TLDR: Simmons University is actively addressing the increasing presence of generative artificial intelligence (AI) in higher education. Both students and professors are engaging in discussions about its evolving role, with some faculty expressing concerns about its impact on skill development, while others emphasize the importance of media literacy and responsible use. A recent poll revealed that 80% of students regularly use AI tools, highlighting the challenge of implementing outright prohibitions and the need for balanced approaches to AI integration.
Simmons University is currently grappling with the pervasive integration of generative artificial intelligence (AI) into its academic landscape, prompting widespread discussions among both students and faculty. The Simmons Voice reports that professors across various Writing Boston courses are now mandated to incorporate AI education into their syllabi, though the specific pedagogical approaches vary.
Gregory Williams, Associate Professor of Politics and Policy, articulated a cautious stance on generative AI. “If it’s generative, I’m against it,” Williams stated, emphasizing that while the technology is now unavoidable, the core purpose of higher education remains for students to ‘write, to learn how to hone their skills. AI is not helping them do that.’ Despite his reservations, Williams acknowledges the necessity of AI literacy, noting, ‘It is beneficial for students to be media savvy. So we should learn about the different types of AI. We should learn how people use them. We should learn how to use them.’ In his Athens in America section of Writing Boston, Williams includes a module on AI’s generative capabilities, focusing on the limitations of tools like ChatGPT and their implications for originality and authorship.
Conversely, in Professor Brendan Halpin’s Boston’s Neighborhoods course, discussions have centered on the ethical dimensions of AI. Lou May, a freshman Economics student, recounted Professor Halpin’s efforts to highlight the potential harm of AI, stating, ‘The main thing that [Professor Halpin] was trying to instill in us was that AI is harmful to us, because students are allowing themselves to become more ignorant by relying on these tools.’
The widespread adoption of AI by students presents a significant challenge for educators. May revealed that a class poll indicated ‘80% of the class raised their hands’ when asked about regular AI use. This widespread reliance makes outright prohibition difficult, leading Professor Halpin to ‘only follow up with encouragement to not use it.’ Professor Williams echoed these frustrations, observing that academic policies and teaching methods are struggling to keep pace with AI’s rapid integration. ‘We have the [same problem] in all of our courses, which is that people use generative AI to create their documents,’ he explained, concluding that ‘AI has become such a large part of education that it’s nearly impossible to fully avoid.’
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Despite these challenges, both students and professors recognize the value of these ongoing dialogues. May found the discussions ‘helpful for an intellectual understanding of the topic,’ while also acknowledging the deeper challenge of equipping students to navigate this evolving educational environment. Professor Williams ultimately advocates for a balanced approach rather than an outright ban. ‘AI is coming up in all our courses,’ he reiterated. ‘I just want students to use it responsibly.’ The ongoing discourse at Simmons University reflects a broader struggle within higher education to define and implement responsible AI use as technology and learning become increasingly intertwined.
