@article{SchwenkeSoebkeKraft,
  author    = {Schwenke, Nicolas and S{\"o}bke, Heinrich and Kraft, Eckhard},
  title     = {Potentials and Challenges of Chatbot-Supported Thesis Writing: An Autoethnography},
  series = {Trends in Higher Education},
  volume    = {2023},
  journal   = {Trends in Higher Education},
  number    = {Volume 2, issue 4},
  publisher = {MDPI},
  address   = {Basel},
  doi       = {10.3390/higheredu2040037},
  url       = {http://nbn-resolving.de/urn:nbn:de:gbv:wim2-20231207-65016},
  pages     = {611 -- 635},
  abstract  = {The release of the large language model-based chatbot ChatGPT 3.5 in November 2022 has brought considerable attention to the subject of artificial intelligence, not only to the public. From the perspective of higher education, ChatGPT challenges various learning and assessment formats as it significantly reduces the effectiveness of their learning and assessment functionalities. In particular, ChatGPT might be applied to formats that require learners to generate text, such as bachelor theses or student research papers. Accordingly, the research question arises to what extent writing of bachelor theses is still a valid learning and assessment format. Correspondingly, in this exploratory study, the first author was asked to write his bachelor's thesis exploiting ChatGPT. For tracing the impact of ChatGPT methodically, an autoethnographic approach was used. First, all considerations on the potential use of ChatGPT were documented in logs, and second, all ChatGPT chats were logged. Both logs and chat histories were analyzed and are presented along with the recommendations for students regarding the use of ChatGPT suggested by a common framework. In conclusion, ChatGPT is beneficial for thesis writing during various activities, such as brainstorming, structuring, and text revision. However, there are limitations that arise, e.g., in referencing. Thus, ChatGPT requires continuous validation of the outcomes generated and thus fosters learning. Currently, ChatGPT is valued as a beneficial tool in thesis writing. However, writing a conclusive thesis still requires the learner's meaningful engagement. Accordingly, writing a thesis is still a valid learning and assessment format. With further releases of ChatGPT, an increase in capabilities is to be expected, and the research question needs to be reevaluated from time to time.},
  subject      = {Chatbot},
  language  = {en}
}
@article{LondongBarthSoebke,
  author    = {Londong, J{\"o}rg and Barth, Marcus and S{\"o}bke, Heinrich},
  title     = {Reducing antimicrobial resistances by source separation of domestic wastewater},
  series = {Frontiers in Environmental Health},
  volume    = {2023},
  journal   = {Frontiers in Environmental Health},
  number    = {Volume 2, article 1151898},
  publisher = {Frontiers Media},
  address   = {Lausanne},
  doi       = {10.3389/fenvh.2023.1151898},
  url       = {http://nbn-resolving.de/urn:nbn:de:gbv:wim2-20230403-49483},
  pages     = {1 -- 5},
  abstract  = {Antimicrobial resistances (AMR) are ranked among the top ten threats to public health and societal development worldwide. Toilet wastewater contained in domestic wastewater is a significant source of AMR entering the aquatic environment. The current commonly implemented combined sewer systems at times cause overflows during rain events, resulting in the discharge of untreated wastewater into the aquatic environment, thus promoting AMR. In this short research article, we describe an approach to transform combined sewer systems into source separation-modified combined sewer systems that separately treat toilet wastewater. We employ simulations for demonstrating that source separation-modified combined sewer systems reduce the emission of AMR- causing substances by up to 11.5 logarithm levels. Thus, source separation- modified combined sewer systems are amongst the most effective means of combating AMR. KEYWORDS},
  subject      = {Allgemeinheit},
  language  = {en}
}