{"id":2906,"date":"2025-12-08T11:27:21","date_gmt":"2025-12-08T16:27:21","guid":{"rendered":"https:\/\/sites.miamioh.edu\/mu-regional-pulse\/?p=2906"},"modified":"2025-12-09T16:05:02","modified_gmt":"2025-12-09T21:05:02","slug":"ai-in-higher-education-where-caution-and-curiosity-meet","status":"publish","type":"post","link":"https:\/\/sites.miamioh.edu\/mu-regional-pulse\/2025\/12\/ai-in-higher-education-where-caution-and-curiosity-meet\/","title":{"rendered":"AI in Higher Education: Where Caution and Curiosity Meet"},"content":{"rendered":"\n
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By Clare Sherman —<\/p>\n<\/blockquote>\n\n\n\n

Artificial Intelligence (AI) is rapidly changing all aspects of our lives. Adults use it to generate travel itineraries, kids are increasingly turning to chatbots as companions, and according to the Higher Education Policy Institute, 92% of students use it in their school work<\/a>.<\/p>\n\n\n\n

Although there is no official definition of AI, NASA refers to it as \u201ccomputer systems that can perform complex tasks normally done by human reasoning, decision making, creating, etc.\u201d In what is considered the 4th Industrial Revolution, the age of Artificial Intelligence marks the emergence of humans and technology thinking alongside one another. John McCarthy created the term \u201cartificial intelligence\u201d in 1955, and since then, simple chatbots and chess-playing machines have paved the way for the breakthrough technology we use today.<\/p>\n\n\n\n

In 2022, OpenAI released ChatGPT, a large language model (LLM) that can predict and analyze human language and is available for mass public use. Students felt they had hit the jackpot, using ChatGPT to generate entire essays and homework solutions in seconds, and disrupting typical teaching methods. At the same time, AI technology has infiltrated the business sector, including healthcare and customer service, and further AI advancements will continue to affect the everyday person.<\/p>\n\n\n\n

With AI\u2019s growing importance in daily life, higher education has begun to embrace this technology, integrating it into classrooms and conducting research on how it can best enhance education. Universities recognize that current students will likely use AI for the rest of their lives, so preparing them for the future is crucial. Reshaping educational learning, however, raises concerns about the negative impacts of AI. Students and faculty alike experience firsthand how excessive AI use diminishes foundational learning skills and creates ethical challenges, leading them to question the function of higher education.<\/p>\n\n\n\n

Here, we will take an in-depth look at how AI technology is disrupting and reshaping the educational experience at Miami University, drawing on detailed insights from Miami faculty and local professionals. Because AI implementation most significantly impacts the student body, this article also features perspectives from an anonymous survey of 45 Miami students.<\/p>\n\n\n\n

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AI and the Workforce<\/h2>\n\n\n\n

To understand the push for Artificial Intelligence in higher education, its role in the workforce must first be explored. A growing number of businesses, around 88% in 2025<\/a> according to McKinsey & Company, use AI technology in some capacity. AI can easily complete repetitive tasks in work environments, such as resume reviews and scheduling. Supporters of AI\u2019s role in higher education argue that students must be AI literate to prepare them for future careers.<\/p>\n\n\n\n

AI is defining everyday workplaces.<\/strong><\/p>\n\n\n\n

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Kendra Ramirez is the creator and owner of KR Digital<\/a>, a local digital company that offers businesses AI training and other technological services. As a professional with 20 years of experience running a digital agency and over 7 years of experience working with AI tools, Ramirez has an intimate understanding of the business sectors\u2019 relationship to emerging technology. \u201cAI is not a department,\u201d says Ramirez, \u201cIt\u2019s in the fabric of all we\u2019re doing.\u201d<\/p>\n\n\n\n

She compared AI\u2019s infiltration of daily life to the internet, which defined the 3rd Industrial Revolution. Companies and workers currently attend AI training, and the technology may feel distant, yet using it will eventually become second nature. \u201cWe don\u2019t go to an internet conference,\u201d jokes Ramirez.<\/p>\n<\/div>\n\n\n\n

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According to Ramirez, she\u2019s worked with clients across all industries on AI implementation, including marketing, legal, HR, and accounting. Surprisingly, the field most rapidly incorporating AI technology is healthcare. <\/p>\n\n\n\n

While many workers feel threatened by AI\u2019s growing presence in the workplace, Ramirez explains that the goal is not human takeover, but rather efficiency. \u201cLet\u2019s face it,\u201d she says, \u201cthere aren\u2019t enough humans to get the work done, so something has to give.\u201d Ramirez and other AI enthusiasts see it as a personal assistant that aids in workloads and decreases human burnout.<\/p>\n<\/div>\n<\/div>\n\n\n\n

Employers look for AI literacy.<\/strong><\/p>\n\n\n\n

Given all that AI has to offer to businesses, Ramirez believes that graduates with strong AI literacy have an advantage in today\u2019s job market. Employers look for candidates equipped with the necessary skills, and considering the newness of widespread artificial intelligence, right now, this simply means a basic understanding of AI tools. A mixture of hands-on experience and strategy tactics, such as brainstorming and prompting, are skills that every AI-literate employee should have. At over 160 artificial intelligence seminars Ramirez has given, she tells audiences that, above all, leaning into curiosity is the most important form of preparation.<\/p>\n\n\n\n

