WEBVTT - AU's B-School Turns to AI 

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<v Speaker 1>Bloomberg Audio Studios, Podcasts, Radio News.

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<v Speaker 2>You're listening to Bloomberg Business Week with Carol Masser and

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<v Speaker 2>Tim Steneveek on Bloomberg Radio.

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<v Speaker 3>Well, we're thinking a lot about the FED this week.

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<v Speaker 3>It's dual mandate. That's intention right now as we start

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<v Speaker 3>to see cracks in the labor market, but inflation remains

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<v Speaker 3>sticky in some places. And of course the effect that AI,

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<v Speaker 3>Carol is going to have on the labor market, that's

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<v Speaker 3>going to make the Fed's job even more tricky and

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<v Speaker 3>perhaps our job even more tricky too.

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<v Speaker 1>We have a great guest to talk about AI and

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<v Speaker 1>the labor force and preparing the next generations of labor

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<v Speaker 1>workers in terms of getting ready for the impact AI

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<v Speaker 1>will have. David Marchek is watching all of this closely.

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<v Speaker 1>He's dean of the co God School of Business at

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<v Speaker 1>American University. Three years ago he set out to become

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<v Speaker 1>the first AI first business school in the country. He

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<v Speaker 1>joins us here in our Bloomberg Interactive Brokers studio. David,

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<v Speaker 1>great to have you here.

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<v Speaker 2>With us, Thanks for having me.

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<v Speaker 1>Tell us take us back three years and what happened,

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<v Speaker 1>because we've been kind of assumed now is it two

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<v Speaker 1>and a half years with AI, but tell us what

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<v Speaker 1>happened three years ago.

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<v Speaker 2>So I'm not a techie person, but we had the

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<v Speaker 2>president of Google, Kent Walker, who basically said that AI

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<v Speaker 2>was going to be as profound as fire or electricity.

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<v Speaker 2>And I said, well, that seems like a strong statement,

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<v Speaker 2>but even if it's zero point one percent true, it's big.

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<v Speaker 2>Then we had a fellow named Brett Wilson, who's a

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<v Speaker 2>CEO of an AI venture capital firm, and a student

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<v Speaker 2>raised his hand and said, am I going to be

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<v Speaker 2>replaced by AI? And Brett said, you likely won't be

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<v Speaker 2>replaced by AI, but you could be replaced by someone

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<v Speaker 2>who knows AI if you don't. So at that moment,

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<v Speaker 2>I said, we need to infuse AI into everything we

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<v Speaker 2>do to prepare our students for an AI workforce. And

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<v Speaker 2>we've done that over the last three years.

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<v Speaker 3>So what does that actually look like in the classroom?

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<v Speaker 2>So when you start at co God School of Business,

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<v Speaker 2>if you're an eighteen year old, the first day is

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<v Speaker 2>your undergrad and grad the first day of orientation, and

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<v Speaker 2>we tell you you're going to use AI every day.

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<v Speaker 2>Most students were prohibited from using AI in high school

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<v Speaker 2>but they did it anyway, So we want to teach

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<v Speaker 2>students how to use it properly. We actually start by

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<v Speaker 2>teaching what's wrong with AI before we teach them what's

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<v Speaker 2>right with AI, and then over the four years or

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<v Speaker 2>if you're getting an MBA, we want them to learn

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<v Speaker 2>how to underwrite an investment, how to do fundamental research,

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<v Speaker 2>how to develop a marketing plan, how to learn to negotiate,

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<v Speaker 2>all using AI because they'll be expected to use AI

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<v Speaker 2>in the workforce.

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<v Speaker 1>That's what we keep hearing increasingly is the people who

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<v Speaker 1>know and understand how to use it as a tool

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<v Speaker 1>will really do well going forward. Okay, so talk to

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<v Speaker 1>us little bit more though about because I think one

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<v Speaker 1>of the things that we're playing around with David is

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<v Speaker 1>that we use it too and then it's like okay,

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<v Speaker 1>but then we kind of check it out because we

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<v Speaker 1>just don't totally trust all of it. So tell us

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<v Speaker 1>how you guys teach that aspect of it, like what

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<v Speaker 1>to trust, what not to how do you fact check

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<v Speaker 1>some of this information that comes across.

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<v Speaker 2>Still, so we have a professor Ed Walsall who teaches

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<v Speaker 2>advanced Data Management data analytics. His whole class is used

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<v Speaker 2>to show how AI comes up with wrong answers incorrect information.

