Published Content
Examining Student Opinions about Artificial Intelligence at the University of Florida
Julia House
As artificial intelligence (AI) has advanced, it has become a prominent consideration in the academic world, sparking a range of differing viewpoints on its appropriate use. While AI in education holds great potential, it also presents limitations and ethical implications to be considered. Understanding student perspectives is valuable in the conversation about AI, and especially important in guiding its integration into academic settings, such as the shaping of academic policies. This paper serves to explore UF undergraduate student opinions on AI, revealing that they are largely open to the permissive use of AI in their work. Additionally, the results of this research suggest that while UF undergraduate students believe AI is valuable and enhances their work, many students desire clear expectations for its usage. Ultimately, this paper offers insight into the overarching opinions that UF undergraduate students hold regarding AI in the current moment.
The Ethical Implications of AI in the Composition Classroom: From Plato to Parrots and Back Again
Rebecca Cepek, PhD
This article addresses the needs of first-year writing students in regard to the use of generative artificial intelligence programs in the composition classroom. The responses to generative AI in academia have settled into three somewhat predictable patterns: complete resistance, complete acceptance, and the ever-popular middle ground. While generally, I like to avoid extremes, I am unable to do so in this case: I feel for the sake of our students, in terms of first-year writing, we must take the path of complete resistance. The various generative AI systems, as they exist now, are flawed for a variety of reasons, with deeply troubling ethical implications in terms of the environment, the information they produce, and the ways in which they share that information.
Developing Thinking through LLM-Assisted Writing: Hegelian Synthesis and Critical Thinking
Robert Deacon, PhD
Students can bypass much of the writing process and the critical thinking that comes with it when using Large Language Models (LLMs) such as ChatGPT. Single-stage writing assignments may have no value for students who use LLMs. This paper proposes Hegelian synthesis writing (dialectic writing) as a solution for this problem.
Grilling Perspectives: Debating with AI about Burgers and Sustainability
Kelsi Matwick, PhD
This lesson plan introduces debate and generative AI in both classroom and online settings. The context is tailored for courses in writing, communication, journalism, political science, humanities, or natural sciences course, aiming to explore a controversial topic and use AI.