I explain this requirement and why it is important. I also explain the history of the course dating from Harvard in the 1800s. And I explain my course design and what we will do in the coming weeks.
But this fall, I will have to note in a more serious tone in the extraordinary way of my The question has changed.
In higher education, we have become something different now because artificial intelligence has been released on the world. We were formerly citadels of truth and centers of thought. We were once a program of studies of critical thinking, civic thinking and specified discourses of fields such as sociology and biology. We are now, in particular in the courses that require writing on a test scale, is so inseparably linked to AI or the construction of the mooring of the program. AI is the future of one or the other camp. And to be completely honest, it’s a stroke of soul.
If there is common ground in this new massive gap, I try to sit down in it. I do not think that AI is good for developing thinkers or writers, but I allow the possibility of its use in my class with a long procedure so that students admit how and why they used it. Even then, this confession leads to a discussion, not to a note.
I believe that the students of my class have largely used AI and did not admit it. The AI problem is insoluble for entirely online courses. And to the chagrin of prohibiting it, there is no infallible way to know if a paper is a creation of AI. Frankly, I am not so interested in knowing it. I am interested in knowing how students think of writing and reading. But if a student wants to cheat, he will find a means.
Which brings me back to my initial question: why are you here? This is the only way to follow in my opinion. The first day to come soon, I will try to convince the students to take the road hard where learning is done alone, at a much slower rate, and is not always a line of progress. On this road, students can fail, succeed, fail again and never learn what a good IA prompt is.
I will say directly that they can, if they wish, most likely use the AI in any course and get an A. They can use it to write, read, respond, communicate and create everything you need to graduate. At this point, a student experience in a classroom could be entirely mediated by AI.
But not all their experience on campus. Yes, this generation is as stuck to their phones as I am. However, college calls them not only to learn the human sciences, but to practice them.
This is the choice that the invasion of AI clearly indicated. It’s as black and white as that. This is what my question poses.
By the way, if you wonder about the use of AI teachers, many educational software companies sell the IA classification tools. And yet, some teachers said they were moving to class writing or oral exams. But I will be shocked if the burden of this initial reaction does not wear them enough to move forward with an authorized use of AI.
I will probably put an end to my first day conference on a personal note to use all the means of persuasion available to distance students from AI.
I will say this: two decades ago, I went to university to become a journalist. I knew that the learning that the profession at the school in which I registered would cause a form of employment. I even in debt to do it.
How do you learn to be a journalist in the AI era? I would tell them as at the time that I should devote myself to learning the profession in depth – its practices, its ethics, its history and its calls. As I learned all of this, I suspect that I would be a different person, someone shaped by my education. In shape in such a way to want my profession to be continued by people, not servers. This is what an education is supposed to do.
I will tell the students to insert their major in my story. I bet that even the majors in computer science will agree.
Class rejected.
Matthew Boedy is an associate professor of rhetoric and composition Northern Georgia University and president of the conference of Chapter of Georgia of the American association of university professors, A national organization which represents the interests of university and university professors.
