During a recent interview for a longitudinal study on undergraduate writing and learning that I am conducting at my school, one student described a course he was currently taking with a professor he admired deeply. He spoke warmly about the instructor’s passion, clarity, and care for students. He also described the professor’s stance on generative AI as “very strong” and “very clear.” AI, the student explained, was framed as a threat to learning, something to refuse rather than explore: “He says it’s making the world stupider.”
