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Date of this Version
Spring 2025
Document Type
Article
Citation
Journal of the National Collegiate Honors Council (2025) 26(1): 41–50
Abstract
While artificial intelligence is currently and justifiably a hot topic among scholars and university administrators, students are way ahead of the curve in terms of its use and application. Calling for educators to stop trying to catch AI “cheaters,” this essay provides evidence from honors and other classroom observations, student research on peer and faculty usage and attitudes, course evaluations, and external sources to demonstrate how and why generative AI can be creatively and effectively incorporated into teaching. Toward this end, practical pedagogical strategies are shared describing teaching modalities and innovative curricular design, avoiding the cognitive degradation of students, and sharing promising achievements in learning outcomes and practical skills development.
Included in
Artificial Intelligence and Robotics Commons, Curriculum and Instruction Commons, Educational Methods Commons, Higher Education Commons, Higher Education Administration Commons, Liberal Studies Commons