In the landscape of independent schools, the integration of artificial intelligence is becoming a tangible reality. Responding to an Access Points community board thread, ATLIS member Kelly Enright, technology director at Vail Mountain School (VMS), highlighted the significant role students can play on a technology committee. Ashley Cross, Ed.D., CAE, senior director of education and content at ATLIS, engaged with Enright and her students from VMS, delving into how student contributions are shaping the implementation of new technologies. This initiative, led by Enright, emphasizes the critical role of student participation in AI conversations.
In the serene mountain town of Vail, Colorado, nestled amid soaring peaks and lush forests, lies VMS. As the midday sun brightens the school, the lively energy of lunchtime fills the halls, contrasting with the focused academic environment of classes still in session. In a quiet corner, five tall teenage boys squeeze together around a monitor for a virtual interview.
Declan Cunningham, Luke Shorts, Grant Iverson, Harrison Ballmer, and Owen Otto take turns introducing themselves and sharing that they are all in 10th grade. We begin the conversation by discussing the origins of the AI technology committee at their school. It started modestly with an email and gained momentum through word of mouth, the students said. The faculty’s engagement, led by Enright, was pivotal. She noted, “We wanted student voices in our technology department. So, I presented about AI in an upper school meeting and invited students to join the committee.”
The committee’s work includes presenting AI uses and implications to the faculty, discussing policies, and exploring its integration into various subjects. “We’ve presented at faculty meetings about AI’s uses, its downsides, and benefits,” Shorts shared.
A notable development at VMS is the school’s nuanced AI policy, which Enright describes as a four-tiered system that allows teachers to decide how AI can be used in their assignments. This ranges from no AI usage to open use, with necessary citations.
“We have an overarching policy and position statement for our entire school (K–12). It’s a draft because the technology is ever-changing,” she said. “For the upper school, there’s a four-tiered system, where teachers go assignment by assignment. Tier one is no AI at all. The second tier is where the students could ask for specific permission about AI. In the third tier, students can use AI, but they need to cite it. The fourth tier allows students to openly use AI however they’d like to. The teachers really appreciate the autonomy to adjust the level of AI use for each assignment.”
Cunningham shared, “At the class level, it’s up to the teacher to determine whether AI use is permitted. If an assignment explicitly forbids AI, any violations are then addressed by the Honor Council.” Ballmer added, “Expectations are usually stated on the assignment rubric.”
In discussing the challenges, Shorts reflected, “The biggest hurdle is overcoming the fear and skepticism around AI, especially concerning academic honesty. Our Honor Council works to establish appropriate disciplinary measures for the misuse of AI. Once school policies are defined, I think the teachers have more confidence or comfortability with using AI in their classroom.”
But there are successes, too. “We’ve managed to open up new perspectives about AI among faculty and students,” Ballmer said.
Shorts continued, “Faculty attitudes have shifted a little, I think. At the very beginning of the school year, they were worried and only focused on ways they thought students would try to use it in bad ways. After the technology committee sessions, where we explore the technology together and allow teachers to play with it themselves, I think it’s shifted a little more toward, like, ‘Oh, it can actually be useful; it can be used in good ways.’ I think it’s just exposure.”
Ballmer reflected on the experience of working with the faculty. “During our meeting with the faculty, there were definitely some facial expressions of confusion at the very beginning. That led to the faculty asking a lot of questions, which was great. Talking about productive ways to use AI and exposing the teachers has really helped our faculty view this technology as a more positive thing.”
When asked about the student perspective on AI, Cunningham replied, “Yeah, I think the students are really interested in it. They want to learn more about it and how to really use it. One thing we’re working on is helping students with a more structured way of how to use it and not just putting in anything.”
The committee also delves into the ethical dimensions of AI. Members discuss biases and stereotypes inherent in AI algorithms and how these might affect the use of AI in education. Enright shared her work outside of the scope of the committee. “Yesterday, I conducted a discussion-based meeting with the upper school faculty focusing on bias, bigotry, ethics, copyright, and consent. We formed small groups to discuss these issues and explore related questions. Our goal is for teachers to extend these conversations to their classrooms, fostering a broader dialogue at the school level.”
