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At Nicholls State University, the discussion around AI has sparked a range of opinions among faculty members, but some disciplines, like those in liberal arts, are finding it challenging to integrate this emerging technology.
“I’m not someone who’s instinctively anti-AI, I think that it’s a really important tool,” says Erick Piller, assistant professor of English and co-director of the writing program at Nicholls. “But as a professor, it’s obvious that it’s not useful for students to simply plug in an assignment prompt into AI and get a paper output.”
“It’s obvious that it’s not useful for students to simply plug in an assignment prompt into AI and get a paper output.”
Disciplines like English, political science, and history at Nicholls State University are grappling with the implications of AI on academic integrity and student engagement. Faculty members, like Piller, express concern that reliance on AI tools may lead to increased academic dishonesty and undermine the critical thinking skills essential to their fields. As educators push to adapt their teaching methods to include AI, they emphasize the need for students to continue traditional practices with their work to continue learning and for personal growth.
Piller says the goal of assignments is not simply to produce a final product but to foster student development.
“If they’re sidestepping that by using a large language model to write for them, then that obviously defeats the entire purpose of the educational experience,” he says.
Dr. Michelle Theriot, interim dean of the College of Liberal Arts and an associate professor of English, says educators noticed an increase in academic dishonesty linked to AI tools.
“I have kind of a bad taste in my mouth when it comes to AI,” Theriot says. “I understand that it can be used for a lot of wonderful things; however, I’ve seen it used more for cheating.”
Samuel Sprunk, an assistant professor of political science, says as AI continues to evolve, educational institutions must adapt carefully.
“AI is a powerful tool, but it should not replace critical thinking and problem-solving skills,” says Sprunk. “We need to focus on developing students, not just training them.”
“AI is a powerful tool, but it should not replace critical thinking and problem-solving skills. We need to focus on developing students, not just training them.”
The implications of AI misuse extend beyond individual assignments; they pose a challenge to the integrity of educational assessments. Piller says the essence of writing involves critical thinking and personal engagement, which AI-generated content often lacks.
“When students use AI to generate ideas, they’re not fully engaging with the work that’s expected of them,” Pillar says. “They’re missing out on a significant part of the writing process.”
Educators are also grappling with how to incorporate AI into their teaching style, while also facing a generational shift in how students approach learning. Students often see AI as a means to streamline their work, leading to a passive learning experience.
Piller says while AI has its shortcomings, it also presents an opportunity for educators to innovate.
“There are incredible tools, but they’re not perfect,” he says. “We need to teach students how to use AI effectively and ethically, understanding both its capabilities and limitations.”
As the conversation around AI continues to evolve, Sprunk remains hopeful that educators will find ways to harness its potential.
“Ultimately, we want students to leave with skills that make them irreplaceable in the workforce,” says Sprunk. “It is not just about convenience; it’s about growth and development.”
But Theriot says it’s not just about students adapting — the challenge lies in adapting traditional teaching methods to a rapidly evolving landscape.
“We can’t just keep doing what we’ve always done,” Theriot says. “We have to recognize the fact that students have caught up with this technology and think about new approaches.”