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\u201cAI is not a department. It\u2019s in the fabric of all we\u2019re doing.\u201d<\/p>\n\n\n\n

Kendra Ramirez<\/p>\n\n\n\n

Owner and Creator, KR Digital<\/p>\n<\/blockquote>\n<\/div><\/div>\n\n\n\n

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Considering current business practices, other experts agree with Ramirez that simple literacy is key preparation for students. After all, only recently has artificial intelligence begun to shift business operations. John Burke, the head librarian and library director at Miami Middletown and an artificial intelligence resource for faculty and students, worries that this is a challenge for graduates entering the workforce. <\/p>\n\n\n\n

Prioritizing their business practices, AI training companies aren\u2019t often vocal about how businesses are implementing the technology. \u201cIt makes it harder for a student coming into [the workforce] to know exactly what they should be doing,\u201d Burke remarks. Nonetheless, he believes that as time passes, companies will become more transparent about their exact AI practices. And in the meantime, students should prepare by practicing baseline skills.<\/p>\n\n\n\n

Gearing up for an AI-driven world.<\/strong><\/p>\n\n\n\n

To those who want to ensure their confidence with AI tools, Ramirez recommends free online training from Microsoft, Google, LinkedIn Learning, and YouTube. Community learning groups are another way to expand knowledge, and CincyAI<\/a> is a free, local organization that meets monthly. \u201cAI literacy,\u201d says Ramirez, \u201cis someone having a job versus not having a job.\u201d<\/p>\n\n\n\n

The state of Ohio is working hard to prepare all age groups to use artificial intelligence, creating literacy kits for K-12 and parents alike. Also, being mindful of AI preparedness in universities, Ramirez is glad to see how enthusiastically they\u2019re adapting. \u201cIf [universities] say \u2018Hey, you can\u2019t use AI,\u2019 [they\u2019re] not preparing students for the future.\u201d<\/p>\n\n\n\n

How strongly should higher education prioritize workforce preparation?<\/strong><\/p>\n\n\n\n

The growing emphasis on preparing students for the AI-driven workforce is worrisome to many, who fear that if universities get carried away with AI implementation, it may damage the quality of education. Dr. Linh Dich, an associate professor of English at Miami University, points out that foundational skills\u2014leadership, communication, and trustworthiness\u2014will ultimately lead students to success as they navigate careers throughout adulthood. \u201cWe should teach students how to be students,\u201d she says.<\/p>\n\n\n\n

After all, when students respond to AI implementation in classrooms with overreliance, by letting it solve problems for them or replacing collaboration, they risk lacking skillsets that employers value. Prof. Dich and other concerned educators believe that universities should better communicate the importance of skills that artificial intelligence can\u2019t provide.<\/p>\n\n\n\n

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Surveyed students echo these concerns, wondering whether AI will compromise their ability to excel in future careers. \u201cI worry that people will make their way through college without learning what they need in the workforce, and will continue to rely on AI throughout life,\u201d states one respondent. <\/p>\n<\/div>\n\n\n\n

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Interestingly, only 22.2% of student survey respondents believe artificial intelligence in the classroom is necessary to prepare them for the modern workforce, with around 36% believing it is somewhat needed in classes, and over 42% believing it is not important at all. <\/p>\n<\/div>\n<\/div>\n\n\n\n

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In other words, these numbers show that most students aren\u2019t convinced that using AI in the classroom is essential for career readiness. This uncertainty contrasts with the University\u2019s enthusiasm for AI integration.<\/p>\n\n\n\n

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AI in Higher Education<\/h2>\n\n\n\n

Universities foster the journey young adults take towards becoming active members of society, helping them think independently, communicate effectively, and confidently pursue their interests as they mature. With many entering college as an investment for future careers, universities are expected to prioritize workforce training; however, the arrival of artificial intelligence has increased the urgency regarding the true purpose of higher education. How do universities strike an appropriate balance between creating technically skilled workers and cultivating personal development?<\/p>\n\n\n\n

Faculty reactions to AI vary.<\/strong><\/p>\n\n\n\n

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Among the conversations about AI\u2019s role in higher education is its appropriate level of implementation. Brenda Quaye, the Assistant Director of Academic Integrity at Miami University, has seen a variety of faculty responses since AI’s popularization in 2023. <\/p>\n\n\n\n

Some, she says, have approached the change with excitement, while others have been more skeptical, mindfully arguing that \u201cit has a time, a place, and a purpose.\u201d Though several faculty members initially resisted bringing AI into the classroom, many have begun accepting its presence as conversations about its importance have increased.<\/p>\n<\/div>\n\n\n\n

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Burke sympathizes with faculty who are skeptical of AI, noting that challenges arise from its misuse. \u201cWe\u2019re at a point where faculty are fearful,\u201d he says. As much as these issues require careful attention, Burke believes that universities can\u2019t avoid helping students with the technical skills employers need. His advice is for faculty to implement AI in small increments by asking, \u201cWhat might [it] do in my field?\u201d<\/p>\n<\/div>\n<\/div>\n\n\n\n

