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Artificial intelligence (AI) is becoming increasingly integrated into STEM higher education, making it important to understand how students use and perceive these tools. This study surveyed biology undergraduates over one semester: Genetics sophomores (n=195), Microbiology (n=43), and Cell & Molecular Biology seniors (n=40). About half used AI to prepare for midterms (48%, 53%, and 58%). Claude and ChatGPT were the primary tools used, with preferences varying by course. In Genetics, 68% of students relied on lecture notes, discussions, and online resources rather than the textbook. Across courses, students used AI to simplify concepts and generate practice questions; upperclassmen also used it to interpret scientific articles and review prerequisite material. Some cross-checked outputs across multiple AI tools. Students viewed AI as a personalized study assistant but emphasized the need for strong prompts and critical evaluation. Notably, about half preferred not to use AI, highlighting the importance of accommodating diverse learning preferences.
