Riding the Gen AI Wave

By: Ourania (Rania) Spantidi

Let's face it: Gen AI is here, and it is making waves in education. From ChatGPT crafting essays to AI models solving complex equations, our students have access to technology that can do in seconds what used to take hours. While this might seem daunting, especially when it comes to maintaining academic integrity, I believe it is an exciting opportunity for us as educators. Rather than shying away from or fearing Gen AI, we can embrace it, integrate it into our teaching, and prepare our students for a future where AI is an integral part of their professional lives.

First and foremost, it is essential that we acknowledge the existence of Gen AI. Ignoring it will not make it go away; in fact, it might exacerbate the challenges we face. Our students are already using these tools, and pretending otherwise does not serve anyone. By bringing Gen AI into the open, we can have honest conversations about its capabilities, limitations, and ethical use.

All these concerns are understandable, though. There is a fear that Gen AI could render traditional assignments obsolete or make it easier for students to cut corners. But here is the thing: technology has always evolved, and with each evolution, educators have adapted our teaching methods. Just as calculators did not eliminate the need to teach math, Gen AI does not eliminate the need for critical thinking, creativity, and understanding. Also… if a student wants to cut corners, they will cut corners no matter what.

Allow me to share my own experience. I used to follow a traditional course format with weekly assignments. However, as Gen AI became more prevalent, I noticed that these assignments were not as effective in assessing students' understanding. Since these assignments were mostly coding-heavy, the code always seemed similar and suspiciously well-structured and documented. So, I decided to make a change. Instead of take-home assignments, I introduced interactive code-along sessions during class, where students code in real time alongside me. I show them a slide, it presents a problem, I ask them for their ideas on next steps, and then I show them a sample solution. It is a hands-on approach where I can see them typing the code themselves, troubleshoot issues on the spot, and engage them in discussions about why we are taking the steps we are taking. This way I can at least ensure that students are actively participating.

In lieu of traditional homework, I implemented weekly check-ins for semester-long projects. Each week, students must show their progress, discuss challenges they have faced, and plan their next steps. This continuous accountability requires them to recount their personal experience over the past week, which requires context that cannot be provided to a Gen AI tool (technically it can, but it would take a while to type an entire week’s worth of tasks in a prompt). They also help students develop project management skills and encourage them to take ownership of their learning.

I know some of you might still have reservations. Here are a few common concerns and my thoughts on them:

• There is a worry that reliance on AI could diminish fundamental skills. However, by integrating AI thoughtfully, we can focus on higher-order thinking skills. Students can use AI for routine tasks while we challenge them with complex problems that require critical thinking.

• While AI can be used unethically, open dialogue about its use can mitigate this. Setting clear guidelines and incorporating AI into assignments can turn a potential pitfall into a learning opportunity. I would at least suggest incorporating a Gen AI policy in your syllabi. There are many resources that can support you in this endeavor, including some from the Faculty Development Center.

• Not all institutions have access to the latest technology. However, many Gen AI tools are accessible online for free or at a low cost. We can start small and scale up as needed.

By integrating Gen AI into our teaching, we are not just keeping up with the times; we are preparing our students for the future. In the professional world, upon graduation they will be expected to use technology like Gen AI to enhance their work. By exposing them to these tools now, we give them a head start. 

Change can be intimidating, but we do not have to overhaul our entire teaching approach overnight. Start by incorporating small elements of Gen AI into your classes. Perhaps it is a class discussion about an AI-generated article or an assignment where students critique AI outputs. Collaborate with colleagues to share ideas and resources. Together, we can develop best practices and support each other in this transition.

Gen AI is not just a buzzword but a transformative technology that is reshaping our world. By embracing it in our teaching, we can turn a potential challenge into a powerful tool for education. Let's lead by example and show our students that we are not afraid of the future; we are excited about it. Instead of viewing Gen AI as a threat, let's see it as a tool, one that can enhance learning when used appropriately. I do not personally believe that it is mandatory to integrate Gen AI into our courses; I do, however, believe that it is mandatory to acknowledge that Gen AI is here, that it is rapidly evolving, and that we are ready to ride along.