It takes me 3x as long to grade assignments now, because I have to explain gently and effectively why ChatGPT style writing is boring -- they swim in this stuff now even when they don't use the tools. Maybe no one has even told them their own voice matters, so that is down to us. 3/

So many factors undermining them and so many people who are trying to blame them for not swimming an Olympic timed lap while festooned in concrete blocks.

Words about rich people?

I'm not ready for that nonsense in Pa. yet.

How do they not see the loop in Hell that they forced us into because of their racism and drafting people into the armed forces by a different name.

There's barriers upon barriers to higher education. But yet, you also can't get a job without that higher education. But then people are blamed for not working anymore and...

My high school also told me that I'd have to take the SATs to get into all colleges. They strongly recommended taking the PSATs before the SATs. The tests started at 7/8 am *stares in night owl who had a part-time job where she worked 25 hours a week*

The PSATs cost $100. I didn't have the $.

If we can hold together, continue to resist this GenAI forcefeeding, and bring our students and their families on board, demanding a different approach, I think we may have a chance to survive this era. Just a slightly more optimistic data point as our fight against GenAI continues. 6/6

Would they use it if given the opportunity? Many certainly would. But they appreciated not having to worry about it, and still produced solid work. I obviously have deep concerns about the long term effects of this, and things are far from perfect...4/?

...that students are NOT reliant on GenAI...and, in fact, are relieved that they have a opportunity to take classes where they don't feel pressured (because they're not allowed, and the handwritten in-class assignments do not make it possible) to use it. 3/?

Oh and languages. Even though I suck at it.

I wish there was more emphasis on access to education disentangled from employability and focusing instead on enrichment because people who engage with education (or have the ability to) as enrichment interact with it differently. (And that's a whole society thing, not an in-uni thing) 7/7

I think that the insights from these courses - what happens without high fees, when students choose their own interests, where assessment isn't foregrounded - offers some things to think about (for me at least) in terms of structural things that aren't about 'what students are like' 6/

It's not everyone and it's not the same week by week, but having this experience challenges some of the ideas about 'what students are like' e.g. short attention, outsourcing thinking, unwillingness to read.

Not arguing against others' experience here, just sharing a more positive experience. 5/

Overall, I would say that people participating in these classes (of all ages and in many different circumstances) have been some of the most engaged, reading beyond what I suggest, diving into provided readings, writing creative responses and critical reflections. 4/

Although AI is a big problem generally, it hasn't really played much of a role in my classes. Students have done what they wanted, followed the leads they preferred to dive into, and takn on voluntary assignments that suited them. 3/