The article critiques the growing acceptance of AI in academic peer review and grading. It argues that these practices dilute the essential need for human judgment in research evaluation and undermine the relationship between students and instructors. The author expresses concern over AI's ability to genuinely understand and engage with student writing, emphasizing that using automation in these areas risks devaluing academic integrity and purpose. The push for AI initiatives within educational institutions raises questions about the future of meaningful academic engagement.
"The goal of research and peer review is to deploy the reasoned judgment of subject matter experts... I cannot fathom... outsourcing it to a simulation is acceptable..."
"I do not know how to ask students to write something that is not going to be read... it's simply a betrayal of the student-instructor compact."
Collection
[
|
...
]