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Students confused about when they can use AI for which classes

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Students confused about when they can use AI for which classes

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teach more soft skills like teamwork, group communication, and planning.

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teach more soft skills like teamwork, group communication, and planning.

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Client work has challenged students in interesting ways

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Client work has challenged students in interesting ways

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Example: finding a way to fit in development and deployment with clients' existing platforms

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Or, as Libby amended, "make this worse" rather than "make this better"

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Teach students to "break things" (or make things worse) more

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Teach students to "break things" (or make things worse) more

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Could improve ability to problem solve, find edge cases

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Are there other ways to teach problem decomposition/formulation other than coding?

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Are there other ways to teach problem decomposition/formulation other than coding?

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What setup can we use for teaching agentic coding?

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What setup can we use for teaching agentic coding?

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No clear deployment strategy to let every student have the same setup

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Historical and algorithmic bias exacerbation

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Historical and algorithmic bias exacerbation

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There’s so much research out there that AI is worsening bias

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Pushback from students on critical thinking

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Pushback from students on critical thinking

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Students are used to detailed rubrics and precise instructions in some classes and therefore complain about classes where that is not the norm to encourage critical thinking. It’s very grade focused environment rather than learning focus

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We are overfitting to limitations of the current technologies

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Problem sets: static requirements doc --> interactive

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Problem sets: static requirements doc --> interactive

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That is, there is an LLM oracle that you have to interrogate to figure out what "the client" really wants you to build. (Michael Hess has experimented with this.)

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Have more assignments that are hard to steer (either through text or images). For example, there many novel visualization encodings and interactions that are hard to convey and therefore hard to implement through genai.

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Plan for modification and iteration and nuances

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Plan for modification and iteration and nuances

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Most software work involves modifying and maintaining, not created from scratch. Sometimes they're really old languages. In business, we get constraints that are very nuanced at times. We need to make sure students can understand output and modify it to work slightly differently. AI is not good at that yet in my experience.

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Using (only) Python for stats and data analysis

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Using (only) Python for stats and data analysis

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there's a major difference between speed and quality

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there's a major difference between speed and quality

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In terms of software engineering, there's lots of emerging research showing that the code gets written faster with fewer syntax errors, but the code is mroe difficult to maintain and has lots of security flaws

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Replace UMGPT reliance on chatgpt with Claude. It seems to be better than the former in every way. 

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Replace UMGPT reliance on chatgpt with Claude. It seems to be better than the former in every way. 

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From my understanding (might have updated now), UMGPT relies on ChatGPT. It can be redirected to use Claude instead.

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Teach students to critically evaluate LLM tools and products

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Teach students to critically evaluate LLM tools and products

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The students tha want to cheat will cheat. We need to focus on supporting better education than focus on punitive actions

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Connect assignments in one class with those in the next so they build on each other or at least relate

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Connect assignments in one class with those in the next so they build on each other or at least relate

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I worry about long-term effects of students skipping over the "basics" and never developing a deep understanding or expertise

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teach students about how to make their work relevant and useful to clients/stakeholders. 

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teach students about how to make their work relevant and useful to clients/stakeholders. 

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The less time that our students will be writing code in their careers, the more they need to differentiate themselves through the ability to identify what projects are worthwhile and how to communicate that work to others

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Assessments that require students to explain what they want to do and not just turn in code that does a thing.

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Assessments that require students to explain what they want to do and not just turn in code that does a thing.

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Create more space and opportunities for faculty to redesign their courses to respond to changes in the AI space. 

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Create more space and opportunities for faculty to redesign their courses to respond to changes in the AI space. 

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Do more open-ended and creative projects which encourage students to not just copy and paste LLM code.

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Do more open-ended and creative projects which encourage students to not just copy and paste LLM code.

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Reduce emphasis on things that students can easily do with LLMs such as create a regex.

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Reduce emphasis on things that students can easily do with LLMs such as create a regex.

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How to properly cite and use APA guidelines when using LLMs.

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How to properly cite and use APA guidelines when using LLMs.

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Create more assignments where there are dynamic changes to the specifications. This is often a challenge for genai systems.

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Use more group and social learning to reduce the incentive to use AI to do your work for you.

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Use more group and social learning to reduce the incentive to use AI to do your work for you.

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Build out UMGPT interface to make it comparible with the UX of other industry tools like Cursor. Students want to use ours, but the UI/UX needs improvements to encourage more use.

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Build out UMGPT interface to make it comparible with the UX of other industry tools like Cursor. Students want to use ours, but the UI/UX needs improvements to encourage more use.

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Learn various intermediate representations (data flow diagrams; decision trees; mockup languages) that are understandable to people and agents.

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After reading "Empire of AI" I have to say I have more concerns with the long-term expectation that it will be free and the even longer-term idea of how will we be judged for using data that was not legally obtained. In the context of our current UMSI task, right now 90-97% of webpages are inaccessible. That is the training data. As a teacher I can help students recognize that, but it is still a challenge.

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Radically increase expectations for what students can create

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Radically increase expectations for what students can create

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Teach about underlying technical architecture

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How to express acceptance criteria (automated or human tests)

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student tolerance for busywork or gruntwork is gone

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student tolerance for busywork or gruntwork is gone

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Or really anything AI can replicate

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work to fight adversarial student - course relationship

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work to fight adversarial student - course relationship

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Understand what verification means and how it works in agentic development 

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Understand what verification means and how it works in agentic development 

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Not rely on ITS for genai tooling, our students need to live a bit more on the edge

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Not rely on ITS for genai tooling, our students need to live a bit more on the edge

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educate students about the need for discomfort in learning

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educate students about the need for discomfort in learning

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Provide Claude Code to students or some equivalent setup with umgpt for in-class exercises

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Provide Claude Code to students or some equivalent setup with umgpt for in-class exercises

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teaching people to use AI well to help them learn (not just copy and paste)

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teaching people to use AI well to help them learn (not just copy and paste)

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Leverage AI prompting (umgpt) along side traditional methods in all/most our design classes 

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Leverage AI prompting (umgpt) along side traditional methods in all/most our design classes 

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Make sure students understand the main concepts in programming.

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Make sure students understand the main concepts in programming.

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Only making students write code on assessments.

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Only making students write code on assessments.