Campus resources face impacts of students turning to AI

This article is part of The Lookout's LCC x AI series, a multi-part series on conversations surrounding AI and its impacts at Lansing Community College. 

By Emmett Roman
Staff Reporter

In an ever-changing world with a near constant stream of new technology, generative artificial intelligence is a topic of conversation for many. Historically, LCC has always provided a variety of resources for their students such as tutors, an extensive library, study rooms and more. Today, with the increase of generative AI use among students, LCC has been working toward the incorporation of the technology into campus resources.

Generative AI has become more easily accessible to anyone with internet access. A simple search through most internet browsers and the first answer will often be an AI-generated answer. Some campus resources may feel like they are competing against AI, calling into question how useful human-centric help can be, particularly regarding resources here on campus.

The Library

However, resources are not being replaced, but rather are adapting to the world of AI. “We see AI literacy as part of information literacy, so we are leading the way with helpful resources and workshops,” Julie Ruark, a reference and instruction librarian said. “We created this website to help LCC students.”

However, Ruark also recognizes that, while generative AI can be a resource, it can also be inaccurate. “One thing AI is not very good at consistently is generating accurate MLA or APA citations 100% of the time,” Ruark stated through email. “But some of our library tools are not always accurate either. So, we teach students to check citation links.”

Though it often acknowledges and reminds students of some of the drawbacks of using AI, the library also works to incorporate AI tools into their online resources when available. “Some of our library databases, including databases that include our subscriptions to online books and journal articles, have implemented AI features in their products,” Fran Krempasky, electronic resource management librarian, said. “These AI features can help students search within the database to find books and articles they need; it can also suggest similar books and articles to the student, making it easier for students to navigate content. AI features can speed up research and generate brief summaries.”

The Writing Center

The college’s library is only one example of how generative AI has been incorporated into resources on campus. The Writing Center has also been learning how to adapt to the changing world of AI. Staff members note that there is currently no hard data available to confirm whether AI has decreased student visits, and some staff believe attendance has actually been higher recently.

The staff does see a change with writing among students. “There has been an increase in generic, flavorless writing that lacks insight,” said a statement from the center’s writing assistants. “Students who rely on AI often become less knowledgeable because they are less inclined to understand the concepts they are submitting. This often results in students being unable to explain their own work when asked what they mean by a specific phrase,” the statement added.

The Writing Center additionally makes an effort to explore how AI can be beneficial for students. For some students, tools within accessibility AI can make it easier to understand certain aspects of writing. “The effect of AI often depends on the student’s motive; it can be a helpful tool when used to clarify instructions, learn definitions, or find synonyms,” the center stated.

The Center for Student Access

Though for many, it may seem like generative AI has taken over LCC, its impact does not reach every resource on campus. The Center for Student Access is in charge of accessibility for all students at LCC. “AI is not the best way to provide accessibility for students,” a statement from the center began. “This is still an individualized, interactive and sometimes very private conversation that happens between people. Since AI is far from perfect, being reliant on it entirely would result in [students with disabilities] having to work with materials that are inherently inferior to the originals their non-disabled peers have access to.” AI can definitely be a tool to help with some of the items above, but there are many things that need to be accomplished with human-directed accommodation, especially with the privacy and academic integrity concerns that can arise from generative AI.

Some students with disabilities do use AI when it comes to closing barriers. These reasons can be to draft communication with instructors or classmates, adjusting tone for those whose communication is considered cold by neurotypical people, offset executive functioning challenges through help with outlining, organization, and breaking down tasks and summarizing or rewording sections of readings when a student struggles to understand the meaning of a passage.

The Learning Commons

When asked how students using AI has impacted the usage of the Learning Commons as a resource, Learning Commons staff shared that, generally speaking, they don’t see a correlation. The consensus is that students who turn to AI for help with tutoring are the type who would not use the resources that the Learning Commons provides, anyway.  

James-Michael Laney, a professional tutor in the Learning Commons, was able to share a specific experience where AI has hindered a student. “I do recall a time when a student would simply copy/paste the entire problem statement, and just copy down the (wrong) answer, and be confused as to why they got the wrong answer,” Laney said. “They never read the explanation output, but English was not their first language, so they were using AI as an answer-giver, relying on it to do the thinking for them,” Laney elaborated before adding, “If only they had asked the AI to explain the problem to them in their own language instead of just seeking the answer.”

There was also another situation in the Learning Commons where AI proved itself to be a poor substitute for a tutor. “A student was using AI to help them understand how to answer a question, but the AI was giving them material that was not relevant to their level of study, going way beyond the scope of that week of the course, and further confusing the student who did not know what was going on (even though the AI was correct),” Laney said. “The student was seeking answers instead of the right process: to be informed instead of educated.”

The StarZone

Even the StarZone has seen impacts from students using generative AI. Enrollment Support Specialist Elise Larabel commented, “I definitely have noticed an impact in student's ability to communicate effectively since the use of AI has become so widespread,” Larabel said. “More concerning is the fact that some students sound like they understand via email but really do not in real life,” she elaborated. “The AI understands, and they are just plugging all written communication into it.”

Larabel has also noticed a trend of staff members using AI to create scripts for communication with students. “I try to share scripts that I have written with my coworkers so they can edit those for their own needs rather than turning to AI,” Larabel said. Citing the environmental concerns surrounding AI data centers, Larabel said, “I have jokingly told coworkers that I can drink a lot of water and draft an email for them instead of an AI doing it.”

The shift from students turning to qualified humans to AI for support with their education has left an impact on resources across the college. While some departments are handling the change in stride, other departments are struggling. The technology is rapidly changing, and answers from above have been limited and sometimes do not provide helpful, practical solutions. Larabel elaborated on her disappointment: “I wish the college as a whole was promoting collaboration and critical thinking rather than turning to AI for simple (but not as quality) solutions.”