Faculty are experimenting with AI integration.<\/strong><\/p>\n\n\n\n

While all faculty are encouraged to use AI in the classroom, they understand that its appropriateness depends on the course. Dr. Leah Henson, a Senior Lecturer at Miami Regionals and the Director of the Center for Teaching and Learning, uses her linguistic course on formal reasoning to illustrate this idea. In this instance, AI use would undermine her course\u2019s learning outcomes, which include self-sufficient critical thinking.<\/p>\n\n\n\n

Although Dr. Henson feels strongly about deterring AI misuse and prioritizing self-sufficiency in the classroom, she\u2019s among the faculty who support student exposure. \u201cAs long as it\u2019s going to be around,\u201d she says, \u201cwe\u2019re doing a disservice to students if we just completely ignore it.\u201d Even in her formal reasoning course where AI use can potentially hinder student growth, Henson will enter a problem into a large language model and have the class discuss the generated answer. This way, students become comfortable with AI tools while being able to critique generated information, and no lines are crossed.<\/p>\n\n\n\n

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\u201cWe\u2019re doing a disservice to students if we just completely ignore it.\u201d<\/p>\n\n\n\n

Leah Henson<\/p>\n\n\n\n

Ph.D., Senior Lecturer at Miami University in the Department of Languages, Literatures, and Writing, and the Director of the Center for Teaching and Learning<\/p>\n<\/blockquote>\n<\/div><\/div>\n\n\n\n

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Dr. Jennifer Yamashiro is another faculty member who is skeptical of AI\u2019s role in academic settings, yet is open to its presence in certain situations. As a professor of Art History at Miami Regionals, Dr. Yamashiro has been tinkering with artificial intelligence for the past several months and has found it useful for teaching preparation. For example, if she finds herself wanting to add a topic to her lecture but has minimal preparation time, she tasks AI with creating an organized PowerPoint presentation.<\/p>\n\n\n\n

In both her career as an instructor and personal life, Dr. Yamashiro feels comfortable using AI for general inquiries, like asking how to improve the tone of an email. \u201cI like AI as a thought partner,\u201d she says; however, when it comes to allowing AI use for student work, she\u2019s hesitant.<\/p>\n\n\n\n

Because AI can be misused for unauthorized assistance, Dr. Yamashiro\u2019s assignments don\u2019t regularly include it as a component. Still, she has cautiously incorporated it into the classroom for the sake of student exposure. Last spring, she guided a class through a brainstorming session with LLM Google Gemini as a part of research for their final project. Also, like Dr. Henson, she likes the idea of having AI answer questions in class and getting students\u2019 thoughts on the generated answers. Including artificial intelligence in the classroom, she says, benefits students by engaging them. \u201cAssignments that might seem boring to [students] could be more fun if AI were used as a component,\u201d she reflects.<\/p>\n\n\n\n

This semester, Dr. Yamashiro hasn\u2019t allowed any of her students to use AI due to the online format of her courses. Distant learning on the faculty end requires significant attention towards the students\u2019 writing style and thought processes, and she believes allowing AI use would add difficulties to an already delicate arrangement.<\/p>\n\n\n\n

Students are experimenting in their own way.<\/strong><\/p>\n\n\n\n

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From the opinions of 45 Miami students come both apprehensions and optimism for AI use. Among the top ways survey respondents use AI are brainstorming, proofreading, and summarizing readings. Over 15% of students claim to use AI for writing assignments and essays, indicating that a significant number of students meaningfully affect classrooms with suspicious AI use.<\/p>\n\n\n\n

Miami students have also found creative uses for AI, including explaining difficult concepts. \u201c[AI] makes it easier to understand things that professors don\u2019t dive deep into or explain well,\u201d writes one respondent. In other instances, students use AI to organize tasks, create study guides, and even compare assignments to the rubric.<\/p>\n<\/div>\n\n\n\n

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While concerns about AI vary, guilt is one emotion that many respondents seem to feel concerning its use. \u201cIt feels disingenuous, and like I\u2019m cheating on my work,\u201d one respondent explains, adding, \u201cI like to do and see stuff thought up by humans and not AI.\u201d<\/p>\n\n\n\n

Ramirez has come across countless students with similar guilt. Believing that AI fears should be appropriately handled, she helps students think about its role differently. \u201cDo you feel guilty using a formula inside an Excel spreadsheet?\u201d Ramirez asks students, stressing AI\u2019s role as a tool.<\/p>\n<\/div>\n<\/div>\n\n\n\n

AI in the classroom cannot and should not be universal.<\/strong><\/p>\n\n\n\n

Dr. Henson and Dr. Yamashiro are among many faculty members who are moving towards cautious acceptance of AI, while keeping its use within appropriate boundaries; however, Quaye doesn\u2019t see a future where AI will be implemented in every course. \u201cFaculty members must be able to teach in the way they need to teach,\u201d she says. Individual faculty members are encouraged, but not required, to contribute to AI exposure. Therefore, if the university wants to ensure every student has AI literacy, that will likely take the form of a separate, required course.<\/p>\n\n\n\n

Adding to the conversation, Dr. Henson explains the importance of flexible AI guidelines by comparing them to differing work environments. At one job, using Microsoft Office may be the norm, while at another, using Google Workspace is required. Just like adaptability is needed to move from one workplace to another, students are responsible for navigating each classroom\u2019s rules on artificial intelligence use.<\/p>\n\n\n\n

