Smythe Kuebler (holding microphone) and his debate teammates from the Gary W. Rollins College of Business discuss the cons of AI in the classroom. Photo by Angela Foster.
Will artificial intelligence create a more efficient future or lead to a wave of unprepared young adults entering the workforce?
On Wednesday, Nov. 12, students from the University of Tennessee at Chattanooga’s Gary W. Rollins College of Business debated questions like this while discussing the benefits and drawbacks of AI in university courses.
As part of the “Great AI Debate,” two student teams strategized their arguments with professors Dr. Ravinath Alahakoon and Dr. Zahra Abdeen from the Department of Data Analytics.
Smythe Kuebler, a senior finance major and professional sales minor, was opposed to the integration of AI in the classroom.
“They did an outstanding job,” Kuebler said. “The professor who got me into it was actually the coach of the other team (Abdeen), but it was awesome talking to Dr. Ravi. I really enjoyed his presence.”
While students received support from professors, Dr. Beni Asllani—department head of data analytics and Rollins professor of AI—said the event was an opportunity for students to become experts.
“Rather than us professors telling them, ‘This is it, you have to do this,’ students have different perspectives to implement AI efficiently,” Asllani said. “We need to hear what they think about AI. That’s the best way to approach bringing AI into the classroom.”
Kuebler, a member of the student-led SMILE Fund investment team, said that his experience researching and learning about AI changed his opinion.
“I really do believe that AI is going to harm the community aspect of college,” he said. “The shared experience that you have of struggling with deadlines, due dates and time crunches, and struggling with correct grammar is going to harm the critical thinking aspect—the community-driven success.”
Initially being agnostic on the use of AI, Kuebler was one of the only students on both sides of the debate who believed AI in classrooms isn’t a positive.
“I didn’t know what side I wanted to be on,” he said. “I was hoping I’d be on Kestutis’ side because I’m friends with him. I turned out to be on the opposite side and it actually strengthened my argument against AI so much that I’m no longer for AI.”
Kestutis Dubininkas, a business analytics major and member of the Honors College’s Innovations in Honors program, is in favor of integrating AI in classrooms.
“I use AI with some homework assignments, obviously in an ethical context,” Dubininkas said. “For example, if I write out an essay, I’ll use it to review the essay and then just base it on the grading criteria from a rubric. Just say ‘Grade it like a college professor would’ and it can give me some tips and advice on what needs to change to make it better.”
As president of UTC’s Data Analytics Club, he has witnessed AI’s impact on the University and its influence on the club, noting that “it works so well with our major and our studies compared to any of the other departments.”
“AI exploded when I was in high school and then transitioned into college and became way more of a structured thing,” Dubininkas said. “All I knew at the time was ChatGPT, and then Magisterium AI.
“Preparing for this event, I had to open my eyes a little bit more and see all the different types of AI.”
Kestutis Dubininkas (left) prepares pro AI arguments with his teammates for the “Great AI Debate.”
Asllani explained that these discussions are part of the innovation process. With every innovation, there is a setback, followed by a subsequent learning process “that leads to a new paradigm.”
“It’s a very relevant topic for them because they wonder themselves, ‘Am I doing the right thing or not?’” he said. “There is the contradiction, that part they want to do the homework, get good grades, get to graduation, get the degree, but then in the back of their mind—am I learning it the right way so when I go in the workforce I can be really successful.”
Asllani teaches the AI for Everyone class with Dr. Nagwan Zahry in the Department of Communication. Before the debate, students from the class presented poster projects on AI concepts and potential applications.
Chris Posey, a senior majoring in human resources management, watched the debate and was interested in hearing familiar perspectives.
“I’ve been in the workplace before,” Posey said. “Getting to learn some of these extracurriculars is what’s really going to make the difference. Not your resume, but how you actually perform in the job.”
Asllani said that for some of the students in the class, the debate was an “aha” moment.
“I had a couple of students talk to me right now,” he said. “They enjoyed the debate. Some of them were supposed to leave, but they just stayed all the way to the end.”
He added that this exercise helped students understand the present and future of AI. Students are aware of the issues they may face in the present while understanding that the world will utilize and improve AI in the future.
“We as teachers and professors need to be able to explain the future,” said Asllani on the implementation of AI in classrooms. “Education is forward-looking. It’s not what it is now, but what it’s going to be five, 10 years from now. In the future, organizations are going to be using AI differently in all applications.
“Imagine they’re hiring a student who has not learned about AI because the professor was worried they’re going to cheat, and here’s another student who has learned about AI and is familiar with the tools. They want to hire someone who has experience in that. It’s a paradigm shift with the ups and downs.”
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