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<v Speaker 2>So he as students analyze data sets, come up with

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<v Speaker 2>predictive analytics, and he shows that AI makes mistakes all

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<v Speaker 2>the time. That's as valuable as learning what's right with AI.

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<v Speaker 2>So AI can be a powerful tool, but you need

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<v Speaker 2>to be skeptical. You need to test it, you need

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<v Speaker 2>to probe, and you need to be able to shape

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<v Speaker 2>it to produce the right answers.

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<v Speaker 3>You know, I want to talk about your background a

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<v Speaker 3>little bit and then talk more about AI and perhaps

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<v Speaker 3>why you approach it this way. You have a really

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<v Speaker 3>interesting background a lawyer. You served in the Clinton and

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<v Speaker 3>Biden administrations in very different capacities. You did more than

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<v Speaker 3>a dozen years as a managing director and member of

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<v Speaker 3>the management committee at Carlisle. You've written a book, a

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<v Speaker 3>co author to book on presidential transition transitions. You don't

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<v Speaker 3>have the traditional background of a dean, like traditional academic

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<v Speaker 3>background of a dean.

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<v Speaker 2>I also had poor grades and was not the best student.

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<v Speaker 3>That wasn't in the bio that I wrote. But I'm

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<v Speaker 3>glad you're bringing us that color. How does that perhaps

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<v Speaker 3>make you think differently about the workforce and what they

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<v Speaker 3>need to be prepared to do once they leave the

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<v Speaker 3>academic world.

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<v Speaker 2>So I had the best boss ever who actually hosts

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<v Speaker 2>a show at Bloomberg, David Rubinstein. David also was probably

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<v Speaker 2>the least likely person to run a private equity firm,

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<v Speaker 2>he had no private equity background. What I learned from

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<v Speaker 2>David is surround yourself with people that are better and

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<v Speaker 2>smarter than you in each of their areas and empower them,

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<v Speaker 2>and you can do anything. So what we're basically focused

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<v Speaker 2>on is ensuring that our students are prepared for the

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<v Speaker 2>AI workforce, the AI economy, which is changing rapidly. Stanford

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<v Speaker 2>just put out a study that shows that AI exposed

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<v Speaker 2>jobs for twenty two to twenty five year old are

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<v Speaker 2>shrinking between thirteen and twenty percent.

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<v Speaker 1>It's terrifying.

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<v Speaker 2>It's a very hard time. My daughter graduated last year,

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<v Speaker 2>it was very hard for her to get a job.

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<v Speaker 2>We see it every day, and so what we're trying

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<v Speaker 2>to do is make sure that our students have a

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<v Speaker 2>leg up when they apply for jobs, which means you

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<v Speaker 2>need to have the fundamentals of a business education, marketing, accounting, management, finance,

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<v Speaker 2>et cetera, plus know how to use AI and everything

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<v Speaker 2>you do. And we're also doubling down on what used

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<v Speaker 2>to be considered soft skills communication, teamwork, the ability to

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<v Speaker 2>think on your feet. Those skills are more important today

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<v Speaker 2>than in an AI economy. Look at your jobs. You

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<v Speaker 2>have to think on your feet every day, react to news.

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<v Speaker 2>From times it works, sometimes it doesn't, just but having

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<v Speaker 2>an entrepreneur mindset and being able to think and create

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<v Speaker 2>is essential for today's economy.

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<v Speaker 1>How do you, as an educator but also somebody from

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<v Speaker 1>the business world think about how important it is? Though?

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<v Speaker 1>When somebody their first couple of jobs or their first

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<v Speaker 1>job at they're learning so much. The learning curve is

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<v Speaker 1>so much, but it teaches their brain to think in

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<v Speaker 1>maybe different ways that they maybe didn't get when they

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<v Speaker 1>were at university or at college. And so I'm just wondering, like,

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<v Speaker 1>are we cutting that out of younger generations, that ability

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<v Speaker 1>to mess up learn I learned so much from mistakes

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<v Speaker 1>I made in kind of my first couple of jobs,

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<v Speaker 1>and I'm just wondering, are we getting rid of that?

