TLDR: Princeton University’s newest cohort, the Class of 2029, is actively integrating artificial intelligence tools like ChatGPT into their academic and daily lives, reflecting a significant shift in AI adoption compared to previous classes. This widespread use has prompted faculty, particularly in the humanities, to reevaluate teaching methods and policies regarding AI.
Princeton University’s incoming Class of 2029 is demonstrating a notable embrace of artificial intelligence, with a substantial portion of students utilizing generative AI models such as ChatGPT. This trend marks a significant increase in AI adoption among students, prompting discussions and adaptations within the university’s academic framework.
According to data from entering students, over half of the Class of 2028 reported having ‘rarely or never’ used generative AI products during their high school years. In stark contrast, for the Class of 2029, who had access to tools like ChatGPT throughout most of their high school education, this figure dropped to 28 percent. This indicates a growing familiarity and reliance on AI technologies among the newest generation of university students.
Meredith Martin, an English professor and faculty director of the Center for Digital Humanities, highlighted the challenge this presents: ‘If students, especially the generation that’s coming in right now, went through high school using [AI], it’s going to be really, really hard for them to stop.’ This sentiment underscores the need for educators to adapt to the evolving technological landscape.
For many, generative AI has become a transformative tool, revolutionizing coding, automating routine tasks like email composition, and even surpassing traditional search engines as a reference resource. However, this rapid integration has also sparked considerable anxiety among humanities professors.
Professor of History D. Graham Burnett, in an article for The New Yorker, posed a critical question: ‘Will the humanities survive artificial intelligence?’ This reflects a broader concern within the academic community about the impact of AI on foundational skills.
In response, humanities professors at Princeton are exploring various approaches to integrate or manage AI in their classrooms. Some have opted for outright bans on AI use, converting traditional paper-based assessments into in-class exams to ensure original thought. Others are attempting to work collaboratively with AI, emphasizing transparency and requiring students to disclose any AI assistance in their research and writing. A third group is actively encouraging AI use, recognizing its potential as a learning and research aid.
Despite these varied strategies, a common thread of concern remains: the potential for AI to profoundly affect critical thinking and writing skills. Professor of English and the English Department’s Interim Director of Undergraduate Studies Jeff Dolven noted, ‘For a long, long time, writing has been a way that we’ve had of teaching thinking.’ The widespread use of AI raises questions about how these essential cognitive processes will be fostered in an increasingly AI-integrated educational environment.
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The Daily Princetonian’s analysis of responses from the 2029 Frosh Survey provided the foundational data for understanding how this youngest class is utilizing AI models across different fields and in various settings.
