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AI is widespread in higher ed, but is it helping or hurting student learning?

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AI is widespread in higher ed, but is it helping or hurting student learning?


Last February, Northeastern University student Ella Stapleton was struggling through her organizational behavior class. She began reviewing the notes her professor created outside of class early in the semester to see if it could guide her through the course content. But there was a problem: Stapleton said the notes were incomprehensible. 

“It was basically like just word vomit,” said Stapleton.

While scrolling through a document her professor created, Stapleton said she found a ChatGPT inquiry had been accidentally copied and pasted into the document. A section of notes also contained a ChatGPT-generated content disclaimer.

Stapleton believes her adjunct professor was overworked, teaching too many courses at once, and was therefore forced to sacrifice his quality of teaching with a shortcut from artificial intelligence. 

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“I personally do not blame the professor, I blame the system,” said Stapleton. 


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Ella Stapleton

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Stapleton said she printed 60 pages worth of AI-generated content she believed her professor utilized for the class and brought it to a Northeastern staff member to lodge a complaint. She also made a bold demand: a refund for her and each of her classmates for the cost of the class.

“If I buy something for $8,000 and it’s faulty, I should get a refund,” said Stapleton, who has since graduated. “So why doesn’t that logic apply to this?”

Stapleton’s request made national headlines after she shared her story with The New York Times.

The moment on Northeastern’s campus encapsulates a larger issue that higher education institutions are grappling with across the country: how much AI use is ethical in the classroom?

NBC10 Boston collaborated with journalism students at Boston University’s College of Communication who are taking an in-depth reporting class taught by investigative reporter Ryan Kath.

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We took a deep dive into how generative AI is changing the approach of higher education, from how students apply it to their everyday work to how universities are responding with academic programs and institutional studies. 

With its widespread use, we also explored this question: what is AI doing to students’ critical thinking skills?

A degree in AI? 

While driving along a highway in rural New Hampshire, a billboard caught our attention.

The message advertised a Bachelor of Science degree in artificial intelligence being offered at Rivier University in Nashua. We decided to visit the campus to learn more about the new program.  

“The mission of Rivier is transforming hearts and minds to serve the world, and that transformation means to change,” said President of Rivier University Sister Paula Marie Buley. 

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Sister Paul Marie Buley


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Sister Paul Marie Buley

At Rivier University, students pay almost $40,000 for a bachelor’s degree in artificial AI, which will prepare them for a field with a median salary of roughly $145,000, according to the institution.

Upon graduating, the aim of Rivier’s undergraduate program in AI is for students to hold professional practices that allow them to strengthen their skills in the dynamic field. 

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Master’s degree programs in artificial intelligence have begun to pop up in universities across New England including Northeastern University, Boston University, and New England College. The first bachelor’s degree in AI was created in 2018 by Carnegie Mellon University, according to Master’s in AI. 

“We want students to enter the mindset of a software engineer or a programmer and really haven’t an idea of what it feels like to work in a particular industry,” said Buley. “The future is here.”

In a 2024 survey from EDUCAUSE, a higher education advocacy nonprofit, 73% of higher education professionals said their institutions’ AI-related planning was driven by the growing use of these tools among students.

At Boston University, students can complete a self-paced, four-hour online course to earn an “AI at BU” student certificate. The course introduces the fundamentals of AI, with modules focused on responsible use, university-wide policies, and practical applications in both academic and professional settings, according to the certificate website.   

Students are also encouraged to reflect on the ethical boundaries of AI tools and how to critically assess their use in coursework.

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BU student Lauren McLeod said she doesn’t understand the resistance to AI in education. She believes schools should focus on teaching students to use it strategically. In lieu of clear institution-wide policies, AI usage policies differ from professor to professor.

“Are you using [AI] in a productive way, or using it to cut corners? They just need to change the framework on it and use it as a tool to help you,” said McLeod. “If you don’t use AI, you’re gonna fall behind.”

Despite rising awareness, colleges are slow to develop new policies. Only 20% of colleges and universities have published policies regarding AI use, according to Inside Higher Ed. 

AI and critical thinking

AI is becoming an everyday tool for students in the classroom and on homework assignments, according to Pew Research Center.

Earlier this month, we stopped students along Commonwealth Avenue on BU’s campus to ask how much AI they use and if they think it’s affecting their brains. 

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BU student Kelsey Keate said she uses AI in her coding classes and knows she relies on it too much.

Kelsey Keate


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Kelsey Keate

“I feel like it’s definitely not helped me learn the code as easily, like I take longer to learn code now,” said Keate. 

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That is what worries researchers like Nataliya Kos’myna.

This June, the MIT Media Lab, an interdisciplinary research laboratory, released a study investigating how students’ critical thinking skills are exercised while writing an essay with or without AI assistance.

