eCampus News: Is generative AI a threat or an opportunity?

Everyone is talking about ChatGPT, but perhaps none are more concerned than those of us who work in education. Earlier this year, the New York Times reported that some universities are taking proactive measures and revamping their courses in response to the new chatbot–some changes include swapping written responses for oral responses, requiring that students write their first essay drafts in class, and initiating more group work.

Read Dr. Kelly Dore’s full opinion article on generative AI and college admissions in eCampus News.

Key highlights from the article:

  • An overview of the issue: Universities need to adapt to a world where information becomes progressively more accessible through the advancement of AI technologies.
  • Tech advancements aren’t new: ChatGPT, although a relatively new tool, is similar to other technological advancements that universities have adapted to, such as students using laptops for note-taking and accessing information online — requiring students to ensure the accuracy of their research and draw meaningful conclusions.
  • Higher ed must be proactive: It’s critical that higher education institutions provide best practices for students, so that they do not become overly reliant on the technology – which will lead to a loss of critical skills.
  • The need for holistic admissions: Generative AI like ChatGPT may result in a shift away from essays and personal statements in higher ed admissions. This will potentially leading to a less holistic evaluation of applicants, emphasizing academic metrics and potentially disadvantaging students from marginalized backgrounds, highlighting the importance of implementing non-academic measures supported by research to maintain a comprehensive admissions process.