Faculty Perspectives- March 2025

But, more generally, I’ve been speaking with many of our wonderful alumni about how these new AI-driven tools are affecting them in their work. The message from them has been clear: the tools are powerful multipliers, making it easier to accomplish intellectual work (such as programming) more quickly and effectively. 

 

So what does that mean for a student? I think it’s actually quite simple: if a tool is a multiplier, then the base knowledge you bring to the tool will affect how much benefit you derive from it. Even in a task such as programming (which these tools are increasingly good at doing), you will be much better served by being a strong programmer, as the tool multiplies what you can do. 

 

So the good news is this: learning the fundamentals is still of supreme importance. Study hard, and learn those fundamentals. Then, when you apply the tools, they will amplify what you’re doing, perhaps taking you to new heights, and doing so more quickly. Don’t start with the tools; rather, start with yourself. The best way to be great at something with modern AI-driven tools is to be great in the old-fashioned way: through deep and intentional study.

 

 

 

One of my students gave his wife a romantic poem which brought her to tears.  Then revealed it was written by ChatGPT (personalized with details he gave).  I believe he is still married but don’t recommend this approach!  It highlights how indifference to the tools/strategies we use can devalue human interactions.  

 

In teaching LIS 640: Generative AI: Strategic Application, Evaluation, and Critique this semester, I have my students focused on clarifying the values, guiding questions, and trade-offs when selecting tools.  For our learning, three things stand out to me: 

1. How our choices build or attenuate trust (quality, source, and interpersonal interaction)
2. Where we want to spend our attention
3. When we benefit from doing things the hard way (easy learning doesn’t stick) versus streamlining

 

The lack of clarity in where information comes from can erode trust, but transparency can build it.  Attention is a sought-after commodity online and it takes strategy and good habits to protect enough to focus.  AI can be useful for learning, or it can neatly bypass it.  

The goal is for students to make informed, thoughtful decisions rather than defaulting to the most convenient tool.  I started the semester by having students writing a Personal Technology Strategy for the semester.  I wish I’d done this before the advent of generative AI, as it’s been a valuable chance to reflect and anticipate problems, from cell phones in the classroom to time management.  The newly widespread use of generative AI in education is a chance to revisit with intention how we structure our learning and digital ecosystems.  

 

The new techniques introduced by AI have reshaped traditional classroom teaching and learning, significantly enhancing students’ efficiency and engagement. For example, I’ve observed students using AI-powered speech-to-text tools to take notes during class, enabling them to focus more fully on understanding the material presented by the instructor. Additionally, AI resources such as ChatGPT allow students to receive immediate responses to basic or standard inquiries whenever confusion arises, facilitating faster and deeper mastery of course content. Consequently, students arrive at office hours better prepared, asking more insightful questions that reflect deeper thinking. Furthermore, AI can support accessibility by assisting students with diverse needs, such as students facing language barriers or disabilities.

However, the rise of AI in the classroom also raises concerns, including the possibility of students using AI to avoid genuine critical thinking when completing assignments. Nevertheless, I believe these concerns should not justify banning AI tools in classroom teaching. Instead, educators should treat these challenges as opportunities to design assignments in ways that promote critical thinking, creativity, and original analysis. By developing tasks without straightforward or standardized solutions, instructors can encourage genuine intellectual engagement and prevent superficial learning. Ultimately, the integration of AI motivates educators to create more thoughtful and engaging courses, transforming their roles from content delivery toward mentoring and inspiring deeper intellectual curiosity.