Students shouldn’t use AI to write their college essay—but this year, Duke is asking applicants to write a college essay about AI.
Given the rapid development of AI technology and its widespread use amongst high school students, admissions officers at top colleges are seeking applicants who engage with it in a thoughtful, critical, and mature manner. This admissions cycle, Duke University introduced a new supplemental essay prompt that underscores the growing importance institutions are assigning to artificial intelligence and students’ views on the topic. The prompt reads:
“Duke recently launched an initiative ‘to bring together Duke experts across all disciplines who are advancing AI research, addressing the most pressing ethical challenges posed by AI, and shaping the future of AI in the classroom.’ Tell us about a situation when you would or would not choose to use AI (when possible and permitted). What shapes your thinking?”
This is one of the first supplemental essay prompts from a top school to directly address students’ critical approaches to AI. As top universities race to keep up with the seismic shifts brought about by the technology, other top schools are likely to follow Duke’s lead and require applicants to share their philosophy. Here are a few considerations to help students students craft a thoughtful response:
1. Admissions officers know that AI is part of the fabric of students’ lives.
The biggest mistake students can make when answering this question is pretending that they don’t use AI. Some students might be tempted to argue against it entirely, assuming that admissions officers will favor this kind of response or be skeptical of those who express too favorable views of the technology.
However, the first part of the question provides a glimpse into the university’s attitude towards AI: by launching an institutional initiative, Duke acknowledges its growing significance and the need to critically engage with its ethical conundrums. In other words, admissions officers know that students are using AI for various purposes in their everyday lives (whether intentionally or unintentionally), so insisting that it should never be used may come across as unrealistic and naive. The first step to answering this prompt is therefore honest self-reflection: How do you use AI in your everyday life? What prompts you to use AI tools? When do you actively avoid them? Do you find yourself turning to AI more frequently for school-related projects or for personal projects? What do you believe its value or utility to be?
While acknowledging the unavoidable prevalence of AI technology, students should avoid praising it uncritically. As the first part of the prompt notes, the technology is mired in ethical dilemmas ranging from privacy concerns to issues with intellectual property and environmental impact. It is important that students’ answers reflect careful consideration, thorough research, and attentiveness to pressing issues in the world around them.
2. AI use is not just a question of technological literacy, but of ethical conviction.
This question highlights two aspects of AI use, the first practical and the second philosophical. The question asks students to ground their responses in a real-world situation in which they would or would not use AI. Note that the prompt requires students to write about AI use where possible and permitted, meaning that this essay is not the place to speculate about potential AI developments or gripe about parameters imposed upon its use (in your schoolwork or otherwise). This first component emphasizes the fact that AI is first and foremost a tool that students may use in certain scenarios.
At the same time, more than just a tool, the technology is a battleground for pressing ethical and philosophical concerns. A successful response will therefore provide admissions officers with a glimpse into a students’ core values, thoughtful perspectives, and guiding beliefs. In this sense, while rooted in AI, the essay should indicate deeper and broader elements of a students’ character and convictions. Are they worried about AI perpetuating gender or racial biases? Plagiarizing the work of writers or artists? Harming the environment? Stunting students’ ability to think critically? The ethical dimensions a student chooses to write about ought to reflect the larger philosophies that guide their interactions with and beyond AI technology.
3. A student’s response to this question not only tells admissions officers about their AI philosophy—it shares something about who they are.
A student’s essay should synthesize practical, anecdotal and philosophical responses to this prompt to demonstrate that they are principled and thoughtful. As with any topical supplemental essay prompt, the admissions committee’s goal when posing this question is to learn more about a student and whether that student is a fit for Duke’s intellectual community. Given that the first part of the prompt sheds light on how the university is approaching AI advances, applicants should think about how they can demonstrate that their values and beliefs align with Duke’s mission and academic environment. Students can compellingly illustrate their preparedness for Duke’s rigorous campus community through carefully considered responses, clear and confident convictions, and creative and forward-thinking approaches to the issues.
Duke’s AI essay is an indication of things to come, both as the AI landscape evolves and as college admissions respond to these technologies. Students in all stages of their high school careers should be mindful and self-reflective about how their values inform their use of AI tools. Starting to think critically about their values-driven approach early-on will prepare them to articulate their mindset to admissions officers and contribute meaningfully to their college community amidst these new technological frontiers.