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Friday, February 14, 2025

Elite Universities With Legacy Admissions (edreformnow.org)

Here is a short list of US universities with legacy admissions. These elite and highly selective schools give preferential treatment to applicants who are related to alumni, which rewards parents, grandparents, and relatives of students rather than rewarding deserving students for their skills and efforts.

For a more exhaustive list, visit edreformnow.orgThe spreadsheet is here.

California banned legacy admissions for private colleges in 2024. The practice is also under increased scrutiny in the wake of the recent U.S. Supreme Court ruling against college admissions policies that consider race.

While it may not be just or fair, the process is not illegal in the United States, nor is there much public outcry about this elitist tradition. Without insider information, it's also difficult to know how individual schools use legacy admissions and how the murky process operates.

Confessions of an Economic Hit Man (John Perkins Interview with Marc Beckman)

John Perkins is THE economic hitman. A conman. Perkins arranged meetings with world leaders specifically to create debt traps. Death economies. When the world leaders failed to comply, it was made clear that Perkins had serious force behind him. He calls them his jackals: the CIA.

John Perkins was a chief economist who leveraged the World Bank, the United Nations, and the IMF to extract valuable resources around the globe in regions like the Middle East and South America. His actions expanded wealth inequality. And as a result, there was an assassination attempt on Jon's life. The United States has been exploiting various regions of the world for decades. Now China is following and setting debt traps across Africa, the Middle East, Russia, and beyond.

In this episode, Marc dives deep into the life and experiences of John Perkins, the renowned author of Confessions of an Economic Hitman. John shares his eye-opening journey as a former chief economist and self-described "economic hitman," revealing how he orchestrated debt traps to exploit nations globally. From negotiating billion-dollar deals to witnessing the devastating consequences of these actions, Perkins paints a haunting picture of the "death economy" and its enduring legacy.

The conversation also explores China's adoption of similar strategies, modern-day debt traps, and the technological evolution of economic warfare, including AI and drones. Perkins introduces his transformative vision of a "life economy," offering hope for a sustainable and equitable future.

Thursday, February 13, 2025

Elite Universities Spending on Federal Political Action, 2023-2024 (Open Secrets)

Contributor  
        To Dems      To Repubs
University of California
$10,745,074 $313,569
Stanford University
$3,687,300 $159,768
Harvard University
$2,828,550 $202,101
Johns Hopkins University
$2,465,360 $131,415
Columbia University
$2,053,121 $95,261
University of Washington
$2,302,341 $34,299
University of Michigan
$2,227,868 $76,302
University of Wisconsin
$1,877,299 $94,443
University of Pennsylvania
$1,836,139 $55,099
Emory University
$1,699,270 $45,728
Yale University
$1,784,524 $48,051
MIT
$1,603,687 $66,848
University of Texas           
$1,587,068 $223,559
California State University       
$1,583,386 $54,289
University Of Maryland
$1,366,021 $58,397
City University of New York
$1,251,393 $78,500
Duke University
$1,389,024 $59,009
University of Minnesota
$1,396,156 $84,309
New York University
$1,362,514 $66,195
Tufts University
$878,251 $8,170






























































































































 

Boycott: A Major Tool of Nonviolence

The Higher Education Inquirer has always promoted nonviolence for progressive social change.  Strikes and boycotts are two of the most powerful tools when used well. These tools must be part of a strategy that may take years and even generations. Civil rights for African Americans and other people of color have been ongoing for centuries. Women have never been granted full rights by the US Constitution (the Equal Rights Amendment only passed in 38 states). And the class struggle is never ending. When we study these struggles, we must be aware of the truth that no single person can make a great difference, but groups in concert, can. How will you be part of a movement? And what burden are you willing to carry?     

