Using a Custom GPT to Support Theory Application and Reflective Practice in a Graduate-Level Organization Theory Course

Abstract

This personal narrative describes my integration of a custom GPT into a graduate-level organization theory course to promote critical thinking and ethical leadership. In response to students using A.I. to shortcut the course project, I structured assignments and grading rubrics to require detailed organizational context and theory application, making uncritical A.I. use ineffective. A course-specific GPT, trained on class materials and guidance, supported students as a reflective partner in developing insights and applying theory. My observations from three sections (n = 46) suggest improved engagement, clarity, and relevance in student work, though some still misused A.I., resulting in Cs.