The educational field is experiencing significant changes as artificial intelligence tools become increasingly accessible and potent. The era of paying for essay writing and subscription-based homework solutions is fading. Tools like ChatGPT and Copilot are available for free, providing flexible solutions to nearly any student query. This shift in teaching methods has been previously examined. Uysalel highlights that AI interactions can boost student engagement, indicating a move towards more dynamic educational settings. Barakat stresses the importance of deliberately integrating AI tools in engineering courses, arguing that students should learn to utilize these systems while critically assessing their outputs.
Jiménez Romanillos and Andersson delve into Bloom’s Taxonomy within the realm of AI in design education, illustrating how AI can alter cognitive expectations for assignments. This raises a question for educators across various fields: how can assignments be crafted to support learning with AI ever-present? There is no single correct answer, as opinions differ based on discipline or teaching philosophy. Two electrical engineering professors were interviewed to gather their perspectives within STEM education. These professors, who taught at the interviewer’s undergraduate institution, have differing views on AI’s role in their courses.
Professor A teaches courses in Microprocessor Systems, Computer Organization, and Embedded Systems Design, which heavily involve programming and circuit design. Assignments often require students to submit and test code. Professor B focuses on electrical and computer engineering, particularly digital logic, and has taught an introductory AI course. Students engage in hands-on projects, simulations, and reports tied to ABET criteria.
Professor A became aware of AI tools like ChatGPT about a year ago after noticing a student using it during a final exam. Professor B, an early adopter, identified student usage when writing and code explanations became unusually polished. Professor A views AI in education as offering both opportunities and challenges, emphasizing the need for students to grasp fundamental concepts before leveraging AI. In contrast, Professor B sees AI as a significant opportunity, provided it is used with structure to ensure students engage in critical thinking.
To address AI’s impact on assignments, Professor A uses Respondus Lockdown Browser for exams to deter AI use, although he acknowledges its limitations. Professor B, rather than blocking AI, integrates it into assignments, allowing students to use AI tools like ChatGPT to refine their work and then critique any inaccuracies. During the COVID pandemic, Professor A observed a decline in student learning, stressing the importance of not using AI as a substitute for foundational learning. Professor B focused on creating assignments that reveal the student’s thought process.
Institutional guidance on AI use is available, with Professor A noting the Provost’s office provides recommendations, and school-wide discussions have occurred. Professor B mentions Baylor encourages faculty to establish their own course policies, promoting responsible AI use. Collaboration among faculty to rethink assignment designs in light of AI has taken place, with differing views on when students should incorporate AI into their learning process.
Professor A emphasizes the importance of balance, advocating for strong foundational skills to maximize AI’s utility. He remains open to changing approaches if necessary. Professor B believes AI is here to stay, and the focus should be on helping students learn with it rather than avoiding it.
Original Source: facultyfocus.com
