Students at Concordia University Wisconsin are increasingly using artificial intelligence tools in their coursework, raising questions about how AI impacts learning, grades and long-term knowledge retention.
Assistant Professor of Environmental Science, Dr. Bretta Speck, said her views on artificial intelligence are mixed, reflecting a broader uncertainty among faculty about its role in education.
“When it comes to AI, I have very conflicting views on the topic,” Speck said. “As one who cares deeply for the environment, I worry about the impact of data centers on our land and water here in Wisconsin.”
Speck also emphasized the importance of preparing students for a workforce where AI is becoming increasingly common, even if that means adapting traditional teaching methods.
“As a professor trying to equip our CUW students for the job market, I feel it is necessary to begin incorporating AI in our courses,” Speck said.
Some students, however, are more hesitant to rely on artificial intelligence in their academic work. Elizabeth Princeton, a junior special education major, said she rarely uses AI because her field depends heavily on hands-on experience and real-world interaction.
“In special education, so much of what we do is based on working directly with students and adapting in the moment,” Princeton said. “AI can’t really replicate those real-life teaching situations or the relationships we build with our clients.”
While some professors are beginning to integrate AI into assignments, others remain cautious, concerned that overreliance could negatively affect students’ ability to retain information and perform independently on exams.
Speck said AI can be beneficial when used intentionally, but warned that it may limit deeper learning if students depend on it too heavily.
“I think AI can be a useful, time-saving tool when used appropriately,” Speck said. “On the flip side, if students aren’t taking the time to think about topics and issues for themselves, they likely aren’t actually learning the content I’m trying to teach.”
As artificial intelligence continues to evolve, students and faculty at Concordia are still working to determine how to balance its use in the classroom while ensuring graduates are both technologically prepared and capable of independent, meaningful learning.
— Alexandra Princeton is a junior majoring in Mass Communications with a minor in Marketing, set to graduate in December 2026. She currently works at Baird in downtown Milwaukee and serves as Student Editor for The Beacon.