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The Transform your Teaching podcast is a service of the Center for Teaching and Learning at Cedarville University in Cedarville, Ohio. Join Dr. Rob McDole and Dr. Jared Pyles as they seek to inspire higher education faculty to adopt innovative teaching and learning practices.
I don't want anyone thinking that I've got it figured out or do it like I'm doing it. I think if I could leave any message out there, it would be try it. I'm just playing with it and really liking some of the results I'm getting, but I'm just scratching the surface. This
Narrator:is the Transform Your Teaching Podcast. The Transform Your Teaching Podcast is a service of the Center for Teaching and Learning at Cedarville University in Cedarville, Ohio.
Ryan:Hello, and welcome to this episode of the Transform Your Teaching podcast. In today's episode, Dr. Rob McDole and Dr. Jared Pyles speak with the general counsel at Cedarville University, Bryan Schroll. He also serves as an adjunct for the School of Business, teaching business law.
Ryan:Thanks for joining us.
Jared:Welcome, the general counsel in the Ohio state that we're in right now.
Bryan Schroll:Thank you, and thank you for emphasizing the or the You're welcome. At the
Rob:Cedarville University.
Jared:So Brian and I, there's a bit of a backstory. We built a course together. Was that last summer?
Bryan Schroll:Yeah. About a year ago.
Jared:About a year ago? And, ever since it was really great because at that time he was like, I don't care. Do whatever you want. The entire build was I was asking him questions. You can correct me if I'm wrong, but that was literally your mantra.
Bryan Schroll:I gave you content and told you to do with it whatever you wanted to
Jared:Yeah. Would ask him questions, so like design questions that an instructional designer would do. Mhmm. And he was, don't care. Now here we are a year later.
Rob:Now he cares.
Jared:You taught business law all year as an adjunct.
Bryan Schroll:Yes, two semesters.
Jared:And you used some of the stuff that you and I built together, even some of the design things. And then and we loved going to lunch and getting updates from you on how your course is going. And then you blew me away when you mentioned that you were using generative AI Yes. In your course.
Rob:That's what brings us
Jared:here today. And I thought we gotta have him on to talk about it. So thanks for coming on.
Rob:We are really interested to know, you know, what's been your experience with AI? How do you see that interacting with the teaching and learning that you've got going on, especially with business law? Yeah. What have you been doing with it?
Bryan Schroll:Well, I think what's important is it's here. So we're gonna have to just use it, whether people like it or not. And I think especially in academics from not here, but just everywhere that run into across the country, is there's a big reluctance in higher ed to use it. But it's here, and I think we can use it as faculty. And our students are going be using it, so we need to figure out how to help them with it.
Bryan Schroll:So my first foray into, and when I say AI, I'm really talking about generative AI, was a couple of years ago, our senior nursing students, they do a workshop before they graduate that they cover a lot of different topics, one of which is legal things they need to know as they enter the workplace. So they asked me to do it, and they're like, you have ninety minutes. And I'm like, what am I going to talk about for ninety minutes? And nobody wants to hear me lecture for ninety minutes. So I thought, you know, I'd like to have them break them in small groups.
Bryan Schroll:They can discuss like a legal ethical scenario. And I use big poster size post its that they write their answers on. But I'm like, but I don't know what these scenarios are that they're gonna do. So I asked ChatGPT to create some legal ethical scenarios for nurses, just create a couple. And I thought, man, those look pretty good.
Bryan Schroll:And we're gonna have like 45 students, I want five in a group, I need nine. So I'm like, create some more, create some more, create some more. And I edited them, went to class, went to the workshop, broke them up in groups, gave them their things, they answered them, good discussions, and afterwards the two nurses in charge, they come up to me and goes, Those scenarios were so good. Where did you get, how did you come up with those? I'm like, Jachie PT.
