Amy Lewis What would I tell other professors about AI in the classroom?For years, I graded student essays with a pad of paper next to me, and as I read, I marked down any and all grammatical errors that I saw in the papers. I didn’t mark these errors on the student papers, because I […]
What would I tell other professors about AI in the classroom? Read More »
I have spent a lot of time with Judge Hammer over the past two years handling cases of inappropriate and unauthorized AI use (and I’ll have you know I am very good at detecting AI). I had a strict no-AI policy in my classes, and that included requiring students in my intro to sociology class
Giving Credit to AI Where Credit Is Due Read More »
When I am in a headspace to think rationally about generative AI, I often think about Melvin Kranzberg’s first law of technology: “Technology is neither good nor bad; nor is it neutral” (1986: 545). Most technology simultaneously produces benefits and harms. The outcomes are context dependent and unintended consequences are practically guaranteed. As a risk
R. Jason LaTurner, 5.21.26 Having started to dance with AI at my previous employer to summarize survey results, I was fascinated to see how college students are interacting with AI. Is it like HAL from 2001: A Space Odyssey? More like AUTO from WALL‑E? More of a massive source of knowledge like Winston in Dan
Don’t Fall in Love with HAL: Using AI in a Business Statistics Classroom Read More »
Scott McMahon Adjunct Instructor Schneider School of Business and Economics St. Norbert College May 7, 2026 When it comes to AI, how many of you feel like Major T.J. “King” Kong in Stanley Kubricks’s film, Dr. Strangelove? Do you find yourself screaming while strapped to the side of a falling bomb destined to bring devastation and terror to the higher-education landscape? That is how I felt during the past few
Dr. Strangelove Or: How I learned to stop worrying and love (or at least tolerate) AI Read More »
Brandon Bauer, Associate Professor of Art I taught two courses this semester in which I addressed AI directly and intentionally, integrating it as both a subject of inquiry and a tool for critical engagement. One was a research-based, writing-intensive course, and the other was an upper-level digital studio course. AI as a research assistant in
Integrating AI into Research and Creative Practice Read More »
Since starting teaching at the college level, I have often been pretty early to adopt various technology-based teaching and learning tools. For example, in the “early” days of Twitter, I had an account for my public speaking classes (that had one follower). However, I was not really sure exactly where to start with this newer
Experience Teaching with AI Tools Read More »
Dr. Sheila Kohl 4.2.26 AI in K–12 education is a double-edged sword. On one hand, schools are trying to limit students’ use of AI for academic work. On the other hand, teachers are encouraged to use it to streamline time-consuming tasks such as creating rubrics, generating feedback, and analyzing data. My goal in the junior-level
Comparing AI and Human-Created K–12 Assessments Read More »