Hidden Women of the Montgomery Bus Boycott

Wednesday, February 12, 2025

Michael Burry’s Warning: Get Out! (Money Notes)

Michael Burry, the legendary investor who predicted the 2008 crash, just made his biggest bearish bet ever - a staggering $1.6 billion against the U.S. stock market. He's not just talking about a crash anymore; he's putting his money where his mouth is. Even more shocking? He's completely exited his U.S. positions and is betting big on China.


Trump's vision for dismantling the Department of Education (PBS News Hour)

The Department of Education is on the Trump chopping block. Details have not been fully released yet, but the president has signaled plans to dismantle it and move some of its key functions elsewhere. The department oversees student loans, federal funds for lower-income students, special education programs and more. Geoff Bennett discussed more with Laura Meckler of The Washington Post.

 

Supporting CUNY Students Demanding Divestment at CUNY Public Hearing (Rabbi Dovid Feldman)

On February 10, 2025, students and activists gathered at the CUNY College Board of Trustees Public Hearing to demand divestment. Rabbi Dovid Feldman stood in solidarity with the students, supporting their call for justice and urging them not to be intimidated by false Zionist accusations. This powerful moment highlights the growing movement for divestment and the unwavering courage of those standing up for what is right. The rallying cry was clear: "Divest! We will not stop; we will not rest!"


Short term Trump and long term trends (Bryan Alexander)

Here I look into the past month of Trump's actions and see how they might shape long-term trends. Specifically I touch on demographics, climate change, populism, technology, and a bit more. It's a weird way to celebrate my birthday, but hopefully a productive one.
 
 

"DOGE Eat DOGE" World

Every day brings revelations about how corrupt the US government is. Every day the Department of Government Efficiency ( DOGE) reports on one agency or another that they have taken over and plan to eliminate or downsize. The first targets were the USAID and the US Department of Education. 

But this is just the beginning. 

Every day is a spectacle, with Elon Musk and a  handful of young men taking temporary control over federal agencies without Congressional approval. Some call it a coup, though President Trump has granted them the power through executive privilege. Others may call it a mission from God. 

There is no telling how far this DOGE takeover will continue, but as long as folks are not protesting, we can expect it to last indefinitely.  President Trump has recently mentioned corruption in the Department of Defense, which would be an interesting target to investigate. 

In the meantime, President Trump has relaxed enforcement of US law banning bribery of foreign officials.

You can watch the DOGE boys in action through the DOGE tracker.  You can also follow crypto trading and prices, which appear to be a key part of the DOGE movement. 

Tuesday, February 11, 2025

The Wages of Whiteness (David Roediger)


Hands off Our Healthcare, Research, Education & Jobs (Higher Ed Labor United)

Higher Ed Labor United Banner

Hands off Our Healthcare, Research, Education & Jobs


The billionaire class is waging a war on workers, putting our nation’s healthcare, research, education, and jobs at risk. Higher education workers, students, and allies are mobilizing in the midst of myriad political attacks to save our institutions. Want to get involved? On February 13 at 8pm ET/7pm CT/6pm MT/5pm PT, the Labor for Higher Education coalition is hosting a National Strategy Call, during which we will discuss upcoming strategies and actions. Join us!
 
Register for the National Strategy Call
Without mass resistance, these attacks will result in layoffs, program & school closures, and devastation to local economies that depend on the economic impact of our colleges and universities. Higher ed workers – long facing growing job precarity – are now facing unprecedented job insecurity.

In February 19, at actions across the country, higher education workers, students, and allies will get in the streets and loudly proclaim: Hands off our healthcare, research, and jobs! 
 
Learn More & Find an Action Near You

Coming up Tomorrow: Winning Healthcare for Contingent Faculty

Join fellow union organizers and leaders to learn about how workers won adjunct faculty healthcare programs in Oregon and California, what lessons they have for workers in other states, and what we can do to win healthcare for adjunct workers in other states.
Register for 2/12 Event

 

Indian Students getting Swept Up in Donald Trump's Deportation Drive? (Palki Sharma, Vantage)


From FirstPost:

Reports say that Indian Students in the US are becoming collateral damage amidst President Donald Trump's Mass Deportation Drive. The Indian students entered the US legally, on valid visas. But they say they are now being subjected to more frequent questioning from US immigration officials. They say uniformed officers have been questioning them more frequently, and demanding to see their student IDs and documents. Is Trump's deportation drive becoming an all out purge of migrants, irrespective of whether they're in the US legally or not?

