As an instructor the fear that AI might be utilized by a student is always creeping in the back of my mind. We spend weeks teaching a Unit, giving them the information, direct instructions, and time in class, but the chance that they would still use AI persists. 

Through my first semester as an instructor I have witnessed students using AI to “better” their writing, or to not complete the assignment themselves at all. Where does this leave the instructors who are fearing the “the end of writing assignments altogether” as stated in the article The Term Paper Turing Test by Paul Fyfe. 

A solution that Paul Fyfe mentions in his article, that I will also be implementing in my classes after this point is, “…as we respond to generative AI and develop frameworks for teaching AI literacy, we need to involve our students from the start.” Rather than fearing what our students will do with AI, this is where we fill the students with the knowledge of AI and what the limitations are. 

I interviewed a student who currently attends University of Massachusetts Dartmouth to get a student’s perspective on AI within the classroom. There were two questions that stood out to me as captivating. First when the student was asking, “Have you ever had a professor mention AI within a classroom setting before?” their response was “only very briefly”. This answer surprised me. With how much instructors are nervous and fearful of AI being used for their assignments, the act of mentioning AI is limited. How do we expect our students to know whether or not to proceed with AI when we as instructors are not spending time teaching and mentioning its restrictions? 

The second question that provoked a complicated answer was, “What is your opinion on AI being used within classrooms, and on school projects?” Their answers made me aware of how little I know about AI. The answer they expressed is, “I think AI can be used for good and bad. I personally do not think it should be used for school projects but I am aware that my knowledge of AI is limited. The idea of AI in academics feels like it would limit the creativity of students and hinder their learning experiences.” Their response of “my knowledge of AI is limited” made me reflect on my own teachings of AI. With the following semesters I plan to implement a section of AI writing, instructing my students to compare their writing with AI. Showing them the limitations and allowing them to reflect and produce their own opinions on AI assisted writing. 

Creating a safe space where students can learn effectively about AI assisted writing and what that can encompass will embolden instructors to feel less fearful and their students to feel more knowledgeable.