Auburn school counseling students explore future of AI with College of Education alumna and Biggio Center AI expert

Katelyn Nelson posed a pointed question to second-year School Counseling students during a recent class held in Auburn’s new College of Education building: “What role do you think AI should play in the future of school counseling?”

Students acknowledged the growing influence of artificial intelligence, expressing that while it can serve as a valuable tool, it cannot replace the essential human connection required in their field.

“The human aspect is so important,” agreed Nelson, a College of Education alumna who recently completed her Doctor of Philosophy in Higher Education Administration degree and now advances AI education through Auburn University’s Biggio Center for the Enhancement of Teaching and Learning.

Nelson visited Associate Professor and School Counseling Program Coordinator Malti Tuttle’s class on Nov. 4 to lead a presentation encouraging students to think critically about how AI might support their future work.

“AI saves me time on things like coding or producing a marketing newsletter,” Nelson shared with students.

She emphasized the importance of responsible AI use, noting that engaging with emerging professionals who will soon integrate these technologies into their practice is essential.

“That’s why these conversations are so helpful,” she said.

 

Nelson’s discussion highlighted how AI is influencing not only school counseling but a wide range of professional fields. Her visit to the College of Education was one of several recent engagements with students across campus in other colleges. She emphasized that AI should enhance — not replace — the human element that is central to counseling. Students participated in exercises that addressed ethical, legal and practical considerations, including data privacy, FERPA compliance and the importance of humanizing digital content.

“These are all things we’re going to be running into,” she said to the students.

John McCall, assistant professor in the College of Education’s Special Education, Rehabilitation, and Counseling Department, echoed Nelson’s message.

“We actively incorporate AI into classroom instruction when appropriate, recognizing that these technologies are here to stay,” McCall said. “Our primary goal is to help students understand the limitations and appropriate use of AI. Clinical skills and professional competencies developed in our program — such as empathy, ethical decision-making and nuanced communication — cannot be replicated by AI.”

Tuttle and McCall have been guiding students to consider how AI can be used responsibly in school counseling. Their efforts are part of a broader initiative to prepare future counselors for the technological changes shaping the profession. Tuttle, McCall, Nelson and College of Education Associate Professor David Marshall recently conducted a national research study examining school counselors’ attitudes toward AI, including perceptions of self-efficacy and ethical considerations.

More than 170 school counselors and school counseling master’s students were surveyed between July and September. The results from this research study informed the discussion with students and further exemplified research-based practices. Such collaboration among Tuttle — the research project’s primary investigator — McCall, Nelson, and Marshall reflects Auburn’s commitment to innovation and interdisciplinary learning. By integrating AI education into the curriculum and fostering cross-campus partnerships, Auburn’s School Counseling Program is equipping students with the knowledge and skills needed to navigate the evolving landscape of counseling with integrity and forward-thinking leadership.

“What sets our School Counseling Program apart is our commitment to preparing students not only with strong clinical skills but also with the knowledge to responsibly integrate emerging technologies like AI into their practice,” Tuttle said.