Buggy Whips, Rocket Ships, or Total Eclipse? Assessing Higher Education in the Age of AI. with J.D. Mosley-Matchett, Ph.D.

In this Friday SLO Talk, J.D. Mosley-Matchett, Senior Assessment Developer at Western Governors University, examines how higher education is responding to artificial intelligence and the broader technological changes affecting teaching and learning. Drawing on more than three decades of experience in higher education as a professor, dean, and administrator, Mosley-Matchett frames the current moment through three competing narratives about the future of universities: “buggy whips,” “rocket ships,” and “total eclipse.”

The “buggy whip” narrative reflects the fear that traditional academic practices may become obsolete as knowledge becomes instantly accessible through AI and digital technologies. However, Mosley-Matchett argues that institutions rarely disappear; instead, they adapt and redefine their roles.

The “rocket ship” narrative views higher education as a pathway to economic mobility, but this model faces growing pressure as the cost of college rises and questions emerge about grade inflation, credential value, and whether degrees reliably signal competence to employers.

The “total eclipse” narrative suggests that AI could replace universities entirely. Mosley-Matchett rejects this view, emphasizing that colleges serve broader purposes beyond information delivery, including collaboration, social learning, and professional networking.

Throughout the discussion, participants explore how AI should be incorporated into teaching rather than resisted. Mosley-Matchett argues that institutions have a responsibility to train faculty to use AI effectively and to move away from assessments that reward merely producing the “right answer.” Instead, education should focus on skills, competencies, and the ability to search for and evaluate information.

The conversation concludes with reflections on curiosity, student agency, competency-based education, and the evolving role of educators in an AI-rich environment. Rather than replacing higher education, AI is likely to force institutions to reconsider how learning is defined, assessed, and supported.