Artificial Intelligence is everywhere– and professors at Pacific are less than thrilled

Half the world seems to be under the impression that the creation of Artificial Intelligence (a.k.a AI) is the greatest invention since the wheel, while another half seems to worry that AI will roll over humanity and crush it.

For students, though, it especially seems like humanity has struck gold. Why whittle away precious hours doing homework when AI can spit out an entire essay in seconds? (Plus, it can create fun images like the one you see accompanying this article.) It can even make videos that look so real you begin to doubt everything you see. AI is the robot that’s smarter than you, faster than you, and more creative than you—but maybe it’s not as good as some make it seem. 

“I think it’s a mistake to think of it as a tool,” voiced Professor Sang-hyoun Pahk. “They are replacing a little bit too much of the thinking that we want to do and want our students to do.” Professor Pahk recently gave a presentation to Pacific’s faculty on the topic, along with professors Aimee Wodda, Dana Mirsalis, and Rick Jobs. Like many universities around the world, AI has become an increasingly popular topic at Pacific, with some accepting the technology and others shunning it.  Professor Pahk explained that there are a lot of opportunities for faculty to learn techniques for using AI as a tool in the classroom, but that not all faculty have a desire to go down that road. “There’s less…kind of strategies for what you do when you don’t want to use it,” he shared, firmly expressing that it’s something he wishes to stay far away from. “It’s part of what we were trying to start when we presented.”

Professor Pahk and his colleagues presented a mere week before school was back in-session, so there was little time for faculty to change their syllabi as a way to safe-guard students from using AI on coursework. Still, many professors seemed to be on a similar page, tweaking their lesson plans and teaching methods to ensure that AI is a technology students can’t even be tempted to use. 

“I’ve tried to, if you will, AI proof my classes to a certain degree,” Professor Jules Boykoff shared. “Over the recent years, I’ve changed the assignments quite a bit; one example is I have more in-class examinations.” Professor Boykoff is no stranger to AI and admits that he’s done his fair share of testing out the technology. Still, the cons seem to greatly outweigh the pros, especially when it comes to education. “I’m a big fan of students being able to write with clarity and confidence and I’m concerned that overall, AI provides an incentive to not work as hard at writing with clarity and confidence.” Professor Boykoff, like many of his colleagues, stresses that AI short-circuits one’s ability to learn and develop by doing all the heavy lifting for them. 

Philosophy Professor Richard Frohock puts it like this, “It would be like going to the gym and turning on the treadmill, and then just sitting next to it.” Professor Frohock said this with good humor, but his analogy rings true. “Thinking is the actual act of running. It’s hard, sometimes it sucks, we never really want to do it– and it’s not about having five miles on your watch…it’s about that process, that getting to five miles. And using AI is skipping that process, so it’s not actually helping you.” Similar to his colleagues, Professor Frohock doesn’t allow any AI usage in his classes, especially since students are still in the process of developing their minds. “I don’t want it to be us vs the students, and like we’re policing what you guys do,” he admits, explaining that he has no desire to make student learning more difficult, but rather the opposite. “If we want to use AI to expand our mind, first we actually have to have the skills to be thinkers independently without AI.” 

This is just one of many reasons that professors warn against using AI, but they’re not naïve to the fact that students will use it, nonetheless. It’s become integrated into all Google searches and social media, which means students interact with AI whether they want to or not. “I have come to the conclusion that it’s counterproductive to try and control in some way student use of AI,” commented Professor Michael Huntsberger. Like other faculty, Professor Huntsberger has adjusted his lesson plans to make using AI more challenging for students, but he recognizes that this may not be foolproof. Still, he warns students to be very cautious when approaching AI and advises, “Don’t use it past your first step–so as a place to start your research…I think that’s a great way to make use of these things, but then tread very carefully.” He suggests that students should leave behind the technology altogether once they’ve established their starting point so that their work can still maintain enough human interaction to be considered student work and not AI. 

The problem with any AI usage is that the results that pop up are the product of other people’s work, which encroaches on the grounds of plagiarism. “This is the big fight right now between creators and the big tech companies because the creators are saying ‘you’re drawing on our work,’” explained Professor Huntsberger. “And of course, those creators are, A, not being compensated, and B, are not being recognized in any way, and ultimately it’s stealing their work.” 

