In part one of this series, faculty of Samford University’s Howard College of Arts and Sciences reflected on how artificial intelligence (AI) is shaping their classrooms, student development and vocational formation. However, AI is not solely influencing teaching—it’s also reshaping the research landscape. From chemistry labs to environmental modeling and archival work, faculty are using AI to uncover new insights, accelerate discovery and equip students to work responsibly at the cutting edge of their disciplines.
In the Department of Chemistry and Biochemistry, assistant professor Molly Lockart is performing cutting-edge research on molecular qubit candidates, part of the growing field of quantum information science. Lockart’s team uses AI to automate data analysis, mine scientific literature and develop models that can predict the properties of new molecules. This approach has reduced the need for time-consuming trial and error and opened new possibilities for undergraduate student researchers like Micah Gaddy, who is also enrolled in an online AI course taught by faculty at Stanford University and the Massachusetts Institute of Technology. “The integration of AI has been both exciting and productive,” Lockart said. “We’re also making AI literacy a key part of our mentorship, so students understand how to use the tools responsibly.”
Christian Sanchez, assistant professor of organic chemistry, began studying how his students were using AI after several mentioned relying on ChatGPT as a study aid. After surveying students across multiple courses, he found that many had experimented with AI, but opinions were split on its usefulness and accuracy. Some students were relying too heavily on it, leading to weaker understanding and problem-solving skills. “I realized I hadn’t prepared students to use AI wisely,” Sanchez said. “AI is a powerful tool,” he said, “but it won’t do the hard work of learning for you.”
In Foundations of Chemistry I, assistant professor Megan Connor is helping students engage with AI in a way that supports the learning process. Connor developed a “How to Effectively Use AI Tools to Learn Chemistry” guide to accompany problem-based assignments. “I developed the guide to help ensure that if students use AI tools to complete the assignments, they are doing so in a way that supports rather than circumvents the learning process,” she said.
David Robbins, associate professor of mathematics and computer science, encourages students to think about AI as a tool that either supports or undermines their formation as whole persons. “I hope my students will reflect on how the various ways they use AI either enhance or hinder the development of their minds, emotions and ultimately souls,” he said. He envisions AI helping reduce “information drudgery” in human-centered fields like education and healthcare, allowing professionals to focus more on the person in front of them. “When we allow advanced information systems to handle the information, we can get back to focusing on the image-bearer before us.”
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