Within the past four years, at Drew University and educational institutions across the country, a growing conversation has emerged around the use of Generative Artificial Intelligence in the classroom. GenAI is an application of AI systems, such as ChatGPT, Claude and Gemini, that are capable of generating text, images and other content in response to prompts. In a February issue of The Acorn, the editorial “Lead Ed: AI doesn’t belong at Drew” captured the intensity of campus perspectives on AI use. The editorial marked a moment in which student concerns were made visible to faculty in a public forum.
The discussion of AI is no longer a quiet topic; it has become part of everyday conversation among students, professors and administrative staff, and is now often addressed from the very first day of class. What was once a brief section in course syllabi dedicated solely to plagiarism has now expanded to include an Artificial Intelligence Tool Statement: “You may use Artificial Intelligence resources only if an assignment clearly states that it is an option or if your instructor explicitly permits it in the syllabus.” The use of AI on class assignments without permission, particularly to complete written essays, is prohibited. However, even when professors allow students to use AI tools, there is often no guidance on how they should be used responsibly. This lack of direction is not necessarily the fault of the professor, but rather a reflection of how quickly AI has entered academic spaces. The decision to interact with GenAI is one that should involve a basic understanding of AI literacy, which refers to the ability to understand how GenAI systems work, the ethical concerns they raise and their potential use cases in professional settings. Amid this shift, student opinions on AI’s role in education continue to evolve. To better understand these perspectives, students in an AI and media literacy course in the Department of Media and Communications—Julia Scasny, Stephanie Huang, Morgan Mildner and Abby Michal—have created an anonymous Drew University GenAI Survey to gather insights into how AI is used and perceived in academic work. The survey also aims to contribute to broader campus discussions regarding AI policies on campus. It began collecting responses on April 15 and will remain open for the remainder of the Spring semester. As AI continues to reshape academic expectations, questions surrounding its role in coursework remain central to student life at Drew. All students are encouraged to participate in this survey to share their perspectives on AI use on campus.
The survey can be completed here.
Abby Michal is a senior double majoring in English and Media & Communications and minoring in anthropology.
