Gustavo Vicentini

I started redesigning my assignments when I noticed that students were submitting answers that looked suspiciously like AI output: plausible on the surface but wrong in ways that suggested they hadn’t thought through the problems themselves. Rather than trying to prohibit AI use, I decided to make it a required part of the work. My approach is straightforward: if AI gets something wrong, that’s not a problem to avoid, it’s a teaching opportunity. I want students to see firsthand that different AI tools can give you different answers to the same question, and that none of those answers should be accepted without verification. The ability to validate what AI tells you is becoming one of the most important skills students can develop, whether they’re doing economics or anything else.

My Assignments and Activities

• Redesigning Take-Home Assignments to Expose AI Limitations

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