Marist College has introduced a new course titled “Ethics of Artificial Intelligence” this spring, aiming to help students understand the societal impacts of artificial intelligence and develop ethical frameworks for its use. The course is part of the college’s cross-disciplinary minor in Applied AI, which began last fall to prepare students from all majors for an increasingly AI-driven world.
Dr. Sasha Biro, Lecturer of philosophy and religious studies and the instructor for the course, noted the rapid changes brought by generative AI tools like ChatGPT. “When ChatGPT exploded onto the scene, it was this moment where educators were in the halls saying, ‘Wow, this thing has dropped and it’s already changing students’ work,'” said Biro. “So I thought about how to address this constructively: here’s this tool that can be used in wildly various ways—how do you address that in a classroom setting?”
The curriculum starts with foundational moral theories before moving into topics such as the future of work, justice, bias, education, equity, and access as they relate to AI. Students are encouraged to examine their own responsibilities when using these technologies. Generative AI is permitted in coursework under certain guidelines.
“I say to students, you can use generative AI however you would like, as long as it’s ethical,” said Biro. “But you have to acknowledge where your work has been enhanced by it and why.”
James G. Snyder, Dean for Academic Engagement at Marist College, commented on the importance of ethics within higher education: “This new course speaks directly to the relevance of the liberal arts today as we navigate big changes to how we live and work,” he said. “Ethics is central to the mission and values of Marist, and it’s great to see our faculty develop innovative courses and programs to shed light on the meaning and value of profound changes we are seeing in our world today.”
Carolyn Orcutt ’27, a philosophy major currently enrolled in the class, expressed enthusiasm about its introduction: “I am extremely excited that it has become an option at the university as I see many opportunities growing for the field in the future.”
Biro explained her approach aims for honest engagement with technology rather than avoidance or prohibition. She asks students to compare their original thesis statements with those generated by AI tools and reflect on differences.
“There are going to be skills—critical thinking, empathy, judgment—that AI can’t do for you,” said Biro. “As we think about the future of work and what we’ll value as a society, it’s going to be these skills that the liberal arts cultivate. They can’t just be put through a generator and refined.”
Orcutt added her perspective on learning about AI: “I am very critical of AI technology, which is exactly why I wanted to push myself to learn how it works and how it positively impacts others,” she said. “I am excited to continue to engage with peers who may have different perspectives on the technology and who challenge me to approach AI with nuance.”
The semester concludes with presentations and final papers where students identify specific ethical issues related to artificial intelligence and propose solutions based on what they have learned.
“Rather than prohibiting these tools, I want to focus on helping students learn how to use them responsibly and with academic integrity,” said Biro. “If a student wants to be prepared for a global society, they have to encounter and be reflexive with using AI.”
