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T h e I n d e p e n d e n t S t u d e n t N e w s p a p e r o f B r a n d e is U n i v e r sit y S i n c e 1 9 4 9 Volume LXXVIII, Number 11
Tuesday, February 10, 2026
Waltham, Mass.
BUILDING CLOSURE
ARTIFICIAL INTELLIGENCE
The use of AI at Brandeis: trends, ethics and the future of teaching and learning As AI becomes an unavoidable
consideration in academia, Brandeis students, faculty and staff members learn to navigate its challenges and opportunities. By ALLIE LADJEVA
JUSTICE CONTRIBUTING WRITER
Has the use of Artificial Intelligence in academia become inevitable? How is Brandeis University dealing with ethical and trust concerns among students and faculty members regarding the use of AI? A small-scale survey and interviews with various members of the Brandeis community provide insights into these questions. A 2025 Global Student Survey found that four in five students worldwide use generative AI tools for their higher studies, with ChatGPT being the most popular. Generative AI tools are defined as “tools that generate words, images, or sounds in response to prompts with human-like efficiency.” A survey released by the Johns Hopkins University Press shows that 54% of college students use AI tools for writing, 53% for academic assistance and 10% for cheating. Academic institutions cannot prevent AI use, but they can find ways to integrate it in a way that promotes responsible and ethical use. Colleges and universities in the United States have had different approaches to monitoring AI use in academic settings. At Harvard University, all faculty members are required to have a clear policy regarding the use of generative AI in class. Some example policies include “a maximally restrictive draft policy,” meaning that the use of generative AI tools is forbidden, or the “fully-encouraging draft policy,” which encourages students to explore AI tools in assignments and assessments, as long as their use is communicated. Northeastern University also acknowledges the use of AI by providing clear policies that students and faculty members should follow. The use of AI tools in research is permitted, but researchers must undergo a review process when dealing with confidential information to address ethical concerns, such as the handling of personal data. To inform this article, a small-scale survey conducted in January 2026 provides insights into how Brandeis students perceive artificial intelligence. As of press time the survey received 28 responses from Brandeis undergraduate and graduate students, giving a snapshot of how they use AI and interpret the school’s AI policies. The majority of the respondents were undergraduate students from the classes of 2026–2028, while 14% were graduate students. 82% of the respondents reported using AI for their academic-related work at Brandeis, suggesting widespread use of AI on campus. The most frequently used tool was ChatGPT, used by 96% of these students, followed by Grammarly at 57%. When it came to specific uses of AI tools, students
had various responses. Responses indicated moderate to high use of AI tools for research, debugging or generating code and brainstorming for assignments. When asked whether the benefits of AI outweigh the harms, most respondents said “it depends,” suggesting that AI is neither an ally nor an adversary, but rather a resource whose benefit depends on the context. The survey also showed mixed opinions on the clarity of professors’ AI policies, with scores ranging from 3 to 10 (1 meaning very unclear and 10 meaning very clear). This wide range suggests that professors follow individual AI policies rather than a university-wide policy (Figure 1). The survey’s section on receiving guidance about the responsible use of AI showcased diverse results (Figure 2). 44% of respondents reported receiving advice on the responsible use of AI in class, 30% through the course’s syllabus and only 4% from workshops. Furthermore, 22% of respondents received no guidance at all. These results suggest that AI literacy workshops may be limited and that students’ guidance varies by course. Concurrently, 18% of respondents reported not using AI. Some raised concerns that AI threatens entire career fields, such as writing and theater arts, while others reported that learning loses value when a student becomes reliant upon AI. The responses suggest that some Brandeis students have significant concerns about the responsible use of AI and its ethical implications, emphasizing the need for AI literacy on campus. As part of Brandeis’ efforts to integrate AI into the school curriculum, staff and faculty members worked hard to create a variety of resources for the Brandeis community. Two years ago, the Artificial Intelligence Steering Council was created to promote the responsible and ethical use of AI on campus. The council serves as the University’s central advisory and information-sharing body, and among its responsibilities are reviewing AI policies and monitoring the use of AI in academics and administration. On Brandeis’ website, students and faculty can access a variety of resources on AI literacy, the ethical considerations of AI and effective prompting for generative AI platforms. Since not everyone may have equal access to technology, prioritizing equity is crucial in academic settings. Matthew Sheehy, one of the co-chairs of the Artificial Intelligence Steering Council and a University librarian, shares that the council works with Student Accessibility Services to ensure equitable access to AI and related technology campus-wide. Sheehy underscored this sentiment, saying, “[i]f you are using technology that you are going to get graded on, every student has to have the same access and the same chance.” As many students and faculty members are currently skeptical of AI and its implications, Sheehy points out that there is a clear distinction between machine learning and generative AI: “AI has been around since the '80s. What we are talking about now that is really disruptive is generative AI. A lot of our scientists on campus have been using machine learning for decades to do their research. It’s the new form of AI that we are trying to wrap our heads around.”
LEAK: The Heller School building was closed on Monday, Feb. 2.
JAMES LI/The Justice.
