Teaching AI Use Responsibly

AI in the Classroom: Balancing Innovation and Responsibility

The rise of AI in education is transforming traditional writing assignments, but professors are grappling with how to guide students in using these tools responsibly. As generative AI becomes more prevalent, students are increasingly relying on it for academic tasks, yet many educators feel unprepared to integrate AI into their teaching methods effectively.

A recent survey highlighted that undergraduates are eager for more instruction on AI use, but most instructors have yet to incorporate it into their courses. While students report frequent use of AI tools for writing, they often question their effectiveness and seek guidance on how to leverage these technologies appropriately.

The Risks and Benefits of AI in Education

One of the primary concerns surrounding AI use in classrooms is its potential to hinder learning. Research suggests that students who depend heavily on AI tools may struggle when these technologies are unavailable. For instance, a study in Turkey found that math students using AI performed better on practice problems but lost their advantage during tests without AI assistance. The unrestricted use of tools like ChatGPT even led to worse performance compared to control groups.

While AI can enhance short-term performance, it may negatively impact long-term learning if not used with proper guidance. Simply banning AI is not a viable solution, as detecting its use is challenging. Instead, educators should focus on helping students understand how to use AI effectively. For example, the Turkish study concluded that using AI as a tutoring tool, rather than a means to cheat, can yield better outcomes.

Professors are encouraged to experiment with AI in their teaching and provide students with clear guidelines on both its helpful and harmful uses. In a scientific writing course, for example, AI use is permitted but with restrictions. The course policy, outlined in the syllabus, explains the approach to AI use, transparency, and data privacy. Assignment-specific guidance is also provided to help students navigate AI tools responsibly.

Looking Ahead: Preparing Students for an AI-Driven Future

The questions surrounding AI use in education reflect broader anxieties about the changing landscape of higher learning. Rather than focusing on detection and punishment, students are open to guidance on how AI affects their learning processes. Effective guidance should emphasize which thinking skills are essential and integrate AI tools in a way that supports educational goals.

While AI technologies present challenges, they also offer opportunities to reassess what and how we teach in a world where knowledge is rapidly evolving. Different educational environments will require tailored strategies, and guidance on AI use may be just a short-term solution. Ultimately, educators may need to rethink pedagogical approaches and the purpose of higher education itself.

This course acknowledges the altered writing landscape due to AI tools and encourages students to use them responsibly. It requires an AI use statement with every assignment, outlining acceptable and unacceptable uses. For example, AI can be used for grammar checks and structural analysis but not for generating research ideas or hypotheses, as these are core thinking skills that students must develop independently.

In conclusion, while AI promises to reduce inefficiencies in writing, over-reliance may interfere with the development of professionally valuable skills. The course aims to help students navigate the balance between skill development and the practicalities of academic and professional life in the era of generative AI.