Campus closures, mergers, cuts, and crises at the start of 2025 (Bryan Alexander)


How are colleges and universities responding to financial pressures?

Today, while Trump continues to flood the zone, I want to establish a sense of what the higher education baseline was before he cut loose.  As the new administration goes even more energetically after academia I’d like to share some data about our sector’s standing.

Last year I tracked cuts and crises afflicting dozens of campuses.  I posted roughly every months, noting program cuts, institutional mergers, and campus closures, as well as financial crises likely to cause same: March 1March 20March 28, April, MayJuneJulySeptember, November. Today I’ll continue that line for the reasons I’ve previously given: to document key stories in higher education; to witness human suffering; to point to possible directions for academia to take.  In addition, I want to help paint a picture of the world Trump is starting to attack.

Some caveats: I’m doing this in haste, between the political chaos and a stack of professional deadlines, which means the following will be more telegraphic than usual.  I may well have missed some stories, so please let me know in comments.

Closing colleges and universities

Philadelphia’s University of the Arts closed in 2024. Now different actors are angling for its physical remains.  Temple University purchased an iconic building, Quadro Bay bought another, and while more bids appear.

Mergers

Gannon University (Catholic, Pennsylvania) and Ursuline College (Catholic, Ohio) agreed to merge by this December.  The idea is to synthesize complementary academic offers and provide institutional stability, it seems.

Seattle University by martinvirtualtours

Seattle University (Jesuit, Washington state) and the Cornish College of the Arts (private, Washington) also agreed to merge.  As with the Lake Erie schools, one motivation is to expand curricular offerings:

Emily Parkhust, Cornish’s interim president, said the deal opens new doors for the tiny school’s nearly 500 students.

“This strategic combination will allow our students opportunities that we simply weren’t able to offer and provide at a small arts college,” she said. “Such as the opportunity to take business classes, computer courses, pursue master’s degree programs, engage in college sports — and even swim in a pool.”

Financial problems also played a role: “Cornish declared it was undergoing a financial emergency in 2020, and this year, Seattle University paused hiring as it faces a $7.5 million deficit.”

The Universidad Andres Bello (Universidad Andrés Bello; private, Chile) purchased Post University (for-profit, Connecticut).

Campuses cutting programs and jobs

In this series I’ve largely focused on the United States for the usual reasons: the sheer size and complexity of the sector; limited time. But in my other writing I’ve noted the epochal crisis hitting Canadian higher education, as the nation’s decision to cut international enrollment has struck institutional finances.   Tony Bates offers a good backgrounder.  Alex Usher’s team set up an excellent website tracking the resulting retrenchment.

British higher education is also suffering, partly for the reasons that nation’s economy is hurting: negative effects of Brexit, energy problems stemming from the Ukraine war, and political fecklessness. For one example I find the University of Hull (public research) which is combining 17 schools into 11 and ending its chemistry program, all for financial reasons. Cardiff University (Prifysgol Caerdydd; public research) cut 400 full time jobs, also for financial reasons:

Vice-Chancellor Professor Wendy Larner defended the decision to cut jobs, saying the university would have become “untenable” without drastic reforms.

The job role cuts are only a proposal, she said, but insisted the university needed to “take difficult decisions” due to the declining international student applications and increasing cost pressures.

Prof Larner said the university is not alone in its financial struggles, with most UK universities grappling with the “broken” funding system.

Back in the United States, Sonoma State University (public university, part of California State University system) announced a massive series of cuts.

