Ryan Peterman

And then in the end of the course, there's a week on artificial intelligence, which I was surprised to see in an intro course because it's kind of like

There's no way that you could teach AI in a week.

So I'm assuming it's a more high level introduction.

Yeah, I had a conversation with another professor and specifically about, you know, is AI affecting how the kids are learning?

And his perspective was it was kind of maybe he didn't do it properly and the students were over relying on it.

And I think that is a concern that a lot of people have is that students these days can be more brain dead.

Like you could just go to ChatGBT and say, honestly, just solve the problem for me.

For you as an educator in computer science, what is the ideal relationship with AI for your students?

I see.

So there's like a system prompt or some scaffolding that says, don't answer the question, but help me figure it out.

When I was going through my CS education, cheating was already pretty rampant.

I mean, people put their code on GitHub and you kind of paraphrase someone else's code.

Well, not me, but other people.

And I imagine with the new technology that actually, I mean, with anything with cheating, it's adversarial.

There's people who are cheating and there's people who are trying to catch the cheaters, right?

I could imagine that the cheating tools are advancing faster than the ability to catch them because if you just generate the code, it's not easy to say, oh, that was AI generated or whatever.

So I'm curious if you see more cheating on your end and generally if you're catching more of dishonesty.

Right.

Five to 10%.

That feels spiritually like a lot, like one out of 10 students doing something.