Beyond Policies: Harnessing Student Anxiety and Curiosity to Design for "Doing"

Abstract

As higher education rapidly develops AI policies and academic integrity guidelines, one perspective is often underrepresented: the student’s. This session presents actual anonymous feedback and insight from students, exploring how learners actually perceive generative AI. The results challenge common faculty assumptions, revealing that students are significantly more anxious about their futures—and more thoughtful about ethical integration—than often assumed. Far from seeking a shortcut, they are deeply curious about how these tools might support creativity and professional development, yet they remain wary of losing the "human touch" in their education.

Rather than asking for stricter surveillance, students express a desire for authenticity, relevance, and connection. They want help learning how to think with these tools, not simply a list of prohibited uses. Building on these insights, this session argues for a pedagogical shift from “listening” to “doing.” If generative AI makes the passive consumption of information increasingly inexpensive, then active application, decision-making, and professional judgment become the new premium.

Drawing from an experiential, application-centered teaching philosophy, this presentation explores how instructors can adapt evidence-based pedagogies to the realities of generative AI without retreating from technology. Attendees will leave with student-informed insights into AI attitudes, practical examples of AI-integrated experiential learning, and a framework for designing courses that prioritize authentic engagement and meaningful human interaction.

Presenters