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Date of this Version
Spring 2025
Document Type
Article
Citation
Journal of the National Collegiate Honors Council (2025) 26(1): 23–29
Abstract
Generative AI is the latest in a succession of technologies that allow us to do with machines what we used to have to do by hand. This essay argues that the elements of teaching in honors that can be automated probably should be and that it is the role of honors faculty to teach students how to distinguish superior thought from mediocre thought, good questions from great ones, and solid supporting evidence from weak or biased counterparts. Large learning models (LLMs) only collate what is already known and cannot teach thinking. As an information delivery system, AI can narrow the gap between privileged and marginalized students, giving students of all backgrounds and aptitudes access to an enormous store of information. These technologies also enable the fast learner who asks good questions to catch up with subject experts and learn from a variety of sources. Beginning there, on common ground, both faculty and students can move faster to higher-order learning.
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Artificial Intelligence and Robotics Commons, Curriculum and Instruction Commons, Educational Methods Commons, Higher Education Commons, Higher Education Administration Commons, Liberal Studies Commons