AI on campus

I think AI and especially how students use AI is very telling all of those motivations. You know, there are some students who are using it to complete work for them, you know, to do it on their behalf. And there are some students who, you know, are staying away from AI or using it, are actively, they're using it in ways that reinforce their learning. It's our responsibility now as students to, you know, use this tool to, you know, achieve your own individual outcomes. Everyone is talking about how AI is changing education. But we figured what better way to learn about these changes than by asking actual students. My name is Greg, I'm from Anthropic and today I'm joined by four university students who are here to give us the inside scoop. So why don't you all introduce yourselves? Hey, my name is Zane, I'm a final year student at the London School of Economics and I study Accounting and Finance. Hi, my name is Chloe, I'm a junior at Princeton studying psychology and computer science. Hi, I'm Marcus. I'm a senior at UC Berkeley studying econ and data science. I'm Tino, I'm a second year grad student at the Thunderbird School of Global Management at Arizona State University and I'm studying at Masters in Digital Transformation. Amazing, thank you for being here. Thank you. So let's start by setting the scene. What are the vibes like on campus these days with AI? How are people thinking about it? Yeah, so I did a survey not too long ago on how students are using AI and I saw that, you know, 90% of students are using AI in their day-to-day workflows. Using it to summarize lectures, using it to answer problem sets to help give feedback on assignments that they had written. And so really a diverse sort of use case for AI within students. It's having an impact, universities are having to manage that. We're seeing changes in rules and regulations. We're seeing, you know, some courses ban it, other courses encourage it. And so students are in a bit of a gray zone right now where they may not know how to use AI. Yeah, I also concur. There is a lot of chaos and understanding AI and what role we'll play in universities about the scene on this lot energy surrounding it, especially being at Berkeley and being so close to AI hype in the Bay Area. I also agree that like over 90% if not basically everyone uses AI in some way or form, mostly in the form of chatbots, yeah, like summarizing lectures, doing assignments, answering questions where or when teachers, they can't answer them for you. I will say there's also a lot of confusion on like, and administrations or like professors and on how AI can play a role in the classroom and we're slowly seeing some changes around that. As business students, I see even myself and my colleagues, like we use AI for a lot of different things. We use AI to understand and analyze business cases, do market research, just come up with financial research as well. So people use that for that as well. People also use AI as well to complete quizzes, you know, like when you don't have time because when you're a graduate and sometimes you've got multiple jobs that you're working and you don't always have time. So sometimes you can see someone who just, you know, quickly submit answers and everything. So that's the bad side of it that when you're in grad school, you know, it's supposed to be like a time for you to expand your critical thinking. It's time for you to be someone who is like more decisive, someone who has like substance and how you make decisions. And so that's I think the bad side of it. Yeah, I would say definitely the vibes are like really chaotic right now. Both I guess in a good and bad way. I think the good obviously like Zane said, there's a lot of exploration and cool projects and stuff popping up. The bad is because everything is such a gray area. It can be very difficult to stay resilient and hold yourself accountable. It's very easy to just be like, I'm just going to give up and feed this all to AI and not do any of the thinking. I've noticed that there's a lot of tension as well between I guess like the line of how much is over relying on AI or how much is it good to actually have like an actual corporation between those two. And I have also noticed that some people are really into it. So they use it a lot in terms of like all their different workflows. While others like my humanities and maybe some social science friends are a bit more hesitant and have a bit more concern. So there seems to be a growing like identity polarization effect that I think is will be really interesting to see how it goes. I'm curious. You say that they're hesitant. Are they hesitant but still using it pretty regularly? Or is it a mix of some are using it a lot some are not using it? Yeah, great question. I think there's a spectrum. A lot of especially like the pure humanities students have just completely opted out. I think because often in their classes and research, there's a lot more of just close reading. While other I think like for social science, I have noticed a slow trend where they're trying it out more and just seeing AI being applied beyond just like pure computational or like machine learning like contacts, which has been cool. I love computer science and also like other engineering classes. It's still kind of a taboo to use AI. I mean in application these days, we're using a lot of like AI coding assistance to build actual projects outside the classroom. But in the classroom, we're still using like VS Code and I'm blocking out these AI features because professors at least at the moment are still kind of discouraging it. But we might see a shift in their next few years. I mean, I know Stanford is beginning to have course about learning to use AI tools in software development and engineering. I think that's the number one I could spray through with these AI tools is that the accessibility and barrier into building something like a project or software in general has gone down a lot, especially with a lot of courses like with like Claude and like the developer docs, for example, it's been really helpful in teaching folks who don't come from like through science background like in political science or in psychology or even something like math, be able to build their own projects on the side from like ideation to like a working prototype that's on a website or some kind of app deployment within the span of like a