Kos’myna, an author of the study, said humans are standing at a technological crossroads—a point where it’s necessary to understand what exactly AI is doing to people’s brains. Three groups of 54 students from the Boston area participated in the study.

MIT researcher Nataliya Kos’myna.


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MIT researcher Nataliya Kos’myna

“This technology had been implemented and I would actually argue pushed in some cases on us, in all of the aspects of our lives, education, workspace, you name it,” said Kos’myna. 

Tasked with writing an SAT-style essay, one student group had access to AI, one could only use non-AI search engines, and the final group had to use their brain alone, according to the project website. 

Recording the participants’ brain activity, Kos’myna was able to see how engaged students were with their task and how much effort they put into the thought process.

The study ultimately concluded the convenience of AI came at a “cognitive cost.” Participants’ ability to critically evaluate the AI answer to their prompt was diminished. All three groups demonstrated different patterns of brain activity, according to the study. 

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Kos’myna found that students in the AI-assisted group didn’t feel much ownership towards their essays and students felt detached from the work they submitted. Graders were able to identify an AI-unique writing structure and noted that the vocabulary and ideas were strikingly similar.

“What we found are some of the things that were actually pretty concerning,” said Kos’myna. 

The paper for the study is awaiting peer review but Kos’myna said the findings were important for them to share. She is urging the scientific community to prioritize more research about AI’s effect on human cognition, especially as it becomes a staple of everyday life. 

After AI discovery, tuition refund rejected 

In the wake of filing a complaint, Stapleton said Northeastern was silent for months. The school eventually put the adjunct professor “on notice” last May after she had graduated.

“Northeastern embraces the responsible use of artificial intelligence to enhance all aspects of its teaching, research, and operations,” said Renata Nyul, vice president for communications at Northeastern University in response to our request for comment. “We have developed an abundance of resources to ensure that both faculty and students use AI as a support system for teaching and learning, not a replacement.” 

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In addition to the AI-generated content being difficult to understand and learn from, Stapleton said it doesn’t justify the cost of tuition. In her complaint, Stapleton asked that she and all of her classmates be reimbursed a quarter of their tuition for the course.

Her refund request did not prevail, but Stapleton hopes the attention her story received will provide a teachable moment for colleges around the country.

“In exchange for tuition, [universities] grant you the transfer of knowledge and good teaching,” said Stapleton. “In this case, that fundamentally wasn’t happening, because the only content that we were being given was al AI-generated.”

Grace, Megan and Dahye


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Grace Sferrazza, Megan Amato and Dahye Kim report from the field.

The story was written by Amato, Kim and Sferrazza and edited by Kath



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A crowd scientist is helping the Boston Marathon manage a growing field of 30,000-plus runners

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A crowd scientist is helping the Boston Marathon manage a growing field of 30,000-plus runners


BOSTON (AP) — Running the Boston Marathon is tough enough without having to jostle your way from Hopkinton to Copley Square.

So race organizers this year turned to an expert in crowd science to help them manage the field of more than 32,000 as it travels the 26.2 miles (42.195 kilometers) through eight Massachusetts cities and towns — some of it on narrow streets laid out during Colonial times.

“There are certain things that we can’t change — that we don’t want to change — because they make the Boston Marathon,” said Marcel Altenburg, a senior lecturer of crowd science at Manchester Metropolitan University in Britain. “Like, I’m a scientist, but I can’t be too science-y about the race. It should stay what it is because that’s what I love. That’s what the runners love.”

The world’s oldest and most prestigious annual marathon, the Boston race was inspired by the endurance test that made its debut at the inaugural modern Olympics in 1896 — itself a tribute to the route covered by the messenger Pheidippides, who ran to Athens with news of the Greek victory over the Persians in Marathon.

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After sharing the news — “Rejoice, we conquer!” — Pheidippides dropped dead.

Organizers of the Boston race would prefer a more pleasant experience for their runners, even as the field has ballooned from 15 in 1897 to as many as 38,000 to meet demand for the 100th edition in 1996. It has settled at around 30,000 since 2015.

As the race grew, it tested the limits of the narrow New England roads and the host cities and towns, which are eager to reopen their streets for regular commutes and commerce as quickly as possible.

“It would be kind of great someday to be able to grow the race a little bit more,” race director Dave McGillivray said. “The problem with this race is that it’s about two things: time and space. We don’t have either. … So, we’re trying to be innovative.”

That’s where Altenburg comes in.

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A former German army captain who runs ultra marathons himself, Altenburg has worked with all of the major races, other large sporting events, and airports and exhibitions that tend to attract large crowds on ways to keep things safe and flowing smoothly.