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<v Speaker 2>So I think we are getting rid at in some

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<v Speaker 2>ways because AI will replace some jobs. And my view

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<v Speaker 2>was incumbent on universities and educational institutions to be able

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<v Speaker 2>to foresee that and to give students the skills that

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<v Speaker 2>you may have learned in your first job. We're trying

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<v Speaker 2>to give them those skills at the university through in

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<v Speaker 2>classroom and out of classroom experiences. So we have a

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<v Speaker 2>lot of competitions for students to learn how to pitch,

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<v Speaker 2>where they have to answer questions on their feet. We

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<v Speaker 2>have investment clubs where students are investing actual money and

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<v Speaker 2>they need to present and defend and investment ideas. The

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<v Speaker 2>ability to give a pitch, to communicate orally to work

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<v Speaker 2>in teams is as important as.

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<v Speaker 3>Ever, how do you have to think about the admissions

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<v Speaker 3>process differently as a result of what happens now or

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<v Speaker 3>what you want to have happened in a school right now.

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<v Speaker 2>Traditionally, and maybe this is why I wasn't a great student,

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<v Speaker 2>a teacher stands in front of a classroom and communicates,

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<v Speaker 2>disseminates information which a student absorbs, and then the student

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<v Speaker 2>is assessed on how good they are by how much

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<v Speaker 2>they can retain and regurgitate AI replaces all that you

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<v Speaker 2>can get any piece of information at your fingertips. So

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<v Speaker 2>now the best students are going to be ones that

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<v Speaker 2>are most curious, that have an entrepreneurial mindset. They're going

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<v Speaker 2>to be able to take risk, They're going to be

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<v Speaker 2>able to figure out stuff on their own, and so

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<v Speaker 2>we're looking for that in the admissions process.

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<v Speaker 3>You know, it's funny, Karl and I talked about this

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<v Speaker 3>lot because one of the things that we found these

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<v Speaker 3>lms are so good at is if you prompt it properly,

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<v Speaker 3>it can essentially write you a paper to answer question

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<v Speaker 3>and that a teacher. I mean, I'm not giving anyone

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<v Speaker 3>any news here that they don't already know.

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<v Speaker 2>Who students start the way ahead of us, just ahead

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<v Speaker 2>of us here, I mean for me and somebody who

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<v Speaker 2>graduated from what like twenty ish years ago, this is

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<v Speaker 2>like kind of crazy.

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<v Speaker 3>But I think back to my own experience in college.

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<v Speaker 3>I went to a liberal arts school and some of

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<v Speaker 3>those aha moments that occurred for me were like late

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<v Speaker 3>at night when I was trying to write a term

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<v Speaker 3>paper or trying to write some sort of analysis of

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<v Speaker 3>a book I read, And those are the moments that

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<v Speaker 3>stuck with me. Those are the moments where I learned

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<v Speaker 3>how to make those connections. Do we lose the ability

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<v Speaker 3>to make those connections because of this technology, I.

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<v Speaker 2>Don't think so. I think it actually aids you. So

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<v Speaker 2>you were probably a better student than I was. But

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<v Speaker 2>when I was writing an essay, I had a hard

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<v Speaker 2>time figuring out topics, structuring an essay, structuring an argument.

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<v Speaker 2>AI can help you do that. It's a collaborator, and

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<v Speaker 2>so those aha moments are still there, they're just different. Also,

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<v Speaker 2>the ability to work in teams is going to be

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<v Speaker 2>much more important today than it was when we were

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<v Speaker 2>growing up. And I have students come to me all

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<v Speaker 2>the time and say, boy, this team work is hard.

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<v Speaker 2>This one student is a show off, this one doesn't

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<v Speaker 2>do their work, this one has views that I can't understand,

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<v Speaker 2>and they don't change. And I'm like, welcome to the

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<v Speaker 2>real world. I have that every day in my job,

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<v Speaker 2>and I've had it every day in my job for

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<v Speaker 2>the last forty years. So teaching students not only the

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<v Speaker 2>fundamental basic skills that you learn, reading, writing, reasoning, plus

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<v Speaker 2>AI skills and these soft skills, which I call power skills,

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<v Speaker 2>that's the future of education in my view.

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<v Speaker 1>But are we also losing the ability of people kind

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<v Speaker 1>of struggling David through something and like maybe having to

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<v Speaker 1>work a little bit hard and understanding the idea that Okay,

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<v Speaker 1>maybe spend a little bit more time with it, dig

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<v Speaker 1>a little bit deeper, I don't know, look at some

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<v Speaker 1>different sources and like figure something out versus going like

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<v Speaker 1>I'm blown away by some of the stuff that you

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<v Speaker 1>get off of chat, GPT and other chatbots, if you will,

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<v Speaker 1>And I'm just kind of wondering, are we losing something?

