UTC business students discuss the future of AI in the classroom

Smythe Kubler, wearing a navy suit and holding a microphone, sits with other students.

Smythe Kubler (with microphone) and his debate teammates from the Gary W. Rollins College of Business discuss the shortcomings of AI in the classroom. Photo: Angela Foster.

Will artificial intelligence create a more efficient future, or will it lead to large numbers of unprepared young people entering the workforce?

On Wednesday, Nov. 12, students in the Gary W. Rollins College of Business at the University of Tennessee at Chattanooga debated questions like these as they debated the pros and cons of AI in college classrooms.

As part of the “Great AI Debate,” two student teams strategized and debated with Dr. Ravinas Alahkoun and Dr. Zahra Abdeen, professors in the Department of Data Analytics.

Smythe-Kubler, a senior finance major and sales profession minor, opposed the integration of AI in the classroom.

“They’ve done a great job,” Kubler said. “The professor who coached me was actually the coach of another team (Abdeen), but it was great talking to Dr. Ravi. I really enjoyed his presence.”

While the students are supported by their professors, Beni Aslani, Ph.D., head of the data analysis department and Rollins AI professor, said the event is an opportunity for the students to become experts.

“Instead of us as professors telling them, ‘This is this, you have to do this,’ students have different perspectives on how to implement AI effectively,” Asrani says. “We need to hear what they think about AI. That’s the best way to bring it into the classroom.”

Kuebler, a member of the student-led SMILE Fund investment team, said his experience researching and learning about AI changed his opinion.

“I truly believe that AI will have a negative impact on the community side of universities,” he says. “The common experience of struggling with deadlines, due dates and time constraints, and struggling with correct grammar undermines the critical thinking aspect of community-driven success.”

Initially, Kubler was against the use of AI, and was one of the only students on both sides of the debate who believed that AI in the classroom was not positive.

“I didn’t know which side I wanted to be on,” he said. “I’m friends with Kestutis, so I expected to be on his side. But it turns out I’m on the other side. In fact, that strengthened my case against AI so much that I don’t support AI anymore.”

Kestutis Dubininkas, a business analytics major and member of the Innovation in Honors program in the Honors College, is in favor of integrating AI in the classroom.

“I use AI in some homework assignments, obviously from an ethical standpoint,” Dubininkas said. “For example, when you write out an essay, you use it to review it and grade it based on the rubric’s grading criteria. Just say, ‘Grade it like a college professor would do,’ and you’ll get hints and advice about what you need to change to make it better.”

As president of UTC’s Data Analytics Club, he has seen the impact of AI on the university and the impact it has had on the club, saying, “AI works really well for our major and research compared to other departments.”

“AI exploded when I was in high school and then moved into college and became more structured,” Dubininkas said. “All I knew at the time was ChatGPT and Magisterium AI.

“We had to open our eyes a little bit more and look at all the different types of AI in preparation for this event.”

Students are sitting at tables talking and looking at computers.

Kestutis Dubininkas (left) prepares to discuss AI with his teammates for the Great AI Debate.

Asrani explained that these discussions are part of the innovation process. All innovations have setbacks, followed by a learning process that “leads to a new paradigm.”

“For them, this is a very relevant topic because they’re asking themselves, ‘Am I doing right or wrong?'” he says. “There’s a contradiction. They want to do their homework, get good grades, graduate, get a degree, but in the back of their minds, am I studying the right way so that I can be truly successful when I go out into the workforce?”

Asllani teaches the AI for Everyone class with Dr. Nagwan Zahry from the Department of Communication. Prior to the discussion, students in the class presented poster projects on AI concepts and potential applications.

Chris Posey, a senior majoring in human resources management, watched the debate and wanted to hear a well-known perspective.

“I’ve been in the workplace before,” Posey said. “Learning about these extracurricular activities really makes a difference. It’s not about your resume, it’s about how you actually perform on the job.”

Asrani said the discussion was an “aha” moment for some students in the class.

“I just had a few students talk to me,” he said. “They enjoyed the debate. Some of them were supposed to leave, but they stayed until the end.”

He added that the exercise helped students understand the present and future of AI. Students will recognize the problems they may face today while understanding how the world will leverage and improve AI in the future.

“We as teachers and professors need to be able to explain the future,” Asrani said of bringing AI into the classroom. “Education is forward-looking. It’s not about what it is now, it’s about where it will be in five, 10 years. In the future, organizations will use AI differently in all their applications.”

“Imagine hiring a student who hasn’t studied AI because the professor was worried that he might cheat. And here’s another student who has studied AI and is familiar with the tools. They want to hire someone who has experience in the field. It’s a paradigm shift that will have its ups and downs.”