Interviewed in The Washington Post, Dr. Rachael Zeleny, director of the Writing Program and associate professor of English and Integrated Arts at The University of Baltimore, says higher education is making strides toward the proper usage of AI in the classroom. While students may feel compelled to rely on AI platforms to help them complete assignments and handle learning-related tasks, educators are developing an understanding of where to draw the line with this technology.
Dr. Zeleny "is one of a dozen educators around the country who told The Post that they're experimenting with a different approach to student use of generative artificial intelligence this school year," the article says. "Teachers and professors are throwing out old assignments, installing new policies and protocols, and incorporating AI built for the classroom, rather than feeling forced to choose between returning to pencil and paper or acting like the AI police."
The Post article describes extended work that Zeleny did to ensure that students' work is original, and that they are learning in demonstrable ways:
"Her new lesson plan even incorporates generative AI in a controlled way to let her evaluate students' critical thinking skills. She created chatbots using BoodleBox, the university's AI vendor, that allow instructors to see both sides of the conversation."
By developing these tools, and encouraging their adoption where appropriate across UBalt's curriculum, Zeleny and her colleagues are also ensuring that college-level instruction remains relevant, flexible—and the institution's top priority.
"In a lot of ways, we have made these assignments harder, but writing should have always had more detailed checkpoints along the way," Dr. Zeleny says.
Read the article in The Washington Post.
Learn more about Rachael Zeleny.