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<v Speaker 2>Maybe they're still struggling. But let's say I were a

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<v Speaker 2>twenty two year old and I wanted to be your

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<v Speaker 2>research assistant. You would expect me to be able to

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<v Speaker 2>find any piece of information at my fingertips any day

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<v Speaker 2>and deliver it to you. You'd expect me to have

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<v Speaker 2>much more advanced skills today than if I were applying

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<v Speaker 2>twenty years ago or in my case, forty years ago.

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<v Speaker 2>So it's just a different type of struggle, and the

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<v Speaker 2>students today need to learn how to do the stuff

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<v Speaker 2>that's required in an AI economy.

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<v Speaker 1>Can I ask you about teachers how they had to

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<v Speaker 1>rethink how they teach, because that's something you guys have

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<v Speaker 1>had to deal with as well.

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<v Speaker 2>That is a great question. Faculty traditionally are very resistant

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<v Speaker 2>to change. We have faculty that have taught the same

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<v Speaker 2>thing over and over again. For We've actually created a

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<v Speaker 2>very entrepreneurial culture among our faculty. Where we started with

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<v Speaker 2>a few early adopters, then we had some others that

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<v Speaker 2>we dragged along. Today, ninety percent of our faculty are

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<v Speaker 2>infusing AI in their classroom. At the end of the

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<v Speaker 2>spring semester, it was fifty. So over the summer there

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<v Speaker 2>was just a cultural change where everybody said, the parade's leaving.

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<v Speaker 2>Either need to get in front of it or I'm

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<v Speaker 2>going to be left behind.

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<v Speaker 3>We're speaking right now with David Marchek. He's the dean

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<v Speaker 3>of the co god A School of a Business at

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<v Speaker 3>American University. He's also formerly of the Carlisle Group and

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<v Speaker 3>served in the Clinton and Biden administrations. Just a headline

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<v Speaker 3>crossing the Bloomberg terminal, Carol, as you mentioned, President Trump

0:11:38.040 --> 0:11:41.199
<v Speaker 3>said the US struck a second vessel faring drugs from Venezuela,

0:11:41.280 --> 0:11:44.839
<v Speaker 3>showing his determination to proceed with an aggressive strategy that's

0:11:44.920 --> 0:11:47.959
<v Speaker 3>ratcheted up tensions with the country and prompted questions about

0:11:47.960 --> 0:11:51.040
<v Speaker 3>its legality. We're monitoring his story for developments. We'll let

0:11:51.080 --> 0:11:53.360
<v Speaker 3>you know if President Trump makes any comments on it.

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<v Speaker 1>So what do you think David is constructive for we

0:11:56.520 --> 0:11:59.040
<v Speaker 1>as communicators and having guests and we're talking about A

0:11:59.160 --> 0:12:01.560
<v Speaker 1>I feel like every station somehow, you know, all roads

0:12:01.640 --> 0:12:02.520
<v Speaker 1>lead back to AI.

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<v Speaker 3>Are you trying to get him to give us advice

0:12:04.320 --> 0:12:06.800
<v Speaker 3>about how we AI prove ourselves? No, No, because I

0:12:06.800 --> 0:12:07.800
<v Speaker 3>would be open to that too.

0:12:08.040 --> 0:12:09.760
<v Speaker 1>Just thinking about the smart way to deal with it,

0:12:09.800 --> 0:12:11.760
<v Speaker 1>because I think it's really easy to get caught up

0:12:11.800 --> 0:12:13.920
<v Speaker 1>in the exuberance around it.

0:12:14.360 --> 0:12:15.839
<v Speaker 2>There's so much spending.

0:12:15.480 --> 0:12:17.040
<v Speaker 1>That's going on, and we're trying to like we even

0:12:17.080 --> 0:12:19.040
<v Speaker 1>today did kind of a reality check about where we

0:12:19.080 --> 0:12:20.000
<v Speaker 1>are in AI.

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<v Speaker 3>Like it's kind of a wild world where we're talking

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<v Speaker 3>about two hundred million dollar salaries for people who are

0:12:24.600 --> 0:12:28.000
<v Speaker 3>poached and brought to meta platforms for specific technology.

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<v Speaker 1>Just trying to understand what do you think is constructive

0:12:30.480 --> 0:12:33.840
<v Speaker 1>based on kind of the experience you have had reorienting

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<v Speaker 1>your approaches there.

