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2 stories found

A handcrafted brutalist university corridor shows lecture-hall doors controlled by an oversized algorithmic switch while an unused human appeal lever glows nearby.
Cognition & learningUnited States+2 clusters01

Harvard faculty makes AI adoption an institutional question

The New York Times' DealBook report places Harvard faculty inside the fast-moving debate over how generative AI should enter academic work. The consequential issue is not whether a professor experiments with a chatbot. Faculty choices determine what students may submit, how research is checked, which intellectual skills remain visible, and who is accountable when an AI-assisted answer fails. Harvard already provides faculty, students, researchers, and staff with generative-AI resources, making local practice part of a larger institutional transition rather than an isolated classroom choice. Universities should publish clear course-level expectations, require disclosure when AI materially shapes work, protect access for students who cannot pay for premium tools, and assess the reasoning behind an answer rather than only its polish. Higher education will teach society how to normalize AI. It should also teach how to challenge it.

4 min
A forensic ultraviolet classroom contrasts a dark unattended laptop with a luminous whiteboard where a student visibly defends a chain of reasoning before an examiner.
Cognition & learningGlobal+3 clusters02

Universities are rebuilding assessment because polished work no longer proves learning

Deseret News reports that universities are redesigning teaching and assessment as generative AI separates access to information from proof of mastery and human formation. A California State University mathematics professor moved lectures online and unfamiliar problem-solving onto classroom whiteboards after AI made take-home work fast, polished, and educationally weak. The University of Sydney developed a two-lane approach: students prove essential independent capability through secure assessments while also learning to work with AI where its use cannot and should not be prohibited. That verification is expensive. In one writing course, about 600 students each complete a ten-minute oral audit. The article also describes in-person, device-free, and oral assessment experiments at other institutions. The lesson is not that every course should ban technology. It is that a credential needs observable evidence of what the graduate can do without assistance, plus evidence that the graduate can use AI responsibly. Information is becoming cheaper; trusted mastery still requires human time.

6 min