The education landscape is undergoing a seismic shift due to artificial intelligence, and educators who adapt quickly will best serve their students. In a recent conversation with Dr. Matthew Metzger, Clinical Professor of Economics at UNC Charlotte and author of "The Overnight Educator: Transform Your Courses in 24 Hours," we explored how AI is revolutionizing higher education and what instructors can do to embrace this change effectively.
Dr. Metzger's journey with AI began when he noticed a surprising trend in his classroom: test averages were mysteriously increasing while completion times were decreasing. When questioned, his students revealed they were using ChatGPT to help with exams. Instead of fighting this inevitable technological evolution, Dr. Metzger recognized a crucial opportunity to transform his teaching approach. His realization was profound – the traditional assessments he had relied on were no longer valid in an AI-powered world.
The transformation required wasn't simple. Dr. Metzger explains that changing assessments necessitates changing everything else about a course – teaching methods, resources, feedback mechanisms, and more. This comprehensive rethinking of education led him to develop a structured, accessible approach for fellow educators who might feel overwhelmed by AI's rapid advance.
His five-step "Overnight Cycle" for AI-driven course design begins with identifying skills in demand. Using AI tools like ChatGPT, instructors can research current job market requirements to ensure coursework aligns with real-world expectations. What's fascinating is how AI's capabilities have shifted the skills employers value – while AI handles many quantitative tasks, those "evergreen" human skills like communication, teamwork, and critical thinking have become even more crucial.
The second step involves designing realistic tasks that mimic workplace scenarios. Dr. Metzger emphasizes creating assignments that feel authentic rather than contrived. "If it's a fake or artificial problem, students are more likely to just run it through ChatGPT," he notes. By using current, real-world examples and limiting assignments to manageable lengths (1-2 pages rather than 20), students are more motivated to engage directly with the material rather than outsourcing it entirely to AI.
Supporting learner development constitutes the third step, where AI offers tremendous potential for creating diverse learning resources. Instructors can use AI to transform their notes into podcasts, videos, or even create "digital twins" that present material in multiple languages. This democratizes education by making it accessible to broader audiences globally. Importantly, Dr. Metzger advocates for diversity of thought, suggesting that instructors shouldn't limit students to AI tools trained only on the instructor's materials. Instead, allowing students to interact with various AI platforms introduces them to different perspectives and explanations.
The fourth step – providing efficient feedback – addresses a common concern among educators transitioning from objective assessments to open-ended projects: grading workload. Dr. Metzger recommends using simplified, binary rubrics rather than complex subjective scales to streamline the grading process. He's also experimenting with AI-assisted grading, where AI systems provide an initial assessment that instructors then review and refine – a model that will likely become standard practice in education.
Finally, the cycle concludes with iteration and improvement. While the pace of change in AI tools can cause "tool fatigue," Dr. Metzger encourages a measured approach: "You don't have to try ten things. You might just say, 'This semester I'm going to add in one new AI tool.'" This gradual adaptation makes the transformation manageable even for instructors with limited time or technological comfort
What's particularly striking is how Dr. Metzger sees AI fundamentally reshaping the educator's role. Where instructors once primarily delivered content as subject matter experts, that function is increasingly handled by AI and online resources. Instead, educators are becoming evaluators and guides who help students assess the quality and applicability of AI-generated content – a shift comparable to what's happening in fields like art education, where technical instruction is abundant online but expert evaluation remains invaluable.
For educators hesitant about embracing AI, Dr. Metzger suggests starting small: experiment with AI personally, have open conversations with students about how they're already using these tools, and normalize AI as part of the learning environment. The transformation doesn't have to be immediate or comprehensive – even small steps toward integration can significantly enhance the educational experience for both students and teachers.
Please visit Dr. Metzger's website, The Overnight Educator, to find current AI tools for education and information about his book "The Overnight Educator: Transform Your Course in 24 Hours."
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