“approximately 46 university faculty – both tenured and adjunct – will receive notice that their contracts will not be renewed for 2025-26. Additional lecturers will receive notice that no work will be available in fall 2025… Four management positions and 12 staff positions also will be eliminated.”

The university will shut down a group of departments: “Art History, Economics; Geology; Philosophy; Theater and Dance; and Women and Gender Studies.”

(These are the kind of cuts I’ve referred to as “queen sacrifices,” desperate moves to cut a school’s way to survival.  The term comes from chess, where a player can give up their most powerful piece, the queen. In my analogy tenured faculty represent that level of relative power.)

There will be some consolidation (“The college also plans to merge the Ethnic Studies departments (American Multicultural Studies, Chicano and Latino Studies, and Native American Studies) into one department with one major”) along with ending a raft of programs:

Administrative Services Credential in ELSE; Art History BA; Art Studio BFA; Dance BA; Earth and Environmental Sciences BA; Economics BA; Education Leadership MA; English MA; French BA; Geology BS; German Minor; Global Studies BA; History MA; Interdisciplinary Studies BA; Interdisciplinary Studies MA; Philosophy BA; Physical Science BA; Physics BA; Physics BS; Public Administration MPA; Spanish MA; Theatre Arts BA; Women and Gender Studies BA.

Additionally, and unusually, SSU is also ending student athletics: “The University will be removing NCAA Division II athletics entirely, involving some 11 teams in total.”

What lies behind these cuts?  My readers will not be surprised to learn that enrollment decline plays a role, but might be shocked by the decline’s size: “SSU has experienced a 38% decrease in enrollment.”

More cuts: St. Norbert College (Catholic, liberal arts, Wisconsin) is planning to cut faculty and its theology department. (I posted about an earlier round of cuts there  in 2024.)  Columbia College Chicago (private, arts) will terminate faculty and academic programs.  Portland State University (Oregon) ended contracts for a group of non-tenure-track faculty.

The University of New Orleans (public research) will cut $2.2 million of administration and staff.

The University of Connecticut (public, land grant) is working on closing roughly two dozen academic programs.  According to one account, they include:

master’s degrees in international studies, medieval studies, survey research and educational technology; graduate certificates in adult learning, literacy supports, digital media and design, dementia care, life story practice, addiction science and survey research; a sixth-year certificate in educational technology, and a doctoral degree in medieval studies.

It’s not clear if those terminations will lead to faculty and staff reductions.

Budget crises, programs cut, not laying off people yet

There are also stories of campuses facing financial pressures which haven’t resulted in cuts, mergers, or closures so far, but could lead to those. Saint Augustine’s University (historically black, South Carolina) is struggling to get approval for a campus leasing deal, while moving classes online “to take care of deferred maintenance issues.”  SAU has been facing controversies and financial challenges for nearly a generation.

The president of another HBCU, Tennessee State University, stated that they would run out of money by this spring.  That Higher Ed Dive article notes:

TSU’s financial troubles are steep and immediate. An FAQ page on the university’s website acknowledges that the financial condition has reached crisis levels stemming from missed enrollment targets and operating deficits. This fall, the university posted a projected deficit of $46 million by the end of the fiscal year.

The Middle States Commission on Higher Education agreed to hear an accreditation appeal from Keystone College (private, Pennsylvania), while that campus struggles:

Keystone college front page 2025 Feb

From the top of Keystone’s web page right now.

The board of William Jewell University (private liberal arts, Missouri) declared financial exigency.  This gives them emergency powers to act. As the official statement put it, the move “enables reallocation of resources, restructuring of academic programs and scholarships and significant reductions in force.”

Brown University (private research university, Rhode Island) is grappling with a $46 million deficit “that would grow to more than $90 million,” according to provost Francis J. Doyle III and Executive Vice President for Finance and Administration Sarah Latham.  No cuts are in the offing, although restraining growth is the order of the day. In addition, there’s a plan to increase one sort of program for revenue:

the university will work to “continue to grow master’s [program] revenue, ultimately doubling the number of residential master’s students and increasing online learners to 2,000 in five years.”