few days. I've seen a lot at my university where students who don't typically have the confidence to go and build with raw code have now started using the terminal, for example, which is incredible to see. And Claude Code for example makes that so much more accessible, so much friendlier, which I think has been one of like the most crazy changes so far, like myself even. I don't have a computer science background, but I'm comfortable in the terminal now, which is crazy. And I've seen it within societies as well, so we have a number of societies at LSE and they each have like an Instagram page pretty basic easy to put together, but now we're seeing societies have websites and these websites have a load more information and they're building them with Claude Code because it's just so much easier now. So seems like AI transformation for students has already happened and we have mixed feelings about it. And the thing that you all share is that you all are Claude Campus Ambassadors and you are each leading a student organization called the Claude Builder Club on your campus. So first of all, maybe you can one of you give a quick summary of what it means to be a Claude Campus Ambassador and then the club that you're leading. Yeah, I mean, as Claude Campus Ambassadors, our number one job slash role is to be the point of contact of engagement between what, and for a big and Claude is offering, and between that and students, and basically being a facilitator for that on campuses. Cool. And since it's a club about builders, what are people building? What are you seeing happen at your clubs? A lot of cool things have been built. I'll reference an example from a recent by-bathon I did. I think a lot of the most fun ideas is not the most technically savvy ones, but the ones that really start with human emotion. So one that was really cool was there's called the Princeton Prospect. There's a bucket list of things people would like to do before they graduate and kind of gameifying that through a leaderboard. The best part of it actually was the winning team. They were just a bunch of freshmen and they were all roommates, so they just came into this for fun. And with that human insight, we're able to build out something that resonated with everyone, and that was something really cool that I enjoyed seeing them build. One cool tool that my friend and I built was this place where you could basically put in your lecture slides, and it gives you sort of like professor annotations down the side of each slide. So it's so cool. I've been using it so much for just revising through content in preparation for end-of-term exams. And it's so good because it kind of pre-empts my questions. And so I've prompted it such that it knows that I want to know the definitions of certain things on the slides. The slides can sometimes be a bit abstract and missing context, so adding in the context on the side. Did you get a good grade in the class? I don't know. We'll see. I think one of my favorite things that someone has built with AI is this, it's an app called Coursier, and we have this challenge where the most amazing fan classes, when it's time to register for classes, they just run out so quickly. You can wait weeks and weeks to get a seat in that class. So what they did is they built this AI, and you can just input the course that you want, and then it's going to alert you the moment a seat is open in that class, so you can register for it. Yeah. Yeah. Instead of going back and checking every day class, just this class of time. You get a notification that you jump on. Yeah, jump on and you get a seat. I love that. You're next project idea. No, no, exactly. It's actually funny. We have a shortage of seats at my university. I'm talking about actual seats in the library, for example. My friend built this amazing tool that scans all of the data that you can get the data on which classrooms are free. It basically points all the free classrooms and tells you if there are no seats in the library, then go to these ones. Again, non-technical student building this, which is insane, unheard of, but these are some of the possibilities. Yeah. I've seen in the past few hacklawns or entrepreneurship classes where the law students have been looking into healthcare use cases, mixing computer vision with a Claude API to interpret a person's like emotions or a mental health use case, signs of stroke via a camera on someone's phone or a separate medical device or even signs of dementia, for example. All of them has been really interesting. It's so cool that people are spending their time doing that in school because that is kind of the magic of being a student as you do have time to just work on ideas and try new things and come up with projects that are just for fun. They're just a side project. Yeah, absolutely. Yeah. Cool. So, let's talk about learning with AI. I think one of the more tricky parts of this is that AI can be a tool to help you learn about anything you want to learn, but it can also be used as a crutch to maybe prevent learning if you'll be not that. So, I'm curious how you each personally balance that and how you see students balancing it. And if you see students at your university balancing well. I think initially what we noticed was that even like amongst our classmates, at first it was just like whatever the AI gives you, the sort you put. And then over time attitudes started to change. So, like let's just put a little more effort and not even just let's just put effort and what we're putting together because let's say you have a group project and they're like four or five people on that group project, everyone gets a different part. And if everyone just does the first thing that AI gives them, that's not going to produce a very good project at all. I think one thing about AI and education is that it's very telling of students' motivations, like why you're at university. I think students, you know, you can typically group three objectives for university. The first I would say is to learn, to deepen your understanding in your chosen topic. I would say a second objective is to position yourself for a career, you know, get a good job. And I think the third is the social element of university where students are coming to network to have fun and enjoy themselves. I think like those are the three broad objectives for students. And every student waits those differently, like some