The conversation surrounding Artificial Intelligence has been exhausting. Here we are, four years after the release of ChatGPT, and there still seems to be a constant debate on its use cases and potential harm. Recently, the University of Southern California (USC) publicly released reports on two national surveys on AI use cases in education. They found that students repeatedly use AI models to take shortcuts on assignments. Over a thousand students reported using models for what researchers called “executive assistance,” or using AI for efficient answers rather than to learn content.
While students seem optimistic enough to integrate AI into their education, institutions and professors have a wide range of perspectives on the matter. The second USC report was a survey on around 1500 professors. They found that roughly 73% of professors believe AI refines student outcomes and 69% believe AI is helpful for personalizing student learning. There is certainly widespread optimism, but there is also great hesitancy and apprehension towards the next steps in education.
A recent New York Times article discussed some of the policy changes on AI at some of the top institutions. The University of Chicago has banned law students from using AI within their first year of education. In fact, students cannot use any phones, tablets or computers in their first year of law classes. A report from the Massachusetts Institute of Technology AI committee found a large shift in campus culture as a result of the technology. They cited that AI allows students to feel as if they have learned information without truly absorbing it. On the other end, there are plenty of institutions that are rapidly integrating AI. Ohio State University has shifted their education requirements to expect students to be fully fluent in using AI in their area of study by the end of graduation. Dartmouth’s leadership is also supportive of AI integration in order to improve AI fluency in students. It is clear that there are mixed opinions in education across the nation, and Wabash is no exception.
“As with anything so potentially transformational, there is a mix of apprehension and excitement for how AI is changing the landscape of teaching and learning at Wabash,” said Professor of Mathematics and Computer Science and Division One Chair Chad Westphal. “There has been a lot of thinking and discussion between faculty and in departments about the appropriate role for AI in our classes, and I’ve seen some great ideas emerge for how to make sure our students are getting the high-quality education that they deserve.”
There are clearly some productive ways in which students and faculty can use AI as a tool to empower learning. At the same time, it is essential to be aware of the many shortcomings of AI.
“There’s never been a more important moment for education in the humanities and the fine arts… AI is becoming so good at so many things,” said Professor of Rhetoric and Division Two Chair Jennifer Abbott. “But what makes us distinctly human… are those very qualities that need to be nurtured. Things like wisdom and decision making, creativity, imagination, relationships and being able to have a deep sustained focus on a text are things that AI doesn’t do well and probably never will.”
So AI doesn’t have human capabilities, but there are still positive use cases. In STEM, AI can help translate complex formulas and topics into concepts that students can comprehend. Simultaneously, it is important to take a breath and truly analyze before standardizing policies for students across a variety of subjects.
“I think where some of us are really struggling is that there’s something inherently slow about the liberal arts; I think there’s a lot of pause and think and reflect,” said Professor of Psychology and Division Three Chair Preston Bost. “That’s why we cherish writing and reading so much. And a lot of the national, international conversation about AI centers around, although it doesn’t have to, efficiency, getting things done faster than we could get them done before. And there’s a place for that. But I think those of us who have been around Wabash for a while feel an inherent tension between that conversation and what we’re trying to do here.”
Wabash has always been a unique institution. It is a college that encourages students to pursue knowledge and achieve excellence. The emphasis is on the journey, not the destination, and work and intellect are two of the most important values at the college.
“We have to stay grounded, especially right now, when the environment, the technological environment and the potential use cases, what I call the problem space, is extremely complicated,” said Bost. “We’re not going to ignore it, but we’re going to make sure that everybody has their eye on the North Star.”
While we are still far from reaching a conclusion, the Wabash faculty and staff remain hard at work. There are consistent conversations surrounding AI, and many fruitful debates and ideas emerging on how to best equip students for their future.
“Some universities have adopted frameworks to unify and clarify the language that faculty may use to describe their AI policies, while ensuring faculty still decide what’s best for their courses,” said Westphal. “Is that kind of thing best for Wabash? I’m not sure, but I know more clarity and unity would be welcome, and there are conversations going all across campus this year to move us in the right direction.”