Practical and pedagogical concerns complicate AI implementation.<\/strong><\/p>\n\n\n\n

Despite artificial intelligence steadily making its way into classroom practices, several concerns remain about AI in higher education. Among these are practical and pedagogical concerns. Burke notes that, as artificial intelligence tools advance, it may be difficult for the university to keep up financially, as the most helpful features of AI tools often require a paid subscription. Already, Miami students have an account with Google Gemini automatically set up, but it only allows students to access the simplest features.<\/p>\n\n\n\n

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\u201cWe have to be mindful of what we expect students to be able to do.\u201d<\/p>\n\n\n\n

Dr. Jennifer Yamashiro<\/p>\n\n\n\n

Ph.D., Teaching Professor of Art History at Miami University<\/p>\n<\/blockquote>\n<\/div><\/div>\n\n\n\n

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This paywall also affects teaching choices. Wanting to make a class project more interesting, Dr. Yamashiro discovered an AI presentation generator that turns a picture and a set of notes into an animated video presentation. However, she was disappointed to then discover that she couldn\u2019t act on the idea because users can only go so far before having to pay a fee. \u201cWe have to be mindful of what we expect students to be able to do,\u201d she says.<\/p>\n\n\n\n

Practical AI concerns like paywalls create barriers to getting the most out of AI tools, but pedagogical concerns, including threats to information literacy and writing capabilities, make faculty wonder if AI does more harm than good.<\/p>\n\n\n\n

When discussing AI misuse at orientations, Quaye notices that it\u2019s often parents who call for AI normalcy inside the classroom. They argue that, because they use AI daily for work-related purposes, their children must start using it regularly. \u201cYou know if what AI is giving you is good or not,\u201d she explains to them, \u201cbecause you have knowledge about your job.\u201d First-year students, who have a beginner-level understanding of topics, can\u2019t evaluate if the information AI tools generate is accurate. Establishing fundamental skills without relying on a tool is essential, argues Quaye.<\/p>\n\n\n\n

Among the fundamental skills threatened by AI are skills related to writing. Faculty worry that LLMs like ChatGPT and Gemini are particularly misused in generating entire essays. \u201cHaving AI write up texts for you is a huge responsibility on the student’s part,\u201d says Burke. \u201cJust the possibility of AI doing everything [for them] is very concerning.\u201d He sees that more caution is needed, as students often view AI-generated writing as \u201cperfect and glossy.\u201d<\/p>\n\n\n\n

While the common narrative is that students over rely on AI-generated writing to avoid work, some students feel pressured to rely on AI, turning to it because they believe their writing skills don\u2019t measure up. The catch with AI writing, says Dr. Henson, is that it may impress novice writers with professional grammar, but it lacks meaningful substance. \u201cThe difference is night and day,\u201d she says about AI-generated writing versus student writing.<\/p>\n\n\n\n

AI has helped me build confidence in what I\u2019ve written, and clarify that I\u2019m understanding what I\u2019m learning.<\/em><\/p>— Miami student survey respondant<\/cite><\/blockquote><\/figure>\n\n\n\n

Quaye worries that students don\u2019t realize the larger implications of mass AI-generated writing in the classroom. It\u2019s an issue when faculty review the papers of 40 students, and 15 of them include similar AI-generated writing. This evasion of honest work results in a lack of original discussions. \u201cIf we\u2019re talking about adding to a scholarly conversation,\u201d says Quaye, \u201cwhether it is in the classroom or adding to research, I think we\u2019re going to lose out.\u201d<\/p>\n\n\n\n

Part of the issue with AI overuse is that students won\u2019t learn to be comfortable with making mistakes. Prof. Dich credits writing as a process that \u201cexpands thinking in a way other skills can\u2019t,\u201d saying that learning how to communicate ideas compellingly is incredibly meaningful. Failure is a part of this process, and Dr. Dich warns students that they\u2019re doing a disservice to themselves by using ethically dubious AI shortcuts.<\/p>\n\n\n\n

On a larger scale, Prof. Dich connects this issue with the broader pattern seen in higher education: a tendency for institutions to prioritize perfectionism. Because of this, students often hold themselves to unattainable standards, and the integration of artificial intelligence has already begun compounding the problem.<\/p>\n\n\n\n

Responsible AI practices are encouraged to enhance educational learning.<\/strong><\/p>\n\n\n\n

Overreliance on artificial intelligence prevents student development, and professionals instead recommend responsible use that benefits educational learning. Burke encourages students to use AI for research tweaks, brainstorming, and grammatical checks. These are small-scale tasks, and he aims to prevent students from trusting AI algorithms too much for more significant work. \u201cThere\u2019s not enough basic understanding of what some of the pitfalls are,\u201d he remarks, which includes AI\u2019s tendency to pull information from made-up sources. Students, he says, should look at AI as an efficiency tool so that it can free up time for higher-level thinking.<\/p>\n\n\n\n

