When it comes to the incorporation of artificial intelligence in higher education settings, the forefront of these discussions is often taken by larger universities such as Arizona State University, which recently collaborated with OpenAI, and the University of Florida, which aims to equip students across all academic fields with AI proficiency. However, mid-sized institutions like the University of Montana are also actively engaging in this transformative dialogue.
To propel the discourse on AI utilization within the campus, the University of Montana convened a symposium earlier this month, inviting faculty, staff, students, and community members to delve into the challenges and opportunities presented by AI in higher education.
By hosting its inaugural campus-wide dialogue on AI, the university set the stage to enhance its strategies concerning the integration of this technology across classroom settings and campus operations, as highlighted by Zach Rossmiller, the university’s chief information officer.
The symposium drew over 300 attendees in person, with an additional 50 participating virtually in sessions led by experts from Microsoft, the educational consulting firm EAB, and the Montana Digital Academy. While many in-person participants had prior exposure to AI, the presenters ensured that all attendees were abreast of the technology’s capabilities and successful implementations in other higher education institutions.
During breakout sessions, attendees shared their AI experiences and brainstormed practical applications of the technology to enhance campus efficiency and equip students for future professional endeavors. Rossmiller expressed enthusiasm about leveraging AI tools to boost operational effectiveness within the university.
In the subsequent month, task forces formed during the symposium will delve deeper into AI applications to craft a formal vision document guiding the university’s integration of this technology.
Jason Neiffer, executive director of the Montana Digital Academy, emphasized the inevitability of adapting to AI advancements, underscoring the necessity for proactive adjustment rather than passive acceptance of the changing landscape.
While the University of Montana may not replicate the University of Florida’s extensive faculty hiring for AI, it is actively weaving the technology into its operational fabric and academic settings, as noted by Rossmiller.
Amy Ratto Parks, associate director of the university’s writing center, highlighted the pervasive influence of AI on writing discussions, noting students’ inclination to view AI as a supportive tool rather than a shortcut. She emphasized the importance of faculty guidance in steering students towards judicious AI utilization for academic tasks, fostering critical thinking and enhancing learning outcomes.
In essence, the symposium at the University of Montana served as a pivotal platform for initiating meaningful conversations, fostering innovative AI applications, and preparing the university community for the evolving landscape of higher education.
