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Oftentimes, large enrollments constrain certain high-impact practices that develop or assess critical thinking, because of their time-intensive nature. These include in-class discussion, individualized feedback on student writing, oral and essay exams, or large projects or presentations. Now that AI is requiring faculty to shift from assessing final products to assessing the student reasoning that goes into developing a final product, we ask whether GenAI can also restore some critical thinking practices and assessments traditionally relegated only to small classrooms. In this roundtable, three biology professors first share their successes and failures with piloting AI-enabled practices to tackle these challenges. Then we open a pertinent roundtable discussion: how to assess process vs product and where AI might enable some of the “small-class” practices and assessments in our largest classes. Attendees will leave with new perspectives about using GenAI to facilitate high-impact, process-orientated, and time-intensive practices and assessments in large classrooms.
