{"id":18451,"date":"2025-04-21T07:00:48","date_gmt":"2025-04-21T07:00:48","guid":{"rendered":"https:\/\/library.udel.edu\/news\/?p=18451"},"modified":"2025-07-02T15:34:39","modified_gmt":"2025-07-02T15:34:39","slug":"ai-in-classroom","status":"publish","type":"post","link":"https:\/\/library.udel.edu\/news\/2025\/04\/21\/ai-in-classroom\/","title":{"rendered":"One Question, Many Voices: Are We Ready to Adapt AI in the Classroom?"},"content":{"rendered":"

by Mansi Gupta and Meg Grotti<\/em><\/p>\n

 <\/p>\n

In Fall 2024, graduate students from Dr. Mark Serva\u2019s independent seminar posed a bold question to the University of Delaware Library, Museums and Press: \u201cHow can we bridge the growing gap between student and faculty experiences with generative AI tools in education?\u201d<\/span>\u00a0<\/span><\/p>\n

The timing was perfect. Since 2023, the Library\u2014through its partnership with the AI for Teaching and Learning Working Group\u2014had been hosting a series of seminars exploring AI\u2019s evolving role in higher education. This created the ideal platform for students to share their research and spark a candid, cross-generational conversation.<\/span>\u00a0<\/span><\/p>\n

In November 2024, nearly 100 faculty members, academic leaders and students came together for a hybrid panel discussion, facilitated by Mansi Gupta\u2014a Master\u2019s student in Business Analytics and Information Management and Data Analyst at JPMorgan Chase. The event offered an honest look at the opportunities, challenges and ethical complexities of integrating AI into teaching and learning.<\/span>\u00a0<\/span><\/p>\n

\u00a0<\/span><\/p>\n

A Student-Led Research Effort<\/span><\/strong>\u00a0<\/span><\/h2>\n

Graduate students Mansi Gupta, Karan Kota Raju and Prachi Rao led the charge. As part of a collaborative course project on AI in higher education, they explored the rapid adoption of AI tools and their impact on learning. By engaging with UD\u2019s AI for Teaching and Learning Working Group, they gathered insights from faculty, administrators and student leaders, aiming to understand how these tools are reshaping the classroom experience\u2014for better and for worse.<\/span>\u00a0<\/span><\/p>\n

Their findings? Students are already using AI\u2014extensively. Some rely on it to break down difficult concepts, others for coding assistance, and yes, some use it to complete assignments under pressure. As one student candidly admitted during the panel: \u201cI used ChatGPT to finish an assignment, got a perfect score and told myself I\u2019d come back to learn it later. But I never did.\u201d This kind of usage highlights a major concern: AI can create the illusion of understanding without actual learning<\/span>.<\/span><\/b> However, most students aren\u2019t using AI to cheat\u2014they\u2019re using it to cope with mounting academic stress and demands.<\/span>\u00a0<\/span><\/p>\n

\u00a0<\/span><\/p>\n

When AI Becomes a Companion, Not a Crutch<\/span><\/strong>\u00a0<\/span><\/h2>\n

Not all students treat AI as a shortcut. Many use it as a personal tutor or 24\/7 teaching assistant, asking questions like:<\/span>\u00a0<\/span><\/p>\n