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Johanna Dorris's avatar

This nails the quiet tension so many students feel but rarely say out loud: “We’re just doing what you taught us.”

Not in some abstract moral sense—but in a daily, visible way. When adults use AI, it's efficiency. When students do, it’s dishonesty. But both are using the same tool to navigate overloaded systems and high-stakes outcomes.

The question isn’t whether students should struggle through writing. The question is whether the struggle has purpose—or just weight. Because when process becomes performance, students treat it like any other task to optimize.

What if the problem isn’t that students are cheating—

but that they’re mirroring?

And what if the real discomfort is that they’ve learned from watching us?

We don’t need more restrictions. We need better conversations. Ones that treat students not as problems to police, but as co-authors of the future they’re inheriting.

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Bette A. Ludwig, PhD 🌱's avatar

Wow - the solution can't boil down to creating a list of what's appropriate for students to use vs. what faculty can use.

Educators in HE really need to start thinking about how they're going to integrate this technology into every class.

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