After working with university students, Ramirez notes that responsible AI use starts with student accountability. \u201cStudents are literally copying and pasting directly out of ChatGPT,\u201d she says, adding, \u201cI always encourage them not to check their brains at the door.\u201d She wants students to realize that AI can elevate their thought processes. Using it as a co-creator and asking it to challenge ideas is more rewarding than letting it do all the work.<\/p>\n\n\n\n

When it comes to faculty, Ramirez recommends using specific AI-monitoring practices to maintain control of the classroom. She stresses that allowing students to use AI must involve them \u201cshowing their work,\u201d meaning all prompting, refining, and compiling activities. Additionally, Ramirez wants to see AI used to generate personalized learning plans, allowing professors to accommodate for visual, auditory, and kinetic learning styles.<\/p>\n\n\n\n

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AI Misuse<\/h2>\n\n\n\n

Since AI tools like ChatGPT and Gemini have become a regular part of student learning, AI misuse has become a widespread issue in higher education. As the Assistant Director for Academic Integrity, Quaye notes that last academic year, over 52% of academic integrity cases at Miami involved AI dishonesty. AI has become the new \u201ccheating tool\u201d for students struggling to get work done. \u201cIt used to be copying a friend’s work or Googling,\u201d says Quaye, but now, \u201cit\u2019s AI.\u201d<\/p>\n\n\n\n

During the current fall semester, Quaye states that although the proportion of AI misuse in integrity cases has increased, the overall caseload has decreased. Dr. Henson also noticed a drop in cases. Last spring, she reported around 25%-30% of students misusing AI; however, only 10% were reported this Fall. The two associate the change with growing student suspicion and a lack of faculty reporting.<\/p>\n\n\n\n

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\u201cIt used to be copying a friends work or googling. Now it\u2019s AI\u201d<\/p>\n\n\n\n

Brenda Quaye<\/p>\n\n\n\n

Ph.D., Assistant Director for Academic Integrity at Miami University<\/p>\n<\/blockquote>\n<\/div><\/div>\n\n\n\n

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How misuse shows up in the classroom.<\/strong><\/p>\n\n\n\n

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Tasking ChatGPT with completing assignments allows students to bypass key steps in educational development, like researching, analyzing, and writing. Faculty are grappling with what AI-generated assignments mean for their courses, as students now possess an incredibly accessible cheating method. Dr. Yamshiro first noticed AI in student work when she recognized the predictable patterns of AI writing; also, suspiciously advanced vocabulary led her to ask students, \u201cDo you have previous art history experience that I\u2019m not aware of?\u201d<\/p>\n\n\n\n

Students using AI to complete assignments quickly got out of hand, as Dr. Henson noticed it being used even for low-stakes, reflective assignments. AI overuse is also a concern among students, with one survey respondent noting that \u201cmany students use AI for all<\/em> their assignments.\u201d<\/p>\n<\/div>\n\n\n\n

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Across the board, faculty are aware that AI misuse often doesn\u2019t stem from malice. \u201cI think students are overworked,\u201d says Prof. Dich, recognizing that AI is an accessible way out for them during stressful times. Quaye adds that \u201cstudents don\u2019t come to college planning to cheat,\u201d noting that desperation is a driving force behind many dishonest actions.<\/p>\n\n\n\n

The ease with which AI can complete a last-minute assignment also concerns Miami student respondents, who worry about becoming desensitized to using it. \u201cIt’s a slippery slope and impossible to control,\u201d says one student respondent about using AI. Another says, \u201cI see so many people becoming horribly dependent on it. Sometimes, I even feel like I\u2019m being dependent on it.\u201d<\/p>\n<\/div>\n<\/div>\n\n\n\n

Faculty attempt to deter AI misuse with flexibility and transparency.<\/strong><\/p>\n\n\n\n

Faculty are mindful of student struggles and are making honest efforts at deterring AI use. At faculty workshops led by Henson, Quaye, Dich, and others who are on the forefront of dealing with AI misuse, participants are encouraged to be flexible with due dates. If they communicate with students that they prefer extending deadlines to cheating, students feel less pressured to turn to AI in a pinch. Built-in fail-safes give students a fallback, such as a handful of 24-hour \u201cno questions asked\u201d extensions.<\/p>\n\n\n\n


Another crucial component of deterring AI misuse is transparency and communication. Being clear on whether AI use is allowed on course assignments is necessary and should be included in the course syllabus. Professors are also encouraged to be honest in communicating with students about how AI misuse affects them, as the issue is both exhausting and disheartening to educators. Since the increase in AI misuse cases, Prof. Dich explains that the significant energy spent handling the disruption has taken time away from course prep and student feedback.<\/p>\n\n\n\n


Since Quaye relates several AI dishonesty cases to inadequate writing skills, faculty are encouraged to help their students with resources. For example, students\u2019 writing ability and confidence can be increased with quizzes on paraphrasing, quoting, and citing. Students can also access the free tutoring that is always available to them at the Tutoring and Learning Center.<\/p>\n\n\n\n

Students are concerned about false accusations.<\/strong><\/p>\n\n\n\n

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Among student survey respondents\u2019 concerns is \u201cgetting flagged for using [AI] when I didn\u2019t.\u201d Getting placed in a situation where they receive sanctions for honest work, simply because an AI-detector claimed their work was AI-generated, is a real fear among the student body.<\/p>\n\n\n\n

