Amanda Sturgill

Amanda Sturgill, associate professor of journalism, is the 2024-2026 CEL Scholar. Her work focuses on the intersection of artificial intelligence (AI) and engaged learning in higher education. Dr. Sturgill also previously contributed posts on global learning as a seminar leader for the 2015-2017 research seminar on Integrating Global Learning with the University Experience.

Digital illustration of woman looking at map with robot grid. text reads: "Relying on generative AI information could have bad physical and social ramifications for community-based learning.”

AI Hallucinations Matter for More Than Academic Integrity 

I had to chuckle over this quote in a May New York Times article: “Though they are useful in some situations—like writing term papers, summarizing office documents and generating computer code—their mistakes can cause problems.” I think many of my fellow academics would see…

Hand pointint at blue light screen that says automation with quote text "as humans delegate tasks to machines, it might be a source of more ethical lapses...”

Generative AI and Professional Ethics 

I am a professor of journalism, and it’s a challenging time to make the case for why journalism still matters. I give my students a couple of reasons: first is the ability to access and make sense of a variety…

Robot and person fist bumping. Text: "AI can take on that work, and no human helpers are needed. The project gets done, but some of the lessons don't get learned." -Amanda Sturgill

Tell the Robot How You Feel About Learning 

In many ways, AI assistance can be helpful with writing, but one that has never made sense to me is asking AI to help formulate an opinion. I occasionally see this from students when I ask them what they think…

Glowing blue pen hovering above notebook. White quote text: "As educators, we need to be re-examining the borders between “learn” and “do” and how we might scaffold both in the age of generative AI.”

Blue Books and In-Class Writing Are Not a Panacea 

In comments sections and replies in both educator spaces and mass media articles, it’s common to see exhortations to simply return to an earlier time where students demonstrated knowledge in class. I myself recall needing to remember to stop by…

Orange brain with AI network and quote text: "...preliminary data suggested that initially relying on LLM help early on affected later performance, even if the LLM use stopped for the later task. That’s a powerful finding.”

When it Comes to AI in Education, Timing May Matter 

I’ve participated in several professional education opportunities this summer related to AI as a tool for higher education, and one of my biggest takeaways is that there is little agreement among faculty.   Even in a tiny academic unit of fewer…