Insights from Lori and Dane
As artificial intelligence becomes increasingly embedded in everyday life, two Institute of Applied Agriculture lecturers are adapting their teaching methods to thoughtfully integrate AI into their classrooms, helping students prepare for careers in an evolving professional world.
Dr. Lori Sefton and Dane Grossnickle recently pursued additional training through UMD’s Teaching & Learning Center, where they explored a variety of platforms and reflected on how generative AI could fit into their own pedagogical approaches. Following the introductory course, Dane was encouraged to apply for the University System of Maryland’s year-long Generative AI Fellowship, which encompasses all 12 USM institutions. He was selected as one of two faculty members from UMD, College Park, to participate in ongoing research, policy discussions, and develop AI guidelines.
When AI tools first gained prominence a few years ago, Lori was initially hesitant to bring them into her classroom. She thought that students would rely too heavily on AI to complete coursework, missing opportunities for meaningful engagement with course topics.
“By learning both the benefits and the limitations of AI, I have shifted my approach in the classroom,” Lori explained. “I now intentionally teach students how to use AI as a starting point for their work and, more importantly, how to critically revise and reshape AI-generated content to meet assignment expectations and reflect their own thinking and voice. Through this process, students learn that AI can support learning, but it cannot replace it.”
Dane’s approach also emphasizes exploration, paired with reflection. “Although I pride myself on, and encourage others to use pedagogical approaches that are proven to enhance engagement, motivation, and comprehension, I am not a tech or AI expert,” he said. “I firmly believe it is up to educators and students alike to take the time to explore generative AI - not as a means of blindly adopting it, but to become more literate with it and to form our own guiding principles around its use.”
While enthusiastic about the myriad tools AI offers, Dane also encourages moderation. “I pause and question whether this tool is eroding my students’—and my own—ability to discern fact, find their own voice, and embrace the patina and mistakes essential to learning, rather than striving for artificial perfection.”
Ultimately, both instructors agree that ongoing dialogue around the responsible use of IA is essential. “It is a non-negotiable responsibility of educators and students alike to continue discussing, exploring, testing, and refining our personal philosophies around such a consequential topic,” Dane said.
Because AI is not a passing trend, Lori and Dane want students to feel confident and be prepared to navigate professional environments shaped by these technologies. As Lori noted, “Students are smarter than AI; they simply need guidance and confidence to see it themselves.”