Bryan Schroll:But they were just, they just really helped prompt discussion for somebody who doesn't really know much about nursing. I know the legal aspects, but exactly how to make it real practical for them. And then I'm not a big PowerPoint guy, but in doing my business law class, the first semester I didn't have slides. I'm just teaching material. I think I teach it well, but some of the feedback on evaluations where they want slides, and I get it.
Bryan Schroll:That's kind of where teaching is today. Honestly, I just hate spending the time doing slides. So I got this brilliant idea. I wonder if can make slides. Now, my notes are really made for me.
Bryan Schroll:Jared, you've seen my notes. They're a mess.
Jared:They're up there.
Bryan Schroll:They're for me. I did not edit my notes. I told JATGPT to take the attached file, which was my notes, and turn them into PowerPoint slides. And the slides themselves, I'm going to give a D. But they took my content and put them into slides.
Bryan Schroll:It was they did a really good job. Now I want I need to do better in the d. So then once you open PowerPoint, you've got the designer functions where you design, it gives you, like, eight different options, you pick the one you like best. Once you do that, the slides become a B. I mean, so it took very little effort to create slides for the whole semester.
Bryan Schroll:I just told ChatGPT, take the file, turn it into slides, download it, open in PowerPoint, hit designer, click the file I liked, and bingo, we had some be worthy slides. So those were two big things, I think, that have then started getting me more and more into it. And then probably the other thing I've really used this semester was they do a research paper. It's between 2,000, two thousand five hundred words. And you do that because you want them to become better writers.
Bryan Schroll:Problem is if they just turn it in and I just give them a grade, they didn't, they, oh, I got an A or I got a B or I got a C, but they need feedback to become a better writer. And when you've got 36 students writing that many papers to give adequate feedback to where they become better, it's just really, really time consuming and exhausting. And so I thought, there's got to be a better way. So I worked with for a while, giving my rubric and things I was looking for. But basically, I now tell ChatGPT to take my rubric and emphasize some other things, being clear, being concise, avoiding passive voice, and give feedback on a paper.
Bryan Schroll:So I run the paper through ChatGPT and it gives like a two page summary of what they did well, what they did poorly. It will redraft some things to give them samples. And now when I go back and grade it, I'll make some comments but I don't have to make nearly as many as I did before, and they're getting so much more feedback. And then I also have it actually give a grade according to my rubric. Now I don't give them that grade, but it kind of acts as a double check for me because grading these papers is so subjective That especially if I'm giving a bad grade on a paper, I'm like, just kind of doubting myself, like, that fair?
Jared:And
Bryan Schroll:so ChatGPT will now use my rubric and give a grade as well. And usually, because I've got it where it's looking, with the prompts, you can get it to kind of look what I'm looking for. So honestly the grades are pretty close, which gives me confidence that I'm doing all right. But occasionally it'll give something, a paper like maybe 20 points higher than I did, so I'm like, okay, let's reread this. Let's evaluate it again.
Bryan Schroll:So I'm not just giving it the grade that ChatGPT gives, but I am looking at it. Now when I give the feedback back to the students, I take the grading out because I don't want them to see the ChatGPT grading. But I basically just copy the ChatGPT feedback, paste it in a Word document, and attach it to the Canvas grade so that the students can see the feedback from ChatGPT. So I think that's given them a lot more feedback. There were a couple of papers that were really bad that I think they were just kind of filling up space to get to the 2,000 words.
Bryan Schroll:And so I took another step on a couple of those papers, and I told ChatGPT to rewrite the paper. And the one paper was 2,100 words, and ChatGPT, when they got done with it, was 1,000 words. And so I could tell the student, See, you were way too wordy. You should have been more concise.
Jared:Oh, that's cool. That's a great idea.
Bryan Schroll:And then so a couple of those poorly written papers, because the papers worth a lot of points in the class. I'm not letting them redo it and give them a brand new grade, but average grade. So a couple of people I let redo it. But one of the things they had to do was they had to rewrite the paper, but they also had to have ChatGPT rewrite it, and they had to look at the two, compare and contrast between the two, see what ChatGPT changed, why, whether they liked it or not. Because ChatGPT, not everything's perfect.
