Reimagining Education: How Geeking Out with AI Can Help Students and Teachers Rethink Learning

Dr. Steven Clark, an Associate Professor of Finance in the Belk College of Business, has long been captivated by the transformative power of artificial intelligence.

A self-described tech geek, his journey with AI began as an innate curiosity about computer hardware, software, and coding. Over time, this curiosity evolved into a deep engagement with AI, ultimately reshaping both his teaching and research.

From the moment AI models like ChatGPT 3.5 burst onto the scene, Dr. Clark knew he had encountered a revolutionary technology.

“I’m deeply engaged,”

he explains, recalling the “aha” moment when he realized that AI wasn’t just another tool—it was a game changer. Unlike earlier iterations of AI that merely assisted with routine tasks, the latest models demonstrated a capability that suggested a future where AI could eventually handle complex research queries and even generate creative content. Keeping a close eye on competitive products—from ChatGPT to emerging models like Anthropic’s offerings and xAI’s Grok—Dr. Clark continuously tests these platforms with challenging questions, sometimes asking them to prove a known falsehood in probability, only to be met with enthusiastic but flawed responses.

These experiments reinforce his belief that while AI holds tremendous promise, it still requires a human touch to refine its outputs.

In the classroom, Dr. Clark has been a pioneer in integrating AI into the curriculum. For the past two years, he has taught a course titled “Blockchain, Cryptocurrency, and Decentralized Finance” as part of  the Master of Science in Mathematical Finance program. Recognizing that many students come from programming backgrounds familiar with Python but often struggle with more specialized languages like Solidity—the backbone of many smart contracts—he turned to AI to bridge that gap. Using AI-generated code examples, he was able to illustrate complex concepts in a way that made them more accessible. This approach not only accelerated the learning curve but also allowed students to dive into practical applications faster. However, he is acutely aware of the challenges this integration poses. When assignments become too easily solved by AI, the risk of superficial learning increases.

Dr. Clark has thus reimagined his assignments, designing them with the expectation that students will use AI tools. In doing so, he encourages them to analyze and build upon the AI’s output rather than simply copying and pasting answers.

Beyond teaching, Dr. Clark finds AI indispensable in his research. He routinely uses AI to proofread and edit academic papers, and even assist in data analysis. Although he sometimes critiques the generic tone of AI-generated writing, he appreciates its ability to streamline the research process.

“Every time I feed it a piece of code or ask it to draft a segment of a paper, I’m reminded of its potential—but also its limits,”

he reflects. For him, the challenge lies in being specific and methodical in his prompts. This meticulous approach has not only improved the quality of his work but also honed his skills as a communicator, forcing him to articulate his ideas more clearly and precisely.

Dr. Clark’s insights extend to the broader implications of AI in academia. He observes a growing asymmetry between how faculty and students interact with AI. While many seasoned professors continue to teach in traditional ways, students are embracing AI tools to an almost ubiquitous degree—using them for assignments, emails, and as personal tutors. This shift, he warns, could undermine the learning process if not managed properly.

It is incumbent upon educators to redesign curricula that foster critical thinking and require individual interpretation, ensuring that AI serves as an enhancer of learning rather than a shortcut to an answer.

Looking ahead, Dr. Clark envisions a dramatic transformation in both the academic and research landscapes. He believes that within the next decade, AI will fundamentally alter the role of faculty. With the advent of personalized, AI-driven learning platforms that adapt to each student’s strengths and weaknesses, the traditional lecture model may soon become obsolete. In research, the prospect of AI generating its own mathematical proofs or new theories poses both opportunities and existential challenges for human scholars. 

Dr. Steven Clark’s journey with AI is a testament to his willingness to embrace technological change while rigorously scrutinizing its implications. His experiences underscore the delicate balance between harnessing AI’s power and preserving the essence of human creativity and critical thinking. In his words,

“AI is not just a tool—it is a partner in an evolving landscape where the future of education and research is being redefined every day.”