KQED reports that other California State University campuses are facing financial stresses, notably Cal State East Bay and San Francisco State University.  The entire CSU system and the University of California system each face massive cuts from the state’s governor.

Reflections

Nearly all of this is occurring before the second Trump administration began its work. Clearly parts of the American post-secondary ecosystem are suffering financially and in terms of enrollment.

It’s important to bear in mind that each school’s trajectory is distinct from the others in key ways. Each has its history, its conditions, its competing strategies, resources, micropolitics, and so on. Each one deserves more exploration than I have time for in this post.

At the same time I think we can make the case that broader national trends are also at work. Operating costs rise for a clutch of reasons (consumer inflation, American health care’s shambles, deferred maintenance being a popular practice, some high compensation practices, etc) and push hard on some budgets. Enrollment continues to be a challenge (I will return to this topic in a future post). The Trump administration does not seem likely to ameliorate those concerns.

Note, too, that many of the institutions I’ve touched on here are not first tier campuses. The existence of some may be news to some readers. As a result, they tend not to get much media attention nor to attract resources.   It is important, though, to point them out if we want to think beyond academia’s deep hierarchical structures.

Last note: this post has focused on statistics and bureaucracy, but these are all stories about real human beings.  The lives of students, faculty, staff and those in surrounding communities are all impacted.  Don’t lose sight of that fact or of these people.

(Seattle University photo by Michael & Sherry Martin; thanks to Karen B on Bluesky, Karen Bellnier otherwise, Mo Pelzel, Peter Shea, and Siva Vaidhyanathan for links; thanks to IHE for doing a solid job of covering these stories)

[Editor's note: This story first appeared at BryanAlexander.org on February 10, 2025] 

Monday, February 10, 2025

Walden University President Michael Betz Cashing In

Walden University President Michael Betz has sold $380,000 worth of Adtalem shares. Walden is one of America's largest robocolleges, proving online education to tens of thousands of folks in psychology, social work, nursing, education, business, and criminal justice each year.  

Adtalem, formerly known as DeVry Education, is Walden's parent company.  Adtalem also owns the Chamberlain College of Nursing and medical schools in the Carribean.  Walden and Adtalem have been profitable despite mediocre results for worker/consumers, a disproportionate number are women and people of color.  

In 2024, Walden settled a case for $28M that claimed the school systematically deceived black and female students.   

'Soon We're Going Into Education': Trump Previews Elon Musk's Next DOGE Targets (Forbes Breaking News)

The Higher Education Inquirer continues to document the DOGE takeover of the US Department of Education

While some Democratic officials in Congress have protested this action by DOGE, there has been little resistance otherwise. 

DOGE consists of Elon Musk and several young men who have been tasked to reduce the federal budget by at least $1 Trillion. The US Senate has oversight of the Department of Education through the HELP (Health, Education, Labor, and Pensions) Committee, but Republicans, who are led by President Trump, control the Senate, and appear to be supporting these aggressive measures. 

While Mr. Musk has claimed that the Department of Education no longer exists, its website is still operating. 

DOGE also promotes the buying and selling of cryptocurrency.  


HEI and the Nature of Work

We asked AI to tell on itself... (Glen McGhee)

This is what AI told us about its own limitations.  

1. Illusion of Learning: Teachers may perceive an illusion of progress due to improved homework scores when students use ChatGPT. A study in Turkey found that while homework scores increased with ChatGPT use, final exam performance actually decreased by 17% for students using unprompted ChatGPT[4], that is, without guiding prompts, simply navigating it on their own]. This suggests that teachers might observe apparent progress that doesn't translate to actual learning.