Cunningham observed, “Our committee has held discussions with faculty about the ethical and moral aspects of AI, its negative impacts, and the stereotypes it might reinforce.”
The sophomores were also quick to bring up that the student committee is currently limited in its demographic makeup, and there is a plan of action to remedy that. Ballmer shared, “We’d like to get more diverse perspectives on the committee. It’s still pretty new this year. In the future, we want to actively recruit and share the opportunity so we can have different perspectives represented. We’re also working on a survey to get different voices from the whole high school.”
The discussion turned toward the evolving role of AI in academic assessments. In many classes at VMS, AI is not just an afterthought but a central component of the learning process. “In history, we’re encouraged to use AI for broader knowledge,” Iverson explained, reflecting a shift toward embracing AI as a tool for learning rather than just a means of completing assignments.
Teachers at VMS are adapting, too. If the goal is to teach writing mechanics, then AI use is not allowed. This blend of traditional and modern methods points to a nuanced approach to AI in education.
The students are clear about the importance of their voices in shaping AI policies. “We’re the ones turning in the assignments,” Ballmer said, stressing that students are often more attuned to AI and technology trends. Their insights are crucial in forming practical, relevant policies. The committee’s efforts are not just about leveraging AI for efficiency but about fostering a responsible and ethical approach to its use.
The students were eager to share how their teachers were using AI across different subjects. Cunningham shared, “In our Spanish class, we have Quizlet Plus, which uses OpenAI. We use AI often for study sets. It’s very useful in practicing a foreign language.”
Ballmer agreed. “I used it to study for my Spanish quiz. It can do multiple things, like not only quiz you, but it helps you work on your spelling and grammar. It prepared me really well!”
Iverson shared, “I think another way AI is being used in a positive manner is in language classes. I’ve used it to help me comprehend what a text says on a deeper level.”
Students also use AI as a source for research and writing assistance. For instance, in a recent history assignment, they were encouraged to use AI to gather broader knowledge, which they then cross-referenced with other sources to ensure accuracy and depth in their understanding.
Shorts commented, “Our teacher did a really great job of modeling learning with a new technology. One day, she was using AI with us in class. There was some historical term that within the years of her teaching she had never seen. She didn’t know if it was factual or not. She told us that when we use AI, there’s a chance it won’t be factual all the time. She showed us how to fact-check it. It was a great learning moment. We’ve also learned how to cite AI and how to use it more efficiently. If you give a better prompt, you’re going to get a better response out of it for what you’re looking for.”
Iverson stated, “Our biggest accomplishment, I think, is that people are becoming more receptive to the idea of AI. When we met with the faculty, we were really opening up new ideas to them and new ways they could look at AI. I think that’s a great way to get their point of view and have them implement it into their classes.”
Shorts added, “And I’ll also say some teachers [are] starting to implement the use of AI in a structured way in class.”
Enright advises other schools considering similar initiatives to start small and focus on one aspect at a time. The complexity of AI in education necessitates a measured approach, one that includes student voices to understand their needs better.
The future of the committee is promising. Plans to involve more teachers more directly in the meetings and in forming AI lesson plans are underway. Members are also setting up a system for teachers to ask questions and seek guidance from the committee, ensuring a collaborative approach to AI integration.
In wrapping up the interview, the students reflected on what they’d teach about AI if given the chance. The consensus is clear: AI is not a passing fad but a persistent, evolving part of our digital landscape. They would focus on educating teachers and other adults about the constructive use of AI, emphasizing its broad applications beyond the educational sphere.
Their parting thoughts reinforce the importance of embracing AI. Student involvement is not just about navigating the challenges of AI in education, they said, but also about shaping a future where technology and human ingenuity combine to enhance learning experiences.
This perspective from VMS students and Enright offers valuable insights for technology leaders in independent schools. It’s a testament to the power of involving students in policymaking, especially in areas as pivotal and dynamic as AI. As schools across the United States grapple with the integration of AI into education, the story of VMS serves as an inspiration and a practical guide.