In this episode, Craig Van Slyke and Robert E. Crossler tackle a growing concern in higher education: how are students really using AI in their learning? Sparked by an article from the Neuron newsletter, they discuss how many students are using AI tools superficially – what they call "brain rot" – instead of engaging deeply with their coursework. The hosts argue that this shallow engagement with AI could seriously impact students' ability to learn and retain information.The conversation then shifts to what this means for students entering the workforce. Van Slyke and Crossler worry about a looming skills gap as AI and automation reshape entry-level jobs. They make a compelling case for moving away from traditional teaching methods toward a mastery-based approach that emphasizes deep understanding and practical skills. This shift, they argue, is crucial for keeping college programs relevant and ensuring graduates are ready for an AI-enhanced workplace.A key concept they explore is "cognitive debt" – what happens when students rely too heavily on AI without thinking critically about what they're learning. The hosts stress how important it is for students to develop better thinking skills and be able to explain their reasoning when using AI tools. Throughout the discussion, Van Slyke and Crossler offer a balanced view of both the challenges and opportunities that AI brings to higher education, emphasizing the need for approaches that encourage critical thinking and adaptability in this rapidly changing landscape.Takeaways:Key Actions and Insights<ol><li>Faculty Development: Prioritize AI training for educators to better guide student use of these tools</li><li>Student Engagement: Design assignments that encourage meaningful AI interaction rather than superficial use</li><li>Skills Focus: Prepare students for an AI-driven job market by emphasizing critical thinking and practical application</li><li>Assessment Strategy: Shift toward mastery-based learning to promote deeper understanding</li><li>Combat "Cognitive Debt": Require students to explain their reasoning when using AI tools</li></ol> Links:<ul><li>The Neuron Newsletter: <a href="https://www.theneurondaily.com" rel="noopener noreferrer" target="_blank">https://www.theneurondaily.com</a></li><li>Neuron article - <a href="https://www.theneuron.ai/explainer-articles/wtf-is-going-on-with-ai-and-education" rel="noopener noreferrer" target="_blank">WTF is going on with AI and education?</a></li><li>MIT Working Paper: <a href="https://arxiv.org/abs/2506.08872" rel="noopener noreferrer" target="_blank">Your brain on ChatGPT: Accumulation of cognitive debt when using an AI assistant for [an] essay writing task</a></li><li>Tina Austin on Cognitive Debt: <a href="https://nickpotkalitsky.substack.com/p/brain-rot-isnt-real-but-cognitive" rel="noopener noreferrer" target="_blank">Brain Rot Isn’t Real, but Cognitive Offloading Is</a></li><li>Nick Potkalitsky's excellent newsletter, Educating AI: <a href="https://nickpotkalitsky.substack.com/" rel="noopener noreferrer" target="_blank">https://nickpotkalitsky.substack.com/ </a></li><li>Note: In the episode, Craig attributed the article to Nick Potkalitsky. The article appears as a guest post in Nick's newsletter, Educating AI.</li><li>Craig’s article: <a href="https://aigoestocollege.substack.com/p/the-belly-of-the-snake-entry-level" rel="noopener noreferrer" target="_blank">The belly of the snake: Entry-level unemployment and the coming skills gap</a></li></ul> AI Goes to College Website: https://www.aigoestocollege.com/Email the Hosts: Rob: <a href="mailto:rob.crosser@aigoestocollege.com" rel="noopener noreferrer" target="_blank">rob.crosser@aigoestocollege.com</a>, Craig: <a href="mailto:craig@aigoestocollege.com" rel="noopener noreferrer" target="_blank">craig@aigoestocollege.com</a>Mentioned in this episode:AI Goes to College NewsletterCraig makes a mistake

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