{"id":1359,"date":"2025-03-17T16:44:43","date_gmt":"2025-03-17T20:44:43","guid":{"rendered":"https:\/\/blogs.ubalt.edu\/celtt\/?p=1359"},"modified":"2025-03-17T16:44:43","modified_gmt":"2025-03-17T20:44:43","slug":"dr-nick-potkalitsky-on-fostering-critical-thinking-in-an-ai-era","status":"publish","type":"post","link":"https:\/\/blogs.ubalt.edu\/celtt\/2025\/03\/17\/dr-nick-potkalitsky-on-fostering-critical-thinking-in-an-ai-era\/","title":{"rendered":"Dr. Nick\u00a0Potkalitsky\u00a0on Fostering Critical Thinking in an AI Era"},"content":{"rendered":"

Artificial intelligence is transforming how students learn before they even step into a university classroom. In the latest\u00a0<\/span>AI in Practice<\/span><\/i>\u00a0webinar,\u00a0<\/span>Dr. Nick\u00a0Potkalitsky<\/span><\/b>\u00a0explored how K-12 educators are integrating AI into their teaching, offering key insights into how higher education can better prepare for AI-literate students. He emphasized that AI is already being used by younger learners for tutoring, writing assistance, and research, meaning many students will enter college with varied levels of experience in using these tools. Some will have strong AI literacy skills, while others may not fully grasp the ethical or practical considerations of AI-generated content. This inconsistency presents both challenges and opportunities for faculty, who must navigate how best to support students while ensuring AI enhances (rather than replaces) critical thinking and academic integrity.<\/span><\/p>\n

A major theme of the discussion was how K-12 educators are teaching students to question AI-generated content rather than accepting it at face value. Dr.\u00a0Potkalitsky\u00a0shared strategies that encourage students to analyze AI responses, compare them to traditional sources, and refine their ability to critically engage with information. These same approaches can be valuable in higher education, where faculty can guide students to use AI as a tool for inquiry and deeper learning rather than a shortcut. He also highlighted how structured assignments using AI can help students develop analytical skills by prompting them to reflect on the reasoning behind AI-generated suggestions. As AI becomes more embedded in education, faculty have a role in ensuring students are thoughtful consumers of AI-generated knowledge rather than passive recipients.<\/span><\/p>\n

Dr.\u00a0Potkalitsky\u2019s\u00a0insights offer a glimpse into what the next wave of college students will expect from their learning experiences. AI will not be unfamiliar to them, but they will still need guidance in understanding its ethical implications, academic applications, and limitations. As UBalt continues to explore AI\u2019s role in higher education, faculty have an opportunity to build on students\u2019 existing AI knowledge while reinforcing responsible and critical engagement with these tools.<\/span><\/p>\n

About the Series\u00a0<\/strong><\/p>\n

The\u00a0<\/span>AI in Practice<\/span><\/i>\u00a0webinar series is a collaborative initiative between CELTT,\u00a0UBalt\u2019s\u00a0Center for Entrepreneurship and Innovation (CEI), the Johns Hopkins University, and the University of Maryland Baltimore County. This partnership brings together diverse perspectives to explore how AI is reshaping education, research, and institutional strategy. If you missed this webinar with Dr. Nick\u00a0Potkalitsky, you can\u00a0<\/span>watch it here on YouTube<\/span><\/a>. Our next session will be a panel, \u201cStudent Voices: Navigating AI in Higher Education,\u201d on April 9, 2025, at 12pm EST.\u00a0<\/span>Register here to save your spot<\/span><\/a>.<\/span><\/p>\n

Stay up to date with\u00a0UBalt’s\u00a0work with generative AI<\/a>!<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

Artificial intelligence is transforming how students learn before they even step into a university classroom. In the latest\u00a0AI in Practice\u00a0webinar,\u00a0Dr.<\/p>\n","protected":false},"author":6618,"featured_media":1161,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[22],"tags":[],"_links":{"self":[{"href":"https:\/\/blogs.ubalt.edu\/celtt\/wp-json\/wp\/v2\/posts\/1359"}],"collection":[{"href":"https:\/\/blogs.ubalt.edu\/celtt\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ubalt.edu\/celtt\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubalt.edu\/celtt\/wp-json\/wp\/v2\/users\/6618"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubalt.edu\/celtt\/wp-json\/wp\/v2\/comments?post=1359"}],"version-history":[{"count":1,"href":"https:\/\/blogs.ubalt.edu\/celtt\/wp-json\/wp\/v2\/posts\/1359\/revisions"}],"predecessor-version":[{"id":1360,"href":"https:\/\/blogs.ubalt.edu\/celtt\/wp-json\/wp\/v2\/posts\/1359\/revisions\/1360"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.ubalt.edu\/celtt\/wp-json\/wp\/v2\/media\/1161"}],"wp:attachment":[{"href":"https:\/\/blogs.ubalt.edu\/celtt\/wp-json\/wp\/v2\/media?parent=1359"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubalt.edu\/celtt\/wp-json\/wp\/v2\/categories?post=1359"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubalt.edu\/celtt\/wp-json\/wp\/v2\/tags?post=1359"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}