“It makes you not want to learn.”

“I am paying tens of thousands of dollars to go to college, and it would be stupid of me to learn nothing because I am making AI do all the work for me.”

“As a student from an underresourced background prior to coming to Duke, I feel that AI is sometimes helpful in making me a more efficient student and helps me bridge gaps that I often feel from my peers who come from positions of higher academic privilege. It helps me overcome the lack of practice and experience that I have compared to other students with certain academic skills, and enables me to more easily close this gap without needing to spend significantly more time–which I’ve had to do prior to supplementing my learning with AI.”

“I would say that we need to learn how to use it the right way so that students don’t miss out on learning opportunities because of improper use.”

“AI is a helpful tool in education when used responsibly, however, it should not replace in-person learning.”

“Please do not make using AI be a required thing for assignments. And if you do allow it to be used in classes, make sure that you have a specific rubric for where it is and isn’t allowed.”

“I think that it should be encouraged and we should be taught how to complete work more efficiently using it. Everyone is gonna be using it in the future, and teaching us how to use it in a work context will help us get ahead.”

Artificial Intelligence Policies: Guidelines and Considerations

• “As you define your individualized AI syllabus statement, your reasoning should be grounded in the intellectual work of the course, your discipline and your understanding of critical thought. Some of the questions you might ask yourself are: What will students lose (or gain) by using generative AI in your course? What do you want students to understand about AI and their intellectual development?”

How Duke School of Nursing Is Leading the Way in AI-Enhanced Teaching

• “In the first week of class, [Clinical Professor Michael Zychowicz] opens a conversation about AI—not just to lay ground rules, but also to get students genuinely excited about its potential. Knowing they’ll encounter AI in their professional lives as nurses, he encourages them to use it, but thoughtfully: as a brainstorming partner or a way to refine and organize their ideas, not as a replacement for their own thinking. He also invites students to imagine the future of AI in healthcare, helping them develop curiosity and critical awareness.”

Recommendations By & For Students

• “Acknowledge that AI is not sentient and cannot think or reason like a human. AI tools process data and generate responses based on patterns rather than true understanding. Your critical thinking and judgment will always surpass AI’s capabilities. Use AI as a tool to enhance your reasoning—not as a replacement for it.”

AI Ethics Learning Toolkit: “Is AI a Spy?”

• “AI privacy involves how your personal information is collected, used, and shared by AI companies. This includes data scraped from the web without your consent and data you input into AI systems through prompts… For students, AI privacy is particularly significant. As students rely on AI tools for learning, research, writing, and even personal advice, they should be mindful of the sensitive data they share and consider when it’s appropriate to disclose information.”