Artificial intelligence (AI) technologies are rapidly transforming the current educational landscape, with students far outrunning faculty in their use of these tools. Current research highlights a cultural lag in higher education, a phenomenon Sociologist William F. Ogburn described in 1922. This term refers to the gap in adaptation between material (physical artifacts) and nonmaterial culture (ideas, values, etc.). Cultural lag has historically been observed during periods of technological change, like with the current shift toward AI technology. Students are embracing AI’s potential while many instructors remain hesitant due to their own biases and concerns about academic integrity (Coffey, 2023). We argue that it is incumbent upon sociology instructors to experiment with, observe, and document the use of AI in the classroom, as we are in a discipline founded on understanding cultural and societal change. Moreover, as social scientists, we are well-suited to address and experiment with AI use and adoption in our pedagogical practices. 

In our classrooms, we have begun developing assignments for upper-division Sociology students that implement the use of AI technology. For instance, students in a Social Theory class were tasked with requesting a ChatGPT summary of a prominent sociologist’s theories. After completing assigned readings and participating in a class discussion on the topic, the students identified and corrected inaccuracies, omissions, and superficial interpretations within the ChatGPT summary.  Students in a Medical Sociology class used ChatGPT to create an initial research outline on the “social determinants of health and their impact on healthcare access.” The students then revised and refined the outline. Afterward, the class wrote a brief reflection about the changes they made to the original outline and why. They were asked to explain what additional information they added or omitted, how they adjusted the original structure, and what the exercise taught them about the value of human judgment in using AI technology for academic work- particularly when engaging with sociological topics! 

These assignments were followed by class discussions where students reflected on the process of working with AI technology. Many students reported that these assignments helped them identify limitations and potential pitfalls in overreliance on AI technology. They agreed that AI is useful for brainstorming but not as a replacement for good writing. They noted that ChatGPT tends to be repetitive, obtuse, and includes extraneous superficial information while omitting important details. In some instances, AI included information that students could not verify.

Overall, students found ChatGPT to be useful in organizing information but lacking in the critical analysis that comes from human insight. Students expressed more confidence in the value of their own writing skills and the expertise they developed to discern important and truthful information. They also expressed appreciation for the novelty of these assignments.  For almost all students, this was the first time they were assigned to use AI in an academic classroom. Many explained they had previously viewed AI tools like ChatGPT as shortcuts that “lazy students” might rely on to avoid putting any thought or effort into their own work. 

Moving forward, we believe it is crucial for sociology instructors to embrace and integrate AI thoughtfully and intentionally into our teaching methods. AI is reshaping many areas of society including industries, media, and education. As a result, developing ethical and responsible ways to work with it has become as essential as any other professional skill. Additionally, experimenting with AI as a teaching tool can be fun and enjoyable for instructors. It provides an opportunity for creativity, helps us remain relevant, and enables us to bridge the cultural lag in higher education.

Read more: Most students outrunning faculty in AI use, study finds (insidehighered.com)

JoAnna Boudreaux is an Assistant Professor of Teaching in the Department of Sociology at the University of Memphis. She also serves as the coordinator of the internship program. Her pedagogical approach is centered on creating a collaborative learning environment and exploring innovative teaching methods, including the integration of AI tools. She teaches courses such as Marriage and Family, Gender and Society, Medical Sociology, and Racial and Ethnic Minorities. 

Kendra Murphy is an Associate Professor of Teaching Coordinator and Undergraduate Advisor in the Department of Sociology at the University of Memphis.  Professor Murphy’s teaching is focused on helping students develop critical thinking and writing skills that they can use throughout their lives. She is best known for her creative lectures on social deviance and teaches a variety of classes including Introduction to Sociology, Methods of Social Research, Sociology of Poverty, and Sociological Theory.  Whether by discussing statistics or bringing furries into the classroom, Professor Murphy is committed to helping all of her students in developing their sociological imaginations.