Posted on 10/02/2025 11:08:16 AM PDT by karpov
A recent study from Tyton Partners reveals that what students believe about AI use is quite at odds with their actual AI use. The study, which surveyed over 1,500 students, more than 1,500 instructors, and over 300 administrators, reveals that student and faculty attitudes toward AI in academia have both taken a downturn since 2024. Turning to artificial intelligence for academic assistance is not widely believed, by either students or educators, to be conducive to greater educational quality. Student preference for AI as a primary source of academic help has dropped 13 percentage points since 2024. Faculty attitudes about the necessity of AI training for future jobs, meanwhile, have fallen seven percentage points since last year’s equivalent study.
What these attitudes reflect is a desire for normalcy, as well as the perseverance of old-fashioned ideals about academic excellence—even if those ideals are too often unrealized. For example, while optimism about AI has fallen, 65 percent of students still report using standalone generative AI tools such as ChatGPT regularly. Nonetheless, it is encouraging to see that true learning remains theoretically valued. The growing preference for in-person over online courses—with faculty preference for the former increasing by 16 percent and student preference increasing by 32 percent since 2023—is another indicator of a residual desire for quality over convenience.
What is needed now is for professors to help students live up to what they say they believe. Instructors cite ineffective studying, a lack of appropriate prerequisites, and a lack of motivation as major hindrances of student success. Forty-five percent of instructors cite cheating prevention as their primary classroom concern. The difficulties that institutions encounter in creating universal, appropriate, and effective AI policies certainly exist, but they may be occupying too much space in the conversation.
(Excerpt) Read more at jamesgmartin.center ...
At this point, can anyone stop it?
“At this point, can anyone stop it?”
Nope. Thank goodness!
I don’t allow my students to use AI. They can, but I will catch them. “Was this written using AI?” I showed that to my students. No more AI papers.
“I don’t allow my students to use AI. “
You claim to be a teacher but write a meaningless opening sentence.
That was meant to be a response to “can anyone stop it?”
Sorry to get you involved.
Two words: “Blue books”
I actually do use AI to test me on certain things, I put some documents in a folder, and I have written a prompt for to ask me certain questions and give feedback on my answers. The idea is to look up the material for the first few times, and then be able to answer everything without having to look up the answers. If done right, AI can be a great study tool, that makes you actually learn the material.
I could have completed my senior thesis in college in a few weeks with today’s technology. Not only did my research take me 3 months (microfiche and the stacks in the (Bing) Crosby library, it took me two weekends to type it. It was a great, albeit painful, experience.
“That was meant to be a response to “can anyone stop it?”
And you cannot stop your students from using AI.
BTW, AI is MUCH more than a chatbox.
Kids today have no idea the struggle it was to type term papers on a typewriter.
Why, thank goodness?
My students write their exams in class in Blue Books, no notes, old school style. I teach the class on the chalkboard, no powerpoint or anything, old school style. I get fantastic student evaluations and have excellent attendance. Works for me.
“Why, thank goodness?”
Gemini
The phrase “Why, thank goodness?” is an unusual combination. Here are a few ways to correct or rephrase it, depending on the intended meaning:
* If you meant to express relief:
* “Thank goodness!” (This is the most common and standard expression of relief.)
* “Oh, thank goodness.”
* “Why, thank God/Heavens!” (The addition of “Why” often emphasizes the exclamation, but “thank goodness” is usually strong enough on its own.)
* If you meant to ask why someone is thanking goodness (which is rare):
* “Why do you say ‘thank goodness’?”
* “Why are you so relieved?”
Correction: The most likely and natural correction is to remove the question mark and possibly the word “Why”:
I think you misinterpreted what I wrote. I’m asking why you wrote thank goodness to my previous post.
“I think you misinterpreted what I wrote. “
I didn’t interpret it.
“I’m asking why you wrote thank goodness to my previous post.”
GEMINI
The phrase “thank goodness” is an interjection used to express happiness or relief that something did or did not happen, especially when a negative outcome was possible.
It essentially means:
* “I am relieved/grateful that things turned out well.”
* “What a relief!”
Example:
“The train was delayed, but I made it to my meeting on time, thank goodness!”
It is often used as a gentler, more secular alternative to the phrase “thank God” or “thank heavens.”
I had the same accounting professor my last 3 years at Gonzaga (30+ semester hours). He never used numbers, nothing but essay questions, mid-term and final exams. Nearly 50 years later, I’m still applying the lessons he taught me. His grandson is now the head of the accounting department at GU.
Been working with AI at work. Honestly, it kinda blows. It’s biggest problem is that you can give it the same input over and over and get wildly different results. That’s just not a good business solution.
Sigh. You are being disingenuously literal. Why is it that you think it’s a good thing no one control AI, and all it’s positives and negatives.
Yeah, these current LLMs absolutely suck. They are the farthest thing from AGI.
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