Exploring the Role of AI in Education: Perspectives from College Professors and Students
As artificial intelligence continues to weave itself into the fabric of daily life, educators and students alike are grappling with its implications in academic settings. The use of generative AI tools has sparked debates on its impact on learning and teaching, especially in humanities courses.
AI in the Classroom: A Critical Perspective
Dan Cryer, an English professor at Johnson County Community College, likens the use of AI for writing essays to using a forklift in a gym. “If all we needed was the weights moved, then that would be great,” Cryer remarks. “But we need the muscles developed, and students going through the process of writing are developing those muscles.”
For Cryer, AI in education presents a dual challenge: it burdens professors with verifying the authenticity of student work, while students must navigate the fine line between responsible and irresponsible AI usage. “It’s not fair to them,” he adds.
Generative AI has become commonplace since ChatGPT’s introduction over three years ago, yet its role in humanities education remains a topic of ongoing discussion. A survey by Inside Higher Ed and the Generation Lab reveals that 85% of undergraduates use AI for coursework, though many express mixed feelings about its effects on their critical thinking skills.
Cryer, after a sabbatical dedicated to studying AI, suggests minimizing its use in education. He emphasizes that the learning process, not merely the end product, is crucial for developing students’ abilities to construct arguments and evaluate sources. “Society doesn’t need more college essays,” he states. “What we need is students to go through the process of writing research papers so they can become better thinkers.”
AI as a Collaborative Tool: A Different Take
In Charlotte, N.C., Leslie Clement, a professor at Johnson C. Smith University, embraces AI as a valuable learning partner. She encourages students to use AI responsibly, allowing them to leverage it for outlining papers, gathering feedback, and comparing information sources.
Clement has co-developed a course titled “African Diaspora and AI” that examines AI’s global impact, including ethical considerations like the mining of cobalt in the Democratic Republic of Congo. The course also celebrates the contributions of Black researchers and scientists.
“We’re looking at Afrofuturism, how students can use these tools to reimagine their futures,” Clement says, aiming to cultivate critical and ethical thinking in AI usage.
The AI Study Companion
Pre-med student Anjali Tatini at Duke University finds AI beneficial for understanding complex subjects. When struggling with biology concepts, she turned to Google’s AI chatbot, Gemini, for explanations. “It was very helpful,” Tatini notes, appreciating the flexibility AI offers when she cannot attend office hours.
Tatini uses AI for organizing ideas but insists on writing her assignments independently, maintaining her authentic voice. “If I’m putting something out, I want it to be something that I’m proud to say this is mine,” she explains.
Owning the Academic Experience
Hannah Elder, a junior at the University of North Carolina, values personal articulation of ideas. As a pre-law student, Elder uses AI to proofread her work but not to generate content. She believes in the importance of developing original thoughts and communication skills.
Elder advocates for integrating AI education into curricula to help students discern its appropriate uses. “If teachers incorporate it responsibly, it can be seen as a valuable tool,” she asserts.
This article was supported by the Tarbell Center for AI Journalism and the Omidyar Network’s Reporters in Residence program.
