By Timothy Kwon, science and technology reporter
Artificial intelligence is becoming a regular part of daily life at Virginia Tech, affecting how students complete assignments, how professors teach classes and how research is conducted. From AI-powered writing tools to software that generates computer code, the technology is increasingly used across campus and is raising questions about learning, ethics and the future of higher education.
To better understand how AI is changing everyday academic life and what it means for students, Chris North, a professor of computer science at Virginia Tech, discussed how AI is already being used on campus, how it is influencing teaching and coursework and why adaptability will be important for students entering an AI-driven workforce.
This interview has been edited for length and clarity.
How do you define artificial intelligence for people who use it every day but don’t have a technical background?
Artificial intelligence is a broad term, but in general it refers to designing computer systems that behave in intelligent ways. These systems rely on large amounts of data and past experience to guide how they respond to users.
A common example is large language models like ChatGPT. These tools are trained on massive amounts of text from across the internet, which allows them to produce responses that sound realistic. They work by learning patterns from how people communicate and then using those patterns to generate new responses.
How has AI changed everyday academic life for students and faculty at Virginia Tech?
It affects different people in different ways. One example from my own experience involves mentoring graduate students who are writing and publishing research papers. Many of those students are international students, and English is not their first language.
In the past, I spent a lot of time correcting grammar and improving the readability of their drafts. That was time-consuming and not really the main focus of my job, which is to evaluate the quality of the research. Over the past few years, language models have helped take on that proofreading role. Now, when students submit drafts, the writing is usually clearer, and I can focus more on the science rather than grammar.
From the students’ perspective, AI can also help them think more critically about their writing. Some students use AI tools to summarize their work. If the summary does not match what they intended to say, it shows them that their writing needs improvement before they submit it.
How is AI changing the way professors teach and design coursework in higher education?
AI has forced professors to rethink traditional assignments. Many quizzes, homework problems and programming exercises can now be completed easily using AI tools. That raises questions about what students are actually learning if the technology can generate answers on its own.
In computer science, it is still important for students to learn the basics of programming. AI can write good code, but it can also write bad code. Students need to understand how to evaluate code, fix problems and think about issues like security.
The challenge for educators is figuring out how to teach these skills in a way that feels meaningful. Some professors are experimenting with assignments that allow students to use AI for an initial draft and then require them to critique or improve the work. The goal is to use AI as a tool while still encouraging critical thinking.
How should universities balance innovation with concerns about academic integrity, privacy and bias in AI systems?
There are still many unknowns. Higher education is very much in a trial-and-error phase when it comes to AI. Academic integrity is a major concern, especially when students can submit AI-generated work without fully understanding it.
Creating assignments that encourage thoughtful use of AI is difficult, and grading that type of work takes more time. In the past, many assignments relied on automated grading systems that simply checked whether an answer was correct. Evaluating students’ reasoning and reflection is more subjective.
Bias is another concern. AI systems may push users toward certain ways of thinking or problem-solving that are not always ideal. Universities are still figuring out how to address these issues, and it will likely take time to understand the long-term effects.
What advice would you give students who are worried that AI might replace certain jobs or career paths?
Concerns about AI are understandable, but they are not new. Similar worries existed during the rise of internet search engines like Google. At the time, people feared those tools would destroy jobs or harm society. Instead, they changed industries and created new opportunities.
AI will likely change jobs rather than eliminate them entirely. Some roles may disappear, but new ones will be created. The most important thing for students is adaptability. Education should focus on helping students learn how to adjust, be creative and use new tools as technology continues to evolve.
That is why banning AI outright in education is not helpful. Students need to learn how to use these tools responsibly so they are prepared for an AI-driven world.
Looking ahead five to 10 years, how do you expect AI to further change college campuses?
I am not very good at predicting the future, but I think mindset matters more than specific predictions. Approaching AI with fear is not productive. Instead, students and educators should view it as an opportunity to do new and innovative things.
AI will continue to develop quickly, and success will depend on how well people adapt. Universities should focus on teaching creativity, critical thinking and flexibility so students can take advantage of new technologies as they emerge.
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