Pacific’s own Professor Boykoff recognizes that his work is victim of this process, explaining that a generous chunk of his writing has been stolen by this technology. “A big conglomerate designed to make money is stealing my hard-earned labor,” he articulated. “It’s not just me, it’s not just like it’s a personal thing, I’m just saying, as a general principle it’s offensive.” 

Alongside those obvious concerns, Professor Pahk adds a few more items to the cons list saying, “Broadly, there’s on the one hand, the social, and environmental, and political costs of artificial intelligence.” 

AI 0, Professor Pahk 1.

Looking past all the cons, Professor Pahk acknowledged a bright side to the situation. “It’s just…culturally a less serious problem here,” claimed Professor Pahk, sharing that from his experience, students at Pacific want to learn and aren’t here just to mark off courses on a to-do list. “It’s not that it’s not a problem here, but it’s not the same kind of problem.” 

Seattle-based startup Ethosphere, a voice-enabled artificial intelligence platform for retail operations, said today it raised $2.5 million in pre-seed funding to bring the power of large language models to brick and mortar store floors to help sales associates deliver exceptional in-person service.

Point72 Ventures led the round, with participation from AI2 Incubator, Carya Ventures, Pack VC, Hike Ventures and J4 Ventures.

Founded in 2024, the company has built a platform that helps retailers that use data from front-line interactions with customers to generate coaching insights for associates. It comes in the form of guidance through the use of large language models and voice AI.

“AI is bringing change to every industry, and retail is no exception, but there is a significant gap in how the technology can be applied in a useful, human-focused manner,” said Evan Smith, cofounder and chief executive of Ethosphere.

Smith stated that the company takes a human-centric approach to improve the purchasing experience for customers, as this positively affects retailers’ bottom lines. When customers have a more enjoyable experience in-store due to effective salespeople, they are more likely to return or spend more at that establishment.

The same is true for employee morale. Service workers can often feel unseen by management for their accomplishments and hard work. Much of the modern retail landscape has become driven by outcomes that can be tracked and put in a ledger rather than the day-to-day experiences and context of work on the sales floor. This can become a black spiral for frontline workers who are guided to chase results instead of feeling empowered to engage with customers.

The company’s platform uses wearable microphones to record interactions between customers and associates. These recordings are processed using a set of large language models that transcribe the audio to gain insights into how salespeople are learning and developing their customer-facing skills on the job. The platform then offers specific, individualized feedback and coaching to help them improve their performance on the sales floor.

The platform’s guidance consists of praise, data insights and suggestions for improvement.

Ethosphere said the messaging provided can be tailored to the specific brand voice of the business, including adhering to jargon and company culture.

Management has access to a dashboard that allows them to see both the areas where their team excels and the challenges they need to address. The platform also provides recommendations on next steps to help managers determine the best way to support associates in their work. This includes assisting them by reducing bias in how they view their team, celebrating high-performers and addressing team building.

“In an increasingly busy landscape flooded with theoretical AI, Ethosphere stood out to us with a practical, powerful application that we believe has the potential to directly impact the sales and customer experience,” said Sri Chandrasekar, managing partner at Point72 Ventures.

The company said it would use the funds to scale up program pilots with major retailers to assist them with enhancing support for frontline employees.

Image: Pixabay

Last week in Blackburn Center, Howard University welcomed middle school, high school, and college students to explore the rapidly expanding world of robotics over the course of its second Robotics and AI Outreach Event. Teams of high school students showcased robots they built, while representatives from partnering Amazon Fulfillment Technologies, FIRST Robotics, the U.S. Navy and U.S. Army Research Laboratories, and Viriginia Tech gave presentations on their latest technologies, as well as ways to get involved in high-tech research. 

Across Thursday and Friday, Howard students and middle and high schoolers from across the DMV region heard from university researchers creating stories with generative AI and learned how they can get involved in STEM outreach from the Howard University Robotics Organization (HURO) and FIRST Robotics. They also viewed demonstrations of military unmanned ground vehicles and the Amazon Astro household robot. The biggest draw, however, was the robotics showcase in the East Ballroom. 

Over both days, middle and high school teams from across the DMV presented their robots as part of the FIRST Tech Challenge (FTC) and FIRST Robotics Competition, during which they were tasked with designing a robot within  six weeks. The program is intensive and gives students a taste of a real-world engineering career, as the students not only design and build their entries, but also engage in outreach events and raise their own funding each year.

