From academics to the arts, the use of artificial intelligence (AI) has become widespread in classroom settings. As artificial intelligence becomes increasingly sophisticated, teachers and students alike are feeling its impact on campus. How is AI impacting learning and student behavior in academics, and how is Loomis evolving to embrace that?

Tim Lawrence, dean of academics and curriculum and English Department teacher, has observed different responses to AI across grade levels. “In the case of seniors, students describe it as a tool that they acknowledge, but much less useful than they thought it might be,” he said. “[They believe] their own developed writing skills are much stronger than what they would get from something from generative AI.” 

However, Mr. Lawrence has noticed that, due to the lack of fully developed skills, younger students are often the ones who seek guidance from AI. He said, “The larger challenge is: How [does Loomis] teach them to approach this tool in a way that maintains integrity in their work that doesn’t cross a line?” 

While there is no linear way to achieve this, educators at Loomis have started by experimenting with changes in the curriculum. In many departments, such changes attempt to incorporate AI. This is especially the case for the History Department: CL U.S. History teachers, for instance, have restructured the course’s final research paper so that evaluations go beyond the written product to assess students on their ability to defend ideas verbally, as well. 

“This year [the History Department] shifted a large percentage of our points to in-class and live experiences rather than out-of-class writing,” Eric LaForest, Head of the History Department, said. “This will give students an important opportunity to give each other feedback on their proposals, creating a middle stage to the research without the use of technology.” The department hopes that, with more face‑to‑face discussions, students will train their critical thinking skills and learn not to be overly reliant on technological tools.

While AI is mainly used in academic settings, traces of this technology are slowly seeping into the arts and other creative fields, as well. 

“For a lot of generative AI, the copyright laws are not clear, and [some artists might] steal ideas and likenesses from artists and artworks that exist already without giving credit,” Mrs. Ro Clark, head of the Visual Arts Department, said. 

However, she also believes that AI could be helpful in other aspects of art and has encouraged her fellow faculty to try to incorporate it into their classes. 

“I have asked some [Loomis art teachers] to try to incorporate some kind of AI in any way that they can,” she said. “… Where I’ve seen that happen the most is idea generation—for example, [asking] AI tools to get ideas for the designs [students are] going to make.” 

Students themselves have experienced changes in classes as AI tools progressively become more advanced. Chiara Tassan-Solet ’28 said, “I feel like as we get more modern as a society, it becomes more common to use AI. This technology has definitely gotten more popular.” The freshman boarder has used AI to study for tests and finds it a good resource, if used properly. 

“[My motto is to] use your brain, because it’s much better than AI, and if you are using it, be honest about it,” senior Angel Neklyudova ’25 said.

As AI continues to pervade aspects of daily life, approaching it with integrity and responsibility becomes more vital than ever.