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| This essay from The Conversation, “A writing professor’s new task in the age of AI: Teaching students when to struggle,” reflects many of the conversations happening across our campus about the need for our students to develop their own thinking and knowledge before they can evaluate AI output effectively. It’s especially worth reading for the connection it makes between the focus on grades and outcomes that our students learned in high school and the reasons they might choose to rely on AI: “[M]any college students I meet arrive already anxious, already performing, already optimizing for the grade rather than the learning. Many have spent years learning to produce the right answer rather than to wrestle with hard questions. Before they can develop discernment about any tool, they need something more foundational: a sense of their own thinking as worth trusting.” |