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Mary Holland, a long-time professor, founded "Educating Without AI" at SUNY New Paltz to address her concerns about students' increasing reliance on AI, which she believes detracts from essential educational goals like critical thinking and independent writing. The coalition advocates for the ability to teach AI-free classes and is pushing for clearer campus-wide policies on AI usage.
Mary Holland, a veteran English professor at SUNY New Paltz, established "Educating Without AI" in the fall of 2025 out of profound frustration regarding the escalating use of artificial intelligence by students. Her decades of teaching experience led her to believe that AI's growing presence was severely compromising students' ability to gain essential learning outcomes from their education. The primary objective of this faculty coalition, which has quickly grown to include over 80 members from various departments, is to advocate for the right and ability to teach courses entirely free from AI usage. Holland asserts that AI directly interferes with the core duties of educators, specifically hindering the development of crucial skills such as critical thinking, overall cognitive processes, focused attention on texts and details, the capacity for meaningful independent research, and the ability to articulate ideas effectively through written communication and construct coherent arguments. The group's foundational principle is that every stage of these learning processes necessitates students' individual effort and independent development.
In a significant move to understand the campus community's stance on AI, "Educating Without AI" spearheaded a comprehensive survey campaign, targeting both faculty and students. The initiative saw substantial participation, with 197 faculty members and 974 students engaging with the survey. The preliminary analysis of these responses has unveiled a strong consensus: the majority of participants hold a negative overall opinion regarding the integration and impact of AI within higher education. A central point of concern highlighted by the survey results is the perceived adverse effect of AI on students' foundational writing abilities. Critically, both the teaching staff and the student body expressed a clear and unified desire for courses to be explicitly designated as "AI-free," indicating a strong preference for academic environments where human-centric learning and assessment remain paramount, unassisted by artificial intelligence.
Professor Glenn Geher, a psychology professor who played a key role in structuring and analyzing the campus AI surveys, vividly illustrated the practical challenges faculty face. He conveyed a sense of sadness as he described altering his teaching methods, particularly in online classes, by "dramatically reducing" writing assignments. This change, he explained, is a direct consequence of widespread AI usage, a development he deeply regrets given his long-held conviction that strong writing and communication skills are among the most valuable takeaways from a university education. Geher identified a concerning pattern where students employ AI not just for minor assistance but to compose entire papers. Furthermore, he emphasized that even utilizing AI for initial steps like brainstorming or creating outlines poses a significant threat, as it preempts students from independently developing the capacity to generate and articulate their own original ideas, thereby undermining the fundamental cognitive processes essential for true learning.
The "Educating Without AI" coalition has successfully fostered an open dialogue with the university administration, finding a supportive and receptive partner in Provost William McClure. Professor Holland reported on early meetings with McClure, noting his willingness to listen to their concerns regarding AI and his active support for their proposed initiatives. This institutional backing was evident in the financial and logistical support provided for the recent Faculty Forum on AI, which took place in February. The group is now actively campaigning for two major policy changes: the creation of an official "AI-free course designation" and the development of a coherent, unified campus-wide AI policy. Their goal is not to entirely prohibit AI but to establish clear, transparent standards. Such policies would equip students with prior knowledge about AI usage expectations when selecting courses, ensuring they understand the implications of an "AI-free" environment. For the future, Holland envisions establishing a dedicated committee composed of both students and faculty, tasked with continuously monitoring the rapid advancements in AI technology and proactively addressing their potential profound impact on higher education.