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Publication Date
Spring 2025
Description
To what extent should college teachers guard against student use of AI? To what extent should we endorse and regulate the use of AI to enhance student learning? How can this be done? In this presentation, I share the results of a semester-long experiment in the use of AI for learning with students at St. Mary’s. Participants were registered for two distinct sections of a course in theology. Students in the control section were instructed not to use AI without explicit permission. Students in the experimental section were trained in AI prompting, required to use AI to work toward their learning goals, and asked to report on their interactions with the machine. The results point to several key distinctions that ought to inform AI classroom policy, including product-oriented v. process-oriented use of AI and plagiarism v. self-replacement. Survey data also point to existing AI habits and priorities among students with significant pedagogical implications.
Digital Publisher
Digital Commons
Collection
Showcase Presentations-2025
Format
Medium
Powerpoint