This article is about an English teacher trying to figure out how to cope with AI in and out of the classroom. The main ideas seem to be just in-class writing assignments and discussions. This is high school (I think), and one thing that might surprise an older reader is the idea that the teacher spends a significant amount of time reading out loud to students, and also giving them time to read themselves in class. I am not surprised because I see the teachers of my own children in middle school doing this.
I’ve thought about trying my hand at teaching, at some point. I may or may not ever do that, but if so I will have to think about how to use AI in an engineering classroom. I don’t have all the answers of course, but this is a bold new frontier so neither does anyone else. Here is my first attempt at a brainstorming list:
- In-class writing assignments,
- Paper and pencil tests (or portions of a test – maybe if there is a 2-3 hour chunk of time to take a test, you have the first hour to do the paper and pencil part, hand that in, and get the second part where you are allowed to at least use a spreadsheet program. Or if the class period is only an hour, you could give a test over two days)
- Journaling – I’ve always thought that reading and writing needs to be a part of what students do, even in STEM fields. In my own classes, teachers have tended to spend almost all the time focused on doing math problems. The problems are critical and I plan to come back to them. But I learn by reading and writing first and foremost, and there are others like me. So my idea is to have short reading assignments and ask students to summarize key points in a few bullets or sentences to show that they did the reading. Then, crucially, I would ask them to relate the reading to a relevant outside reference – kudos for a peer reviewed article, but could also be a relevant news or magazine article, or even a Wikipedia page. Now, obviously students are going to use AI for this, and that is okay. There would have to be classroom discussion related to it, and points given for being able to discuss what they wrote intelligently.
- Okay, now to those problems, homework assignments, and/or take-home exams. These have always been the beating heart of engineering education. This is the struggle and the hard work of relating theory to problem solving, resulting in deep understanding. This is also where students benefit from individualized feedback from teachers and collaboration with peers. They are going to interact with AI here, and I see no real alternative other than classifying AI as not cheating. In fact, this is where you may want to actually encourage them to experiment and openly share what effective techniques they found that they think enhanced their learning. You have to give some points for the homework, otherwise all but the most-disciplined students will not make the significant effort needed for learning. But most of the points should probably be given for doing supervised in-class assignments that are similar to the homework.
- There’s another problem here though – distance learning has become pretty common, particularly in graduate school. And that throws a monkey wrench into the whole in-person thing. It is potentially unfair if some students are in-person and some are virtual – are you going to surveil students on-camera the whole time and try to ascertain if they are cheating? This is a tough one and I don’t have all the answers.
- Then there is the traditional “term paper” or “research paper”. This is a traditional cornerstone, but students are just going to use AI for it. Asking them to present their results and asking them personalized questions is part of the answer here, but that doesn’t really help them with feedback on their writing. The in-class writing assignments have to be part of the answer here. But again, in terms of out-of-class-writing, I think you have to classify the use of AI as not cheating and actually encourage them to experiment and share what they thought was effective.
Well, that was just some stream-of-consciousness drivel, wasn’t it? For me, writing and thinking are inseparable. I had some thoughts on this topic in the back of my mind, but now that I have tried to articulate them (without the use of AI), they are more fully formed than they were before I did that. If I were going to think about this more right now, I might ask AI to help me find some more articles and blogs on the subject.