Higher Ed's AI Scorecard and Summer Action Plan

The video script opens with Jenny Maxwell, General Manager for the Education team at Grammarly, warmly welcoming participants to a webinar focused on generative AI's impact on higher education. She introduces Dr. C Edward Watson, Vice President for Digital Innovation at the American Association of Colleges and Universities (AAC&U), who will join her in evaluating the first full academic year with generative AI. The webinar aims to reflect on lessons learned and to strategize for the upcoming school year. Jenny highlights the global audience, the interactive format using Slido, and the Q&A widget, and assures that a recording will be sent out post-event.

Eddie Watson discusses the significant themes surrounding generative AI in education over the past year. Initially, there was a reactive phase as institutions scrambled to understand and manage AI's presence in the classroom. Concerns about academic integrity, assessment, grading, privacy, security, and the future of work were prevalent. The rapid adoption of AI in the workforce has created a dichotomy for educators: maintaining current educational practices while preparing students for an AI-driven job market. Eddie emphasizes the importance of AI literacy and skills in the curriculum, alongside preserving traditional learning outcomes.

The conversation delves into the issues of AI detection tools and their implications for academic integrity. Eddie raises concerns about the high rates of false positives and negatives in AI detection, potentially exacerbating student mental health challenges without necessarily curbing AI misuse. He argues against the use of AI detection tools, citing the need for a more nuanced approach to understanding and managing AI's role in education. The discussion also touches on the moral panic around AI's impact and the importance of pedagogical strategies to guide student behavior.

The script introduces an interactive element where the audience is invited to share their feelings about the upcoming school year with generative AI using a single word. The responses are visualized in a word cloud, reflecting a generally positive and optimistic attitude. Jenny and Eddie reflect on this positivity, discussing the potential for AI to enhance creativity in assessments and promote higher-level thinking among students.

Eddie explores the broad adoption of AI across various sectors and its impact on the nature of work. He illustrates how AI is taking over tedious tasks, allowing professionals to focus on patient interaction and other higher-value activities. The discussion suggests that AI could improve job satisfaction by reducing mundane work, and there's an emphasis on the importance of aligning educational outcomes with the rapidly evolving skills demanded by the workforce.

The script addresses the challenge of preparing current students for the rapidly changing job market. It emphasizes the need for higher education to not only focus on policy and academic integrity but also to ensure that graduates are equipped with the skills required for AI-integrated workplaces. The conversation highlights the urgency for curriculum adjustments that reflect the immediate needs of the job market within the next one to five years.

Eddie provides actionable recommendations for educators to explore AI tools, understand their capabilities, and integrate them into their teaching practices. He advises reaching out to advisory boards to gather insights on industry needs and skills gaps. The discussion points toward the necessity of professional development for faculty to stay abreast of AI advancements and effectively incorporate them into their courses.

The script highlights Grammarly's role in supporting the integration of AI in education. Grammarly offers robust controls for institutions to manage the use of generative AI by students and provides contextually aware assistance to enhance writing across various settings. The company is dedicated to product innovation that supports the evolving needs of students and educators in the era of generative AI.

The conversation addresses the development of baseline skills necessary for students to effectively leverage AI tools. Eddie emphasizes the importance of foundational skills in writing and editing, suggesting that students need to understand these skills before they can effectively collaborate with AI. The discussion also touches on the need for assignments to have clear AI policies, explaining when and why AI can or cannot be used.

The script discusses strategies for acknowledging the scope of academic integrity issues related to AI without succumbing to moral panic. It suggests collecting data through surveys and focus groups to understand student experiences with AI. The conversation also explores the idea of 'AI-resistant' assignments and the importance of providing students with opportunities for genuine engagement and learning.

The discussion considers the application of Bloom's taxonomy in the context of AI, focusing on how educators can design assignments that promote higher order learning outcomes while preventing students from relying on AI to avoid actual learning. The conversation suggests that assignments connected to real-world experiences and student interests are less likely to be undermined by AI misuse.

The final paragraph explores the use of AI in a way that preserves an individual's unique voice. It discusses the importance of code-switching and making conscious decisions about when to prioritize personal voice versus efficiency in writing. The conversation highlights the empowering aspect of AI tools that provide users with the flexibility to enhance their writing based on their judgment and context.