University of Greenwich Journals and Working Papers
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The Influence of Generative AI and Its Impact on Critical Cognitive Engagement In an Open Access, Distance Learning University.
No full textThe rise of generative artificial intelligence (GenAI) technologies like ChatGPT, Copilot and Meta AI has raised concerns about their impact on academic practices pertaining to cognitive engagement and intellectual rigour. This study investigates the influence of GenAI and its impact on critical cognitive engagement. GenAI threatens deep thinking by enabling students to outsource academic tasks such as critical analysis, leading to overreliance on generative tools. The ease and convenience provided by these technologies risk the promotion of surface and passive engagement with complex topics, diminishing scholarly inquiry and intellectual depth. This qualitative study employs an interpretive phenomenological design integrated with elements of action research, document analysis and an open-ended questionnaire. In this study, data was collected using two methods: 1) screenshots of four first-year student assignments and four examination scripts, which were analysed using GenAI detection tools such as Sapling and QuillBot; 2) open-ended questionnaires emailed to ten first-year lecturers. Students’ written work was analysed using GenAI detection tools to identify potential usage. Data from both sources were analysed using Braun and Clarke’s (2021) six-phase thematic analysis framework. Findings suggest that reliance on GenAI may undermine genuine learning, critical thinking, and analytical skills, as students prioritise convenience over detailed understanding. To halt the decline in critical thinking, it is essential to educate students about academic integrity; guide them to evaluate credible sources; encourage original research and analysis; and implement effective GenAI detection measures.
This study advocates the preservation and promotion of deep thinking in academia to stress the need to balance technological advancements and academic integrity
Barriers to student learning and engagement created by academic stereotypes
No full textIn a Higher Education context, most research into stereotypes focuses on the negative impact of stereotypes that educators hold about students. However, this study focuses on whether students also hold stereotypes about academic staff, and whether this also results in negative consequences for students. Focus groups with students in both mathematics and humanities departments identify four potential barriers to student learning and engagement created by the stereotype that staff are intellectual, powerful, research-focused and middle-aged white males. Implications for students and steps that staff can take to address these barriers are discussed
Using pre-sessional resources to provide academic support and improve transition to university-level mathematics
No full textThis case study gives an overview of an initiative introduced at the University of Glasgow to ease the transition into university-level mathematics and promote student engagement. Beginning in the academic year 2023/24, this took the form of pre-arrival maths resources sent to incoming students which were designed to bridge the gap between Higher and Advanced Higher entrants to first year. This included videos and practice questions to help them improve their skills and further introduced them to the maths support available during their studies. We will discuss the changes made since the introduction, as well as planned future changes based on informal feedback and lessons learned from this experience.
Public Engagement for Student Empowerment
No full textThe ability to disseminate and communicate densely mathematical and technical material to a non-technical audience and coworkers is a key employability skill for mathematics graduates. As educators it is important that we consider how to bridge this gap and how we can embed these skills into already tightly packed programmes. At Middlesex University we have long believed in embedding communication skills in our undergraduate mathematics programmes to empower our students from diverse backgrounds. Importantly, while these students are with us, we also present them with the opportunity to work as mathematical ambassadors and apply these skills in-situ during outreach and public engagement events. These events include SMASHFest, Big Bang, Thorpe Park, World Skills, Teen Tech, and MDX STEMFest. This increases their confidence and knowledge of mathematical topics further while enhancing their employability, communication skills, and social capital
Resistances to Anti-Racist and Decolonial Work in HE: Reflections on Discomfort
No full textThis opinion piece uses anecdotal theory to reflect on student and staff resistance that the authors have encountered as academics conducting research on anti-racist and decolonial pedagogies in HE. We argue that such resistance is rooted in the hegemonic logics of disciplinary canons, pedagogical norms and the university, which, when challenged and disrupted, can result in feelings of discomfort. In this context, we recommend the creation of spaces to experience and learn from discomfort both productively and safely, by means of an embodied approach
Classroom Safety for Student Sex Workers: A Case Study at the University of Greenwich
No full textStudent sex workers face compounded stigma that can challenge their ability to participate fully in academic environments (Simpson and Smith, 2021). This case study explores classroom safety for student sex workers at the University of Greenwich, focusing on seminars that address sex work-related topics. Using participant observation and role-play activities, the study examines how power dynamics, stigma and inclusivity emerge in four seminars. The findings highlight the persistence of institutional biases and societal prejudices despite efforts to foster supportive spaces within higher education learning environments. Recommendations include educator training, curriculum design informed by intersectionality and institutional collaborations with sex worker-led organisations to address these systemic issues
Enhancing Statistics Support with Artificial Intelligence
No full textThe integration of artificial intelligence (AI) technologies is revolutionising traditional methods of teaching and learning. The University of the West of England, Bristol, has developed a generative AI policy that encourages AI literacy, personal learning and creativity. In accordance with this policy, we demonstrate use of AI within an established help drop-in service at the university. Data analysis advice from statisticians is provided to students via a newly formed ‘Stats Clinic’ which aims to act as a triage service within the institution’s existing ‘espressoMaths’ service, open to all.
With appropriate student preliminary engagement, including the use of AI, the productivity and value of student-academic discussions can be greatly increased. Detail is given of how students can use artificial intelligence to get the most out of pre-visit engagement and therefore ultimately their visit with a statistics professional.
Examples where students have applied varying levels of engagement with pre-visit recommended actions are discussed, with empirical evidence from the sessions indicating that those embracing AI are more aware of their data analysis and can comprehend advice more readily
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