Bryan Schroll:I mean, it can depersonalize things, but did they like it? Did they not like it? So to improve their grade, they had to do some work on it. But I could sit there and rewrite the paper, but I don't have time for that. But Chatty Petey can rewrite it in a few minutes.
Jared:You got general counseling things to do. Yes. Or is it generaling counsel?
Bryan Schroll:Somebody told me I work with the nonsense, and I think that's a pretty
Jared:good You got a lot of nonsense to get I
Bryan Schroll:thought that was a pretty good description of my daily life.
Jared:You also could probably pick up on wordiness really easily. Yes. Because of the amount of wordiness that's in your job as well. Yes. Yeah.
Jared:Okay. Thought so.
Bryan Schroll:I know snow.
Jared:So what would you so you talked about prompting and prompt generation. How long did it take you to where you felt like you were comfortable with the prompt that you had and you were getting the results that you wanted?
Bryan Schroll:It doesn't take all that long because, I mean, so for one thing, I give it the rubric, so I upload the rubric itself. So that's like 90% of it right there. And then, you know, I would say things, know, look for being clear, being concise, avoiding passive voice, and then it would give it to me, I would read the chat GPT feedback, and I'd read the paper, I'm like, I think you missed this. So then I go back in and add a prompt, and then I'd write it. But it probably within five times of running it, I felt really comfortable with the prompt.
Bryan Schroll:Now what I've done with my prompt is I have it in Word, I have it saved. So if I wanted to run one today, I would open Word, copy my prompt, put it in ChatGPedia, and just paste it. So I don't have to remember it. I don't have to rewrite it. I've got it saved in a Word document, so I can just copy and paste my prompt.
Bryan Schroll:And as we went along and as I graded the 36 papers, I would make changes here and there to the prompt to make it better. But by the fourth or fifth try of it, I was getting really comfortable with the results it was giving me.
Jared:So going through that process of iteration of the prompt, has it changed the rubric that you have for the paper as well?
Bryan Schroll:Not yet, but it probably will for next semester. So that's one of the things I want look at over the summer. Although I dare, so when you use it to help grade, believe it or not, ChatGPT is not very good at math. So my Shocking. My rubric adds up to 80 points because I just why make something worth 15 points, and then it's hard to add and figure out?
Bryan Schroll:So I just have a few categories up to 10, a couple for 20, and add it up to 80. Well, ChatGPT will grade each category, give it points, and then it'll give you the total out of 80, and here, since, you know, working with Jared, we'll keep the math easy. If it says
Rob:it will Excuse me.
Bryan Schroll:Wow. If gave it a 40 out of 80, you know, we all know it's a 50%, but Chad GPT will say, Oh, this paper's an 86, it's a B, and I'm like, 40 out of 80 is a 50%. So I actually had to add to one of
Jared:my
Bryan Schroll:I
Jared:knew that, by the way.
Bryan Schroll:So I had to add to my prompt, make sure you're using the 80 points on the rubric, and then it calculates it better. But if you don't add that to the prompt, it actually can't even figure out how many points out of 80 something is worth. So when I redo my rubric, I actually might make it 100 points just to make it easier for ChatGPT.
Jared:Or for Jared, apparently. There's probably a
Bryan Schroll:lot of things I'm messing up. I think the reason Jared was intrigued and brought me in here was because I'm actually trying it. Yeah. See, I think a lot of people aren't even trying it.
Rob:No. You're you're not wrong.
Bryan Schroll:So I don't want anyone thinking that I've I've got it figured out or do it like I'm doing it. I think if I could leave any message out there, it would be try it. Play with it.
Rob:Mhmm.
Bryan Schroll:Yeah. Because I definitely don't really know what I'm doing. I'm just playing with it and and really liking some of the results I'm getting, but I'm just scratching the surface.