Quaye assures that AI-detectors do not hold up as sole evidence in an official academic integrity case, and instead, solid evidence often comes from personal observations. \u201c[Faculty] know what is typical and what is not,\u201d says Quaye. When a student\u2019s assignment differs from their usual work or the class\u2019s work, or includes content outside of course materials, faculty realize that academic dishonesty is present.<\/p>\n<\/div>\n\n\n\n

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Students also get the chance to defend their work to the Office of Academic Integrity. From listening to countless students walk through how they completed their assignments, Quaye concludes that many cases come from students simply not realizing that they misused AI. <\/p>\n\n\n\n

At this point, she views the case as an opportunity to educate students; after all, there are currently not enough university resources that equip students to avoid AI misuse.<\/p>\n<\/div>\n<\/div>\n\n\n\n

Serious consequences come from AI misuse.<\/strong><\/p>\n\n\n\n

The University Policy Library<\/a> separates sanctions for academic dishonesty, of which AI misuse is a part, into first and second offenses. Considered low-severity, a first violation of the Academic Integrity policy can result in a grade of zero for the assignment. Additionally, a reduction in the course\u2019s final grade is applied, and the student is required to participate in a $200 online academic integrity workshop.<\/p>\n\n\n\n

For a second academic integrity offense, students receive more serious consequences. A final grade of F or Y (no credit) is applied, and a notation of \u201cAcademic Dishonesty\u201d will likely appear on their transcript. A workshop with the academic integrity staff is also required after a second offense.<\/p>\n\n\n\n

Anyone who uses AI is looked at like a \u201cdirty cheater\u201d and I wish people who use it to brainstorm ideas or to reinforce their understandings of concepts weren\u2019t judged.
<\/p>— Miami student survey respondant<\/cite><\/blockquote><\/figure>\n\n\n\n

Changing attitudes on campus.<\/strong><\/p>\n\n\n\n

Quaye and Henson relate the recent drop in AI-misuse cases to changing student attitudes and a lack of faculty reporting. Because faculty are more clearly communicating their AI guidelines, students better understand when AI can\u2019t be used. Also, students are increasingly upset at the ethical challenges posed by AI use. In Prof. Henson\u2019s classroom, many students won\u2019t use AI because they believe it hinders their creativity and damages the environment.<\/p>\n\n\n\n

From the faculty side, Quaye believes that cases have decreased due to the difficulty in confirming and reporting AI misuse. Dr. Yamashiro confirms that she\u2019s stopped checking for AI misuse because the process is \u201cconsuming and discouraging.\u201d Instead, her mindset is that students who misuse AI tools won\u2019t gain the necessary skills of honest students.<\/p>\n\n\n\n

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University Resources<\/h2>\n\n\n\n

Keeping students and faculty up to date on AI advancements and workforce trends is crucial to Miami University’s administration. While faculty are encouraged to experiment with AI practices that build on their course content and teaching style, university resources aim to inform about broad AI practices. Moreover, writing and learning centers guide faculty in creating assignments for the modern student.<\/p>\n\n\n\n

So far, the university lacks AI misuse resources, despite the relationship between academic dishonesty cases and artificial intelligence being undeniable. Faculty believe that the university should better communicate to students the cautionary aspects of using AI.<\/p>\n\n\n\n

Educational support services help students and faculty become comfortable with AI.<\/strong><\/p>\n\n\n\n

Miami libraries, Academic Affairs, the Regionals Tutoring and Learning Center, and the Howe Writing Center are all Miami educational support services with AI guidance. As a part of their guidance, Gardner-Harvey Library\u2019s online resources<\/a> provide details on which AI tools are trustworthy, how to create a prompt, and how to research with AI.<\/p>\n\n\n\n

\u201cAI in Teaching<\/a>\u201d is an Academic Affairs webpage that helps faculty adapt to AI. Intending to approach AI tools as education enhancers rather than disruptors, the resources encourage implementation at the faculty\u2019s discretion. To ensure responsible faculty use, Academic Affairs covers AI-detection methods, student privacy, and transparent AI policies.<\/p>\n\n\n\n

The Howe Center for Writing Excellence, among other things, gives access to research workshops completed in 2023. Tasked with an AI-centered question, several groups wrote about both their exploration of AI and recommendations for using it in the classroom. The case study \u201cWriting and AI in College Education<\/a>\u201d presents AI as something to be integrated into writing assignments, to both give students experience and to provide assignments that were previously unrealistic. The group encourages faculty to find alternatives to the typical essay-style writing assignments, such as multi-step, collaborative writing.<\/p>\n\n\n\n

Beyond implementation, these online resources also touch on issues AI may bring to higher education. Namely, the Gardner-Harvey Library lists \u201cdrawbacks\u201d in AI tools, such as biased information and hallucinations (made-up texts). Academic Affairs mentions privacy threats and warns against public versions of AI tools, recommending instead Miami-provided Google Gemini accounts with enhanced protection. \u201cWriting and AI in College Education\u201d asks faculty to consider how AI-generated writing affects students\u2019 self-confidence, and to show students that AI algorithms are not perfect.<\/p>\n\n\n\n

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\u201cIf we step away from it, we can\u2019t shape it.\u201d<\/p>\n\n\n\n