Propylene glycol and water leak in Heller building temporarily moves classes online The building was closed for a
day as a result of an odor, which was later determined to come from water and propylene glycol leak. By NAWAL IRFANI
JUSTICE COPY EDITOR
On Monday, Feb. 2, the Heller School for Social Policy and Management closed for repairs. Professors were sent an email on Friday, Jan. 30 by the University Associate Registrar, Kristina Law, citing a leak in the Alumni Lounge. The Justice reached out to Kristina Law for a comment, but she did not respond for press time. The leak included “both water and propylene glycol, which may cause respiratory irritation as well as eye irritation/tearing and nausea,” according to the email. Professors were encouraged to move their classes online on Monday or email the Registrar to find another meeting place. On Friday, Jan. 30, facilities investigated the leak and odor coming from the lounge. Work to mitigate the leak and odor was prolonged until Monday due to the inability to open windows and the absorption of odor from the concrete in the building. Facilities cited that the odor was “most likely related to stagnant water within a closed loop system and not exposure to any hazardous material.” There was no presence of propylene glycol found in the leak. By Monday, facilities
staff completed the repair work and “standard mitigation measures were implemented, including water extraction, filtration, ventilation, and carpet replacement.” Facilities staff determined that the building had not been unsafe, and faculty and students had not been exposed to toxic substances during the leak. Facilities were asked to comment, but did not respond for press time. Brandeis students did not receive direct communication from facilities or the University, and were conveyed information about the repair work at Heller through their respective professors. Some professors also felt that they had not received much information from the University regarding the incident. “I don’t think they ever specified what exactly leaked,” said Professor Michael Strand (SOC), who teaches SOC 10b: Sociological Theory in Schneider Heller G004. “I will say, we didn’t get a lot of information about what exactly happen[ed],” he continued. The overall lack of communication from the university to students resulted in some confusion about the source of the issue and repair in Heller, and left students with rumours ranging from general maintenance to a gas leak. However, the repair work and school closure had little impact on coursework and class time. Professor Fangchao Ji (HIST), who teaches HIST 80B: East Asia in the Modern World in Schneider Heller G004, stated that “aside from the single remote session on Monday, the incident had a very limited impact on my course.” Classes resumed in their normal locations by Tuesday, Feb. 3.
Community circle: what colleges can do to support students and their wellbeing Students engaged in various empowering
conversations with an administrator and guest speaker who listened and promised change. By MARIAH MARTINEZ
JUSTICE CONTRIBUTING WRITER
On Wednesday, Feb. 4, the Women’s Studies Research Center hosted a community circle in collaboration with the Student Union. The focus of the event included a discussion of what colleges can do for students’ wellbeing, with special emphasis on student life at Brandeis. Led by the Dean of the School of Arts, Humanities and Culture, Harleen Singh (WGS), as well as author and Brandeis alum, Michelle Bowdler
’86, the event was an inviting space for students to share their experiences. Bowdler, also preparing for her 2026 book release, focused on the change in data regarding youth wellbeing in relation to current events and is also looking for relevant insight from students. Inside the studio-esque room of the Epstein Building, chairs were assembled into a circle that seated students and speakers together. Naim Kim ’26, the WSRC Communications and Program Intern, introduced Dr. Singh and Bowdler with friendly-fire jokes regarding Singh going in and out of the room for a bite of AK’s pizza. Bowdler, using her previous experience as a higher education professional at Tufts University, initiated the conversation with a sense of understanding. “The admissions process is so stressful in itself and everyone is promised that you’re going to have the best time ever,” Bowdler prefaced to the students in the room. She shared that the reality of college is that things aren’t always sunshines and rainbows, no
matter how much you’re promised they will be. Dr. Singh added that prospective students may be ill prepared to, “navigate yourself, and your feelings, and your emotions, and how that is not something you can be educated out of or educated into.” She emphasized that one’s feelings aren’t understood through education or experience alone but rather a continuous journey of both. “You live, you get older, and you put one foot in front of the other,” she explained. One student asked how to navigate sharing one’s feelings with friends. With insights from overseeing a counseling center, Bowdler answered, “It’s okay to have a conversation where you’re really encouraging someone to tell you the truth.” She described scenarios where friends of a student were worried about them and sought counseling for themselves, which is universally relevant across all college campuses. Reflecting on the intrinsic good nature of people, Singh explained, “I think that in some ways, being good has preoccupied us so much that …
See CIRCLE, 5
Exhibit Spotlight
Masterful Music
Alyssa Wu '29 explores a new
A look into the 2026 Grammys and the politicized nature of the event.
exhibition of graphic narratives at the Kniznick Gallery.
By ARIEL KNUDSEN
By ALYSSA WU
Photo Courtesy of SHELBY TERRY.
FEATURES 6 For tips or info email editor@thejustice.org
Student Union senate meeting By ARIANA AGARWAL
The performative men epidemic By GRAHAM GLOVKA
Super Bowl LX
Photo Courtesy of Creative Commons.
ARTS AND CULTURE 14 By LUCA D. JORDAN
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