Piper Slinka-Petka: Effective Teaching Can Diminish AI Impact
Enhancing Academic Standards: How Raising Expectations Can Curb AI Use in Humanities
The Growing Presence of AI in Education
Students are increasingly turning to artificial intelligence (AI) to facilitate their academic work. According to a recent survey conducted by the Digital Education Council, an impressive 86% of university students are utilizing AI tools in their studies. These tools help with various tasks—ranging from gathering information and summarizing readings to solving problems and even drafting essays. Within a competitive environment like that of the University of Pennsylvania, where a "work hard, play hard" ethos prevails, students are often eager to find methods to streamline their workloads. Balancing academic responsibilities with networking and social commitments can feel overwhelming, making AI an alluring option.
The Challenge of Detecting AI Use
As the use of AI in academic settings has surged, educational institutions face the challenge of determining how such technology should be integrated and how to minimize outright cheating. Tools designed to detect AI-generated content have proven unreliable, complicating the identification of genuine misuse without wrongfully accusing innocent students.
A Different Approach: AI Tapering
Rather than solely relying on detection methods and rigid guidelines, an innovative solution could involve implementing an AI tapering program—akin to a “ChatGPT 75 hard.” This approach emphasizes engaging and intellectually stimulating teaching methods, encouraging students to rely less on AI and more on their capabilities.
The Reasons Behind AI Usage
Several factors contribute to why students at institutions like Penn resort to AI for academic assistance. Time constraints from club activities and social events often prompt students to seek shortcuts in their coursework. Additionally, the pressure to maintain mental health can conflict with the demands of a rigorous academic schedule. However, many students are capable and motivated; therefore, AI utilization is more closely linked to their level of interest in the course material.
The Correlation Between Course Engagement and AI Use
Interestingly, studies indicate that students are more likely to cheat in traditional classes that rely on grades and memorization rather than those focused on mastering a subject. This finding suggests that when courses lack intellectual depth and meaningful engagement, students may feel justified in cutting corners, leading them to depend on AI tools to complete assignments.
The Role of Faculty in Reducing AI Dependence
At prestigious institutions like Penn, students aspire to be intellectually challenged and emotionally invested in their courses. When classes require minimal effort for satisfactory results, students may lose their motivation and turn to AI, diminishing the value of their education.
While it is not productive to place blame on educators for this behavior, it is essential to acknowledge that enhancing the curriculum could significantly improve student engagement. Quality teaching is crucial, especially in humanities courses, where critical thinking and original thought are vital. If AI can produce satisfactory papers, it suggests that educational standards may need adjustment.
Higher Standards and Genuine Engagement
In disciplines rooted in humanities, where nuance and analysis are essential, relying too heavily on AI can be problematic. By raising academic standards to encourage deep engagement with the material, students will likely find less utility in AI assistance. The goal is to create an academic environment where utilizing AI would not only be unnecessary but unhelpful because the complexity of the assignments requires authentic intellectual effort.
Encouraging Active Participation
Students thrive on challenges that stimulate their critical thinking skills. This calls for more thought-provoking questions and assignments that demand active participation rather than simple completion. Moving beyond tedious tasks, assignments should encourage discussions that truly engage students, leading to a richer educational experience.
Collaboration Between Faculty and Students
Finding effective ways to enhance curriculum and teaching methodologies does not fall solely on the shoulders of professors. Collaboration between students and educators can lead to the development of engaging material that inspires thoughtful participation.
For example, a personal anecdote of two courses with the same professor—despite the topics being of little personal interest—illustrates how quality instruction can make all the difference. The high academic expectations fostered an environment where using AI would seem trivial and inappropriate.
The Need for Inspirational Learning Environments
While telling students to refrain from using AI may seem straightforward, the reality is that this approach hasn’t yielded results. To counter AI usage effectively, curricula and teaching methods need to adapt not to punish students but to inspire them. By offering assignments that excite students and demanding genuine thought, educators can foster a commitment to learning that AI cannot replicate. As standards rise, students are likely to meet those expectations, enhancing the overall educational experience at institutions like Penn.