Rob:Well, we're impressed. Yeah. I'm not surprised that you're seeing success because we've seen it in even the work that we're doing. And so I think it says a lot to those listening to hear how open you are to it. I don't think you're throwing the baby out with the bathwater, so to speak.
Rob:You're not you're not diving in and saying, well, I'm just gonna do everything there. Oh, no. Because, I mean, we know you. Yeah. And we know, you know, you're you're, what's the word?
Rob:Very discerning.
Bryan Schroll:Thank you. I try to be.
Rob:Yeah. And you usually on the side of caution.
Bryan Schroll:Yeah. But I do try to be innovative and and creative at the same time.
Rob:And I and I think this shows that. And so we're thankful that, you know, you were willing to come on and talk with us about it. Let's just stop for a second. Let me ask. What version of ChatGPT are you using?
Bryan Schroll:Okay. I'm using the Plus. I think it's ChatGPT four, but I use the Plus. And the reason for that is because of the privacy. It doesn't supposedly, it doesn't mind the data that you put in.
Rob:That turned off.
Bryan Schroll:Right. So so it doesn't use that. Correct. Now I believe the university, we have a subscription with the Microsoft Copilot, which if you enter with the Cedarville credentials, so our version, it's not the credentials aren't the key, it's the version that we have. But the version of Copilot also protects the data.
Bryan Schroll:So I pay extra for plus version of ChatGPT, but Copilot's probably very similar. I've heard mixed results on the Copilot. But it does protect the data, which is important to me. So for me, it's very important to protect the data. And also what I do then, to clarify, when I'm running a paper through, so with Canvas, I download the paper so I can upload it to ChatGPT.
Bryan Schroll:But before I give it to ChatGPT, I take out the name. So you scrub it? I scrub it. So, I mean, with the plus version, they're not supposed to use it, but I I wanna be careful. So I scrub I take out the student's name.
Bryan Schroll:I take out Cedarville University. And if I'm doing anything, even on the general counsel side, I use ChatGPT to to review stuff. But I always take out Cedar Valley, just say school Mhmm. Just just in case. Mhmm.
Bryan Schroll:But yeah. So I do not submit student names with the papers through ChatGPT.
Rob:You don't send any identifiable information?
Bryan Schroll:That's correct. I I do scrub it. Okay.
Rob:That's a good tip, I think. And also just a good practice.
Bryan Schroll:Yeah. Yeah. It's a good practice. Now then I can get con I could get confused on whose paper it is that we're looking at. So on my computer, I just have a file.
Bryan Schroll:If it's John Doe, I have a file, John Doe, and then in there, it says paper. It doesn't have his name on it, but I know the paper in the John Doe file belong to John Doe. Gotcha.
Rob:Tell us about what you see in the future in terms of legality of ChatGPT or generative AI in general in terms of I know a lot of people are very concerned, especially in higher education with IP. Right? Right. And it's really big in terms of the artists as well. Literature, you know, media Yeah.
Rob:Any of those kinds of forms. Where do you see this going, or is it something you've thought about?
Bryan Schroll:Well, as far as the IP goes, it's a really developing area. So right now, the copyright office has determined that if something's generated by AI, it's probably not copyrightable. So that takes a lot of those concerns away as far as using it. And the licenses we have allow us to use it. Now if there is something that required a ton of user prompts then it's possible to get something copyrighted.
Bryan Schroll:There was a case not too long ago had to do with art where the guy I think he may have taken a photo. He input the photo and then gave it a ton of prompts to change it. And initially, he was denied copyright, but he was able to demonstrate he'd put so much personal effort into it that he was able to get a copyright. But the kind of the default on AI is it's not copyrightable. So if you write a story or something and publish it, you're not going to get a copyright.
