The Role of AI in Higher Education
Academia's Response to the Changing Landscape
Setting the Scene
On November 30th, 2022, the world of technology changed forever. OpenAI’s demo launch of ChatGPT marked the beginning of a new era in artificial intelligence. Forms of AI technology have existed since the 1960’s, but the AI we know today is uniquely impactful in one key way: Accessibility.
ChatGPT was the first application to bring these large language models (LLMs) to a wider audience. A tool this powerful had never been so easily accessible to the general public, allowing for anyone, not just experts, to engage with and utilize powerful technology in their daily lives.
Just five days after the demo launch of ChatGPT, the platform attracted over one million users. Today that number has grown to approximately 180.5 million users. Alongside ChatGPT, countless other AI softwares continue to develop and gain massive public attraction. Aside from individual use, professions, industries, and major organizations across the board are examining the widespread impacts of this technology.
Student using ChatGPT (Photo by Summer Kloer)
Student using ChatGPT (Photo by Summer Kloer)
In particular, the field of higher education has a unique responsibility to address the role of AI and its impacts on teaching and learning. Professors and universities continue to grapple with how to best integrate these technologies in the classroom.
After almost two years since the initial release of this technology, many in academia are pushing to move beyond basic integration, focusing instead on innovation.
"If we're able to use AI in a way that helps us to magnify those more human qualities of teaching and learning, I think that's where the innovation and magic lies."
Despite the growing desire within academia to find innovative uses for AI, the question still remains: How do we actually accomplish this?
What do TCU Professors Think?
Survey data collected from TCU professors spanning across 9 academic fields recently revealed the wide-range of perspectives on implementing this growing technology.
When asked about their feelings towards AI, the majority of professors expressed excitement towards its potential to improve teaching and learning in the classroom.
The second highest majority expressed curiosity, but felt unsure of how to best implement this technology in an effective way.
In an open response option, 16.7% of professors expressed excitement, but not without caution. Although they see the potential for positive uses of artificial intelligence, there is also fear surrounding the benefit to students. One response wrote:
“Excited and cautious. I can tell students how they should use it, but I’m certain they will use it to cheat.”
Another response expressed concern about the level of student learning, and the potential for AI to displace critical thinking.
While some feel these technologies can positively transform higher education, many still worry about potential negative impacts on student learning.
Based on the survey group, 58.3% of professors have implemented AI in their teaching practices, while 41.7% of professors have yet to utilize this technology in the classroom.
Danny Liu, AI researcher and recent host of a 2024 AI in Higher Education Symposium, says this lingering hesitation is a very understandable and natural reaction to a new technology.
“It probably comes down to fear and time. Everyone is busy in higher education. There is a fear of the unknown, but also a fear for your identity.”
Liu notices that many academics see AI as a threat to their identity, asking themselves what this powerful technology means for them and for the value of their skills as an academic.
The 58.3% of TCU professors who do utilize artificial intelligence in the classroom have a different perspective.
Professors who answered ‘Yes’ to incorporating AI in their teaching were asked their motivations behind the choice to use AI.
Among TCU professors, the most common motivator for using AI is to keep up with technological advancements.
“This is not one of those wait and see what happens moments because everything is moving so fast.”
Many see it as essential to create relevant teaching surrounding such a widely used and rapidly-growing technology. While some fear these changes, many TCU professors feel that academia needs to tackle their response to this technology head-on.
Professors are also highly motivated by improving student engagement and enhancing student learning outcomes. “Students seem interested in engaging in AI and participation is good when we talk about it,” said one survey response.
Other responses also noted an increase in student participation when incorporating AI in their classroom, as well as helping students learn to dig deeper and achieve more in their learning.
While many responses describe the positive impact of AI on student performance and learning, other professors share concerns surrounding academic dishonesty among students. “Students are getting lazy and don’t try to hide that they cheated. Half the class had identical responses,” said one surveyor.
Challenges Integrating AI in Higher Education
Similar to the survey responses from TCU professors, the field of academia as a whole faces obstacles in navigating this new era of technology. Fear and apprehension surrounding AI pose a natural threat to educators becoming comfortable with these tools. However, this isn't the only challenge universities are working to overcome.
