We Have a Cheater Culture: Quite an Achievement
July 8, 2025
The annual lamentations about AI-enabled cheating have already commenced. Professor Elizabeth Wardle of Miami University would like to reframe that debate. In an opinion piece published at Cincinnati.com, she declares, “Students Aren’t Cheating Because they Have AI, but Because Colleges Are Broken.” Reasons they are broken, she writes, include factors like reduced funding and larger class sizes. Fundamentally, though, the problem lies in universities’ failure to sufficiently evolve.
Some suggest thwarting AI with a return to blue-book essays. Wardle, though, believes that would be a step backward. She notes early U.S. colleges were established before today’s specialized workforce existed. The handwritten assignments that served to train the wealthy, liberal-arts students of yesteryear no longer fit the bill. Instead, students need to understand how things work in the present and how to pivot with change. Yes, including a fluency with AI tools. Graduates must be “broadly literate,” the professor writes. She advises:
“Providing this kind of education requires rethinking higher education altogether. Educators must face our current moment by teaching the students in front of us and designing learning environments that meet the times. Students are not cheating because of AI. When they are cheating, it is because of the many ways that education is no longer working as it should. But students using AI to cheat have perhaps hastened a reckoning that has been a long time coming for higher ed.”
Who is to blame? For one, state legislatures. Many incentivize universities to churn out students with high grades in majors that match certain job titles. State funding, Wardle notes, is often tied to graduates hitting high salaries out of the gate. Her frustration is palpable as she asserts:
“Yes, graduates should be able to get jobs, but the jobs of the future are going to belong to well-rounded critical thinkers who can innovate and solve hard problems. Every column I read by tech CEOs says this very thing, yet state funding policies continue to reward colleges for being technical job factories.”
Professor Wardle is not all talk. In her role as Director of the Howe Center for Writing Excellence, she works with colleagues to update higher-learning instruction. One of their priorities has been how to integrate AI into curricula. She writes:
“The days when school was about regurgitating to prove we memorized something are over. Information is readily available; we don’t need to be able to memorize it. However, we do need to be able to assess it, think critically about it, and apply it. The education of tomorrow is about application and innovation.”
Indeed. But these urgent changes cannot be met as long funding continues to dwindle. In fact, Wardle argues, we must once again funnel significant tax money into higher education. Believe it or not, that is something we used to do as a society. (She recommends Christopher Newfield’s book “The Great Mistake” to learn how and why free, publicly funded higher ed fell apart.) Yes, we suspect there will not be too much US innovation if universities are broken and stay that way. Where will that leave us?
Cynthia Murrell, July 8, 2025
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