students prefer, you know, they're coming to learn and they don't really care about the social aspect of uni. And there are other students who, you know, they're coming because they want to get a good job and they want to enjoy university and they don't really care about the learning really. And I think AI and especially how students use AI is very telling of those motivations. You know, there are some students who are using it to complete work for them, you know, to do it on their behalf. And those are typically the students who want to save time and want to, you know, put their efforts and motivations towards other things, which is fine. And there are some students who are staying away from AI or using it proactively. They're using it in a way that reinforce their learning, that make them better, make them stronger. And there's a typically the students that want to, they want to learn themselves. They want to depth, you know, have some depth to their knowledge. And so I think that's what AI is revealing, like why you're really at university because we have the tools now to be honest to get through university without actually learning much. So as our responsibility now, our students to, you know, use this tool to, you know, achieve your own individual outcome. If you want to learn, you can, and if you want to bypass, you know, a lot of the exams and assignments, you can pretty much do that. And I don't think there's going to be any sort of like rules or regulations that come in place that can change how students use AI because fundamentally, I don't see how that would be possible. And so I think the responsibility is in the student's hands. It's like you're in control. Yeah, definitely. I actually agree. And I think a lot of for how I use an approach AI is like intention, I think even before actually start prompting or asking it to do stuff, I like to think about am I asking it to, for example, directly complete a task for me? Or is it more of like something that I'm brainstorming and I'd like to think about it from different perspectives? And I think that piece is like, I'm starting to see a lot more happen because I think AI is very good as like a catalyst for especially implementing and building things, but the intention I think really comes from the students themselves. I really resonate with that. I think when these AI chatbots start coming out a few years ago, either because of the technical limitations back then or just how little we understood about AI at the time, the typical workflow was just you ask the chatbot question, you get an answer and you do that maybe like 50 to 100 times across different conversations. Now I think people are becoming smarter and like you said, are becoming more intentional with how they're using AI. We're starting to have like more extended conversations across talking about one specific topic. I've started like when I'm studying, I'll have projects on Claude where I would have one for each class, upload like the syllabus and a bunch of different course content I take in for each project and have a bunch of conversations acting as like individual files and like a folder for example. And with these chatbots being able to in recent years manage context better, manage memory better, be a much more helpful assistant and I guess conversationalist when like working with me on a specific task. You wonder how long it'll take before the societal aspect of things are going to catch up to how fast that technology is evolving. Right now like one example is that in like CS classes, I know a few professors who do say like, hey, if you do use AI, like you can put a disclaimer in like your assignment and also describe like how you use it in like each like homework or lab assignment but there isn't really like a integrated like framework thinking about like using AI in the class as part of the curriculum and I think we're still kind of waiting on integrations like that into like education that we may see in the next like five years. So you feel like in general, your professors and the administration might be a little bit behind the students in terms of AI literacy and adoption. Yeah, I think there's still adapting to it and I think naturally students are more like the fastest adopters because we're just reacting to like what's out there and we access information a lot quicker because we're like native to the internet. Yeah. Yeah. I've seen some like pretty cool advancements in some of the courses at my university. So we have a course called LSE 100 and every first year student has to take it and when I did it two years ago now, there was no, I mean we had AI but there was no guidance on how it should be used for this course. My brother now actually is in first gen he's doing the course at LSE and he's told me it's completely changed so they basically give you guidance on how to use Claude. So they say you should have a conversation with Claude, give it a persona. So they're giving guidance on students on how to actually use these and use Claude for ways that aren't just direct outputs, you know, like getting the answers for your problems but actually a conversation with it and then they ask for the conversation log. Look as they want to see how are you interacting with it? Are you asking good questions back and is it a good conversation and then they film a video instead of putting an essay together. So now it's a video of yourself and so you're encouraged to use AI but now in terms of like the marking, you can use it irresponsibly. I have also noted that for some of my classes like the machine learning class I was taking this semester, they have their own chat box actually they built to specifically answer student questions and if they want to refer to lecture notes specifically it's pretty helpful for it. I do think however that this is more of a band aid approach because it doesn't really prevent students from just going to other types of AI tools that is not the school one to just ask for answers and advice. Yeah. So the best is a one size fits all right at the moment where you have one lecturer for potentially two, three hundred students in a class and those students all learn in different ways and so AI is acting more as a personalized tutor if you prompt it in the right way and if you encourage it to do so and I've seen the learning mode from Claude where it's asking questions back to you. It's more of a progressive