When generative AI first entered college campuses, the first concern was how students might use it. Would they use it to cheat? Would writing assignments lose their value? Would academic integrity crumble? Were the signals Higher Education provided to employers losing their value.
But as the use of AI has grown, it's clear that depending on AI goes way beyond students. Everyone is using AI to do everything from planning trips to editing papers to creating slides and everything in between. Let’s face it: even the professors previously bemoaning AI have seen it support some of their least favorite tasks.
In a recent New York Times article, “The Professors Are Using ChatGPT, and Some Students Aren’t Happy About It,” the spotlight is on those professors. Students have discovered that the very tools they’ve been warned not to use are being employed behind the scenes by their instructors. One student at Northeastern University even filed a formal complaint after finding her professor used ChatGPT to generate lecture notes and slides. Others voiced frustration at grading feedback that appeared to be AI-generated. Some students wanted better feedback and others wanted justice for what they felt was hypocrisy.
Are university students valid in their frustration? It’s hard to know. Can you blame a professor for wanting to save time? I doubt it. What if running slides or homework through ChatGPT meant they could spend more time in office hours or meeting with students? It’s a murky area for sure. While we all navigate the world of AI, our professional careers, and our personal lives, the questions aren’t going to stop coming and saving time feels good for everyone. Maybe the real question isn’t what’s “wrong” with AI but what value could AI provide? Seems like we could all dig a little deeper into AI on campuses.
According to the article, many professors are indeed relying on generative AI tools to help with course design, grading, and communication. Some say it helps them manage large class sizes or tight schedules; others describe using it as a guide or assistant. A national survey from Tyton Partners found that the number of higher-ed faculty frequently using generative AI has nearly doubled in just one year. But isn’t that the mandate most companies have sent to their employees? Use AI. Get faster. Do more. Are professors really asked to do everything by hand while the rest of the world revolves around AI?
At Kyron Learning, we don’t believe AI is the problem. We believe misaligned use of AI is the problem.
The current backlash isn’t about the presence of AI. After all, the world is using AI. The jobs those students hope to attain after college will likely incorporate AI. However, AI can do more than provide poorly routed shortcuts. Instead of hiding bad AI use, universities could promote excellent AI use.
At Kyron, AI is right in front of students, integrated into the LMS and offering support throughout their classwork and instruction.
Faculty are overwhelmed. Students want quality. Institutions need scalable solutions that don’t sacrifice learning. AI is part of life, work, and education. Kyron is a force multiplied for professors. Professors are partners with Kyron. Students are at the center of everything Kyron does. Students are at the center for every professor’s purpose.
The lesson from this article is clear: AI can’t just be faster. It has to be better. And it has to be rooted in relationships, dialogue, and pedagogy, not just shortcuts.
At Kyron, we’re helping higher ed institutions navigate this new era with tools that respect students, support instructors, and redefine what it means to learn in the age of AI.
Interested in seeing how Kyron can enhance your online courses?
Let’s talk: kyronlearning.com
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