Welcome to the forefront of conversational AI as we explore the fascinating world of AI chatbots in our dedicated blog series. Discover the latest advancements, applications, and strategies that propel the evolution of chatbot technology. From enhancing customer interactions to streamlining business processes, these articles delve into the innovative ways artificial intelligence is shaping the landscape of automated conversational agents. Whether you’re a business owner, developer, or simply intrigued by the future of interactive technology, join us on this journey to unravel the transformative power and endless possibilities of AI chatbots.
For many students, the process of course selection looks a little like this:
Path@Penn. Primary Cart. Major requirements. Imagine this as my major. College Foundations Requirements. Penn Course Review. College Sector Requirements. Course Attributes. DP’s double count website. Class times. Syllabus. Recitation. Primary Cart. Add.
And then repeated this cycle about 17 times in a carousel of different combinations, and the classes you choose might still not be right.
What should be an exciting (maybe) and fairly easy process, often becomes so arduous that students end up taking classes that fail to interest them, duplicate requirements they’ve already met, or slow down their degree process entirely.
Of course, students have advisors to help, and supposedly we’re all perfectly capable of whacking through the weeds to find a perfect schedule each semester. But, does it really have to be like this? Could there be a better way to build a schedule that gives students the freedom of fun while keeping them on a steady track to graduating? Definitely.
I remember as I scheduled my fall semester courses thinking, “I wish there was a way to streamline all of these sources of information. Could there be a way to see 8 tabs at once? Is there a way I could put all of this information in my Chat GPT?” The answer is a resounding no.
While the presence of AI looms around our world, with more people than ever denouncing its uses, it feels scary to admit it might have beneficial assistive and organizational elements. No, I don’t think it should write our papers, create our art, or misinform my relatives via facebook reels. However, helping students choose which classes to take seems like a relatively harmless and time effective practice.
Path@Penn course selection could feature a small chatbot, built to combine your academic information and answer questions like:
SEE MORE FROM PIPER SLINKA-PETKA:
Piper Slinka-Petka | Penn courses fail to engage students’ inner work
Piper Slinka-Petka | Penn has lost the art of pleasure
This AI assistant could respond with answers to frequently asked questions, information about courses, or small advisory suggestions to ensure students can find their way to the perfect course for their schedule. It would be a nexus – a system that bridges syllabuses, degree requirements, course reviews, and scheduling in one tiny package.
But you may be wondering: What if this takes away the explorative and educational experience that is choosing classes? I hear you on that point. Perhaps we should be slowly flipping through a dusted course catalog and scribbling down codes on a notepad. Adorned with a tweed blazer, elbow patches, and fountain pen in hand. Maybe that’s how Benjamin Franklin intended. But the opportunity to do it without technology will always (mostly) be there.
A tool such as this one is merely an assistant — not to choose for you, but to help make the process more informed. And at the risk of seeming like an AI-crazed futurist, I think this would meet students where we already are. The process of Penn’s course selection might be one of the only media we haven’t completely optimized.
This wouldn’t take away the function of our advisors, either. When choosing my courses, I don’t ask my advisor every single question I have. They advise on the big decisions, concepts, and questions. As far as which individual course fits the best place is my schedule, it is likely beyond their pay grade and below productive uses of time.
My perspective is largely influenced by the privilege of being a student in the College, with the flexible curriculum we have to choose from. For pre-med, Engineering, Nursing, or Wharton students, choosing courses is likely much more straightforward. But, even they have to take electives, they might benefit from a platform to search. What courses could I take about pop culture? Is there a class about environmental justice? What classes are known to be easy and fun?
That’s the kind of exploration that choosing classes should be. Students don’t have the time or way to see the full picture of courses, and often take a shot in the dark, settling for any course they think could be helpful. Which, while it seems harmless, can be at the expense of their best interests. Choosing a course with elements that suit a student’s academic preferences, such as a paper rather than test final, can be the difference between class success or failure.
A chatbot could give students the gift of time, of exploration, of play. Time to find a class that fits a student’s academic goals, preferences, and interests.
Penn’s curriculum markets itself as the very pinnacle of exploration, and it can be. Especially if we give students more time to discover what excites them and limit that which is spent decoding degree requirements and syllabi.
PIPER SLINKA-PETKA is a College sophomore studying health and societies from West Virginia. Her email address is pipersp@sas.upenn.edu.
The Daily Pennsylvanian is an independent, student-run newspaper. Please consider making a donation to support the coverage that shapes the University. Your generosity ensures a future of strong journalism at Penn.