2. Overestimation of Knowledge: Students using ChatGPT may experience "Illusory Knowledge," where they believe they've learned more than they actually have[4]. This could lead teachers to overestimate class progress based on students' self-reported understanding [[I have personally experienced this while teaching -- student head nods in synch with my points -- only to learn later that this was a student reflex to pacify the teacher. As a teacher, I find this befuddling.]]

3. Reduced Critical Thinking: Teachers might notice a decline in students' critical thinking and problem-solving abilities due to overreliance on ChatGPT[6]. This could create a false impression of progress in content knowledge while masking deficits in crucial cognitive skills.

4. Difficulty in Assessment: The use of ChatGPT poses challenges for teachers in accurately assessing student abilities, potentially leading to a skewed perception of class progress[1]. [[Yes!]]

It's important to note that research on this specific aspect of teacher perception is limited, and more studies are needed to fully understand the phenomenon of perceived illusory progress in classrooms using ChatGPT.

Citations:
[1] https://asiacall.info/proceedings/index.php/articles/article/download/81/64/757
[2] https://community.openai.com/t/chatgpt-4-and-the-illusion-of-learning-a-cautionary-tale-from-a-new-user/1009557
[3] https://rgsa.openaccesspublications.org/rgsa/article/download/8162/4017/29639
[4] https://www.oneusefulthing.org/p/post-apocalyptic-education
[5] https://huskiecommons.lib.niu.edu/cgi/viewcontent.cgi?article=8882&context=allgraduate-thesesdissertations
[6] https://pmc.ncbi.nlm.nih.gov/articles/PMC10670526/
[7] https://www.researchgate.net/publication/382619812_Perceptions_of_pre-service_teachers_on_the_use_of_ChatGPT_during_their_training_and_the_future_implications_for_their_future_role_in_high_schools_A_research_in_progress
[8] https://www.ciocoverage.com/edtech-and-ai-in-education-the-illusion-of-progress/

Other Possible negative effects of ChatGPT usage include:

1. Cognitive thinning: ChatGPT usage may lead to a reduction in students' cognitive efforts and critical thinking skills. Students who rely heavily on ChatGPT for academic tasks may experience a decline in their ability to think critically and solve problems independently[1][2].
[[ChatGPT encourages a decline in cognitive development.]]

2. Memory loss: Research has found a concerning link between ChatGPT usage and memory loss in students. As students rely on the AI to quickly answer questions, they may reduce their own cognitive efforts, resulting in poor memory retention[2][4].
[[Surprisingly, there are lots of studies on this. Memory loss in adults is linked to dementia. What about kids?]]

3. Procrastination: Students who use ChatGPT frequently are more likely to procrastinate on their academic tasks. This may be due to the ease with which they can obtain information or complete assignments using the AI tool[2][6].
[[Undermines the development of time management skills.]]

4. Declining academic performance: Studies have shown a correlation between ChatGPT usage and a drop in GPA. This suggests that while the tool may make schoolwork easier in the short term, it may negatively impact overall academic performance[2][4]. [[I don't get this. Failing students now have a proverbial army they can muster at a moment's notice -- unless (below) they are too poor to access the technology?]]

5. Reduced cognitive load: While ChatGPT can ease students' cognitive load during research tasks, this comes at the expense of developing stronger arguments and critical thinking skills. Students using ChatGPT tend to produce weaker arguments compared to those using traditional research methods like Google[8]. 

These effects suggest a "thinning out of developmental cognitive strands" in the classroom, as students may become overly reliant on AI tools at the expense of developing crucial cognitive and academic skills. This trend could potentially lead to a less intellectually robust learning environment if not properly managed.

Citations:
[1] https://pmc.ncbi.nlm.nih.gov/articles/PMC10670526/
[2] https://futurism.com/the-byte/chatgpt-memory-loss-procrastination
[3] https://www.nea.org/nea-today/all-news-articles/chatgpt-enters-classroom-teachers-weigh-pros-and-cons
[4] https://evolutionnews.org/2024/03/chatgpt-linked-with-memory-loss-poor-academic-performance/
[5] https://blog.acceleratelearning.com/ai-in-education-the-impact-of-chatgpt
[6] https://www.psypost.org/chatgpt-linked-to-declining-academic-performance-and-memory-loss-in-new-study/
[7] https://gchumanrights.org/gc-preparedness/preparedness-science-technology/article-detail/the-chatgpt-effect-in-higher-education.html
[8] https://www.psypost.org/study-finds-chatgpt-eases-students-cognitive-load-but-at-the-expense-of-critical-thinking/

Since the widespread adoption of AI in education, several effects on both teachers and students have worsened in regard to the online delivery of instruction and assessment:

1. Academic dishonesty: The use of ChatGPT for cheating has become more prevalent and sophisticated. Over 25% of teachers have caught students using ChatGPT to cheat, leading to increased time spent on checking for AI plagiarism[5].

2. Decline in critical thinking: Students' overreliance on ChatGPT has led to a more significant decrease in critical thinking and problem-solving skills. This effect is particularly concerning in subjects requiring complex analysis, such as literature, history, and philosophy[1][2].

3. Reduced creativity: The ease of generating content with ChatGPT has further diminished students' ability to express original ideas and perspectives, leading to more formulaic and less creative work[1][5].

4. Widening equity gaps: The introduction of AI tools has exacerbated existing inequalities, as not all students have equal access to or can afford AI tools like ChatGPT, creating an unfair advantage for those who do[1].

5. Increased cognitive offloading: Studies have shown a more pronounced decline in memory retention and independent learning as students increasingly rely on AI for information retrieval and task completion[1][2].

6. Compromised learning outcomes: The overuse of ChatGPT has led to a more significant negative impact on educational support and reduced social interaction between students and faculty, affecting the overall learning experience[2].

7. Challenges in assessment: Teachers are facing greater difficulties in accurately assessing students' knowledge and understanding due to the prevalence of AI-generated work[1][5].

8. Increased workload for teachers: Educators are spending more time revamping lesson plans to be "AI-proof" and developing new strategies to maintain academic integrity[5]. [[To say nothing about time wasted trying to catch cheaters and making the accusations stick? Why bother ....]]

9. Erosion of research skills: Students' ability to conduct independent research and critically evaluate sources has further deteriorated due to the convenience of AI-generated responses[2][4].

10. Perpetuation of biases: The increased use of ChatGPT has led to more instances of unintentional biases being reinforced in educational settings, as the AI may generate responses that reflect prejudices or imbalances present in its training data[2].

Regarding similar effects of online instructional delivery, even BEFORE the adoption of AI:
Many of the effects attributed to ChatGPT in education were already observed in online learning environments before the widespread adoption of AI, albeit to varying degrees:

1. Reduced human interaction: Online education has long grappled with the challenge of maintaining meaningful teacher-student and student-student interactions. This issue predates AI adoption, with concerns about social isolation and decreased engagement being prevalent in early online learning research[3][6].

2. Changes in assessment methods: The shift to online learning necessitated changes in assessment strategies to combat academic dishonesty, a challenge that existed before AI but has been exacerbated by it[1].

3. Time-saving for teachers: Learning Management Systems (LMS) and other educational technologies have been assisting teachers with tasks like grading and content delivery for years, though not to the extent that AI now promises[2].

4. Equity issues: The digital divide and unequal access to technology have been persistent challenges in online education, mirroring current concerns about AI accessibility[1][7].

5. Privacy concerns: Data privacy and security issues have been central to online education discussions long before AI entered the picture[1][4].

6. Potential for personalized learning: Adaptive learning systems, precursors to AI-driven personalization, have been a feature of online education for some time[5].

7. Risk of overreliance on technology: This concern has been present since the early days of educational technology integration, though AI intensifies it[1].

8. Impact on critical thinking skills: There have been ongoing debates about how online learning affects the development of critical thinking skills, a concern now amplified with AI[1][5].