development of understanding which is good and there are students that are using it but I think it's about finding the students that want to learn and want to progress because there are many students that if one AI tool goes away from giving direct output or giving direct answers we're going to see just a shift of students to the other. Tina were you going to say something about this February? Yeah. I think I was going to piggyback on what they say because at my school I was going to say university we're a super pro AI. Our carrier management center they built like a prompt bank for us for prompts that we can use to you know work through different scenarios and roles. They also built like for our sustainability class as well the professor built her own bot as well and we actually there's a new class that they introduced called artificial intelligence chip strategy in the future of work and it was taught like for one semester but people were like yo we need this class and now it's taught like the whole our full end spring. This is all very positive which is great but I know that it's not all positive it's not all roses so I'm curious what are things that you are seeing that are not on the right track or things that you're afraid of or things that scare you. I mean cheating is like the top three use case if not like top one in universities without doubt it just comes from like what we discussed you put in a prompt or some input and chat gives out an output and a lot of students what they started off doing and a lot of them were still doing it was just taking that output and you know submitting it in an assigned key. I think I mean if you look at the interface it's waiting for a question we're given the questions from the university it's never been easier to take that question and put it into the chat board and get the mark scheme pretty much and so it's just so easy to get the answer and you really have to be strong as a student to go and work on that problem by yourself and do it yourself. Yeah I think a bit more of a nuance take. I have also noticed that for even students who are using AI to build their own projects and for example to try out different types of I guess technical implementations there's been a really strong sense of ownership shame that I've noticed whenever AI even gets mentioned that oh when I was building this project I used AI a little bit just because like I said I think the line between of how much the human is using the AI versus how much is the AI actually just controlling the whole project is very blurry right now so especially the vibathon when I was for example asking the winners like how to do use cloth in your projects. I had seen a lot of them build out brainstorm think through and like really iterate with cloth but when I asked in that question a lot of them just defaulted to oh cloth just like was very helpful and they did everything which I think right now like there's a lack of vocabulary and frameworks to like regard these types of AI usages which I also think is what's causing a lot of this polarization effect where schools are just either completely banning it but students are still using it regardless hence a lot of the cheating and just like not really being intentional or using their brains when they're interacting with AI which I'm a bit skeptical about the direction of this just because I think students are now required to be the resilient ones in the age of AI where they really need to be skeptical of every single time they use it without guidance from schools and institutions so I feel like if institutions are schooled can't really adapt to this quick enough there is a danger and it's just kind of skewing and going into a more polarized direction. I will say the the sentiment and like how we interact with AI among students is changing I think like as university students we naturally do want to use our brains and use it for something that's interesting to us in the past couple of years yes people have just been pasting in questions as like prompts and taking the outputs to submit as like loveables or assignments but people are beginning to be more interested in like doing something more of that like taking more ownership of their maybe their assignments but even more importantly like I guess projects on the side or things they want to make or or explore and I think of Austin's just kind of me that low push to see what's available and what's out there and back to the point about cheating I think a lot of students are also realizing that is pretty bad at cheating in context because there's all these patterns that start to come up like oh there's like a lot m-dashes or AI has a specific voice or tone or it doesn't actually understand to the level of what you know about the class which could be a whole conversation about how the students actually know more than they think they do yeah yeah I agree and I think students are evolving you know with AI I think when it first came out everyone's very excited students you know we're using the outputs directly but now like Mark has said you know people students are being more you know intentional with their prompts so potentially you know rising a little bit longer prompts you know directing Claude a little bit better than before then and I think that's just because we're getting more used to it like myself at the student I must have spent like thousand plus hours like talking to Claude now like I know what it you know how it responds and I'm learning more about the tool and as a result my interactions with it are getting better and like you said we're students we want to use our brains the majority of us you know want to be intellectually simulated and and so I think we're moving to to a time where students do genuinely use AI tools to benefit themselves and to actually you know go further rather than kind of limit themselves I guess by just relying on its output yeah um I think um when it comes to like cheating for example you know you've got that first level of you you ask you ask a question you get your output but in my instance the the final bosses can you present to us what you think you got to put together presentation 10 minutes 15 minutes different your position and the AI is not going to be there you know at that time to speak for you or to give your ideas so in that way I feel that um there's that like first level of like using it like you mentioned like