Jeremy Bennett Archives - 91成人导航入口 /tag/jeremy-bennett/ Thu, 03 Sep 2026 18:28:55 +0000 en-US hourly 1 https://wordpress.org/?v=7.1.3 /wp-content/uploads/2024/03/cropped-fav-32x32.png Jeremy Bennett Archives - 91成人导航入口 /tag/jeremy-bennett/ 32 32 Teaching in the Age of AI /post/teaching-in-the-age-of-ai/ Fri, 28 Aug 2026 19:08:32 +0000 /?p=88570 MBA students present a lecture to class.Teaching in the Age of AI: What I Learned from the Governor鈥檚 Teaching Fellows Program听 I went into the Governor鈥檚 Teaching Fellows program expecting to pick up a few new […]

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Teaching in the Age of AI: What I Learned from the Governor鈥檚 Teaching Fellows Program听

I went into the Governor鈥檚 Teaching Fellows program expecting to pick up a few new teaching ideas, learn about some useful tools and come back with things I could try in my own classes.

I did get all of that, but I also came away thinking much more deeply about what teaching will look like as AI becomes a normal part of both education and the workplace.

One of the big questions we kept coming back to during the May 2026 symposium was pretty simple: How can AI actually make teaching better and help prepare students for what comes next? We also talked about whether it makes more sense to think of AI as 鈥渁ugmented intelligence鈥� instead of artificial intelligence 鈥� something that can support human thinking rather than replace it.

That idea stuck with me.

A lot of the conversation around AI in higher education has focused on cheating and how to stop students from using it. The program pushed us to think about the issue a little differently. Instead of only asking, 鈥淗ow do we keep students from using AI?鈥� we were encouraged to ask, 鈥淲hat do students need to know in order to use AI well?鈥�

That does not mean we should just accept everything AI produces. Actually, some of the most useful parts of the program focused on the problems with AI, including hallucinations, bias, privacy concerns, academic integrity, overreliance and the limits of AI detection tools.

One of the takeaways was that simply banning AI probably is not going to solve much in the long run. AI detectors are not always reliable, and blanket bans do not necessarily stop students from using the technology. A better approach is to be clear about expectations, talk openly about academic integrity and help students understand when AI can be useful and when it can get in the way of real learning.

One idea I especially liked was the difference between an AI-resistant assignment and an AI-resilient assignment.

An AI-resistant assignment is designed to limit or prevent the use of AI. Think in-person exams, oral presentations or proctored work. There are definitely times when that makes sense.

An AI-resilient assignment is a little different. It is designed so that student thinking is still visible and important even if AI is available.

That really changed how I thought about assignment design.

Instead of trying to create an assignment that AI cannot touch, maybe the better question is whether the assignment still requires the student to think. Can they explain their reasoning? Can they critique an AI response? Can they compare alternatives, make a decision, defend a position or reflect on what they learned?

The goal is for AI to be one part of the process, not a shortcut around the process.

We also spent time looking at actual AI tools and classroom applications. We talked about tools for research, literature reviews, course design, presentations, data analysis and instructional support. We saw examples of NotebookLM being used with course materials and custom chatbots being used for role-playing and stakeholder exercises.

What I liked about those examples was that the AI itself was not really the point. The learning came from what students did with the AI output afterward.

They had to question it. Evaluate it. Decide whether it was accurate. Think about what it missed. That puts the student back in the center of the learning process.

That leads to probably my biggest takeaway from the whole experience: the human still has to stay in the loop.

Students still need knowledge. They still need judgment. They still need to know when something does not sound right. They need to recognize weak evidence, bad assumptions and questionable conclusions.

In some ways, AI may actually make those skills more important.

The same thing is true for faculty. AI can help us brainstorm, design assignments, create examples, organize information, analyze data and save time on certain tasks. But the output still has to be reviewed and checked. Good use of AI requires context, clear instructions, follow-up questions and human judgment.

I left the Governor鈥檚 Teaching Fellows program more interested in AI, but also more cautious about it. I do not think those two things conflict.

AI has a lot of potential in higher education, but using it well is going to require faculty who are willing to experiment while still keeping student learning at the center of what they do.

That was probably the biggest value of the program for me. It gave me time to think about teaching in a different way, hear from faculty outside my own discipline and consider what students are going to need from us in the years ahead.

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Why some industries are pulling ahead with AI and others are falling behind /post/why-some-industries-are-pulling-ahead-with-ai-and-others-are-falling-behind/ Tue, 28 Apr 2026 18:49:47 +0000 /?p=85276 writing typingArtificial intelligence is no longer an emerging technology. It is already reshaping how organizations operate, compete and make decisions. What has become increasingly clear, both in my research and in […]

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Artificial intelligence is no longer an emerging technology. It is already reshaping how organizations operate, compete and make decisions.

