Unleashing AI in Higher Education: Empowering Students for Tomorrow’s Challenges

As generative AI becomes part of education, universities are figuring out how to integrate and manage its use. Since the debut of ChatGPT in 2022, university faculty, administrators, and students have noticed how AI is changing learning and job expectations.

In response, the University set up a Generative AI in Teaching and Learning Task Force two years ago. This group, which includes professors from various fields and a former chair of the Honor Committee, aimed to understand AI’s role in education and make recommendations.

These recommendations led to tools like the online course, Teaching in a World of Generative AI, created by the Center for Teaching Excellence. It also inspired the Faculty AI Guides, a network that helps faculty manage AI in their teaching.

Michael Palmer, who directs the Center for Teaching Excellence, suggests that a one-size-fits-all policy on AI isn’t realistic. Each discipline has different needs. For instance, business students might use AI for data analysis, while philosophy students may approach it from a more conceptual viewpoint.

Students are feeling the confusion from differing policies. Claire Clark, a second-year Commerce student, says some professors clarify their expectations on AI, while others don’t mention it at all. Palmer agrees that instructors should provide clear guidelines, despite the rapid evolution of AI making this challenging.

The Faculty AI Guides program, established in 2024, features 53 faculty members trained to assist their departments. They meet throughout the year to discuss AI literacy and design assignments. Kiera Allison, one of the guides and an assistant professor at McIntire, views her role as a bridge — sharing knowledge and helping faculty set appropriate policies.

Reza Mousavi, also involved in the AI Task Force, emphasizes that students should learn to think critically about AI. “We’re not just teaching how to use a specific tool; we want students to create and question with AI as a partner,” he said.

Economics professor Anton Korinek compares AI to calculators. In early education, students learn math without tools for a solid foundation. But at higher levels, technology accelerates learning. He believes students should be “AI-literate” and integrate AI into their studies.

Graduate student Ella Duus advocates for student involvement in shaping AI policies. She’s working on a Student Technology Council to include student voices in technology governance. This initiative aims to create a framework that other universities can adopt.

Duus highlighted that many students feel pressured to use AI to stay competitive, even if they’d rather not. This dilemma emphasizes the need for students to be involved in creating balanced policies. Without input from students, rules may not address how AI affects learning.

As the landscape of education evolves, the need for clarity is paramount. Faculty like Allison note, “We cannot pretend education is what it was four years ago.” Engaging students in discussions about AI’s role can help ensure that policies are practical and relevant.

For more insights on education and technology, check out this report from the Pew Research Center.

Source link