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Abstract
The advent of artificial intelligence and concerns over academic integrity have put instructors from every discipline on notice regarding the kinds of coursework we are assigning. But this is also a moment to deliver content in a manner that is clearer and more dynamic, use more active forms of learning, and improve the academic and professional outcomes of our students. This article surveys the most common themes and approaches from the pages of the journal and offers some suggestions for how AI and generative technologies can augment our teaching and allow instructors to focus on higher-level learning outcomes.
Acknowledgments
He would like to thank Michael Vale, Colleen Butler-Sweet, Jeff Naftzinger, Alex D’Adamo, Elizabeth Luoma, and Kate Cunningham for their feedback and support along the way.
Disclosure statement
There are no competing interests to declare.
Additional information
Notes on contributors
Steven Michels
Steven Michels is a professor of political science at Sacred Heart University in Fairfield, CT, where he teaches courses on democracy, political economy, and the politics of law. Among his many books, articles, and chapters is Sinclair Lewis and American Democracy. Find him on LinkedIn: linkedin.com/in/stevenmichels.