While AI offers numerous benefits in education, there are also concerns related to data privacy, security, and potential biases in AI algorithms. Proper implementation, ethical considerations, and the safeguarding of student data are crucial when introducing AI technologies in schools. Additionally, teacher training and professional development programs are essential to ensure educators can effectively integrate AI tools into their teaching methods. The integration of AI in education is an evolving field, and it has the potential to revolutionize teaching and learning by providing more personalized and effective educational experiences. However, it should be done thoughtfully and ethically to maximize its benefits for students.
Believe it or not, that was written by ChatGPT using the prompt “AI usage in schools.” It is hard to define the influence that Artificial Intelligence (AI) has on a community; for one, it has not been around long enough to cite as evidence concerning actual data, but more importantly, it sees no parameters. A technology of this power cannot be limited, which is one of the many reasons why Poly is constantly reforming its approach and policies.
Poly encourages students to graduate with a well-rounded education and experience. Moving away from the Advanced Placement (AP) curriculum has allowed for more specialized classes, giving students opportunities to discover deeper academic interests. Beyond the classroom, Poly offers a multitude of arts courses in every discipline and provides full access to sports and training. Amongst all of these offerings comes an institutional understanding that external factors can affect students’ workload and time management.
Over the last two academic years, AI and its usage has grown astronomically. At the beginning of this school year, Poly, among most other institutions, reformatted its policies concerning AI and late work, as well as how the two operate in tandem within an educational environment.
Late Policy
According to previous reporting from senior Lilly Belford in the 2021-2022 school year, she quoted Head of Upper School Sarah Bates stating that “the Poly Administration, department chairs, and teachers are no longer deducting late points, but “they are accounting for it in other ways” as well as how Michal Herskovitz, assistant head of school, academics, pitched the idea of a No Late Penalty policy.
In an email to the Polygon, Chair of the English Department Peter Nowakoski explained, “After discussing three years under our COVID guidelines, academic leadership (Division Heads, Hershkovitz, and Department Chairs) spent some time over the spring and summer deciding what to do. After agreeing on a couple of baseline policies, departments met to finalize departmental policies in August.”
A late policy has been reinstated school-wide, but in a different manner than before. All work is still expected to be turned in on time, and teachers still understand extraneous circumstances as long as the student handles the situation in a proper and timely manner. However, from department to department the policy’s intricacies now shift.
The English Department has implemented their policy as such: “You can expect no more than seven calendar days to complete the work without penalty including in-class work missed due to an excused absence. After seven calendar days the grade will stand as a ‘Not Turned In’ and the student will not receive credit for the assignment. For major assignments whose grades make up the majority of a student’s final grade, after seven days late work will be penalized at the rate of a full grade per day after the deadline. Grades on such assignments may not drop below 50% of the total possible value; however, students must complete all major assignments satisfactorily in order to receive credit for a class. Also, students may not revise late work for a grade after the fact and should expect less detailed feedback.”
Similarly, the Math Department set their policy on a seven-day deadline: “Students have one week to reach out to their teacher to let them know when they will be able to submit their late work. If students do not communicate, they must attend their next scheduled mandatory study hall to complete their work.” wrote Dr. Maria DiCarlo, chair of the math department in an email to the Polygon.
The logic behind why each department chose how to govern this policy largely derives from how students were acting in the past as well as the type of work that is “normal” for that subject. Chair of the History Department Dr. Virginia Dillion shared her department’s policy in an email to the Polygon: “Students will receive a one week grace period after a graded summative assignment is due with no repercussions. After the grace period has passed, if an assessment has not been completed and submitted appropriately (as determined by the teacher), the student will receive a 1 percent grade penalty on the assessment per calendar day. Teachers may also require students to attend mandatory study hall to complete late work. If extenuating circumstances exist, a conversation will be had with the student, dean, and family.”
AI
Concerning AI, departments have not yet completely solidified their policies, either sticking to the school-wide understanding or something more applicable to departmental standards and procedure.
Dicarlo, Nowakoski, and Chair of the Science Department Dr. Ramesh Laungani have all set their departments to follow the school-wide policy: “As with other work, students may use AI as a guide and a tool but must explicitly reference their use and discuss it with their teacher. Attribution is essential, mandatory, and non-negotiable. Inappropriate use of AI will result in immediate and severe consequences and any violation of these requirements as denoted in the Poly Honorable Use Policy will be handled similarly to plagiarism.”
DiCarlo stated that the Math Department is still working on their official policy.
Dillon shared the precedent that the History Department has set:“We will approach AI as we do all innovation, with a learning and growth mindset. We are committed to ongoing faculty and student development that will empower us to use AI tools to extend learning and skill development rather than compromise or bypass them. Commit to being an ally in this important work, not a disrupter. As with other work, students may use AI as a guide and a tool but must explicitly reference their use and discuss it with me. Attribution of AI tools is essential, mandatory, and non-negotiable on all assignments you submit under your own name. Inappropriate use of AI tools and/or resources will result in immediate and severe consequences, and any violation of these requirements as denoted in the Poly Honorable Use Policy will be handled similarly to plagiarism. If you are wondering whether you used AI ethically and productively, ask your teacher.”
Nowakoski shared his own feelings surrounding AI: “After dealing with it for almost a year at this point and discussing it, the department agrees that in its current form, generative AI interferes with genuine student learning at every level. Used in approaching difficult topics, it simplifies and flattens the kinds of complex texts and ideas that are the core of a good humanities curriculum. Likewise, at no point in the writing process does AI build on student work; it merely replaces it.”
As Poly is constantly working to adapt toward developing educational standards, Laungani stated, “AI is a rapidly changing tool and many educational institutions are still evaluating their relationship with AI so that it can be a tool that positively impacts student learning.”
