Perspectives on AI from CATLR Student Staff
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Introduction
With 86% of students using AI in their studies and 54% using it weekly, students are leading AI adoption in education (Digital Education Council’s 2024 Student Survey). Their experiences offer valuable insights for faculty seeking to integrate AI thoughtfully into their courses .
Below, we hear from three Northeastern University graduate students who served as CATLR Instructional Assistants, collaborating with AI Faculty Fellows as part of the AI in Teaching and Learning Across the Network Initiative. Hasnain, Sebastian, and Muhammad share their perspectives on the opportunities and challenges they have observed while learning in an AI-ubiquitous world. Their candid reflections offer valuable guidance for thoughtful AI integration. Watch the videos below to hear their insights in their own words.
Meet the Students
Muhammad Salman
MS Electrical & Computer Engineering, College of Engineering
Hasnain Sikora
MS in Artificial Intelligence, Khoury College of Computer Sciences
Sebastian Thomas
MS in Artificial Intelligence, Khoury College of Computer Sciences
To learn more about the students featured, please view the video linked at the bottom of this page.
What Students Say about AI Opportunities
Students describe how they have used AI as a powerful learning partner that enhances their thinking rather than replacing it. They value AI’s role as an interactive tutor and appreciate classroom integration that prepares them for AI-integrated professional environments. Students highlight creative applications like role-playing debates between historical philosophers using AI personas.
Student Suggestions:
- Design activities where AI serves as a learning partner.
- Create assignments that position AI as an interactive tutor allowing students to test their understanding and explore concepts collaboratively.
- Structure these activities to mirror professional contexts where AI literacy is essential, as students emphasize that classroom AI integration directly prepares them for their future careers.
Example: Derek Curry, an Associate Professor in the College of Arts, Media, and Design, developed an activity in his undergraduate video game design course that invites students to use AI as a creative design partner for developing game characters, mirroring professional design workflows. Learn more about how Derek positions students to use AI-based image generation for rapid ideation, document prompt variation, and select their strongest designs.
Video Takeaways:
- Help students know when and how to use AI.
- Students may use AI as a study companion that quizzes and challenges them.
- Know the tools, their limits, and spell out expectations in the syllabus.
What Students Say about AI Concerns
Students warn that over-reliance on AI can create “imposter syndrome” and strip away the rewarding aspects of learning, such as problem-solving satisfaction. They note AI’s tendency to be overly agreeable and emphasize the need for meaningful boundaries rather than complete ban of AI.
Student Suggestions:
- Establish clear boundaries through collaborative policy development.
- Involve students in defining appropriate AI use for your course and create assignments that balance AI assistance with independent critical thinking.
Example: Catherine Fairfield, a Visiting Teaching Professor in English at the College of Social Sciences and Humanities, developed an activity that invites students to collaboratively define the role of AI in a course. Learn more about Catherine’s practice of involving students in AI norm setting.
Video Takeaways:
- Use AI as an assistant: do not get over-reliant on it.
- Learn first, then ask AI, it will agree with you even when you are wrong.
- Sit with students and co-create clear AI rules.
How Students Use AI
Students use AI flexibly across academic tasks including brainstorming, checking understanding, summarizing dense readings, and visualizing complex concepts. They also use AI for practical communication and planning beyond academics.
Student Suggestions:
- Acknowledge that students are already using AI as a flexible learning partner across multiple tasks.
- Structure assignments that leverage these existing practices, such as having students use AI to brainstorm ideas before discussions or to check their understanding of complex concepts.
Example: Beverly Kris Jaeger-Helton, a Mechanical & Industrial Engineering professor, structured a team-based assignment where students used AI to brainstorm and organize “expert seminars” on human-system integration topics. Learn more about Beverly’s practice of embedding AI-supported brainstorming into student project workflows.
Video Takeaways:
- Students use AI to brainstorm and check their thinking – not just to get answers.
- Students use AI as a tutor by feeding it notes and letting AI quiz them.
- Students use AI beyond the classroom for summarizing, planning, and articulating ideas.
Summary
Students are using AI regularly and creatively in their academic and everyday lives. Some of the most common uses are for brainstorming, feedback, and deeper understanding. They see AI as a powerful learning partner and a tool for career readiness, but they also voice concerns for overreliance and the need for meaningful boundaries. Students suggest that faculty can support them by integrating AI thoughtfully, co-developing course level policies, and fostering a balanced approach that enhances learning while addressing relational dimensions.
Reference
Curry, D. (2024). Generative AI as a creative partner in video game design. Northeastern University. https://learning.northeastern.edu/ai-gallery-post-generative-ai-as-a-creative-partner-in-video-game-design/
Digital Education Council. (2024, August 2). Digital Education Council Global AI Student Survey 2024. https://www.digitaleducationcouncil.com/post/digital-education-council-global-ai-student-survey-2024
Fairfield, C. (2024). Collaboratively defining AI boundaries with students. Northeastern University. https://learning.northeastern.edu/ai-gallery-post-collaboratively-defining-ai-boundaries-with-students/
Jaeger-Helton, B. K. (2024). Intentional infusion of AI. Northeastern University. https://learning.northeastern.edu/ai-gallery-post-intentional-infusion-of-ai/