Student using ChatGPT (Photo by Summer Kloer)
Student using ChatGPT (Photo by Summer Kloer)
Preserving Academic Integrity
A recent study conducted by the Journal of Ethics in Higher Education collected and analyzed data from academic articles, peer-reviewed journals, conference papers, and relevant published books relating to AI and higher education.
Their findings highlight countless mentions of plagiarism and real-time assistance during exams facilitated by the use of AI tools.
The study urges institutions to reevaluate their academic integrity policies and instate effective protections against plagiarism.
This shift in policy is described as “a crucial step toward safeguarding the educational landscape from the potential erosive effects of AI on traditional notions of academic dishonesty” says the Journal of Ethics in Higher Education.
Many TCU professors have noted a significant increase in academic dishonesty among students since the release of AI softwares like ChatGPT.
According to survey responses, combating academic dishonesty is the most cited obstacle for TCU professors looking to address the use of AI in the classroom.
TCU Professor teaching a class (Photo courtesy of AP Newsroom)
TCU Professor teaching a class (Photo courtesy of AP Newsroom)
Shifting Teaching Methods
Traditional assignments like essays have historically been an effective avenue for student learning, but AI may have changed things.
“Teaching can’t be about disseminating knowledge anymore. AI and the internet provides us with so much information, so we have to get creative and equip students to be innovative.”
Professors are now looking for innovative ways to incorporate these technologies in the classroom while continuing to promote critical thinking and learning.
In the recent survey sent to TCU Professors, one surveyor wrote:
"It's up to instructors to incorporate AI tools into our subject matter and teaching methods to model good use for students and to help connect them to what's available in the professional world in whatever career they may go into."
Without shifting teaching methods to integrate these technologies, some professors feel that students are being left at a disadvantage. But change is difficult, and knowing what to do next can feel impossible.
"I've written a lot about AI and used it in the classroom, but it's difficult to be sure if it is useful or helpful" said one surveyor.
Although there is a growing desire to discover innovate new ways of teaching, professors often find the trial and error process daunting.
Image generated using Canva's AI photo generator.
Image generated using Canva's AI photo generator.
Testing the Technology
How can we assess that this technology is proving beneficial in the classroom? In an ideal world, tests can be run to collect important AI data, but this is easier said than done.
Educators are busy, and without a formal system for testing new technologies and software, it can be challenging to determine their effectiveness in the classroom.
“Most of us just haven’t sat down and tested it enough. So the question becomes who wants to do that dirty work of sitting and testing the tools and the software.”
Dr. Clark says that testing the AI technology is one of the most challenging pieces of implementation, but potentially one of the most helpful.
Software testing as it relates to AI in higher education could drastically increase the success of implementing these tools, and provide valuable data on best practices going forward.
Without access to this data, many professors find it challenging to quantify how successful this technology will really be in enhancing the student learning experience.
Image generated using Canva's AI photo generator.
Image generated using Canva's AI photo generator.
Establishing Official Policy and Training
Despite the growing focus on AI, many universities are lacking formal university-wide policies and AI-specific training for educators. The majority of AI policy decisions are currently being left to the discretion of individual instructors.
Educause, a nonprofit focused on education and technology, recently conducted an "AI Landscape Study" highlighting the range of efforts by universities looking to address policy and guidelines surrounding AI.
According to the data collected from 910 educators across multiple universities, 73% of respondents stated that "some or most" departments are working on some sort of AI strategy, while 11% stated that no one at their institution has worked on a strategy. Although 73% sounds promising, these strategies are typically being implemented by department, rather than university-wide.
Additionally, many current efforts lack long-term goals.
"Only 7% of institutions are working to establish AI-focused senior leadership positions, and just 14% are budgeting for long-term AI costs."
However, those who have adopted university-wide policies are also facing their own set of challenges. Nearly half of respondents were unhappy with the AI policies set by their university, with 20% stating that the policies were too restrictive.
