Environmental Science Teachers, Postsecondary

Environmental‐science college teachers still do most of their creative work. Official job profiles (O*NET) list tasks like preparing exams, planning courses, and even “select[ing] and obtain[ing] textbooks and laboratory equipment” ^{[1] [1]}. Today, AI is beginning to assist with routine parts of these tasks.

For example, automated grading systems and AI tools can score student answers and give instant feedback. In one study of Earth‐science coursework, students who received automated feedback from an AI scoring engine revised their answers and earned better scores ^[2]. Similarly, a recent review found that large language models (like ChatGPT) can speed up grading and provide rapid feedback, though they still require teacher oversight and can’t fully replace an instructor’s judgment ^[3].

In contrast, tasks that involve personal judgment or human interaction—such as writing letters of recommendation, serving on committees, advising students, or running campus events—have not been automated. Choosing books, planning a department meeting, or mentoring students remain things only people do.

Whether colleges adopt these AI tools quickly or slowly depends on several factors. On the technical side, tools like ChatGPT are widely available (often for free) and can generate lecture ideas or quiz questions in seconds. Many professors are already trying them out for writing or brainstorming.

However, customization and reliable integration can be costly, and instructors must learn new software. Colleges will compare the cost of buying or training AI against paying qualified instructors. For now, most campuses treat AI as an assistant rather than a replacement.