maybe but then you get to a level where you need to in our case explain what what do you mean and everything so it's not so much a case of like um yes there's that level of like people are cheating like doing just like small quizzes but then in our instance as well you actually have to always defend your position so you have to knowledge you're talking about let's talk about after college entering the job market um first of all maybe we can do like a thumbs up down middle how does everyone feel about getting a job after graduation like constantly just like okay okay okay um tell me more okay well I guess like the good ones I think is like just having AI to be like a better like companion for like practicing for interviews brainstorming tailoring the resumes etc unfortunately the downside is that also companies are obviously using AI a lot more which involves a lot of higher views I have basically been talking to a like a screen this entire recruiting cycle um which is great but also can feel a little less human because I don't feel like there's like no chemistry like talking to a screen um are you doing are you doing interviews with like like you're talking to a robot? not where it's explicitly but it's just like kind of a question on a screen for me and then I'm just like talking to myself um and I have also heard just a lot of anxiety about companies also using AI just to screen candidates and I think this also has just not been great for I guess like both myself and also just like trying to figure out what the best like interviewing strategy or even like what jobs to apply to because now it just feels so much more random than before um I'm curious what do you guys think? I agree with you especially like the screening job candidates um it's so painful because you can realize like from the entire high would like to invite you to apply for this job right up until you submit your your CV you put time together tailored your application everything and then 15 minutes later sorry we're great to inform you. When did you have time? yeah exactly the AI generated email the AI generated email yeah so that's like I think the really like big a downside of that the upsides really are that um AI fluency has become a major like for example consulting firms now I know the top four consulting firms they used to hire generalist MBAs but now they're looking for MBAs who've got AI fluency so if you understand like how do you apply AI to different industries then you're like their number one candidate actually back to like close point I have had an AI like interview before really and it was it was so nice oh wow it's so nice it would give responses like like your response was super invigorating informative and exciting and then let's move on to the next question yeah did you get the job? no but it was because I didn't qualify I think they were looking for like rising juniors and I was a rising senior so I still got auto screen but it wasn't as bad as I thought I guess yeah traditionally like Chloe said like there's higher views right now where like they take a recording rather than like enter a conversation I actually kind of enjoyed having a nice interview as an AI I agree I agree okay uh speaking of um you know interesting uses of AI Merriam Webster named Slap the word of the year um so I'm curious what AI Slap means to you all and how do you see it impacting the people around you on campus? I think like AI Slap for me is when I receive an output from Claude or any other AI tool that I know that if I had just used my own brain like I could have come up with something better than that like that's kind of Slap for me when so I think just going back to job applications when I'm asking it to you know help me write a cover letter for example which is a major use case for a lot of students and it gives me a cover letter which is so generic like every other student is applying with this and it's like this is not going to get me the job like that's you know the AI Slap I think it's really funny that like AI responses can be so generic that it's its own voice at this point um and it's like a common like me mega expert AI to have a lot of m dashes and um certain sound bites like you're absolutely right or like like let me think about that or or it has this like two sentence structure that it keeps giving me whenever I try to write like letters or um scripts for example where it's like you're not reinventing the wheel like you're building the next Tesla yeah yeah um I see it's everything you guys have saved yeah um and then like you get you get the feedback you get the output and then it's up to you you know some people if you work with them in a group sadly they'll just paste that and you could see that at the end uh would you like Claude to keep you oh yeah that's that's gonna make mistakes pretty try yeah yeah that's my definition of AI Slap. So you mentioned group projects and I think this is a big thing right when you have a group of four or five at university and you have maybe a five thousand would like report to you how do you guys go about it because at my university there is there is sometimes some students who like don't want to use it and I remember one like one student was saying like I'm gonna do this project before you guys get your your grubby AI hands on it and I was like okay um but like some students did he use the term it's like yeah some students feel really strongly against it and when you're working in a group you know you have to take into consideration other people's thoughts yeah what what are your guys thoughts on that I can go first because we do a lot of those five thousand words uh kind of projects like maybe uh create a business case out of this business dilemma and how we do it like how we've recently started working on it is we'll take the paper with a question and we'll like create an outline we'll maybe ask AI can you create an outline for this paper for me like what should be in this paper and stuff and then we divide it amongst ourselves one thing I like doing a lot um is yes using that outline and for like this example of like a five thousand would report amongst like four people explode it into different sections and then for each person covering um each section it's up to you and how you want to uh use AI whether you use it or not at all um and what I like to personally is have a lot like bullet points are just like um thought dumping