John Burke<\/p>\n\n\n\n

Library Director and Principal Librarian at Miami Middletown\u2019s Gardner-Harvey Library<\/p>\n<\/blockquote>\n<\/div><\/div>\n\n\n\n

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Libraries lead AI education.<\/strong><\/p>\n\n\n\n

While AI research is often done through the lens of a specific field, librarians take a more general approach. Burke hopes that librarians embrace AI and earnestly expand their knowledge on how students and faculty can benefit from it. \u201cIf we step away from it,\u201d says Burke, \u201cwe can\u2019t shape it.\u201d Education starts with library guides and classroom visits, where librarians introduce responsible and versatile AI practices.<\/p>\n\n\n\n

The Fall of 2025 marked the first semester in which the Gardner-Harvey Library hosted educational events on AI. So far in the \u201cAI-Toolkit\u201d series, Burke led a session on best AI research practices<\/a>, and librarian Jennifer Hicks centered her session around identifying AI-generated images<\/a>. Following its success, the series plans to continue in the upcoming spring semester.<\/p>\n\n\n\n

Amidst various university resources on AI practices, misuse remains a neglected topic.<\/strong><\/p>\n\n\n\n

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Trends from online resources show the university steadily embracing AI in the classroom. Although it\u2019s important to be open to the possibilities AI brings to higher education, and faculty understand the need to stay current, they\u2019re struggling with how to handle its misuse. Dr. Henson points out that it\u2019s difficult for faculty to incorporate artificial intelligence when they\u2019re not sure how to best educate students on \u201cwhere they\u2019ll see AI, where it\u2019s appropriate to use, and how to evaluate it.\u201d<\/p>\n\n\n\n

Right now, there are minimal courses that dive deep into the AI pitfalls. However, one class in particular, UNV 101, does take the time to formally introduce students to Miami’s academic integrity and AI use policies, and they do this twice during any given semester–first in week 3, then again in week 8. <\/p>\n\n\n\n

According to Monica Rothe, the Academic Success Coach in the Tutoring and Learning Center and the coordinator of all UNV 101 classes, these instructors hope that these touchpoints ensure that new students not only understand the university’s expectations for ethical and responsible AI use, but also have the opportunities to revisit policies as they gain experience with college-level coursework. <\/p>\n<\/div>\n\n\n\n

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Rothe says that “by integrating AI education into the curriculum early and intentionally, [the course] helps students make informed decisions about how to use emerging technologies to support–not replace–their learning.”<\/p>\n\n\n\n

Additionally, \u201cAI Fundamentals<\/a>\u201d is a recently released, $30 self-paced course that covers crucial topics like AI hallucinations. However, this instruction only reaches a limited number of students. For instance, UNV101 courses often differ between the Oxford campus and the Regional campuses, and regardless, many students don\u2019t take UNV101. Since many students have limited or differing AI education, Quaye says faculty often take on the responsibility.<\/p>\n\n\n\n

To combat AI misuse, faculty at the Regionals Center for Teaching and Learning, including Quaye, Henson, and Dich, led a series of workshops for educators. They walk faculty through how to deter, detect, and report AI dishonesty. Dr. Henson comments that faculty often express their gratitude after sessions and admit they were worried about tackling AI misuse on their own.<\/p>\n<\/div>\n<\/div>\n\n\n\n

AI quickly became a normal part of the educational experience, and the discourse surrounding resource gaps suggests a transitional phase. Education and policies will be solidified, and to get there, administration, faculty, and students must remember that every group\u2019s experience with AI is unique. Furthermore, collaboration is key in creating well-rounded resources. What\u2019s certain is that detailed AI education must reach every student, and that it should better prioritize AI\u2019s relationship with academic integrity.<\/p>\n\n\n\n

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Ethical Concerns<\/h2>\n\n\n\n

As AI becomes more common in higher education, concerns about academic dishonesty only tell part of the story. Increasingly, Miami faculty and students are troubled about the larger moral dilemmas that accompany AI use.<\/p>\n\n\n\n

These concerns raise more significant questions about how AI impacts our cultures, identities, well-being, and even the environment. If we want AI to truly move society forward, dealing with ethical challenges may matter more than celebrating its benefits.<\/p>\n\n\n\n

AI affects our culture and identities.<\/strong><\/p>\n\n\n\n

Artificial intelligence creates new paths to information and interaction. Given her research on online rhetoric and identities, Dr. Dich observes that AI communication practices alter community and culture. At first, the internet gave people access to unlimited information, and while many thought or assumed that social media would bring people together in support of a connected world, it did the opposite. Prof. Dich sees that AI will feed into the hyper-individualistic world that the previous industrial revolution brought.<\/p>\n\n\n\n

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The hype around interacting with AI is largely thanks to the anthropomorphization of AI<\/a>. Because of its ability to produce human-like language, researcher Adriana Placani argues that users often attribute AI with characteristics of empathy and friendliness.<\/p>\n\n\n\n

Along with ignorance of the tools\u2019 limitations, this anthropomorphizing means AI can easily be used to feed into extreme ideas. In recognizing that users become attached to chatbots, sometimes even unconsciously, Dr. Dich argues that large AI companies exploit human desires for monetary gain.<\/p>\n<\/div>\n\n\n\n