What has become increasingly clear, both in my research and in conversations with business leaders, is that AI adoption is not only a technology challenge. It is also a talent and preparation challenge. The industries and organizations making the most progress with AI tend to rely on people who can think critically, work across disciplines, communicate clearly and adapt as tools change. These are not skills tied to any single platform. They are habits of mind. They also happen to be the foundations of a strong liberal arts education.

That connection matters, because AI adoption across industries is moving unevenly, and the gap is widening.

AI adoption follows structure, not hype

Much of the public conversation around AI focuses on tools and breakthroughs. New models appear weekly. Capabilities expand rapidly.

When we examine adoption patterns across industries, however, technology alone does not explain very much. Finance, information services and professional services consistently lead in AI use. Construction, agriculture and parts of manufacturing continue to lag behind.

These differences persist across countries and over time. They reflect structural features of industries, including how work is organized, how people are trained, how innovation is supported and how competition unfolds.

In my recent research analyzing AI adoption across 11 industries in 25 European countries, five factors consistently shaped outcomes: human capital, technological readiness, innovation capacity, regulatory clarity and competitive pressure. Together, they explain a substantial share of the variation we see across sectors. The pattern is predictable.

Human capital is the decisive factor

Among these drivers, human capital stands out most clearly.

Industries with a skilled, adaptable workforce adopt AI faster and use it more effectively. This is not simply about technical expertise. It includes the ability to ask good questions, understand context, interpret outputs and integrate AI into complex decision environments.

One finding deserves particular attention. Human capital and innovation reinforce each other. Sectors that pair a capable workforce with sustained innovation efforts see disproportionately higher levels of AI adoption. Capability compounds.

For business leaders, this points to a simple but often uncomfortable truth. AI tools can be purchased quickly. Organizational readiness cannot.

Why education quietly shapes AI success

This is where education becomes relevant in a deeper way.

AI systems will continue to evolve. Specific tools will come and go. What remains valuable is the ability to think analytically, communicate effectively, reason ethically and adapt to unfamiliar problems. These capabilities allow people to work productively alongside AI rather than be displaced or overwhelmed by it.

In my experience, students educated in a rigorous liberal arts environment are particularly well prepared for this reality, especially when that education is connected to applied and professional learning. They tend to approach technology with curiosity rather than intimidation. They focus on framing problems and making sense of complexity, not just operating systems.

These skills do not replace technical knowledge. They make technical knowledge useful.

Technology and regulation still matter

Digital infrastructure remains necessary. Cloud systems, data access and baseline digital maturity make AI adoption possible.

But infrastructure alone is not enough. Many industries with solid technical foundations still struggle because they lack the organizational capacity to integrate AI into everyday workflows. Technology creates opportunity. People determine outcomes.

Regulation also plays a more positive role than many assume. Industries operating within clear and stable regulatory environments are often more willing to adopt AI responsibly. Clarity reduces uncertainty and builds trust with customers, employees and partners.

What business leaders should take away

The lesson across industries is not simply to deploy more AI. It is to invest intentionally in the conditions that allow AI to create value.

That means prioritizing people, aligning AI initiatives with real strategic challenges and treating adaptability as a core organizational asset.

AI will continue to advance. Tools will improve. What will matter most is whether organizations have prepared their people to think, learn and decide alongside the technology.

The industries pulling ahead are not chasing the latest systems. They are building the human foundations that make those systems matter.

Q&A: AI Adoption, Workforce Skills, and the Liberal Arts

Q: Why do some industries adopt AI faster than others?

Industries adopt AI at different rates because of structural differences, especially in workforce skills, innovation capacity, and organizational readiness. Technology availability alone does not determine adoption.

Q: What role does human capital play in AI adoption?

Human capital is the strongest predictor of AI adoption. Organizations need people who can interpret AI outputs, understand context, and integrate technology into decision-making processes.

Q: Is technical training enough to prepare employees for AI in the workplace?

No. Technical training is important, but employees also need critical thinking, communication, ethical reasoning, and adaptability. These skills help workers apply AI effectively as tools and systems evolve.

Q: How does a liberal arts education prepare students for an AI-driven economy?

A liberal arts education develops analytical thinking, interdisciplinary reasoning, and clear communication. These capabilities help graduates adapt to new technologies and navigate complex, AI-enabled workplaces.

Q: What should business leaders focus on when implementing AI?

Leaders should focus on workforce readiness, governance, and strategic alignment. Successful AI adoption depends as much on people and processes as it does on the technology itself.

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