I teach and direct a required general education public speaking class at a small college. I’ve built the course around critical inquiry, critical thinking, and public advocacy of a localized problem. Over the years, I’ve noticed that students are increasingly reluctant to engage with the underlying problem. They are often content to identify a problem with enough certainty that they assume their perspective is obviously shared by everyone else. They may also believe that their preferred sources are more certain or credible, leading them to build a case based only on their limited perspectives. With the help of ChatGPT, I built an AI tool that guides students through the problem- and solution-discovery process. It begins with a general question: “what is your topic and what is the problem?” Students often respond with a one-word or incomplete answer, such as “poverty,” “crime,” or “the high cost of education.” These answers do not identify the topic’s deeper dimensions, the extent of the harm, or who is affected by the issue. The AI pushes back on these statements and helps students explore the issue in greater depth. It consistently asks, “what do you mean by x?” I constrained the AI to draw most of its knowledge from the coursepack I wrote for the class, which outlines the assignments, lessons, and instructional content. This keeps the tone of the interaction and the examples provided to students aligned with the overall feel of the course. The AI does not create speeches, make outlines, or find sources for students. Instead, it asks questions that help them refine the direction of their speeches. Whenever possible, the AI also identifies alternative viewpoints from sources traditionally associated with the student’s own perspective. For example, if a student is advocating a progressive viewpoint, the AI may identify statements or research from progressive sources that disagree with that perspective. If the student is advocating a conservative viewpoint, it may identify statements or research from conservative thinkers that challenge the student’s position. This helps students recognize the complexity of ideas and understand that people on the same political, religious, or ideological side do not necessarily agree on every topic. As is often the case when I build GPTs, the 8,000-character limit requires me to move many instructions into a document that I upload to the GPT’s resources. ChatGPT is helpful when I decide which content belongs in the configuration and which content can go in an uploaded document. Step-by-step: 1. I designed the public speaking course around critical inquiry, critical thinking, and public advocacy of a localized problem. 2. I identified a recurring challenge: students often named broad topics such as “poverty,” “crime,” or “the high cost of education” without exploring the depth of the issue, the degree of harm, or who is affected. 3. With help from ChatGPT, I built an AI tool that begins by asking, “what is your topic and what is the problem?” 4. I configured the AI to push back on incomplete answers by repeatedly asking, “what do you mean by x?” 5. I constrained the AI to draw most of its knowledge from my coursepack, including the class assignments, lessons, and instructional content. 6. I instructed the AI to guide students with questions rather than create speeches, make outlines, or find sources for them. 7. I configured it to identify alternative viewpoints, including disagreements from sources traditionally associated with the student’s own political, religious, or ideological perspective. 8. Because of the 8,000-character limit, I moved some instructions into a document uploaded to the GPT’s resources and used ChatGPT to help decide what belonged in the configuration and what belonged in the document.