into Claude and um working with it to kind of structure my thoughts so going from random like bullet points or or one off um phrases into more of an outline and then into paragraphs that I can kind of manually edit the wording of so it's more like my voice and tone and then one thing I really like asking Claude actually um is to give the context of who is usually reviewing my work for a job application for example it's like um this um BP or like recruiter and then like in a class it's like a professor or a T.A. and ask like hey um here are some criteria rate my work uh score out of 10 and I would do that maybe like two to three times um and it would always give me reasons about like why I graded like uh gave me a score a certain score yeah and what I could work and improve on uh a lot of times I like the feedback sometimes I think some of the feedback is a bit overzealous or ridiculous and in newer models like sauna and opus 4.5 there's there's starting to give like a bit of urgency whenever I ask it so evaluate my work too much almost like they're calling me out for overthinking um after maybe like the third try of like this like evaluate it'd be like it's ready to ship like yeah nice nice are there AI slackers and group projects like people who you can tell are not turning on their brains for the front with their grubby AI I mean definitely I think something that is most helpful for me is like obviously besides alignment and just like being very international when you're using AI a lot of face-to-face time actually yeah so what I like to do when I work on a group project is just block out a time chunk sit down with my group and we just talk about it as we work through it I think very often it's easy to feel like you're alone when you're just working on a group project on yourself which is what makes AI so tempting because you're just like oh what if I just had someone write it for me but if we we're all forced to let's say sit down and talk together like if someone had a problem and work through it I think that definitely helps a lot with the more human piece of working together nice great okay I'm gonna shift us to some rapid fire questions so each should be like one the two sentences maximum so my first question is what is a tip that you have for students right now who are navigating this whole world of AI in education? learn it learn it learn how to use it it's only to your advantage if you understand how it can optimize your career or if you decide to be an entrepreneur how it can optimize your business if you're trying to learn new concepts or reviving for exam start a new project for every class you're taking in university try and paste in all the relevant files and perhaps you already have existing conversations where you've worked with Claude to go through certain assignments and set the writing style to concise mode that's been most helpful for me to get a click run down in an efficient manner of like every concept I need to cover for an exam. Substack and open source materials there are so many cool people out there who know the best or newest ways to use different types of AI tools and what I found most helpful is just soaking that up like a sponge and then applying it to my own projects. Nate Jones on substack he's pretty good. My tip would be use the styles so you mentioned it briefly the concise mode the learning mode is fantastic if you want to augment your own brain and augment your your own skills use the learning mode it will ask you questions back be confident in your applies back and you genuinely will get a better better output than just leaning on Claude by itself. All right next question how do you in one sense personally draw the line how do you draw the line between using AI as a tool and using AI as a crutch how do you where do you find that balance. If I was in a room like this and I can't explain or defend what I've built. Even if someone asks like a super critical or specific question I think that's the line where you kind of don't really understand what's going on. I totally resonate with that it's a mix of like the ownership and intentionality if you can't really explain what you've done along with also including what AI's role was in your work or what you're doing then that's a line for me. Yeah that's another line for me as well like I should be able to explain it that I'm explaining to someone in fifth grade whatever the output is and I should be able to present it as well even at a graduate level anything that I prepared so that's my line anything I create with AI I should be able to give that lower level and that upper level explanation. Yeah I agree with all of you I think if you're not comfortable with with the content that you've produced at the end of the day like is that really yours or are you just stealing that content from from Claude and so just feeling comfortable having some sort of like feeling of ownership that I've produced this work that's the line for me you know there have been times where I've submitted pieces which are like fully AI and it's just like this is not going to take me anywhere at the end of the day but you learn that and I think that's the biggest thing with students is that it takes time to learn those feelings and you kind of have to give it that time like a student might have to submit something 100% AI to realise that actually this was not beneficial for me and I think universities need to be conscious of the fact that students will learn and you've got to trust the students right at the end of the day they will they want to you know they live their own lives and you know you want to set yourself up you have that equality between students and we'll figure it out like we'll figure out what works where it's good where it's not yeah like holding space I feel like that's a fantastic way stand I just wanted to say you know the will figure it out mentality this whole time I kind of expected this conversation to to shift into dumerism and it never quite did I think like all of you are you know thoughtfully positive about the future in a way that I I think is really exciting and really encouraging so thank you all for for being here for being honest and yeah I really appreciate it this conversation thank you thank you thank you thank you

AI on campus

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Takeaways

Vocabulary

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