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<v Speaker 2>So I think what we're seeing is a technology revolution

0:12:40.000 --> 0:12:43.040
<v Speaker 2>in a much more abbreviated version than we've seen it before.

0:12:43.320 --> 0:12:47.440
<v Speaker 2>It's the fastest technology ever to be adopted. So chat

0:12:47.480 --> 0:12:51.360
<v Speaker 2>GPT has acquired the same number of users they you know,

0:12:51.760 --> 0:12:55.360
<v Speaker 2>five times as fast as Netflix or Amazon, twenty times

0:12:55.400 --> 0:13:00.520
<v Speaker 2>as fast as Facebook. So when the mobile revolution took place,

0:13:00.559 --> 0:13:03.360
<v Speaker 2>which we all live through, it took thirty years for

0:13:03.480 --> 0:13:07.439
<v Speaker 2>us to really use the phone for everything. AI is

0:13:07.559 --> 0:13:09.960
<v Speaker 2>changing that in a matter of months. So I do

0:13:10.000 --> 0:13:12.719
<v Speaker 2>think this is a transformational change that we're seeing. It's

0:13:12.760 --> 0:13:16.160
<v Speaker 2>going to change everything in the economy faster than any

0:13:16.200 --> 0:13:18.000
<v Speaker 2>technology change that ever has happened to Do.

0:13:18.000 --> 0:13:20.079
<v Speaker 1>You think we know if yet it's good for the economy.

0:13:20.559 --> 0:13:23.479
<v Speaker 2>I don't think we know. I think there's big pluses

0:13:23.760 --> 0:13:26.360
<v Speaker 2>and I think there's big minuses. My view is that

0:13:26.559 --> 0:13:30.360
<v Speaker 2>there will be winners and losers, and my focus is

0:13:30.440 --> 0:13:32.520
<v Speaker 2>taking care of the students that are at my school

0:13:32.600 --> 0:13:33.560
<v Speaker 2>to help them prepare.

0:13:33.679 --> 0:13:35.600
<v Speaker 3>Well, let's talk a little bit about the outcomes that

0:13:35.600 --> 0:13:38.599
<v Speaker 3>you've seen thus far. You're really still early into this experiment.

0:13:38.720 --> 0:13:42.040
<v Speaker 3>Three years ago, as Carol mentioned, was when you set

0:13:42.080 --> 0:13:44.240
<v Speaker 3>out to become the first AI first business school in

0:13:44.240 --> 0:13:47.280
<v Speaker 3>the country. What can you tell us about graduates who

0:13:47.320 --> 0:13:49.839
<v Speaker 3>are finding full time employment on the undergrad side, then

0:13:49.840 --> 0:13:52.000
<v Speaker 3>also on the NBA side.

0:13:51.720 --> 0:13:54.679
<v Speaker 2>It's helping them. It's helping them have a leg up

0:13:54.760 --> 0:13:57.480
<v Speaker 2>in me be more competitive. One of the things I'm

0:13:57.480 --> 0:14:00.000
<v Speaker 2>most excited about this year is we're offering an AI

0:14:00.040 --> 0:14:02.839
<v Speaker 2>I'M minor to non business schools. So let's say you're

0:14:02.840 --> 0:14:05.000
<v Speaker 2>a student that wants to go to med school. You've

0:14:05.000 --> 0:14:07.800
<v Speaker 2>done to what traditionally a student does, takeing a biodegree,

0:14:07.880 --> 0:14:09.959
<v Speaker 2>you have some labs, you're applying to med school. If

0:14:10.000 --> 0:14:12.560
<v Speaker 2>you have an AI minor, you're going to be much

0:14:12.559 --> 0:14:15.679
<v Speaker 2>more attractive because AI is going to transform healthcare more

0:14:15.720 --> 0:14:19.520
<v Speaker 2>than perhaps any other field. If you want to be

0:14:19.560 --> 0:14:22.440
<v Speaker 2>a policy major and go work for a United States Senator,

0:14:22.720 --> 0:14:25.160
<v Speaker 2>and that senator the chief of staff says, Okay, you're

0:14:25.160 --> 0:14:26.680
<v Speaker 2>a policy major from a good school and you have

0:14:26.720 --> 0:14:29.320
<v Speaker 2>an AI minor, I know you're going to be able

0:14:29.320 --> 0:14:33.680
<v Speaker 2>to do research for me, for any hearing, for any questions,

0:14:33.960 --> 0:14:37.000
<v Speaker 2>for anything I need to know much faster, and you're

0:14:37.000 --> 0:14:40.400
<v Speaker 2>going to be able to analyze data much better than others.

