When Kent State students began classes this past August, many saw entire sections of their class syllabi devoted to instructions regarding student use of AI on assignments, exams and quizzes.
With platforms such as Chat GPT, Microsoft Copilot and Google Gemini becoming increasingly accessible to the public, questions are being raised about the use of artificial intelligence in a classroom setting.
AI has become a divisive topic, especially regarding how it fits into class curriculum and coursework. Each professor has a unique approach to how they embrace or deny the use of AI in their classrooms.
David Foster, associate professor of multimedia and journalism, discussed his views in an email interview.
“I think instructors need to adapt rather than trying to police its use,” he said. “I’m lucky that I teach a creative field and can embrace it.”
Some uses of AI can be beneficial to project planning, said Jennifer Cunningham, English professor and the Writing Program coordinator, in an email interview.
“AI can be a useful tool when it comes to brainstorming, initial searches for basic information and summarizing information,” Cunningham said.
However, AI can also detract from the overall learning process, both professors noted.
“When students use AI to generate text like essays or discussion responses, they’re robbing themselves of an education,” Cunningham said. “Real learning — at least the kinds of learning with which I engage and teach — comes from reading, writing and thinking.”
Cunningham is currently working on a course projected for spring 2026 titled “Writing in the Age of AI.” The class will explore “the intersections among writing, artificial intelligence and critical thinking, with a focus on the responsibilities of writers in the digital age,” according to its syllabus.
The course description includes a reminder that it is important to respect and understand when assignments call for the use of AI and when they do not. It is clear in the language that any unauthorized use of AI will result in a failed assignment.
When it comes to photojournalism, Foster said AI can provide unique elements to the field.
“If the audience knows it’s AI, I think there are a lot of interesting storytelling avenues to explore. In my digital imaging class, I encourage the use of AI tools for image editing,” Foster said.
One of the biggest conversations surrounding AI in the current landscape is the fear that it will begin to take jobs away from students as they enter the workforce.
“It seems that many workplaces are using AI,” Cunningham said. “So, it’s important that students know how to think critically about those tools and what they generate so that they know how to improve the output.”
Overall, the job landscape is constantly changing with the advancement of technology.
“New technologies always disrupt the labor market,” Foster said. “The goal for educators is to try and keep ahead of the changes so students are prepared for new industries and roles. Hopefully, new opportunities will emerge and students will be able to take advantage of the change.”
Olivia Montgomery is a web writer. You can contact her at [email protected]
