Robot Takeover: Navigating AI on Campus

Artificial intelligence impacts every aspect of our lives, and the impact is seen clearly on college campuses. Students, professors, faculty, and administrators must adapt to this new technology and learn how to use it effectively and respectfully. 

Dr. Bob Gregerson, Pitt-Greensburg president, said, “The use of AI for content generation by students, by faculty, and by anybody is something that is unavoidable. We have to make sure we are doing it as effectively as possible and using it appropriately and that line is very blurry.”

At Pitt-Greensburg, every professor must include a section on their syllabus regarding AI. The options are: all AI use is accepted, AI use is accepted for certain things, such as brainstorming, and no AI use is accepted. These guidelines were created by a committee in Pittsburgh and are shared across all Pitt campuses. 

Associate Professor of Communication Dr. Jessica Ghilani said, “I was originally of the opinion that there should be no AI use in any of my classes. I backed off from that because I don’t think it’s realistic to have a full embargo.”

Professors, students, and faculty must work together to get closer to an agreement on what is right and what is wrong regarding AI use in the classroom, Gregerson said.

“I think communicating effectively what you expect and honesty in how you use AI is key,” Gregerson said.

Ghilani explained that she has to carefully examine students’ work to determine whether it is genuine or artificially generated. She looks for details that do not pertain to the class or assignment. However, this creates tension between students and professors about whether or not the work they’re completing is authentic and genuine. 

Ghilani said, “It (AI) is like the elephant in the room in a lot of ways.” 

Ghilani explained that she has had to move away from traditional research paper assignments and instead has her students write essays that are focused on their process of production and thinking. In her film class, her students had to create a film poster for a movie that does not exist. Students were allowed to use AI, and some were able to create a product that they would be unable to generate with their own skills. 

Ghilani explained that even on assignments where AI use was allowed, not all students chose to utilize it. Most students use AI in the same way they have used tools that have existed for years, as support. 

Gregerson, however, is worried that students may take advantage of readily available AI tools.

“I think originally, the knee-jerk reaction of faculty was that students will lose the ability to think, and there’s some truth in that,” Gregerson said.

Students are now able to ask AI for a summary instead of reading, but it is important to remember that tools like this are not new. CliffNotes were invented in 1958 and were study guides to summarize works of literature. AI is much more sophisticated than CliffNotes, so users must focus on whether or not the tool is helping or hindering their learning.

“With any of these computational tools, the question is, does it enhance our ability to think and solve problems or does it impair our ability to think and solve problems?” Gregerson said. 

Ghilani explained that she wants her students to build the important foundational skills that allow students to become more dynamic learners. The shortcuts that AI provides are appealing, but hinders one’s ability to learn and digest information.

Another major concern of AI is that it’s taking jobs from humans. It is important to remember that there is not a person behind customer service bots or generative AI. These programs have not had human experiences and do not understand human emotion and connection. 

“So maybe that gets better over time as well, but the spark of human ingenuity isn’t there,” Gregerson said.