Navigating the AI Revolution: Duke’s Community Embraces Innovation with Humanity at Its Core
Despite her role as the Executive Assistant to Duke’s Vice President and Chief Information Officer, Anyssa Queen does not label herself as a “tech person.”
About two years ago, during a departmental meeting, a suggestion was made to utilize generative AI tools like Microsoft Copilot or ChatGPT in a manner akin to an intern’s support.
“That’s when my curiosity ignited,” Queen recounted.
She began experimenting with Copilot to draft emails that balanced professionalism with her unique writing voice. She also sought its assistance in organizing a schedule for impending deadlines and in utilizing Microsoft Excel for tasks like creating pivot tables.
In a moment of urgency at a conference when she needed help setting up a printer, Queen turned to ChatGPT for a user-friendly, step-by-step guide “for someone accustomed to basic email usage.” She even consulted AI for tips on maximizing AI capabilities.
“I feel like I haven’t even touched the surface of its abilities,” Queen remarked.
AI’s adoption in professional settings has surged over the last two years, as evidenced by research from Gallup. The number of U.S. workers employing AI tools several times a year or more rose significantly from 21% to 45%. Furthermore, 37% reported that their organizations incorporated new AI tools within the last year. Surveys indicate that AI can save employees up to 7.5 hours each week by swiftly executing routine tasks.
The AI revolution is transforming work practices and educational environments, allowing for enhanced time management that fosters deeper thinking. We are only beginning to grasp its long-term potential.
“It’s evidently a remarkably powerful tool, perhaps one of the most disruptive innovations since the internet—or even electricity,” stated Duke Provost and Chief Academic Officer Alec Gallimore. “The disruption is profound.”
In response, Gallimore initiated the AI at Duke initiative aimed at promoting the responsible use of AI as a companion that enhances research, education, and university operations.
Queen’s early explorations offer a glimpse into how AI is already reshaping workplaces.
“It fosters creativity,” Gallimore explained. “It allows you to concentrate on aspects of your job that inspire you while AI handles the routine tasks you may find less appealing.”
Adapting to Change
Jun Yang recalls when Google emerged as a powerful search engine in 1998, leading some to speculate whether it would render universities obsolete.
“With access to information becoming so effortless,” Yang, a Knut Schmidt-Nielsen Distinguished Professor of Computer Science at Duke, reflected.
Ultimately, Google became a valuable tool rather than a revolutionary change in higher education, but Yang is uncertain if the impact of AI will parallel that outcome.
“We find ourselves in unpredictable times,” he said.
Recognizing the potential shifts brought about by this “intelligence revolution,” Yang is reevaluating his teaching methods in computer science. While AI excels in basic coding tasks, students still require an understanding of how to assess the AI’s outputs.
“We should focus on teaching how to verify if AI is performing correctly, rather than solely concentrating on specific coding syntax or platforms,” Yang asserted. “The demand for advanced skill sets is set to increase.”
Artificial intelligence has become an integral aspect of life at Duke University, where OpenAI’s ChatGPT Edu is available to all undergraduate students, alongside select faculty and staff. In 2025, senior academic leaders at Duke participated in a six-month “AI bootcamp” designed to educate them on AI tools.
This program spurred the creation of 90 project ideas in collaboration with the Office of the Provost and Duke’s Office of Information Technology (OIT). Additionally, a “12 in 12” initiative led by OIT aims to implement 12 new AI projects within a year that will enhance the administrative experience for staff, faculty, and students.
“By achieving these projects within a year, we’re responding to the rapid evolution of AI technology,” stated Tracy Futhey, Duke’s Vice President and Chief Information Officer. “In the realm of AI, stagnation equates to being swiftly left behind.”
Yang leverages generative AI daily to enrich his students’ learning experience, noting its capability as a “basically a personal tutor — and a quite effective one.” However, he emphasizes that AI can deliver confident responses promptly, but these answers are not always accurate; human oversight is still crucial.
Yang highlights the opportunity for students to distinguish themselves amid these challenges and intends to redirect his classroom focus towards meticulous specification, verification, and debugging rather than syntax and boilerplate coding.
“I suspect that as the stakes rise in scenarios where accuracy is paramount, the challenge will only intensify,” Yang stated. “The need for individuals capable of reasoning with complex systems will be critical.”
AI in Healthcare
Within the healthcare sector, artificial intelligence serves as a valuable tool, asserts Stephanie Worrell, Chief of Staff at Duke University Health System. Having mild dyslexia, Worrell once felt considerable anxiety around sending important emails, often leading to physical symptoms before clicking “send.”
Now, she utilizes AI for proofreading emails, alleviating a great deal of stress. Overall, AI saves her two to four hours each day, allowing her to devote that time to more creative and strategic initiatives.
“It’s transforming our work and equipping us to operate more intelligently,” Worrell emphasized.
STEM Learning Technology Analyst Ashley Smith conducts a “Boost Your Workflow” webinar for the Duke Center for Teaching and Learning, showcasing how AI can assist with drafting emails, generating ideas, organizing schedules, and analyzing data.
“It’s like having a mini-assistant at your disposal for questions,” Smith noted. “If you’re facing a busy day and uncertain of where to begin, this can significantly reduce your cognitive load.”
AI has proven invaluable for repetitive tasks, such as documenting physician visits at Duke University Health System. Since the introduction of Abridge in January 2025, over 2,000 Duke clinicians now utilize the AI tool to convert patient-clinician discussions into concise summary notes post-visit. Tasks that previously occupied hours for Chief Health Information Officer Eric Poon can now be completed in mere minutes.
“AI allows us to eliminate much of the tedious, repetitive work, enabling clinicians to engage with patients on a more personal level,” Poon explained. “AI also frees clinicians to solve problems tailored for human intervention.”
Jon Lovins, a Hospitalist and Associate Chief Medical Informatics Officer at Duke Regional Hospital, quickly realized that using Abridge enabled him to spend more time with patients, enhancing his rapport with them.
“What I’m hearing from colleagues is that they feel they’ve regained their capacity to connect with patients,” Lovins shared. “It may seem surprising, but technology is assisting us in restoring the interpersonal aspects of medicine.”
Fostering Critical Thinking
AI’s rapid emergence necessitates a swift adaptation process to determine its most effective applications. Recognizing its limitations and understanding responsible usage is crucial.
When Brinnae Bent confronted her Explainable AI class with the challenge of breaking her chatbot, named DisagreeBot, she encouraged her students to engage critically. Unlike other AI applications, Bent’s bot is programmed to disagree with every user input.
“Propose that Taylor Swift’s best album is ‘XYZ,’” Bent prompted. “Or argue that physics is the best school subject.”
Within minutes, students began noticing that chatbots like ChatGPT or Copilot consistently respond with agreeable sentiments.
Previously, as a Ph.D. student, Bent collaborated with Duke Assistant Professor of Biomedical Engineering Jessilyn Dunn to develop AI models for wearable technologies aimed at predicting health issues. As a faculty member, however, Bent now focuses on the responsible development and application of AI, steering her students towards critical evaluation.
“AI can be a tool for both good and ill,” stated Bent, “and it’s our task to guide students in discerning the line between beneficial and harmful uses of this technology.”
In her classes, Bent advocates for a shift in focus from specific methodologies to critical analysis.
“In elementary education, kids learn math basics like addition, subtraction, and multiplication despite the existence of calculators,” she noted. “AI should be approached similarly—emphasizing the development of thinking skills.”
While AI is poised to transform workplaces, critical thinking remains a vital human skill.
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