Bryan Schroll:I have a four year old granddaughter who loves PAW Patrol, so I've actually had ChatGPT create stories with her helping the team out using her name and stuff in it. And they're pretty fun to read to her to see herself in the action.
Jared:Oh, that's cool.
Bryan Schroll:But if I then decide to publish that, I couldn't copyright that because I didn't write it.
Jared:Do you see that changing?
Bryan Schroll:There's an effort to. I don't see it changing where AI itself is gonna be copyrightable. I think it's going to come down to how much individual effort was put into the project. And like this one with the picture, he demonstrated a lot of effort that he put into it. Now where's that line going to be?
Bryan Schroll:How are you going to determine it? I think those are the issues. But I think it's going to stick to generally it's not copyrightable unless there's a lot of individual input, but that's gonna be a moving target to figure I
Jared:think in some academia circles right now, they're using ChatGPT or generative AI for co authoring some academic journals. Do you see maybe as having a co authorship with stuff like that, especially if we talk about stories and written media?
Rob:I don't know.
Bryan Schroll:I haven't thought about that in-depth. Okay. But like right now, it depends on how much effort individual effort's being put into it.
Jared:Gotcha. Okay.
Rob:I know this is gonna continue to be, you know, an ongoing question. It seems to be the one that gets asked to a lot of the leaders in in generative AI, the ones that are pushing this forward, like Sam Altman and Musk and others. You know, this outcry, especially by the artists, what about IP? And but none of them wanna have a conversation about where they got their stuff.
Bryan Schroll:Yeah. Well, I mean, there's there's a huge difference between somebody who puts a lot of effort into writing a song or creating the music versus plugging in some prompts and having something come out. So I don't think your artists who are actually putting a lot of effort into it and writing their words, writing the music, they're gonna have their copyright, they're gonna have that. The problem I see more could be the transformative because transformative is a fair use. And so could I take somebody's IP and instead of me using my creativity for to transform it into a fair use item using AI to transform it, that might be kind of a gray area as we're talking about.
Bryan Schroll:But still, if people are writing, I mean, it's copyright.
Jared:Okay. Alright. So you said over the summer, you're gonna maybe look at the rubric. Yeah. What are you looking for, like future?
Jared:Like, where do you see yourself in the future as far as using generative AI? Are you looking to incorporate it more into what you're doing?
Bryan Schroll:Or Yeah. So there's a couple things. So on this research project, one idea I have, and I don't know if it's a good idea, I haven't done it yet. So don't hold me to this.
Jared:We'll let you know.
Bryan Schroll:Again, I'm thinking students are going be using AI. So they're going to graduate from here. They're going to go to a job, and they're going to be allowed to use it even for generative reasons, like to write stuff, which I don't want them using it to write their paper. But when they get in the business world, they very well might be. So that's got me thinking a couple of things.
Bryan Schroll:One, they need to learn how to use it in that way. But also my idea is they need to write a paper so they know how to write. Well, how well do they need to know how to write? I mean, I was in grade school, they taught me all this math, and when you ask why, they say, because you'll never have a calculator with you all the time. They were wrong, I do.
Jared:You make fun of me for my math skills.
Bryan Schroll:So part of me is thinking like how good of a writer do they really need to be? They've got this tool now that they're gonna be able to use. But at the same time, I think there needs to be a foundation. So let me do a little analogy to you and I doing our business law class. So one of the reasons I come to you all the time in class is because you put the stuff in Canvas, and I'm terrible at Canvas, and I keep asking you for help on Canvas.
Bryan Schroll:So we created the business hall class, you put it in Canvas, and now every time I need to do something in Canvas, I don't know how change anything, fix anything, I don't know how to do anything. So I keep asking you how to do it.
Jared:Yep, you're giving me job security.
Bryan Schroll:Yeah, well the lesson here is, it's like ChatGPT. If you can use ChatGPT to write all your papers, you're gonna learn how to write. And then if you need to fix something or modify something, you don't know what you're doing. So there needs to be a foundational here. So like if I had some more foundational knowledge of Canvas, I could bother you less.
