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What Happens After A.I. Destroys College Writing?

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As artificial intelligence becomes more prevalent in the modern world of education, it puts into question what the long term changes and repercussions it will have on higher education and it alters the students think, learn, and write whilst professors change strategies in teaching to accommodate odate in an A.I.-driven world.

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A.I. cannot destroy college writing if it is simply used as a study tool, which may actually help students accelerate their learning in higher education.

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"In 2023, researchers at Harvard introduced a self-paced A.I. tutor in a popular physics course. Students who used the A.I. tutor reported higher levels of engagement and motivation and did better on those who were learning from a professor" (Hsu 13).

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A.I. is used as a practical tool by students, often used as a cheating tool to get assignments done without any thought.

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On the account of Alex, an undergraduate at New York University:

"'I'm trying to do the least work possible, because this is a class I'm not hella fucking with,' he said" (Hsu 3).

"In the end, Alex's submission received the equivalent of an A-minus. He said that he had a basic grasp of the paper's argument, but that if the professor had asked him for specifics he'd have been 'so fucked'" (Hsu 3).

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In the future, more people will start to use A.I. in order to complete thier assignments

A.I. will replace critical thinking and the thoughts of their own may become obsolete

Students will not be engaged in learning in the classroom

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Students already have their assignments done for them by a computer generated prompt. If this is the norm, then most students' work will be at the hands of A.I. with no effort by the student. It is a double-edged sword, being both convenient but harmful.

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Professors will have to resort to using more old school methods of learning in order to work around the use of A.I. in the classroom.

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Corey Robin, political science professor at Brooklyn College:

"He decided to stop assigning take-home essays. For the first time in his thirty years of teaching, he administered in-class exams" (Hsu 7).

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Courses will have to resort to old school ways of teaching after adapting to a tech based environment for the past years. Reverting back, it may be more difficult for students to cheat with A.I., but at the same time, sacrifices in convenience and technology must be done in order to get authentic work from the student body.

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As more students use A.I. and the more professors will try to work around the students' habits of using A.I., students will just find other ways to use A.I. as it develops in the future, making it easier and easier to pass school without much effort done by the student

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A.I. is changing the purpose of higher education according to students. Rather than a learning experience, many students view it as something to get done as soon as possible.

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On the account of Eugene, an undergraduate at New York University:

"'It's cheating, but I don't think it's, like, cheating,' Eugene said. He saw Alex's art-history essay as a victimless crime. He was just fulfilling requirements, not training ot become a literary scholar" (Hsu 5).

On Account of Hua Hsu, an academic writer:

"You're being taught how to do something difficult, and maybe, along the way, you come to appreciate the process of learning. But the arrival of A.I. means that you can now bypass the process, and difficulty, altogether" (Hsu 5).

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There is no point to receiving a higher education to just learn. All assignments that are designed for students to learn from will just be work to get past through using A.I. College now, to students, is to just get the degree and go into the real life while sacrificing important skills learned from college to A.I.

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On the other hand, A.I. can deepen a student’s understanding and help them engage with the material they are learning instead of breezing past it.

May, a sophomore at Georgetown:

“As a result, she was the rare student who found college somewhat relaxed. ChatGPT helped her breeze through busywork and deepen her engagement with the courses she felt passionate about” (Hsu 11).