Katelyn Mapleh
Research Mentor: John Vasquez
Mentor Department: University of Michigan, LSA
Author(s): John Vasquez, Katelyn Mapleh, Norris Chase
Session: Session 4 (1:00 PM – 1:50 PM)
Presentation Type: Poster 62
Abstract
The growing use of artificial intelligence (AI) in higher education has reshaped how students complete academic work, raising concerns about misuse, academic integrity, and equity. This study examines how first-generation college students—those whose parents did not complete a four-year degree—engage with AI tools, with particular attention to whether AI serves as a shortcut or a supportive academic resource. Focusing on participants in the Comprehensive Studies Program (CSP), this research addresses a gap in existing literature that often overlooks how socioeconomic background influences AI use. Data collection is ongoing and includes interviews with first-generation students. Preliminary expectations suggest that students use AI not only to complete assignments, but also to support learning by explaining concepts, generating study materials, and identifying campus resources. AI may function as an accessible, real-time supplement to traditional support systems such as tutoring and advising. Expected findings indicate that AI use among first-generation students is multifaceted, serving both supportive and efficiency-driven roles. This research aims to inform more equitable approaches to AI guidance and integration in higher education.
