Friday, August 29, 2025
Reconfiguring work: Change management in the age of gen AI - Erik Roth, McKinsey
There are no entry-level jobs anymore. What now? - Dana Stephenson, the Hill
Thursday, August 28, 2025
The Radical Changes AI Is Bringing To Higher Education - Nick Ladany, Forbes
We must build AI for people; not to be a person: Seemingly Conscious AI is Coming - Mustafa Suleyman, Mustafa-Suleyman.ai
Wednesday, August 27, 2025
Ex-Google exec says degrees in law and medicine are a waste of time because they take so long to complete that AI will catch up by graduation - Preston Fore, Fortune
At one elite college, over 80% of students now use AI – but it’s not all about outsourcing their work - Germán Reyes, Middlebury, The Conversation
Over 80% of Middlebury College students use generative AI for coursework, according to a recent survey I conducted with my colleague and fellow economist Zara Contractor. This is one of the fastest technology adoption rates on record, far outpacing the 40% adoption rate among U.S. adults, and it happened in less than two years after ChatGPT’s public launch. What we found challenges the panic-driven narrative around AI in higher education and instead suggests that institutional policy should focus on how AI is used, not whether it should be banned.
Tuesday, August 26, 2025
AI is already displacing these jobs - Madison Mills, Axios
Smarter Support: How to Use AI in Online Courses and Teach Your Students to Use It Too - Joel Greene, Faculty Focus
Whether we were ready or not, AI is in the room. And if you’re teaching online, you’ve probably already seen it at work in discussion posts, essays, or that strangely perfect email. Instead of panicking or pretending it’s not happening, we’ve got a better option. We can help students learn how to use AI responsibly, because it’s not going away. Honestly, some of them are relying on it more than we realize (Colvard 2024). If you’re going to teach with AI, you’ve got to know what it can (and can’t) do. I’m talking about tools like ChatGPT, Grammarly, QuillBot, or even Microsoft Copilot. Give yourself a little “playtime” with them. Open one up and ask it to write a discussion post. Then see what it gets right and what falls flat.
Monday, August 25, 2025
'This stuff is moving so quickly': Utah Tech leaders discuss AI, unveil new cybersecurity degree - Nick Fiala, St. George News / KSL
Does GenAI provide the opportunity for creativity to take centre stage? - Ioannis Glinavos, Times Higher Education
For centuries, universities have delivered scarce expertise. We stacked programmes like layer cakes: first theory, then practice, finally – if there was time – a sprinkle of creativity. Generative AI flips that order. Because routine skills are on tap, the bottleneck shifts upstream to ideation: spotting problems worth solving and framing them so the machine can help.
How should assessors use AI for marking and feedback?
An insider’s guide to how students use GenAI tools
Three reasons to harness AI for interdisciplinary collaboration
That demands divergent thinking, curiosity and ethical judgement – qualities our assessment regimes often squeeze out. We need to treat creativity as a core literacy, not a decorative extra. Don’t get me wrong, skills are not irrelevant – they just look different. Prompt craft, data stewardship and model critique replace manual citation and calculator drills. But they are means, not ends.
Sunday, August 24, 2025
AI’s Rapid Integration into Higher Education Transforming Student Experiences and Faculty Challenges - SSB Crack News
A scaffolded approach to teaching with GenAI - Rena Beatrice Alcalay, Times Higher Education
As GenAI continues to reshape higher education, this four-phase framework by Rena Beatrice Alcalay offers educators ways to guide students to use these tools critically and ethically, fostering agency, bias awareness and deeper engagement in philosophical writing assignments. This pedagogical stance emphasises agency: students learn to critically assess what to include or exclude from AI-generated suggestions and to distinguish between factual repetition and genuine conceptual development. At the heart of this approach is a commitment to helping students articulate ideas that reflect their values, a central goal in philosophy education.
Saturday, August 23, 2025
Claude Opus 4 and 4.1 can now end a rare subset of conversations - Anthropic
We recently gave Claude Opus 4 and 4.1 the ability to end conversations in our consumer chat interfaces. This ability is intended for use in rare, extreme cases of persistently harmful or abusive user interactions. This feature was developed primarily as part of our exploratory work on potential AI welfare, though it has broader relevance to model alignment and safeguards. In pre-deployment testing of Claude Opus 4, we included a preliminary model welfare assessment. As part of that assessment, we investigated Claude’s self-reported and behavioral preferences, and found a robust and consistent aversion to harm. This included, for example, requests from users for sexual content involving minors and attempts to solicit information that would enable large-scale violence or acts of terror. Claude Opus 4 showed: