With the rise of artificial intelligence (AI) technologies, schools around the world are facing challenges with creating guidelines for AI usage in their classrooms. A study from earlier this year conducted by the Higher Education Policy Institute that collected data from more than 1,000 undergrad students found that 92% of students are currently using AI tools in their schoolwork, as opposed to 66% in 2024.
As AI usage increases, teachers are debating whether to incorporate AI into their classes or ban its usage entirely.
In history classes at Urban, timed in-class writing assignments are becoming more common to combat the use of AI for essays. Students are given a prompt before class, collect evidence for homework and then write essays in class where their teachers can see their screens.
“It’s not coming from a place of distrust,” said Josie Rodberg, history department chair. “We believe … that the vast majority of our students want to do the right thing. … We want to set up the conditions in which you can follow your own best instincts rather than being tempted to do something that you [shouldn’t].”
Many students are having difficulty adjusting to these changes. “I succeed more when I am in my own personal space and … can write at home. … In class, it’s a lot harder for me to focus,” Amelia Fishman ’28 said.
The English department is also closely monitoring in-class work time, but unlike the history department, English teachers are still assigning at-home essays.
However, the English department’s policy may change.“It’s possible there will be more structure around process work that’s in class, and possibly less writing at home,” said Cathleen Sheehan, English department chair. “We want you to learn how to write in your own voice and use your brain to develop those skills, so you don’t have to depend on [AI] to do that.”
Changes to the policies of humanities classes are partially in response to an increase in academic dishonesty. “Last winter [and] spring, we saw an increase of academic dishonesty cases across the school. … Many of them were due to plagiarism or using AI when it wasn’t expressly granted in assignments,” said Giselle Chow, assistant head for teaching and learning. “What you’re seeing in history and English is one pilot attempt to create … more closed [AI-resistant] environments.”
The recent changes teachers have made to prevent prohibited AI usage might put some students at an academic disadvantage. “Teachers’ fears of students using AI take away from … the learning experience for everybody who is being honest about not using AI,” Talula Rogers ’26 said. “In-class assignments are not how everyone does their best work.”
Both students and faculty spoke about the need for communication between the two parties regarding AI usage expectations. “What I’m hearing from students is that there’s confusion. … There has to be consistency in the messaging. I think we still need to do that,” Chow said.
Moving forward, teachers are looking for more student input as they re-evaluate how they assess students’ work and learning. “It really is a combination of doing curriculum development, assessment development and then trying some tools,” Chow said. “But always with student feedback.”
Regardless of advancements in AI, Urban’s core principles around academic integrity will remain the same. Rodberg said, “I can’t really see us changing our belief in the importance of students learning to write and think for themselves.”