Bryan Schroll:But you like my ChatGPT on Canvas. You did it all for me, and now I have no idea what I'm doing. So the students need to have
Jared:So you're saying I'm your general counsel?
Bryan Schroll:No. No. For business General general counsel. On Canvas.
Jared:Can I get an embroidered shirt that says that?
Bryan Schroll:We'll work on that. Only for Canvas.
Jared:Only for Canvas, that's fine.
Bryan Schroll:I'll take it. So here was an idea. I don't know if I'm gonna do it, but so instead of just writing a paper, have them give me a draft they wrote. But then have them submit that to generative AI, have it rewrite, and then they do a paper where they're comparing it and contrasting what they like and don't like.
Jared:Okay.
Bryan Schroll:Yeah? So that that way because when they get in the business world, they can just write something and let ChatGPT rewrite it for them. But I want them to think about what is happening there. So they still have to write a draft so they're not off the hook, but they're also learning how to use the AI in there. Another thing similar to that paper, so they have to draft a contract in the contract section.
Bryan Schroll:Well, if they have their own business or whatever, they draft a contract, best way for them to do, and also they're going to go to a lawyer. The best way to be put in the right prompts and have GAI write the contract for them, Probably be better off than what they are gonna do coming out of my business law class. So, again, that's probably one where I'll have them write the contract and then enter prompts into generative AI and then look at the two because they probably missed about 50% of what should be in the contract.
Jared:But doesn't that just enabling the reliance you were talking about, though?
Bryan Schroll:Well, it does, but it's the reality. Now but by having them look at what is missing from what they wrote, they will learn, like, what more needs to be in the contract.
Jared:Okay.
Bryan Schroll:So for example, here a few weeks ago, I needed to write a licensing agreement for somebody. Now pre AI, I've written a couple in the past. I would have pulled up the ones I did in the past. I would have pulled up a couple off the Internet forms. I would have compared five different ones, grabbed a paragraph here, grabbed a paragraph there, rewritten this paragraph, rewritten that paragraph, and would have come up with something that would have taken a long time to do because I'm looking at five different things pulling and
Rob:Synthesizing. Exactly.
Bryan Schroll:Now I can go to ChatGPT and I can say, do a license agreement. Now I know what needs to be in there, so I'm giving really strong prompts. Sure. Because as a lawyer, I know what needs to be in there. And it whipped it together in no time.
Bryan Schroll:But what did it do? It took five different forms that it pulled from the internet and synthesized them and added my information into it. Now I went back through it and changed words and stuff like that because I have some professional knowledge. I didn't just rely on it. But it basically pulled from five forms like I did and did it in a fraction of the time.
Bryan Schroll:So yeah, on one hand it feels like cheating, but if it does what I would have done but saved me all that time, so if I can teach the students to kind of do that. Is especially with legal work, there is some knowledge I have that they're not going to have. So they need to understand the limitations to that and limitations to altogether the other day. So I had read an article in The Wall Street Journal about how a lady said she was using ChatGPT instead of Google searches. And she gave an example about what's the best three d printer for like my 10 year old son.
Bryan Schroll:And Google said, you know, you can buy this three d printer at Walmart. You can buy this one at, you know, Best Buy, and just kind of gave lists. And then ChatGPT gave her, like, four, gave the pros, the cons, compared the five, and then told her where she could buy them and the price. It was such a much better result for
Rob:her. Mhmm.
Bryan Schroll:And it was actually opening day of baseball season, so I was gonna eat my breakfast, read latest Cardinals news, and instead of scouring the Internet for it, I told you at GPT. Said, tell me what's going on with Cardinals today. And it said it was opening day, kinda reviewed their last minor their last spring training game. And then it said, since Dylan Carlson got hurt, it opens the way for Victor Scott to start in center field. And I'm scratching my head because I'm the one we traded Dillon Carson a year ago.
