In "The Battle Over AI in Higher Education Classrooms Is Being Fought in the Field of Student Agency," Jarek Janio explores the integration of artificial intelligence (AI) in higher education through the philosophical lens of Heidegger, emphasizing AI as a technology that reveals human values and priorities. Rather than viewing AI as a threat to traditional teaching methods and academic integrity, Janio encourages educators to reframe AI as a tool that enhances student learning and agency.

Janio argues that traditional assignments focused on recalling information or reproducing existing knowledge become obsolete in an AI-driven landscape. Instead, educators should design assessments that require students to demonstrate higher-order skills such as application, synthesis, creativity, and critical thinking. This shift moves education toward meaningful skill demonstration, aligning more closely with students' real-world needs.

AI technologies, including intelligent tutoring systems and adaptive learning platforms, can personalize education by tracking and visualizing students' skill development, empowering learners to see tangible evidence of their progress. Consequently, AI allows faculty to shift from being gatekeepers of content to mentors and facilitators, engaging students in deeper learning activities that foster ethical reasoning, creativity, and interdisciplinary connections.

Emphasizing student agency and competency-based education, Janio highlights the importance of clearly defined learning outcomes that students find personally and professionally relevant. When students understand the practical significance of their learning, their engagement, self-efficacy, and motivation increase significantly.

Ultimately, Janio positions AI as a transformative tool that can help higher education realign instructional design around competency, meaningful engagement, and student agency. Rather than fearing AI-driven disruptions, educators should leverage these technologies to enhance learning outcomes, preparing students to effectively apply their skills beyond the classroom, adapt to new challenges, and contribute thoughtfully to society.

"Nothing But Skill" by Jarek Janio argues that education should emphasize skill demonstration and competency rather than traditional metrics like grades and test scores. Janio asserts that all human interactions, particularly in classrooms, rely on observable behaviors which demonstrate underlying skills and competencies. Despite historical skepticism towards behaviorism due to its association with manipulation, the author maintains that education inherently shapes behavior, expecting students to demonstrate learning in approved ways.

Faculty often focus on student behavior as indicators of learning, making inferences based solely on observable skills like communication and interaction. Thus, Janio argues, education must intentionally create environments that nurture desirable student behaviors, moving beyond superficial engagement to meaningful skill application. Ultimately, what matters most is the behavior students exhibit at course completion—what they can practically do—not just attendance or participation.

Observing skill attainment is essential because skills underpin every human action, from everyday interactions to professional expertise. Educators must themselves possess strong observational and evaluative skills to effectively judge student performance, especially given potential biases or knowledge gaps due to cultural, technological, or disciplinary differences.

The author critiques the higher education accountability system based on grades, asserting it inadequately represents students' true abilities. Grades alone cannot clearly indicate whether students possess practical skills such as critical analysis or application. Thus, Janio emphasizes assessments that directly observe skill demonstration, suggesting more nuanced approaches such as essays, presentations, or practical tasks.

Skills and competencies, Janio stresses, must also directly relate to students' real lives, empowering them to navigate personal and professional challenges effectively. Skill application can vary significantly among individuals due to different environments, resources, and social backgrounds, highlighting the need for educators to clearly articulate expected skills and outcomes.

Janio concludes by advocating for intentional teaching practices aimed at skill empowerment rather than leaving skill acquisition to chance. In today's complex world, students must be explicitly equipped with skills to handle issues like misinformation, technology use, mental health, and identity management. By prioritizing observable and relevant skill demonstration, educators can better prepare students for real-world success beyond the classroom.

"Rethinking Metrics in Higher Ed: Moving Beyond Persistence and Retention": by Jarek Janio

This article highlights a growing crisis of confidence in higher education, driven by an over-reliance on procedural metrics like retention, persistence, and graduation rates, which fail to address the fundamental question: "What do students actually learn?" While these metrics are easily quantifiable, they do not demonstrate whether students are developing essential skills or emerging as capable, adaptable thinkers. The author calls for a fundamental shift toward measuring student learning outcomes, emphasizing the need to assess competencies and align institutional priorities and funding models with fostering genuine intellectual growth. The piece also advocates for a renewed focus on faculty and a re-evaluation of traditional grading systems to ensure they better reflect actual student mastery.

Limitations of Traditional Metrics and Grades Metrics such as graduation rates provide a narrow perspective, emphasizing how many students pass through the system rather than measuring their intellectual growth or mastery of skills. Similarly, grades often reflect compliance and test-taking ability rather than genuine mastery. A diploma should signify tangible readiness for a field, yet current grading practices undermine this purpose.

Faculty’s Marginalization Faculty, central to the learning process, are often sidelined by institutional priorities focused on procedural outcomes or retention. This diminishes opportunities for pedagogical innovation, richer assessments, and deeper engagement with students. Administrative decisions frequently prioritize compliance over teaching quality.

A New Path: Prioritizing Learning Data The article calls for redefining success in higher education through measurable learning outcomes. This requires rethinking course design, assessments, and classroom practices to prioritize skill and competency attainment. It advocates for aligning institutional policies, funding models, and resources with a commitment to improving student learning, moving beyond procedural metrics to reward genuine mastery.

Empowering Faculty and Students By focusing on learning data, faculty can refine teaching methods, share best practices, and improve accountability. Students gain clarity on their progress, with a shift from grades as the ultimate goal to skill and competency attainment. Measuring learning provides graduates with evidence of their transformation, fostering transparency and trust.

Conclusion The article argues for a fundamental shift in how higher education measures success. By prioritizing student learning over easily quantifiable metrics, institutions can restore public confidence, empower faculty and students, and fulfill their mission to prepare graduates for complex challenges. While these changes require a major shift in mindset, policy, and funding, they are essential for the future of higher education.