Chances are, if you’re a student reading this, you’ve used AI for your work. In fact, you’d be in the overwhelming majority; this time last year, Forbes reported that 90% of students had used AI academically at least once.
It’s clear that AI has exploded in popularity across college campuses, and many colleges have embraced its usage. The University of Alabama itself, in its first recommended policy for faculty, suggests that professors can allow full AI usage by students so long as it is cited appropriately and no instances of plagiarism occur.
Students may have noticed that this semester, the University launched the “UA AI Experience,” a Blackboard course intended to, among other things, “build necessary skills” and “create effective prompting strategies.” All students are automatically enrolled. It appears that the University is quite open to AI use among students. But how consistently is this applied in the classroom?
Confusingly, it seems the answer is “not at all.”
Students diligent enough to read all of their syllabi this semester may have noticed a vast disparity among their professors’ AI policies. To use a personal example, I have a class that allows AI with mere citation, and another where it is outright prohibited.
Indeed, despite the adoption of an open-door AI policy at the University and some other adventurous schools, AI usage remains intensely controversial among faculty across the country. Nine in 10 faculty members believe AI use will diminish critical thinking among students, and 95% believe it will cause an overreliance on AI tools.
Research from the College Board found that despite the overwhelming majority of faculty expressing concerns about student usage of AI, 77% of faculty have used it in their professional roles themselves.
Despite being frequent users, students are also concerned about the effects of AI, and some are worried about ethical implications. CNBC found that 34% of students have reconsidered career options due to AI, and up to 42% of four-year students have given a “fair amount” of consideration to changing their major as a result of AI concerns. Gallup reported that, among students who do not use AI frequently, ethical concerns are the top reason for a lack of usage.
All of this paints a rather dreary picture. Students are concerned about the effects of AI while nearly all continue to use it. Meanwhile, the majority of faculty express steep concerns over AI usage while using it themselves for their job.
The result is obvious enough: every syllabus in every class has a unique AI policy which may be at odds with the university’s own position and, in fact, the professor’s personal usage.
Inconsistency is the best way to describe AI policies at The University of Alabama. What is the use of enrolling every student in a class about AI use if they are going to have to subordinate those lessons to whatever their professor’s preferences are? If the University truly believes that AI is necessary and useful for student achievement and success in the job market, should this not be reflected in the syllabi that every student who attends is required to abide by?
If the Capstone truly wants students to be able to engage with AI in an effective, ethical and safe manner, it should start by putting coherent rules in classrooms regarding what is and is not allowed, rather than leaving it up to each professor to put their own limits on one of the biggest innovations of the 21st century.
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