Cornell University Receives $750K Grant for AI Learning Tool

Cornell University researchers have secured a $750,000 grant from the National Science Foundation to investigate the effectiveness of an artificial intelligence tool designed to enhance critical thinking skills among college students. The initiative, which began on September 14, 2026, focuses on students enrolled in physics, biology, and engineering classes. The primary objective is to determine if the Automated Critical Thinking Reflection tool, known as ACTR, can facilitate student reflection on their coursework and improve their reasoning abilities.

The project is led by Alexandra Werth, an assistant professor of biomedical engineering, who emphasizes the importance of critical thinking in an age where AI can influence decision-making and provide potentially misleading information. The ACTR tool aims to address a significant challenge in modern education: the potential for students to overly rely on generative AI tools for reasoning. While such tools can provide valuable assistance, they may also produce inaccurate or fabricated information.

The research team will assess whether personalized prompts generated by ACTR can encourage students to engage more deeply with their course material and enhance their ability to question and verify the information presented to them. By focusing on various subjects, the study intends to explore the broader implications of AI in educational research and student reflection.

In addition to Werth, the research team includes Natasha Holmes, an associate professor of physics, and Michelle Smith, a professor and senior associate dean for undergraduate education. Their collaboration brings together expertise from different disciplines, allowing for a comprehensive evaluation of the AI tool's effectiveness across various subjects. The project will take place in multiple courses within the physics, biology, and engineering departments, providing a diverse context for analysis.

Beyond the immediate educational benefits, the project holds potential for broader social implications. By fostering critical thinking skills, the initiative may prepare students to navigate an increasingly complex information landscape, where discerning fact from fiction is crucial. The ability to think critically is becoming more important as AI technologies continue to evolve and integrate into everyday life, making this research timely and relevant.

Looking ahead, the team has not yet announced a specific timeline for the study or the number of students involved. However, the findings could have significant ramifications for the use of AI in educational settings, potentially informing future practices in teaching and learning. As the project progresses, it will be essential to monitor how effectively the ACTR tool can enhance critical thinking skills and whether it can serve as a model for similar educational initiatives in the future.