Artificial intelligence is reshaping many aspects of modern life, and education is no exception. At the University of Idaho, we recognize both the tremendous opportunity to use these new tools to enhance our pedagogy and the need to train our students on how to use generative AI effectively and efficiently. AI systems like ChatGPT and Google Gemini provide learning modes that allow students to engage with material in a dynamic and personalized way, and products like NotebookLM give students new ways to organize and query notes and course materials. When used well, AI can serve as a powerful productivity tool and an intelligent learning partner that adapts to where students are and helps them master material more effectively. And while the future is uncertain, employers will prioritize hiring graduates with the skills to leverage AI to increase productivity.
But the same technology that can increase understanding can also provide shortcuts that undermine it. The University of Idaho’s mission focuses on cultivating students’ critical thinking, creativity, and independent reasoning so that they are prepared to grow and overcome challenges they may face in the future. These are skills that cannot be replaced by algorithms. However, mastering these skills requires building a foundation of more fundamental competencies. This ability is often what generative AI excels at, making it easy and appealing for students to use AI as a shortcut. When students choose to use generative AI to replace their thinking, they risk handicap their future learning.
Dr. Joel Glad of the University of Western Idaho[1] Here are two principles that we think will help you use AI in your classroom. The first is called the cognitive dimension, which states that AI should not be used to replace or reduce student thinking. Students must remember that the actual product of their course assignments is not the product requested by the professor (e.g., essay, research report, problem set, etc.), but the knowledge gained by producing the product. AI can help students create these artifacts faster, but it should not be used to compromise the quality of learning. The second is an ethical aspect, stating that students should be transparent about their use of AI. If possible, students should list where and how AI is being used and ensure that it complies with their course and school policies. As we navigate this evolving landscape, our challenge – and our opportunity – is to teach students how to use AI ethically and effectively, ensuring that technology remains a tool for learning, not a replacement for it.
The future of AI remains uncertain. The technology is still incredibly new and rapidly evolving, and the answers to questions about how best to use AI will evolve as the technology advances. Although this future remains uncertain, we at the University of Idaho continue to adapt our educational and ethical guidelines to align with these advances, and the liberal arts education that is core to the University of Idaho’s mission equips our students with the critical thinking skills necessary to adapt to this uncertain future.
For information only: Course policies related to ChatGPT and other AI tools – Google Docs