Bryan Schroll:Yeah, uh-huh. So then I told Chad DPT that the Cardinals traded Dillon Carson last season and said, Sorry. Yeah. So you can't just use it blindly. Right.
Bryan Schroll:But I do think it would help the students in some of those things to just get their feet wet and learn from it.
Rob:It sounds like Brian has just done a really good job of showing us that it is here. You know, it's you can't ignore it. Right? No. You have to use it.
Rob:I I I think have to use it is I know that's gonna be challenging for some. I'm not saying depend on it. But even if you've got issues with it, you need to understand what it does, you need to understand how it does what it does. I mean, it's the same principle. Don't depend on others to inform your opinion.
Rob:Come and try it out yourself, and use it for things and then have an informed opinion on it and provide that to others. Here we have someone who comes in and is like, I don't understand all of it, but what I do know is that every time I use it, I'm gaining more out of it than I'm putting into it. And you have to watch out. You have to be on your toes. It doesn't remove the need for professionalism in an area like law.
Rob:You can't just, you know, say, become a lawyer overnight with it even though you could probably have it write a contract. The problem is you don't know if that contract's good or not and you need to.
Bryan Schroll:Exactly. So it'll get you a start, but it doesn't get there to the finish point.
Rob:Right. But for those who are professionals and those who know what they're doing in their business, it is a huge upgrade.
Jared:Yeah. Yeah.
Bryan Schroll:Yeah. I think it it's here, so we need to use it. I'll date myself. When I was in college, almost nobody had a computer, and so papers had to be typed. And I I I had a typewriter.
Bryan Schroll:I could type. People paid me $1 a page to type their papers. Can you imagine being a college student now and not using a word processor? You can't. I mean, so the word processor changed everything.
Bryan Schroll:Well, AI is changing everything. And so with my lack of experience in teaching and lack of experience in AI, which almost all of us have because it's so new, I just kind of dove in and said, let's start figuring out what it can do. So I've been in a lot of workshops. And the workshops will say, AI is going to change the world. Be careful with the confidentiality and the way you use your information.
Bryan Schroll:But then they never tell you how to use it. And so I finally got frustrated with those workshops and just said, I've just got to start doing it. Both on the legal side and on the teaching side. And so, you know, if I could leave anything with the audience, it would be, first of all, just try it. Don't be afraid.
Bryan Schroll:Just start trying it. Don't be afraid. Experiment with it. Be creative. Think of things that just think how could you possibly use it?
Bryan Schroll:I'm gonna be in Seattle for a conference later this year, and I'm gonna have a free afternoon. And so I asked ChatGP, have an afternoon and evening. What shall you do in Seattle? He gave me a great itinerary. So just be creative with what it can do.
Bryan Schroll:And if you can, get excited about it. I mean, it's got some huge potential. But you're never going reach the potential unless you're trying it. So get excited about it. Try it.
Bryan Schroll:Just just start trying. Alright.
Jared:I'm proud of you.
Bryan Schroll:Yeah. Thank you. I'm having fun with it. My family makes fun of me, but I'm having fun with it.
Jared:Yeah. You're doing great. I'm very encouraged to see that someone who, outside of education, coming in and saying go from last summer, like I've said before, where you were like, I don't really care. Do whatever you want. To you seeing the growth from that, from the educator side of things and seeing you grow into an educator and wanting to try new things and try this stuff out for the benefit of your students, think it's
Bryan Schroll:Thank you. Appreciate it.
Ryan:Yeah. Thanks for joining this episode of Transform Your Teaching, and thanks to Brian Schroll for being a guest on our episode. Remember to like and subscribe on your favorite podcast platform. Platform. Also, please feel free to connect with us on LinkedIn.
Ryan:If you have any questions for us, send us an email at ctlpodcast@cedarville.edu, and remember to read our blog, cedarville.edu/focusblog. Thanks for listening.