I’m a Professor. A.I. Has Changed My Classroom, but Not for the Worse

The New Reality of the Digital Campus

When I first heard that every student in my literature seminar could summon a chatbot with a single click, I felt a pang of anxiety. Artificial intelligence is no longer a futuristic curiosity—it is a daily tool that students wield as effortlessly as a pencil. The ease of access to generative A.I. has forced me to confront a question that many educators are grappling with: How do we keep the humanities alive when machines can draft essays in seconds?

Rethinking Pedagogy in the Age of Chatbots

Rather than trying to ban these technologies, I chose to integrate them into the learning process. The goal is not to eliminate A.I., but to make its presence a catalyst for deeper, more authentic engagement. I shifted the focus from rote memorization to critical conversation, asking students to interrogate the very tools they use. For example, a recent assignment asked them to compare a paragraph written by a chatbot with one they crafted themselves, then reflect on the differences in voice, nuance, and ethical implication.

Embracing the Human Element

Humanity, I discovered, is not a commodity that can be replicated by algorithms. It is the capacity for empathy, personal experience, and moral judgment. To highlight this, I incorporated more collaborative activities—live debates, peer‑review workshops, and storytelling circles—where the immediacy of human interaction could not be outsourced to a machine.

Practical Strategies That Have Worked

• Transparent A.I. Policies: At the start of each semester I provide a clear rubric that outlines when and how chatbot assistance is permissible.
• Process Over Product: Grading emphasizes drafts, annotations, and reflective journals, rewarding the journey of thinking rather than just the final answer.
• Tech‑Enhanced Workshops: We use chatbots as “drafting partners” in class, prompting students to critique the AI’s suggestions in real time.
• Human‑First Prompts: Assignments ask students to relate course concepts to personal stories, community issues, or current events—areas where a machine’s perspective feels thin.

Looking Ahead: A Classroom That Evolves With Technology

The presence of A.I. will only grow stronger, and that reality is not a threat but an opportunity. By making humanities instruction more human, we prepare students to navigate a world where machines handle the mundane while people focus on meaning, creativity, and ethical responsibility. As I watch my students wrestle with chatbots and emerge with richer, more reflective work, I am convinced that the classroom has become a better place—not despite A.I., but because of the thoughtful ways we have chosen to engage with it.