Computer science majors got an unpleasant shock this week. The high-paying jobs they thought they would walk into are dwindling.

Artificial intelligence is doing entry-level work. There are still jobs available, but the qualifications tend to be more mid-career, requiring extensive knowledge of AI programming.

AI is also affecting higher education in other ways. There is justifiable concern that students will use it to do the work for them, and professors will use it to write their course or to grade papers.

At some point, AI will be talking to itself. In the meantime, admission offices are all over the map, scrambling to develop policies.

Cal Tech has an ethical AI policy, whereas Harvard considers AI use fraud. Georgia Tech encourages students to use it to construct their resumes or as a collaborator.

There are constant rumors about colleges using AI detectors, and the Common App is developing its own screening tool and currently has a policy banning AI use. So far, however, the detection tools are not reliable. 

Like any tool, artificial intelligence can be used well or poorly. A student who uses it to critique a paper they have already written is different from a student asking ChatGPT to write their essay.

A professor who uses ChatGPT to design a better curriculum with more effective learning outcomes is something I wouldn’t complain about. But I do have reservations about a professor who doesn’t read the papers and offer feedback.

The AI balancing act ties into a bigger question. How do we continue to teach students to question and think when they can get answers from their phone?

It will undoubtedly be easier in the smaller environments with interactive classes. You can’t pause the discussion to ask ChatGPT for an answer when you should’ve done the homework. However, in larger environments, such as lecture halls with hundreds of students or online courses, where is the check and balance?

Freedom and innovation rely on asking thoughtful questions and examining assumptions.

If we can leverage technology to increase curiosity, then everybody wins. When people are curious about things, they want to learn. AI can be the tool that elevates how people learn.

The algebra student who complains, “When will I ever use this?” could see the concept applied to a real-world scenario. Suddenly, algebra becomes practical, even if it is not as interesting as a favorite subject.

Minimize the busy work while engaging students in learning they value. Knowledge that students remember, utilize, build on and reflect upon sounds like a positive engagement opportunity.  

No degree is future-proof. The best we can do is teach students to be curious, lifelong learners with the ability to communicate their knowledge effectively. Future innovation depends on it, and AI will be part of the learning experience.

But we hope not deciding who is and is not admitted to college.