Tag: academic freedom

English Professors Take Individual Approaches to Deterring AI Use

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A triptych showing three different English professors employing distinct methods to deter AI use. The first panel shows a professor lecturing on critical thinking. The second shows a professor providing personalized feedback on a digital screen. The third shows a professor leading a discussion with creative prompts. Image (and typos) generated by Nano Banana.
Diverse strategies in action: English professors are developing unique and personalised methods to encourage original thought and deter the misuse of AI in their classrooms. Image (and typos) generated by Nano Banana.

Source

Yale Daily News

Summary

Without a unified departmental policy, Yale University’s English professors are independently addressing the challenge of generative AI in student writing. While all interviewed faculty agree that AI undermines critical thinking and originality, their responses vary from outright bans to guided experimentation. Professors Stefanie Markovits and David Bromwich warn that AI shortcuts obstruct the process of learning to think and write independently, while Rasheed Tazudeen enforces a no-tech classroom to preserve student engagement. Playwriting professor Deborah Margolin insists that AI cannot replicate authentic human voice and creativity. Across approaches, faculty emphasise trust, creativity, and the irreplaceable role of struggle in developing genuine thought.

Key Points

  • Yale English Department lacks a central AI policy, favouring academic freedom.
  • Faculty agree AI use hinders original thinking and creative voice.
  • Some, like Tazudeen, impose no-tech classrooms to deter reliance on AI.
  • Others allow limited exploration under clear guidelines and reflection.
  • Consensus: authentic learning requires human engagement and intellectual struggle.

Keywords

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URL

https://yaledailynews.com/blog/2025/10/29/english-professors-take-individual-approaches-to-deterring-ai-use/

Summary generated by ChatGPT 5

GenAI News

Why Higher Ed’s AI Rush Could Put Corporate Interests Over Public Service and Independence

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In a grand, traditional university meeting room with stained-glass windows, a group of academic leaders in robes and corporate figures in suits are gathered around a long table. Above them, a large holographic display illustrates a stark contrast: "PUBLIC SERVICE & INDEPENDENCE" on the left (glowing blue) versus "CORPORATE AI DOMINATION" on the right (glowing red), with glowing digital pathways showing the potential flow of influence from academic values towards corporate control, symbolized by locked icons and data clouds. Image (and typos) generated by Nano Banana.
The rapid embrace of AI in higher education, often driven by external pressures and vast resources, raises critical concerns that corporate interests could overshadow the foundational values of public service and academic independence. This image visually depicts the tension between these two forces, suggesting that universities risk compromising their core mission if the “AI rush” prioritises commercial gains over their commitment to unbiased research, equitable access, and intellectual autonomy. Image (and typos) generated by Nano Banana.

Source

The Conversation

Summary

Chris Wegemer warns that universities’ accelerating embrace of AI through corporate partnerships may erode academic independence and their public service mission. High-profile collaborations—such as those between Nvidia and the University of Florida, Microsoft and Princeton, and OpenAI with the California State University system—illustrate a growing trend toward “corporatisation.” Wegemer argues that financial pressures, prestige-seeking, and the decline in enrolment are driving institutions to adopt market-driven governance, aligning higher education with private-sector priorities. Without transparent oversight and faculty involvement, he cautions, universities risk sacrificing democratic values and intellectual freedom for commercial gain.

Key Points

  • Universities are partnering with tech giants to build AI infrastructure and credentials.
  • These partnerships deepen higher education’s dependence on corporate capital.
  • Market and prestige pressures are displacing public-interest research priorities.
  • Faculty governance and academic freedom are being sidelined in AI decision-making.
  • The author urges renewed focus on transparency, democracy, and public accountability.

Keywords

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URL

https://theconversation.com/why-higher-eds-ai-rush-could-put-corporate-interests-over-public-service-and-independence-260902

Summary generated by ChatGPT 5

GenAI News

Students are using AI tools instead of building foundational skills – but resistance is growing

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In a dimly lit library, a focused male student interacts with a glowing holographic display from his laptop, showing complex data. A red, crackling energy line extends from the display towards his hands. On the desk, an open notebook beneath it is titled 'FOUNDATIONAL SKILLS: UNDERSTANDING' with handwritten equations. Other students are visible in the background, implying a widespread trend. The scene contrasts AI tool usage with fundamental learning. Generated by Nano Banana.
The convenience of AI tools poses a growing dilemma for students: relying on them for quick answers versus engaging in the hard work of building foundational knowledge. While the allure of efficiency is strong, a movement towards prioritising true understanding and essential skills is gaining momentum. Image generated by Nano Banana.

Source

ZDNet

Summary

The rapid uptake of AI in education is fuelling concerns that students are outsourcing critical thinking and failing to build long-term skills. While AI helps with grading, planning, and coding, academics worry about “hollow” assignments that lack depth and originality. Some professors highlight students’ inability to explain code produced with AI, exposing gaps in understanding. In response, a coalition of technology faculty issued an open letter urging universities to resist uncritical adoption, warning of dependence, loss of expertise, and damage to academic freedom. Advocates argue AI should supplement—not replace—foundational skills, with careful vetting and practical use.

Key Points

  • AI is heavily used in classrooms, but risks undermining deep learning and original thought.
  • Examples show students submitting near-identical AI essays or failing to explain AI-written code.
  • Professors call for limits and redesigns to safeguard academic freedom and integrity.
  • Concerns include declining quality of computer science education and over-reliance on prompting tools.
  • Best practice is to adopt AI deliberately, ensuring it serves genuine educational purposes.

Keywords

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URL

https://www.zdnet.com/article/students-are-using-ai-tools-instead-of-building-foundational-skills-but-resistance-is-growing/

Summary generated by ChatGPT 5

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