At Metropolitan State University (MSU) Denver, faculty members and administrators are examining the implications of artificial intelligence (AI) on higher education, resulting in a range of perspectives on the issue.
Concerns About AI’s Impact
Jessica L. Parker, an instructor in research and argument writing, indicated that essays generated by Microsoft’s AI tool, Copilot, received failing grades from students, suggesting that the AI’s performance was lacking. While Parker regards AI as a useful tool, she stresses the importance of a critical understanding of its capabilities. She observed that despite the growing usage of AI tools, many students remain hesitant to incorporate AI into their assignments, reflecting a cautious attitude towards these technologies in educational contexts.
The Need for Regulation
Parker raised concerns about the need for regulation of AI in academia, stating that it is vital for higher education institutions to establish guidelines for its appropriate use instead of simply adopting it as an essential element of the workforce. She also pointed to environmental considerations, citing a study that indicates emissions associated with AI-powered searches may be significantly higher than those from traditional search engines.
Optimism for AI Integration
In contrast, Samuel Jay, the executive director of Emerging Technology and Academic Transformation at MSU, presents a more optimistic perspective. He supports the integration of AI as a means to enhance the educational experience and promote student engagement with learning materials. Jay, who employs Copilot as a teaching assistant, believes that a collaborative relationship between students and AI can enrich the educational process.
Neutral Perspectives on AI in Academia
Eric Baker, a librarian at the Auraria Library, takes a neutral view on AI’s role in academia, recognizing a growing interest in its applications for academic writing and research. He contends that the fundamental aim of higher education should be the development of critical thinking skills, cautioning that overreliance on AI tools could undermine this goal if not approached thoughtfully.
Conclusion
The discussions regarding AI in education at MSU Denver reflect a complex and evolving landscape, highlighting the need for responsible use and careful regulation as educators seek to incorporate AI into academic frameworks.
Original source: MyMetMedia.