National Collegiate Honors Council
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Date of this Version
Spring 2025
Document Type
Article
Citation
Journal of the National Collegiate Honors Council (2025) 26(1): 3–13
Abstract
Considering the historical significance and pedagogical impact of educational technologies on teaching and learning in higher education, authors suggest that generative artificial intelligence creates more questions than solutions for honors practitioners. What might meaningful AI literacy look like throughout a multidisciplinary honors curriculum? To what extent will generative AI level educational inequities, or create new ones? If policing AI misuse is ultimately a losing battle, how might this understanding reshape assignment design, assessment practices, and even our definitions of academic dishonesty? Drawing on examples in current teaching practice, authors observe the two sides of generative AI—one holding powerful possibilities for learning and innovation, the other highlighting tensions between academic integrity and ethics, aptitude and virtues. Noting that the values held by honors educators and their students (e.g., educational equity, scholarly achievement, and deep human connection), can be at odds with the technology, authors emphasize a collective responsibility for preparing students to use generative AI ethically, effectively, and equitably in and beyond the classroom.
Included in
Artificial Intelligence and Robotics Commons, Curriculum and Instruction Commons, Educational Methods Commons, Higher Education Commons, Higher Education Administration Commons, Liberal Studies Commons