NYT runs three articles on college admissions and AI.
Ban or embrace? Colleges wrestle.
https://www.nytimes.com/2023/09/01/business/college-admissions-essay-ai-chatbots.html
We tried AI for short essay questions at Ivy Leagues.
https://www.nytimes.com/2023/09/01/business/chatbot-essays-harvard-yale-princeton-dartmouth.html
College Applications: How AI Helps, Hurts
https://www.nytimes.com/2023/09/01/technology/ai-chatbots-college-applications.html
I fed all three articles to Chat GPT and asked for a combined summary.
##
In a trio of New York Times articles, Natasha Singer explores the increasing role of artificial intelligence (AI) in the college admissions process, shedding light on its impact, ethical concerns, and potential implications.
The first article discusses the emergence of AI chatbots like ChatGPT, Bard, and HuggingChat, which are being used by high school seniors to assist with college application essays. These chatbots help students generate ideas, draft essays, and provide guidance, raising questions about the ethical implications of using AI in the admissions process. While some educators argue that AI tools could hinder students' development of critical thinking and writing skills, others see them as potentially democratizing resources, especially for students who lack access to individualized essay coaching.
The second article delves into the response from universities and colleges to the use of AI chatbots in application essays. The University of Michigan Law School discourages the use of AI tools in drafting essays, while the Sandra Day O’Connor College of Law at Arizona State University permits their use as long as applicants ensure the authenticity of their submissions. Some institutions, like Georgia Tech, encourage collaboration with AI tools but emphasize the importance of originality in the applicants' work.
The third article examines how AI chatbots fare when responding to specific short-answer questions from elite universities. The author tests chatbots' abilities to answer prompts from Princeton, Yale, Harvard, and Dartmouth. While the chatbots are able to generate answers, they often resort to generic language and lack genuine insights. This raises concerns about the potential for students to rely too heavily on AI-generated content in their applications, potentially compromising the authenticity and depth of their responses.
Overall, the articles highlight the evolving landscape of AI's role in the college admissions process. While AI chatbots offer convenience and support, they also pose challenges related to originality, authenticity, and the development of essential skills. The use of AI in admissions raises ethical questions about fairness, access, and the potential for applicants to outsource their creativity and personal experiences to machines.
Educators and universities are grappling with how to strike a balance between leveraging AI as a tool for assistance and ensuring that applicants' essays genuinely reflect their voices and experiences. The articles shed light on the ongoing debate about the ethical implications of using AI in education, specifically in the context of college admissions, and highlight the need for clear guidelines and policies to navigate this evolving landscape responsibly. As AI technology continues to advance, educational institutions will need to address these complex issues to maintain the integrity and authenticity of their admissions processes while harnessing the potential benefits of AI tools for students.
