Questions can reflect not only a curiosity about the world but a desire to make the world better.

many things we accept as givens could be otherwise.

how to foster a lifelong disposition to question what one has been told (thereby supporting their development as participants in a democracy and as human beings).

“K-W-L” charts in which students are asked to consider what they already know about a particular topic, what they’d like to know more about, and then, later, what they learned

By inviting their questions, we unleash the power of intrinsic motivation because all of us tend to develop more enthusiasm for, and ultimately become more skillful at, pursuing questions about which we’re genuinely curious than those handed to us by someone else.

encouraging kids to come up with the questions that matter to them.

What’s required is a continual focus on creating a classroom that is about thinking rather than just absorbing information.

What the best of these share is that they’re open-ended. Sometimes, in fact, no definitive right answer can be found at all. And even when there is one – or at least when there is reason to prefer some responses to others – the answer isn’t obvious and can’t be summarized in a sentence.

The least interesting questions are those with straightforward factual answers.

want their institutions to address academic integrity concerns—albeit via a proactive approach

wn learning.

s on

no instruction manual.”

their cognition—a developing area of research—adding that students tend to “crave shared spaces of conversation

Tools to this end include the university’s own Student AI Use Scale.

scaffolding assignments

tools that have been “marketed to students as quick and efficient ways to get the highest grades” play into a “model of education that places point-getting and grade-earning over learning,” he said. One possible implication for faculty? Using alternative assessment practices “that take pressure away from earning a grade and that instead recenter learning.”

For some students, it’s like having a 24-7 tutor.”

Well, I could just ChatGPT it.’ But in reality, figuring it out on my own or talking to another physical human being—that’s good for you,’

Partey, who graduated from the University of Nevada at Reno in May with a major in communications and minor in public health, said using generative AI became t

35 percent say there’s been no change, and 23 percent say it’s more valuable now. Fewer, 18 percent, s

reate new majors or academic programs focused

Adult students—many of whom are already working—are most likely to say that institutions should offer training on how to use AI tools professionally and ethically, at 57 percent.

students again say they want their institutions to offer—but not necessarily require—training on how t

Men—who also report using generative AI for things like brainstorming ideas and completing assignments at higher rates than their women and nonbinary peers—are also more likely to indicate that the net effect has been positive

slight plurality of students (29 percent) is somewhat positive about faculty use of AI for creating assignments and other tasks,

Fewer support a return to handwritten tests or bluebooks for som

pressure to get good grades (37 percent over all). Being pressed for time (27 percent) and not really caring about academic integrity policies (26 percent) are other reasons students chose. There are some differences acro

Performance pressures

Community college students are less likely to report using AI for coursewor

Fewer students report using generative AI to complete assignments for them (25 percent) or write full essays (19 percent).

Did the student first read what was summarized?

brainstorming ideas (55 percent), asking it questions like a tutor (50 percent)

85 percent, indicate they’ve used generative AI for coursework

1,047 students from 166 two-

e seven

having mixed effects on their critical thinking abilities,

students

artificial intelligence for teaching

skills, traits, and resources

Ability to be successful in college didn’t behave like intelligence or other test scores. Instead, success seemed to be constrained by finite resources.

However, students don’t graduate because they passed a math class. They pass a math class and graduate because they have student capital.

building up energy

elping students gain all those little things that more advantaged students got from their families and environment. I

Successful students have a large pool of resources, traits, and skills that they can draw from every day and when faced with sudden challenges

student capital

If someone’s car doesn’t work, perhaps they have the money to fix it or a friend to give them a ride. Student success is complicated.

getting the right teachers,

that they don’t know their fractions.”