At a recent academic retreat I attended, the air was thick with what I can only call educational gaslighting.
asserted
I → attend → what
A panel of graduate and undergraduate students looked a room full of professors in the eye and claimed they only used AI to verify their work because they valued learning too much to take shortcuts.
asserted
they → look → shortcuts
Minutes later, when the answers were blind, those same students estimated that over 80% of their peers were using the technology for nearly everything.
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% → estimate → everything
As an engineering professor at the University of Michigan, I believe we need to move past the fear and hype.
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we → believe → fear
The future job market will not be dominated by autonomous AI, but by experts who have mastered their field so thoroughly that they can use it to multiply their output exponentially.
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they → dominate → output
But how do we help students become experts if they don’t show up?
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they → help → ?
This question precedes the LLM onslaught.
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question → precede → onslaught
Since the pandemic, traditional lecture attendance has cratered, but active learning has been shown to significantly improve both turnout and long-term retention.
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learning → cratere → turnout
By evolving my courses to embrace this data, I’ve seen attendance surge, even in the freeze of a Michigan winter.
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attendance → evolve → winter
Flipping the lecture cycle
Classically, engineering courses default to hours of lectures where students are expected to take notes, with problem sets and exams bolted on.
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students → flip → sets
Many students treat a lecture as passive entertainment.
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students → treat → entertainment
And, often, the material is so technical that it is disconnected from real-world use, leading to even less engagement and retention.
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it → disconnect → engagement
To break this cycle, I’ve flipped my classroom.
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I → break → classroom
Each week, I assign a 2-hour recorded video lecture, along with a related article.
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I → assign → article
The assignments are made in Perusall, an AI-enabled tool that treats the video and article a bit like a social network.
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that → make → network
Students are graded based on their active engagement with the material, such as how much of the lecture they view, what questions and comments they leave in the system, and so on.
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they → grade → system
I can monitor which students leave comments, answer peer questions, and engage with the material before they ever set foot in my classroom.
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they → monitor → classroom
And if they try to cut and paste comments in multiple locations, the system flags them.
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system → try → them
It does not yet flag comments that seem AI-generated, but I expect that will be coming soon.
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that → flag → comments
With everyone primed to dig in, only one-third of my students’ time with me is devoted to classic lecturing.
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third → prim → lecturing
I offer a one-hour live lecture and invite industry guests to share stories of computer vision in the wild.
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I → offer → wild
Then my students spend the rest of our in-person time participating in small breakout sessions, a large group discussion, and an in-person quiz.
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students → spend → person
Not only do they grade their own quizzes, but they only get credit for an answer if one of them argues the logic behind it.
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one → grade → it
My students show up to class because the value is no longer in the information I provide—it's in the friction and growth of live exchange.
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it → show → exchange
This fall, I’m taking this a step further.
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I → take → this
We won’t just read technical papers; we will debate them.
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we → read → them
Anyone can be called to the front of the room to spontaneously argue one side of a research argument, which means every student must come prepared.
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student → call → argument
By moving the passive learning to the home and continuously pushing students to test their knowledge, I’ve reclaimed the classroom to create what AI cannot replicate: spontaneous, high-stakes human interaction.
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AI → move → interaction
Using AI as a supercharged tutor
As we try to understand how AI can help and hinder learning, the most dangerous misconception is that it is a labor-saving device for the mind.
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it → use → mind
In reality, AI is an expertise-amplifier that can turn weeks of manual programming into a few hours of focused work.
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that → turn → work
But for a novice, relying on AI before mastering the fundamentals creates a technical debt that leads to a lack of depth.
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that → rely → depth
As someone at the forefront of AI research and creation, I don’t coach my students to avoid it, but rather I use it as a sophisticated, one-on-one tutor that facilitates active learning and helps them grow their expertise.
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them → coach → expertise
This means moving beyond passive consumption and toward a rigorous, iterative process of trial, error, and refinement.
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This → mean → trial
Some best practices I share with my students include:
Mastery-First Workflow: Solve problems manually first.
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I → share → problems
Then use AI to check your work and identify where your logic diverges from the model.
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logic → use → model
One of the most effective ways to learn is through constant testing.
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One → learn → testing
After the AI helps organize your expertise, personally refine it through meticulous review or even rewrite, if necessary.
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AI → help → review
Redefining the honor code in the age of AI
I am not an AI police officer.
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I → redefine → AI
I cannot—and should not—spend my academic career hunting for digital shortcuts in my students’ work.
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I → spend → work
I can only set the boundaries and allow them to choose how they show up.
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they → set → boundaries
…and 2 more, not listed.
The Aporia