“It’s incredible,” said Shelley Stoddard, vice president of FIRST Chesapeake. “I liken our teams to entrepreneurial startups. Each year they need to think about who they’re recruiting, how they’re recruiting; what they’re going to do for fundraising. If they want to have a brand, they create that, they manage that. We are highly encouraging of outreach because we don’t want it to be insular to just their schools or their classrooms.” 

Reaching the Next Generation of Engineers

This entrepreneurial spirit carries across the teams, such as the Ashburn, Virginia-based BeaverBots, who showed up in matching professional attire to stand out to potential recruits and investors as they presented three separate robots they’ve designed over the years — the Stubby V2, Dam Driver V1, and DemoBot — all built for lifting objects. Beyond already being skilled engineers and coders in their own right, the team has a heavy focus on getting younger children into robotics, even organizing their own events.

“One of the biggest things about our outreach is showing up to scrimmages and showing people we actually care about robotics and want to help kids join robotics,” said team member and high school junior Savni (last name withheld). “So, for example we’ve started a team in California, we’ve mentored [in] First Lego League, and we’ve hosted multiple scrimmages with FTC teams.”

“We also did a presentation in our local Troop 58 in Ashburn, where we showed our robot and told kids how they can get involved with FIRST,” added team vice-captain Aryan. “Along with that, a major part of our fundraising is sponsorship and matching grants.  We’ve received matching grants from CVS, FabWorks, and ICF.”

This desire to pay it forward and get more people involved in engineering wasn’t limited to the teams. Members of the student-run HURO were also present, putting on a drone demo and giving lectures advocating for more young Black intellectuals to get into science and engineering. 

“Right now, we’re doing a demo of one of our drones from the drone academy,” explained senior electrical engineering major David Toler II. “It’s a program we’ve put on since 2024 as a way to enrich the community around us and educate the Black community in STEM. We not only provide free drones to high schools, but we also work hands-on with them in very one-on-one mentor styles to give them knowledge to build on themselves and understand exactly how it works, why it works, and what components are necessary.” 

Building A Strong Support Network

HURO has been involved with the event from the beginning. Event organizer and Howard professor Harry Keeling, Ph.D., credits the drone program for helping the university’s AI and robotics outreach take flight. 

“It started with the drone academy, then that expanded through Dr. Todd Shurn’s work through the Sloan Foundation in the area of gaming,” explained Keeling. “Then gaming brought us to AI, and we got more money from Amazon and finally said ‘we need to do more outreach.’” 

Since 2024, Keeling has been working to bring more young people into engineering and AI research, relying on HURO, other local universities and high schools, industry partners like Amazon, and the Department of Defense, to build a strong network dedicated to local STEM outreach. Like with FIRST Robotics, a large part of his motivation with these growing partnerships is to prepare students for successful  jobs in the industry.

“We tell our students that in this field, networking is how you accomplish career growth,” he said. “None of us knows everything about what we do, but we can have a network where we can reach out to people who know more than we do. And the stronger our network is, the more we are able to solve problems in our own personal and professional lives.” 

At next year’s event, Keeling plans to step back and allow HURO to take over  more of the organizing and outreach, further bringing the next generation into leadership positions within the field. Meanwhile, he is working with other faculty members across the university to bring AI to the curriculum, further demystifying the technology and ensuring Howard students are prepared for the future. 

For Keeling, outreach events like this are vital to ensuring that young people feel confident in entering robotics, rather than intimidated. 

“One thing I realized is young people gravitate to what they see,” he said. “If they can’t see it, they can’t conceive it. These high schoolers[and] middle schoolers are getting a chance to rub elbows with a lot of professionals [and] understand what a roboticist ultimately might be doing in life.” 

He hopes that his work eventually makes children see a future in tech as just as possible as any other field they see on TV. 

“I was talking with my daughters, and I asked them at dinner ‘what do you want to be when you grow up?’” Keeling said. “And my youngest one said astronauts, and an artist, and a cook. Now hopefully one day, one of those 275 students that were listening to my presentation will answer the question with ‘I want to be an AI expert. I want to be a roboticist.’ Because they’ve come here, they’ve seen and heard what they can do.”