0:14:40.760 --> 0:14:43.520
<v Speaker 2>So I think it's a huge leg up for both

0:14:43.560 --> 0:14:45.720
<v Speaker 2>business students and non business students.

0:14:45.800 --> 0:14:48.160
<v Speaker 1>Do you ever envision a class where it's just someone

0:14:48.240 --> 0:14:51.680
<v Speaker 1>talking to you like chat, GPT or whatever version might

0:14:51.760 --> 0:14:54.480
<v Speaker 1>ultimately come out, like you just think about the we

0:14:54.520 --> 0:14:56.600
<v Speaker 1>always talk about a great conversation, how much we can

0:14:56.680 --> 0:14:58.880
<v Speaker 1>learn if you need to ask the right questions. But

0:14:58.920 --> 0:15:00.680
<v Speaker 1>I think about that back and forth.

0:15:00.840 --> 0:15:04.800
<v Speaker 3>I think duelingo CEO has said that AI could replace teachers.

0:15:05.560 --> 0:15:11.080
<v Speaker 2>AI could dis intermediate the whole education system. Okay, and

0:15:11.120 --> 0:15:13.320
<v Speaker 2>we're experimenting. I'll give you an example. We have a

0:15:13.320 --> 0:15:17.200
<v Speaker 2>professor named Tommy White. He runs our entrepreneurship program. He's incredible,

0:15:17.240 --> 0:15:19.920
<v Speaker 2>one of those popular professors. He created a class this

0:15:20.040 --> 0:15:23.720
<v Speaker 2>year using all AI to create the class. It has

0:15:23.800 --> 0:15:30.000
<v Speaker 2>no books, no reading. The only assignments are prompts, prompts

0:15:30.040 --> 0:15:33.360
<v Speaker 2>plus teamwork. We'll see how it goes. Will it work,

0:15:33.440 --> 0:15:37.200
<v Speaker 2>I don't know, but we're trying so maybe so maybe.

0:15:37.280 --> 0:15:38.880
<v Speaker 2>I mean, we're experimenting. And that's one of the things

0:15:38.920 --> 0:15:41.440
<v Speaker 2>that we've done to create this AI first culture is

0:15:41.520 --> 0:15:44.560
<v Speaker 2>we've told our faculty it's okay to fail because nobody

0:15:44.640 --> 0:15:47.800
<v Speaker 2>really knows what's going on or what we're doing because

0:15:47.840 --> 0:15:51.600
<v Speaker 2>it's so new. So try something it doesn't work, try

0:15:51.600 --> 0:15:54.040
<v Speaker 2>something else, really interesting stuff.

0:15:54.480 --> 0:15:56.200
<v Speaker 1>Hopefully you'll find some time to come back to us

0:15:56.200 --> 0:15:59.760
<v Speaker 1>and can with conversation love love. Maybe we talked to

0:15:59.800 --> 0:16:01.160
<v Speaker 1>some students at some point.

0:16:00.960 --> 0:16:02.720
<v Speaker 2>That'd be great. We have some incredible students.

0:16:02.760 --> 0:16:04.080
<v Speaker 1>Yeah, I think that would be a lot of fun.

0:16:04.560 --> 0:16:06.880
<v Speaker 3>Get on the road, go to d I'm happy to

0:16:06.880 --> 0:16:07.080
<v Speaker 3>do that.

0:16:08.280 --> 0:16:13.200
<v Speaker 2>Come teach a class, try that good stuff. Thank you, David,

0:16:13.240 --> 0:16:13.720
<v Speaker 2>Thanks nying.

0:16:13.720 --> 0:16:16.480
<v Speaker 1>Really appreciate David Marcheck. He is the dean of the

0:16:16.520 --> 0:16:20.840
<v Speaker 1>co God School of Business at American University. Really fascinating conversation.

0:16:20.880 --> 0:16:22.440
<v Speaker 1>If you missed any of it, please be sure to

0:16:22.520 --> 0:16:24.240
<v Speaker 1>check out our podcast. You can download it a little

0:16:24.240 --> 0:16:24.560
<v Speaker 1>bit later.

0:16:24.600 --> 0:16:24.840
<v Speaker 2>Off