AI in Academia: A Battle of Perspectives at Mercer University
The Policy Landscape
At Mercer University, the advent of generative artificial intelligence (AI) evokes a mix of enthusiasm and skepticism among faculty members. While the University has instituted strict guidelines surrounding AI usage in classrooms, individual professors have varying opinions that highlight a broader discourse on the role of AI in education. The university, much like others around the nation, is navigating the intricate challenges and opportunities posed by this rapidly evolving technology.
Advancements and Opportunities
As Mercer progresses in AI initiatives, particularly in departments like Engineering, there’s no denying the potential benefits of harnessing AI for research purposes. The newly introduced Master of Science in Data Science is a testament to the institution’s commitment to integrating cutting-edge technology into academic curricula. Professors within technical disciplines have begun utilizing AI to enhance research outputs, showcasing the positive aspects of this transformative tool in elevating academic endeavors.
The Skeptical Voice
Yet, not all faculty members share the same enthusiasm. Deneen Senasi, a professor of English and director of writing, has been a vocal critic of AI technologies since early 2023. For Senasi, the heart of the matter lies in concerns about intellectual property and the ethical implications surrounding AI’s development. She argues that AI relies on the “theft” of creative intellectual property, using uncategorized materials from writers and artists without their consent. Her viewpoint underscores a larger ethical debate on how AI models train themselves by indexing vast amounts of existing content.
Senasi connects her apprehensions to a broader philosophical concern articulated by George Orwell, arguing that poor writing leads to poor thinking. This perspective has shaped her classroom policies, compelling her to require that all writing be performed by hand during class sessions. By doing so, she aims to foster a deeper engagement with the writing process and deter reliance on AI tools.
Diverse Opinions in the Classroom
Conversely, Andy Digh, the Co-Chair of the Computer Science Department, champions AI as a significant resource for students. He recalls wishing for such technology during his own academic years, describing AI as a “thought partner” and a “tutor available 24/7.” Unlike Senasi, Digh encourages students to interact with AI responsibly, outlining guidelines for its use while emphasizing the need to adhere to the honor code.
Digh employs a traffic light metaphor to illustrate appropriate use—green for brainstorming and debugging, yellow for guided assistance, and red for circumstances where AI replaces original thought. This graduated approach aims to promote critical thinking while allowing for the innovative use of AI in learning processes.
The Case Against AI
In stark contrast, Doyle Tate, an assistant professor of psychology, stands resolutely against AI utilization within his courses. He articulates concerns about the potential for AI to detract from students’ learning experiences and achievements. Tate believes that relying on AI undermines the development of critical thinking skills, a notion supported by emerging research indicating potential learning difficulties associated with AI dependence.
Tate has instituted a strict no-AI policy in his classrooms, prioritizing an open discourse about the pitfalls of AI use. He asserts that while AI may offer some benefits, its harms—particularly in educational contexts—outweigh these advantages. By emphasizing the importance of original thought, he hopes to prepare students not only for their academic journeys but also for future employment challenges in an increasingly AI-driven world.
A Flexible Policy Framework
Despite their divergent viewpoints on AI, the professors unanimously express respect for Mercer University’s overarching policy on the technology, acknowledging its adaptability. Senasi appreciates the “broad and flexible” design of the policy, which allows professors to tailor their approaches to individual classrooms while remaining within ethical and legal boundaries. By fostering a culture of thoughtful exploration, Mercer encourages an ongoing dialogue about the role of AI in education—a discourse that will undoubtedly evolve as the technology advances.
In exploring the multifaceted views of AI showcased at Mercer University, a complex portrait emerges: one that balances innovation with ethical concerns, individual engagement with collective responsibility, and the promise of technology with the necessity of critical thinking. Whether in the lecture halls or in private study, the conversations around AI are set to shape the educational landscape for years to come.
