Expert perspectives on oral examinations, AI in education, faculty experiences, and the evolution of academic assessment.
Featured Article
Student Behavior
Two Students. Same AI. Completely Different Outcomes.
They had the same assignment, the same tools, and the same deadline. One of them learned something. The other just finished faster. Today, that difference might look small and insignificant. Four years from now, everyone will know the difference.
The finished paper was never the point. It was always supposed to be evidence of deeper thinking, reasoning, the messy process of actually working through a hard problem. It stopped being evidence the moment AI could produce it.
They never stopped asking students to explain themselves out loud. Not just because they're traditional, but because they couldn't afford to find out what happens when you don't.
It's not "Should we allow AI in our classrooms?" That ship has sailed. The better question is: How do we create an environment where our campus communities can learn to use AI responsibly?
Employers are interviewing graduates who cannot explain their own work. The degree is on the wall. The understanding isn't there. And everyone involved is pretending not to notice.
Professors are walking into classrooms armed with policies written for a problem they don't fully understand, directed at students who understand it better than they do.
Nobody is sitting in a dorm room at midnight plotting how to undermine academic integrity. Students are using AI because it works — and because they're preparing for a workforce that runs on AI.