9. Transformation of teaching roles: Online education has been gradually shifting the role of teachers from lecturers to facilitators, a trend that AI is accelerating[2][7].

10. Need for teacher training: The transition to online teaching has always required professional development, similar to the current need for AI-related training[8].

While many of these effects were present in online education before AI, the introduction of AI has generally intensified and accelerated these trends. The key difference lies in the scale, speed, and sophistication that AI brings to these existing challenges and opportunities in online education.

Citations:
[1] https://www.educationnext.org/a-i-in-education-leap-into-new-era-machine-intelligence-carries-risks-challenges-promises/
[2] https://www.waldenu.edu/programs/education/resource/five-pros-and-cons-of-ai-in-the-education-sector
[3] https://education.illinois.edu/about/news-events/news/article/2024/10/24/ai-in-schools--pros-and-cons
[4] https://www.ed.gov/sites/ed/files/documents/ai-report/ai-report.pdf
[5] https://pmc.ncbi.nlm.nih.gov/articles/PMC9513244/
[6] https://openedx.org/blog/what-is-the-impact-of-ai-in-the-online-learning-space/
[7] https://www.onlineeducation.com/features/ai-in-distance-learning
[8] https://er.educause.edu/articles/2024/1/will-our-educational-system-keep-pace-with-ai-a-students-perspective-on-ai-and-learning

ChatGPT has introduced several negative changes to the role of teachers in the classroom:

1. Increased workload: Teachers are spending more time checking for AI plagiarism and revamping lesson plans to be "AI-proof"[4]. This additional burden takes away from time that could be spent on more meaningful educational activities.

2. Diminished teacher-student interaction: The use of ChatGPT for educational support can reduce opportunities for face-to-face interactions between students and faculty, potentially affecting the learning experience and social aspects of education[1].

3. Challenges in assessment: Teachers face difficulties in accurately assessing students' knowledge and understanding when AI tools are used to complete assignments[2]. This complicates the evaluation process and may lead to inaccurate assessments of student progress.

4. Shift in pedagogical focus: Educators are forced to adapt their teaching methods to counteract the negative effects of AI tools, potentially moving away from traditional teaching approaches that may still hold value[4].

5. Ethical dilemmas: Teachers must navigate new ethical challenges related to AI use in education, including issues of academic integrity and equitable access to technology[2][3].

6. Potential overreliance on AI: There is a risk that teachers might start relying on AI tools before developing in-depth knowledge about teaching and classroom management, potentially compromising the quality of education[7].

7. Reduced emphasis on critical thinking: As AI tools can provide quick answers, teachers may find it challenging to encourage students to engage in deep, critical thinking processes[1][2].

8. Perpetuation of biases: Teachers must be vigilant about the potential biases in AI-generated content, which could inadvertently reinforce stereotypes or prejudices in the classroom[1][3].

These changes highlight the complex challenges teachers face in integrating AI tools like ChatGPT into education while maintaining the quality and integrity of the learning experience.

Citations:
[1] https://pmc.ncbi.nlm.nih.gov/articles/PMC10670526/
[2] https://www.techbusinessnews.com.au/blog/chatgpt-may-lead-to-the-downfall-of-eduction-and-critical-thinking/
[3] https://citejournal.org/volume-23/issue-1-23/editorial/editorial-chatgpt-challenges-opportunities-and-implications-for-teacher-education/
[4] https://www.nea.org/nea-today/all-news-articles/chatgpt-enters-classroom-teachers-weigh-pros-and-cons
[5] https://www.pewresearch.org/short-reads/2024/05/15/a-quarter-of-u-s-teachers-say-ai-tools-do-more-harm-than-good-in-k-12-education/
[6] https://blogs.worldbank.org/en/education/how-use-chatgpt-support-teachers-good-bad-and-ugly
[7] https://www.tc.columbia.edu/articles/2023/january/navigating-the-risks-and-rewards-of-chatgpt/