"In Plato's Phaedrus, King Thamus feared writing would make people forgetful and create the appearance of wisdom without true understanding. His concern was not merely about a new tool, but about a technology that would fundamentally transform how humans think, remember and communicate. Today, we face similar anxieties about generative AI. Like writing before it, generative AI is not just a tool but a transformative technology reshaping how we think, write and work."
"This transformation is particularly consequential in graduate education, where students develop professional competencies while managing competing demands, research deadlines, teaching responsibilities, caregiving obligations and often financial pressures. Generative AI's appeal is clear; it promises to accelerate tasks that compete for limited time and cognitive resources. Graduate students report using ChatGPT and similar tools for professional development tasks, such as drafting cover letters, preparing for interviews and exploring career options, often without institutional guidance on effective and ethical use."
Generative AI functions as a transformative technology analogous to writing, altering thought, memory, and communication. The technology significantly impacts graduate education where students balance research, teaching, caregiving, and financial pressures while building professional competencies. Generative AI can speed time-consuming professional-development tasks such as drafting cover letters, interview preparation, and career exploration. Many graduate students already use ChatGPT and similar tools often without institutional guidance on effective and ethical use. Most institutional AI policies emphasize coursework and academic integrity, leaving professional-development contexts largely unaddressed. Faculty and career advisers need practical strategies and a four-stage framework—explore, build, connect, refine—to guide student use.
Read at Inside Higher Ed | Higher Education News, Events and Jobs
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