AI can be an asset, ASBMB educators say

Since ChatGPT’s initial release in 2022, educators have been increasingly embracing and incorporating artificial intelligence into their classrooms. During a 2024 webinar entitled, “Breaking the mold: Exploring AI tools and alternative assessments in BMB education,” American Society for Biochemistry and Molecular Biology educators shared how they use AI to save time, increase accessibility and prepare students for a changing world. This offering is part of a larger collection of teaching and education resources provided by ASBMB.

“Generative AI has great potential as an interactive tutor.”
— Ning Sui, assistant professor of molecular and structural biochemistry, North Carolina State University at Raleigh
Sui shared how AI can interactively explain concepts to students while maintaining a positive tone and being “much more patient than a tutor, and probably (herself).”

“Provide context and ‘feed’ it with your own content.”
— Djamali Muhoza, assistant professor of chemistry, University of Arkansas at Monticello
Muhoza uses AI to create course outlines and study guides. He warned that AI often lacks context, such as the students’ grade level, so he suggested that users input their own course content rather than relying on the program to create lessons. However, he cautioned that users do so conscientiously, as any information shared with AI will likely be used to further train the model.

“AI can increase accessibility for neurodivergent students.”
— Christin Monroe, assistant professor of chemistry, Landmark College
Monroe works with neurodivergent students, many of whom have executive function challenges.  When they struggled to choose their final assignment topic, Monroe suggested some AI prompts to help guide them.  

“AI can help students’ conceptual understanding.”
— Didem Vardar-Ulu, senior lecturer of chemistry, Boston University
Vardar-Ulu gives her students assignments that reflect on their “conversations” with AI. She said that this encouraged them to think deeply about the inputs needed to prompt a specific and reliable response.

“We need to inform students about the capabilities, limitations and professional standards of generative AI.”
— Emily Ruff, associate professor of biochemistry, Winona State University
Ruff shared that many of her students enjoy learning about what AI can and can’t do, and how professionals take advantage of it at work. She encourages educators to teach students how to use AI, as dismissing this “powerful tool” may hinder students’ professional development.