Exploring the Impact of AI at the University of Alaska: Students and Faculty Navigate New Technologies with Caution

When ChatGPT launched in November 2022, Sarah Baisden was a high school sophomore in Alaska. Now a nursing student at the University of Alaska Anchorage (UAA), she’s wrestling with the role of AI in her education. With tuition costs high and important exams ahead, she feels the pressure to get her education right.

Baisden is cautious about using AI tools. “I want to get my full education,” she explains. “There’s value in facing challenges.” Though she sometimes asks ChatGPT for help, like creating a study schedule, she’s wary of relying too much on it to do her schoolwork. For her, real learning comes from grappling with tough concepts.

She appreciates tools like Grammarly, which simplifies complex language from professors, making it easier to grasp. But when it comes to bigger choices, like whether to get a treat after class, she finds AI handy for quick pros and cons lists. Nevertheless, she questions the environmental impacts of using these technologies and wonders what a “good” use of AI really is.

This uncertainty about AI is felt by many at UAA. Currently, there’s no universal policy on AI use across the campuses, and educators are hesitant to impose strict rules without better understanding the implications of this rapidly evolving technology. Professors like Kenrick Mock, dean of the Engineering College, mention that while some faculty are starting to address AI use in class syllables, it’s tough to create a single policy that works for every discipline.

AI use has recently led to a rise in academic misconduct at UAA. According to a report, out of 115 students found guilty of cheating, about two-thirds used AI in some form. Interestingly, developmental writing courses are a common area where students attempt to pass off AI-generated work as their own. Michael Votava, the assistant dean of students, has seen a spike in AI-related issues even in upper-level courses. He attributes this partly to poor time management, a significant issue among students feeling overwhelmed by their workloads.

Faculty members have also noticed patterns in AI misuse. For instance, in one unique test, a professor embedded a hidden prompt in an assignment that only AI could recognize, revealing clear differences in students’ answers. This suggests that specific assignment designs can deter AI reliance.

Mock emphasizes the importance of students verifying AI-generated work to ensure accuracy. He worries that depending too much on AI could hinder students’ ability to think critically and solve complex problems. “We need to make sure they’re ready for the real world,” he stresses.

To counterbalance AI’s prevalence, UAA recently introduced a Master’s program focusing on artificial intelligence. Mock and his colleagues aim to teach students to use AI responsibly while still embracing traditional learning methods. This dual approach encourages students to engage deeply with the material, honing critical thinking skills that are vital for their future careers.

Andrew Harnish, an assistant professor of writing at UAA, raises concerns about “cognitive offloading,” where students may prefer using AI for tasks outside their major instead of challenging themselves. He believes that part of college is developing independence and critical thinking. In his classes, he requires a professional portfolio project where students must reflect critically on their AI use.

Harnish has noticed that many students are not eager to misuse these tools. They recognize the potential consequences for their job prospects and society. “Most aren’t jumping at the chance to misuse AI,” he notes, indicating that many harbor genuine concerns about the impact of AI on their futures.

UAA Writing Department Chair Don Rearden is also exploring the implications of AI in education. He used AI to draft part of a syllabus and sees it as a starting point for discussions with his students about the value of original work. Rearden worries that AI could dilute creativity and rich language, essential elements for personal expression. “If students just regurgitate what AI produces, they risk missing out on the beauty of writing,” he cautions.

Rearden hopes to encourage students to find confidence in their own voices. He values the process of writing, seeing it as a crucial skill that can empower individuals. “Writing is powerful, and I want my students to feel that power,” he concludes.

As AI continues to evolve, educational institutions like UAA face the challenge of integrating this new technology thoughtfully. The goal is to leverage AI’s benefits while ensuring that students develop deep, critical thinking skills that will serve them well beyond the classroom.

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