Artificial intelligence (AI) has grown exponentially over the past few years. This technology boom has produced incredible advancements around the world and at UD, but it has also raised ethical concerns, particularly in higher education. To shed light on this nuanced subject, we asked some experts in the UD community for their insights.

Patrick Callahan is a Blue Hen parent whose interest in technology led him to found CompassRed, a data analytics firm that he has since sold to LabWare, which integrates CompassRed's data analytics, data science and AI into its offerings.

Joe Chen is a 1992 physics alumnus and past recipient of UD’s Presidential Citation for Outstanding Achievement. He has founded and invested in multiple technology companies and currently serves as chairman and CEO of Moatable Inc, which serves real estate brokerage, property management and long-haul trucking industries.  

Terry Bynum received two undergraduate degrees in chemistry and philosophy in 1963. He is now a distinguished CSU Professor emeritus at Southern Connecticut State University, where he has focused for several decades on applied ethics, specializing in technology and artificial intelligence.

Where do you think AI is right now and how do you think that will change in the next 5-10 years?

Callahan: Over the next decade, I expect AI to become an omnipresent assistant in our daily lives and work, helping to explain complex concepts and tackle intricate tasks. It will foster greater curiosity by enabling deeper exploration of ideas and information. Ultimately, I expect AI to redefine the nature of work itself, opening new avenues for human creativity and problem-solving.

Chen: It is very similar to the internet in 1993 when the Mosaic browser was invented. In the next 5-10 years, I expect to see autonomous vehicles become more prevalent, comprising the majority of the car market thereafter. I expect to see proliferation of industrial and home robots in 10-20 years, with software robots designed to replace or augment more than 50% of office work in about 10 years. Such massive dislocation and reconfiguration of labor will inevitably cause some level of social anxiety and stress, as in all major technology revolutions.   

Bynum: AI today is emerging from its infancy, and it is developing so quickly that its capabilities surprise even some of its developers. Some corporate leaders have compared AI’s dangers to that of nuclear and biological weapons, asking the government to regulate development. Given such concerns, Congress and others in American government are working to develop AI regulations. Abroad, the European Union has already developed an initial set of AI ethics guidelines. Meanwhile, there is an international race to become the global leader in AI, making it impossible for anyone to successfully predict where the technology will be in 10 or even 5 years.

What should all college students know about AI?

Callahan: It's crucial to understand that education is fundamentally about curiosity, ambition, learning to frame arguments and communicating effectively—all skills that AI currently lacks. Students should leverage AI to enhance their curiosity and expand their creativity, rather than relying on it for answers. AI literacy will also be critical in enhancing productivity and expediting problem-solving processes. 

Chen: Become prolific users and fully leverage the technology’s utility. Think of this as becoming an expert in search engine optimization in 1997 when Google was on the rise or like becoming a web master for company websites in 1993 when Mosaic was created.  Early knowledge will help students navigate inevitable career changes that occur when AI starts to penetrate the human-work sphere.   

Bynum: Students should find ways to use AI in thoughtful and creative ways. And professors should explore how to encourage students to resist AI temptations, adjusting their own teaching methods to make AI cheating less possible. For example, in my own classes, I have created special events—such as student debates or visiting speakers—and based subsequent exams on those in-person interactions, rather than information that AI devices could access.

How is UD uniquely positioned to nurture an AI-literate workforce and help shape society’s dialogue around AI?

Callahan: After living in San Francisco in the mid-2010s, I came to understand how location plays a big factor in one's development. I always thought of the West Coast as the place where new ideas get developed, and the East Coast as a place where those ideas are tested against reality. Over the past five years, I have begun to see where we’re benefiting from both concepts. 

UD is uniquely positioned in a science and technology-rich region. Delaware hosts some of the largest chemical, financial and software companies with significant real-world technology applications. The state itself serves as a microcosm of the U.S., with a strong inclination towards scientific pursuits. The University maintains close partnerships with numerous companies driving the global economy.

UD's approach to education is distinctly interdisciplinary, fostering collaboration between diverse fields such as biology and computer science, or agriculture and engineering, while still emphasizing the arts, which are crucial for creativity and innovation.

Chen: Most institutions act slowly on impending changes.  If UD can move swiftly to meet the AI challenge/opportunity by, for example, launching a new required class on prompt engineering with every student getting a ChatGPT premium account for one year, it will instantly add more value to a student's marketability while attracting more research money and recruiter attention.

Bynum: The University is fortunate to have Thomas Powers [associate professor of philosophy] as a faculty member and internationally respected expert in the ethics of science and technology. As director of UD’s influential Center for Science, Ethics, and Public Policy, he is already helping to shape society’s dialogue around AI.

Leveraging AI to serve rather than subvert education is tricky business, and the stakes are high. What’s giving you hope?

Callahan: One of the most exciting prospects I see is AI’s potential to expand student curiosity. It can serve as a tool for students to delve deeper into subjects they find challenging or intriguing, providing a level of depth and breadth in learning that was previously difficult to achieve. Our curiosity, which drives us to initiate questions and explore new frontiers, is something that even the most advanced AI systems have yet to replicate (nor do I feel they will in the immediate future). While leveraging AI in education presents challenges, it also offers unprecedented opportunities to deepen understanding, broaden knowledge and advance human learning in ways previously unimaginable. UD's role will be critical in charting the path.

Chen: Think of fire, a naturally occurring force that normally meant trouble for our ancestors. However, some of our smarter ancestors realized two things. First, cooked meat tasted, digested and preserved much better; and second, bonfires can ward off saber-toothed tigers looking for late-night snacks. By embracing fire, homo sapiens were able to jump on another growth curve that propelled them into where we are today. 

Bynum: I am an optimist, so I am enthusiastic about the coming integration of AI into college education. In my 52 years of college teaching, I have found that the vast majority of students really do want to learn and to live as successful members of society, and faculty care deeply about their lives and success. Soon, students and faculty alike will be able to learn so much more—even more quickly and in greater depth. 

More about UD and AI

In the eternal quest to enhance and advance humanity through the cultivation and dissemination of knowledge, Blue Hens continue to lead the way. The fall 2024 issue of UD Magazine provides a high-level overview of how they are doing so in the realm of AI.