As discussions about the use of generative artificial intelligence (AI) in higher education continue, some educators argue that the focus has been too heavily placed on issues of plagiarism and cheating. They contend that the primary concern should be on assessing what students have actually learned. Amy Bruckman, a professor at the Georgia Institute of Technology, stated that banning AI use in universities may not be effective, as AI is likely to be integrated into the workplace. She advocates for redesigning educational approaches to incorporate AI as a learning tool rather than a hindrance.
Bruckman noted that some students are not fully engaging with their education and are instead relying on AI to complete assignments. To address this, some educators are reverting to traditional evaluation methods, such as handwritten exams, to better gauge student understanding. Bruckman emphasized the need for assessments that can differentiate between students who genuinely engage with the material and those who do not.
Dr. Grace Alexis, Chancellor of Generations College, echoed these sentiments, stating that many faculty members have shifted their perspective on AI from viewing it solely as a potential source of cheating to recognizing its potential as a valuable educational resource. She highlighted the importance of teaching students to use AI responsibly, comparing it to the historical use of encyclopedias.
Both Bruckman and Alexis agree that while AI should not be banned, it is crucial for students to develop critical thinking skills. Bruckman expressed concern that some students are losing these skills, while others remain engaged with their studies. She believes that higher education will eventually adapt to the presence of AI, but worries about the potential loss of students during this transition.