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Programming algorithms to keep users on the chat is one way AI companies take advantage of human needs. Ramirez notes that LLMs like ChatGPT are often a \u201cpeople pleaser,\u201d affirming and praising all of a user\u2019s ideas. This is where supporting irrational beliefs becomes a common issue. <\/p>\n\n\n\n

In a more serious light, Dr. Dich worries about OpenAI\u2019s plan to entice users with romantic features<\/a>. Sam Altman, CEO of OpenAI, states in a CNBC interview that the company\u2019s new \u201ctreat adult users like adults\u201d policy will allow certified adult users to consume erotica content on ChatGPT.<\/p>\n<\/div>\n<\/div>\n\n\n\n

AI companies use questionable methods to train algorithms.<\/strong><\/p>\n\n\n\n

When LLMs were first created, companies trained the algorithms on any information that was publicly available. Regarding ChatGPT, Ramirez points out that \u201cIt [trained on] some very copyrighted materials, [including] books and artists.\u201d Regardless of the fact that using the work of others without their consent is problematic, it also aligns outputs with biased information. \u201cWho put in the information? Can I trust that source or person?\u201d writes one survey respondent about their AI concerns.<\/p>\n\n\n\n

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\u201cWe should teach students how to be students.\u201d<\/p>\n\n\n\n

Linh Dich<\/p>\n\n\n\n

Ph.D., Associate Professor of English at Miami University<\/p>\n<\/blockquote>\n<\/div><\/div>\n\n\n\n

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Prof. Dich notes that a particularly worrisome AI training method is the exploitation of content moderators<\/a>. Rest of World explains that, while many people believe that AI companies directly monitor algorithm outputs, they actually hire outsourcing companies, like Sama, to hire cheap monitoring labor. These companies recruit from countries where workers aren\u2019t well protected, like Kenya, so that poor wages and working conditions can go unchallenged. Confined by legal contracts, outsourcing firms can say little about their work, which protects big AI companies from lawsuits and criticism.<\/p>\n\n\n\n

AI is bad for the environment.<\/strong><\/p>\n\n\n\n

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People often refrain from regular AI use because of its disruptions to Earth\u2019s environment. Most notably, a significant carbon footprint appears from analyzing and producing AI-generated information. <\/p>\n\n\n\n

As reported by the London School of Economics and Political Science<\/a>, AI centers accounted for 1.5% of the world\u2019s electricity consumption in 2024, and in 2030, their electricity consumption is expected to surpass the entirety of Japan. Furthermore, AI technologies require extensive mineral mining, which leads to groundwater depletion and deforestation.<\/p>\n<\/div>\n\n\n\n

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Because of the technology\u2019s environmental effects, some students resent that they\u2019re expected to use AI in assignments. \u201cI wish more teachers had a strict, absolutely-no-AI policy,\u201d says one survey respondent, \u201cbecause it is harmful for the environment regardless of how it affects student critical thinking.\u201d<\/p>\n\n\n\n

As a Western civilization, Prof. Dich says it\u2019s easy to ignore that artificial intelligence has serious side effects, such as poorly treated workers and environmental decline; however, students have shown that they don\u2019t want to ignore these issues.<\/p>\n<\/div>\n<\/div>\n\n\n\n

Creativity could die out if people use AI for their classwork<\/p>— Miami student survey respondant<\/cite><\/blockquote><\/figure>\n\n\n\n

These concerns showcase the complicated reality of integrating artificial intelligence into higher education. Since AI has begun reshaping our lives, Miami University is motivated to follow suit by offering hands-on experience and enhancing education. Unfortunately, adjusting to an AI-supportive environment has felt frantic for students and faculty, who believe that higher education should take a more cautious approach.<\/p>\n\n\n\n

Dr. Dich believes that, while industries are understandably motivated by finances, higher education should be motivated by other things. But, this doesn\u2019t always ring true. Writing skills, creativity, and critical thinking skills all have undeniable roles in student development, yet AI is threatening these skills. Subsequently, Miami faculty call for more recognition of AI misuse, and students worry about growing over-reliance. AI feels suffocating, and it\u2019s currently distracting from what Prof. Dich believes is the true purpose of higher education: to help students be great at who they are.<\/p>\n\n\n\n

The fact is, AI is here to stay, and it will reshape the educational experience at Miami University. As Ramirez frames it, \u201cWe can\u2019t stick our heads in the sand and hope this passes.\u201d Artificial intelligence has incredible potential for higher education and has already become a valuable thought partner to students and faculty; however, to use the technology in its most progressive way, we must both learn from it and address its adverse effects.<\/p>\n\n\n\n

Webpage disclaimers can\u2019t meaningfully address these issues. Faculty and students need reliable resources and open conversations. As the next generation of leaders, today\u2019s students must learn to think critically about AI so that they can hold authorities accountable when issues arise.<\/p>\n\n\n\n

The rise of AI marks a shift in how our very society functions, and people are still uncertain about what it fully means for education and careers. It\u2019s important to stay informed on both the positive and negative aspects and repercussions that come along with increased use of AI, and listen to the experiences of others. AI\u2019s impact depends on us, and together, we can determine how we want to move forward.<\/p>\n","protected":false},"excerpt":{"rendered":"

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