engineering Programme (IEP) was introduced to University College London in 2013/14 as a means of embedding transversal skills-based education into the curriculum. This presentation aims to outline the steps taken on the IEP to maintain the standards of writing competence and how gen-AI tools have shaped how we teach scientific writing and best practice when embedding their use into the curriculum.
| Type: | Proceedings paper |
|---|---|
| Title: | Teaching Scientific Writing in the Era of ChatGPT |
| Event: | The Paris Conference on Education 2024 |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.22492/issn.2758-0962.2024.37 |
| Publisher version: | http://dx.doi.org/10.22492/issn.2758-0962.2024.37 |
| Language: | English |
| Additional information: | Articles published under an IAFOR user license are protected by copyright. Users may access, download, copy, translate, text and data mine, redistribute, display or adapt the articles for non-commercial purposes provided that users: Cite the article using an appropriate bibliographic citation (i.e. author(s), journal, article title, volume, issue, page numbers, DOI and the link to the definitive published version on the IAFOR site). Maintain the integrity of the article. Retain copyright notices and links to these terms and conditions so it is clear to other users what can and cannot be done with the article. Ensure that, for any content in the article that is identified as belonging to a third party, any re-use complies with the copyright policies of that third party. Any translations, for which a prior translation agreement with IAFOR has not been established, must prominently display the statement: "This is an unofficial translation of an article that appeared in an IAFOR publication. IAFOR has not endorsed this translation." |
| Keywords: | Generative AI, Teaching Scientific Writing, Engineering Education |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > UCL BEAMS UCL > Provost and Vice Provost Offices > UCL BEAMS > Faculty of Engineering Science > Dept of Biochemical Engineering |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10196262 |
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