TCU has yet to create an official policy or strategy outlining the university's future plans for addressing the use of AI.
AI Integration: Success Stories at TCU
As the field of higher education continues to grapple with how to address this technology, leaders in academia are emerging with new ideas for driving innovative uses of AI in the classroom. Success stories from professors on TCU's campus lead the way in highlighting impactful uses of artificial intelligence to enhance teaching and learning.
Student using HubSpot (Photo by Summer Kloer)
Student using HubSpot (Photo by Summer Kloer)
Dr. Clark's AI and Automation Course
TCU students recently had the opportunity to enroll in a new course being tested this semester: 'AI and Automation.'
Taught by marketing professor and AI speaker Dr. Elijah Clark, this course provides students a unique opportunity to engage with AI in innovative ways.
Using HubSpot, students get to work with real companies, learning how to create automated tasks, generate AI images, and build industry-specific workflows.
"Students in the classroom seem amazed by the capabilities of AI."
Dr. Clark says it is critical to teach these skills to juniors and seniors who will soon be entering the workforce. As more workplaces continue to integrate AI, students in Dr. Clark's class develop real-world skills to prepare them for success in their careers.
AI @ TCU homepage (Photo screenshot by Summer Kloer).
AI @ TCU homepage (Photo screenshot by Summer Kloer).
ClassifAI- Instructional Feedback Platform
A team of researchers at TCU is currently developing ClassifAI: A video and audio analysis platform that assists educators in quickly analyzing their classroom interactions. This technology is part of a pilot program being tested with groups of schools, with a plan to integrate further into higher education once the pilot form develops.
The tool provides professors with valuable, quantifiable data by tracking classroom interactions such as talk time, student engagement, and question types asked by the instructor.
"Using machine learning and natural language processing, we are able to address some of the human limitations of observing classrooms."
Human bias has always been considered a significant obstacle when attempting to objectively observe and track classroom interactions. ClassifAI has the potential to eliminate this bias, providing quality insights from a place of objectivity.
Fagella-Luby is hopeful that once this technology is fully developed, professors can use it to significantly improve the quality of their instruction by accessing critically important class insights and analysis.
Professor Eric Arseneau shares an impactful student success story from his special topics course.
Professor Eric Arseneau shares an impactful student success story from his special topics course.
Professor Arseneau's Special Topics Course
Eric Arseneau is a TCU professor who continues to model innovative uses of AI in the classroom.
Within TCU's Entrepreneurship department, Professor Arseneau offers a special topics technology course with a focus on AI tools.
As a new class, students were given more flexibility, allowing them freedom to explore their interests throughout the semester. "The most interesting ideas did go the AI route, so I’ll probably keep pushing in that direction” said Arseneau.
Students in the class use AI tools to work through complex processes and create innovative entrepreneurial projects.
“It’s really interesting to see people tie in their passions to it.”
Through teaching students to push past basic uses of AI, Arseneau's class has been able to turn their passions into innovative technology solutions.
Looking Ahead: TCU's Role
What does the future of AI look like at TCU?
Bryan Alexander, a scholar in higher education, describes the fields of academia and artificial intelligence as a "collision of two different ecosystems."
While AI and GenAI technologies are growing rapidly, colleges have historically been slower to evolve. Despite this, educators at TCU are hopeful that change is coming soon.
"TCU has a unique opportunity to play a role in the innovative development of AI. There are definitely folks on campus in leadership roles who are excited about that."
As a private liberal arts university, TCU has a unique ability to move more quickly, "but we also have to move responsibly" said Faggella-Luby.
Many educators see it as TCU's responsibility to determine how to be successful and innovative in their response to the role of AI in teaching and learning.
“Good organizations hear ideas from everyone and then they respond to them. I think that’s what will happen here at TCU.”
Ideas have the power to create impactful changes, and in the field of higher education, the sharing of knowledge will always be our most powerful resource.
If TCU's leaders and educators continue to foster an environment that values the sharing of new ideas, the future of AI at TCU looks bright.
"When we lead the charge, we lead the change."
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