For the Boston Marathon, which draws hundreds of thousands of spectators in addition to the runners, his models allow him to run simulations that help him see how the race might play out under different conditions.

“We have simulated the Boston Marathon more than 100 times to run it once for real. That is the one that counts,” Altenburg said in a telephone interview. “They gave me, pretty much, all creative freedom to simulate more waves, simulate more runners and — within the existing time window — they allowed me to change pretty much anything for the betterment of the running experience.

“And then we checked every aid station, every mile, the finish, every important point, (asking): Is the result better for the runner? Is that something that we should explore further?”

The most noticeable difference on Monday will be that the runners are starting in six waves — groups organized by qualifying time — instead of three. The waves, which were first used in Boston in 2011, help spread things out so that runners don’t have to walk after the start, when Main Street in Hopkinton squeezes to just 39 feet wide.

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Other, less obvious changes involve the unloading of the buses at the start, the placement of the water and aid stations, and the finish line chutes, where runners get their medals, perhaps a mylar blanket or a banana, and any medical treatment they might need.

“For an event that’s as old as ours, 130 years, it allowed us to be a startup all over again,” said Lauren Proshan, the chief of race operations and production for the Boston Athletic Association.

“The change isn’t meant to be earth-shattering. It’s to be a smooth experience from start to finish,” she said. “It’s one of those things that you work really, really hard behind the scenes and hope that no one notices — a behind-the-curtain change that makes you feel as if you’re just floating and having a great day.”

Shorter porta potty lines would also be nice.

“What I loved about working with the BAA was how aware they are of what the Boston Marathon is. And they won’t change anything lightly,” Altenburg said. “So it was very detailed work from literally the moment the race last year ended to now. That we check every single option. That we really make sure that if we change something about this historic race, then we know what we’re doing.”

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The BAA will look at the feedback over the next three years before deciding about expansion or other changes.

“Fingers crossed, hope for the best, but we’ll get feedback from the participants,” McGillivray said. “And they’ll let us know whether or not it worked or not.”

But keeping the course open longer isn’t an option. And the route isn’t going to change. So there’s only so much that crowd science can help with at one of the toughest tests in sports.

“I can talk. I’m a scientist. I just press a button and it’s going to be,” Altenburg said. “But the runners still have to do it.”

___

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AP sports: https://apnews.com/hub/sports



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From across Boston they flock to play for Latin Academy boys’ tennis, a co-op of 29 schools – The Boston Globe

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From across Boston they flock to play for Latin Academy boys’ tennis, a co-op of 29 schools – The Boston Globe


“I’ve done a lot of different things in my life, but there’s no question in my mind that the youth development aspect of what I’ve done with kids and tennis in Boston is the most important work I’ve ever done,” said Crane, who has dedicated the last 30 years of his life to youth tennis.

Once upon a time, Crane served as a sports journalist for the New York Post, the defender general of Vermont, and the executive director of the Massachusetts State Ethics Commission.

He has been the head boys’ tennis coach at Latin Academy since 2009, and last season led the Dragons to their first Division 3 semifinal appearance in program history.

Latin Academy coach Peter Crane congratulates his number one doubles pairing of Gio Waterman and Mayfre Moreta.Barry Chin/Globe Staff

This season, the Dragons are trying to repeat that success, and are doing so with players from five Boston high schools (Latin Academy, O’Bryant, Josiah Quincy Upper, East Boston, and New Mission).

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Sophomore Mayfre Moreta, a New Mission student, has never crossed paths in the school hallways with his doubles partner, Gio Waterman, who attends Latin Academy, but the pair still managed to rally from a set down to clinch the deciding No. 2 doubles point in last year’s D3 quarterfinals.

“I think [that win] speaks to our identity as a program,” said Waterman. “It’s so nice to play with all these new guys from other city schools. We share that bond of representing the city of Boston.”

Along with the unique co-op structure, Crane runs a no-cut program that carries roughly 35 kids ranging from seventh to 12th grade every year who vary from beginners to experienced tournament players.

“We don’t cut because we want to teach kids from all over the city how to play the game,” said Crane. “We want to give them a sport that they’ll play for the rest of their lives.”

Mateus Washington, a Latin Academy senior, is in his sixth, and final, year with the program. Although Washington has dueled the state’s top players at No. 1 singles this season, he is just as proud that he gets to lead his teammates every day.

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Mateus Washington, now a senior, joined the Latin Academy team as a seventh-grader.
Matthew J Lee/Globe staff

“It’s really cool to see how the seventh-graders of this generation look so much like I did in seventh grade,” said Washington, who has posted a 3-3 record this year. “It’s super eye-opening and enriching to be a part of their development.”

Crane recognizes that the team’s makeup is unique and oftentimes difficult to manage.

