Since the wide release of generative AI (genAI) models over the past few years, the notion that AI is affecting our students’ cognition has been pervasive. While this remains a concern, there have been a lot of productive discussions around genAI, and resources to assist with assignment redesign and open conversations with our students are widespread. Enter agentic AI: just as we’ve begun to thoughtfully integrate genAI into how we teach and how our students learn, AI companies have expanded AI abilities, throwing a wrench into our understanding and prompting new questions about what AI can do and how it will interfere with our students’ learning.  Continue reading →