“Logistically, it’s difficult. The kids are coming from all over the city, and they can’t all show up at the same time because their schools get out at different times,” said Crane.

But above all, Crane is thankful he can give his kids — many of whom come from low-income situations — the chance to play tennis, as well as offer them summer jobs at Sportsmen’s, Franklin Park Tennis Association, and other tennis facilities around the city.

“What motivates me the most is getting to know these kids, building relationships with them, and figuring out how I can be of help to them. I want to help them grow, help them succeed on and off the court, and help them get ready for the rest of their lives.”

Jackson Stotts played No. 2 singles for Latin Academy against Boston Latin on Thursday. Barry Chin/Globe Staff

Emily Cilley has yet to lose a match as the head coach of the Swampscott girls.

In Cilley’s first year with the program, the Big Blue (4-0) have put last season’s second-round loss to Dover-Sherborn in the rearview mirror.

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Key to their success have been sophomore stars Nikki Carr and Ginger Gregoire. Carr has been dominant at first singles, posting a 4-0 record without dropping a set, and Gregoire has been a great option at second singles, logging a 3-1 record and securing the deciding 3-6, 6-1, 6-1 victory in the season opener against Bishop Fenwick.

“They are both very disciplined players who understand the balance between being cautious and being patient,” said Cilley. “Their technical skills are on point, and they aren’t intimidated by the person across from them.”

The Big Blue’s strong start has catapulted them to the top of the Northeastern Conference. They’ll look to continue their unbeaten streak against St. Mary’s next Saturday.

▪ The girls of Central Catholic are off to their best start in program history.

The Raiders boast a 6-0 record after taking down Lowell 5-0 on Saturday morning. The win was their fifth sweep of the season, with the only non-sweep coming in a 4-1 victory over Notre Dame (Tyngsborough).

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Morgan Bateman has looked unstoppable at second singles, as she is yet to drop a set, and Ella Asmar has been just as impressive at third singles, posting an undefeated record.

Although Haley Wolters was responsible for the only loss by a Raiders player this season, she has logged impressive victories at first singles, such as a 6-2, 6-3 win against Chelmsford and a 6-1, 6-1 triumph over Lowell.

The Raiders have a chance to extend their winning streak to nine with matches against North Andover, Lowell, and Haverhill on the horizon, before they clash with undefeated Andover on April 30.


Webb Constable can be reached at webb.constable@globe.com. Follow him on X @webbconstable.





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Practice Report: Bruins Have Last Skate in Boston Before Leaving for Buffalo | Boston Bruins

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Practice Report: Bruins Have Last Skate in Boston Before Leaving for Buffalo  | Boston Bruins


“It is a division team, we’ve played them enough to know kind of what they’re about. They’ve had a great season. They’re a high rush team, a lot of speed and a lot of skill. It is going to be a fun matchup,” Lindholm said. “It is a fun challenge for us, coming in a little bit as an underdog and prove people wrong.”

Lindholm has also been quarterbacking the second power-play unit, which is primed to feature James Hagens. The 19-year-old forward signed his entry-level contract on April 8 and played in the final two games of the regular season. The B’s, however, did not get on the man advantage in either game, so Sturm has yet to see Hagens on the power play outside of practice. The coach thinks it is one of Hagens’ best assets, though.

“He doesn’t have to play or make special plays. He has some really good players on that unit. As long as he’s going to play fast and keep it simple – I think that is something that might be different from college and NHL,” Sturm said. “I think it will be fine because Buffalo, they will come, they pressure hard. So you don’t want to be surprised. You want to be quick, you want to be fast. That’s something that has to be in his mind.”​

Hagens has been skating on the third line with Fraser Minten and Marat Khusnutdinov, and that stayed the same in Saturday’s practice. The three youngsters will all be playing in their first NHL postseason.

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​“Every night you have to give it your all. You have to give everything you possibly have. This is playoff hockey – you want to win every single game like always. Nothing changes, but there are a lot higher stakes,” Hagens said. “This is something you dream of. Something you grow up watching and praying that you could be in the moment one day and be playing in. Now that it’s reality, it’s something that is really surreal.”

After having a whirlwind start to his pro career, it has been helpful for Hagens to get full practices in with the group.

“It’s been great to be able to be out there, practice with these guys. Not only to learn the systems but to be able to talk to teammates, get feedback from coaches,” Hagens said. “Just the repetition, being able to do reps, try to learn day by day.”

The energy is palpable for Boston, but the team knows the work has just begun.

“Everyone is equal in this room. We’re a tight-knit group here, we’re all good buddies…Just go out there and play with that joy that we have in the locker room,” Lindholm said. “It is a really serious time of year, but I think within this room here, just go out there and enjoy, too. Play for each other – I think that’s how you win this time of year.”

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