LSU’s Office of Disability Services introduced a major change to its note-taking services this semester by replacing the student-peer note-taking system with Glean, an AI-powered program designed to transcribe lecture audio into searchable notes.
Previously, students registered through Disability Services were paired with peer note-takers who shared their class notes. In exchange, the note-takers received benefits such as priority scheduling and a letter of recommendation. While helpful, this system often faced challenges such as inconsistent note quality, delayed notes and shortages of note-takers in key subjects, said Tracy Blanchard, the director of Disability Services.
“Many students have reported less anxiety about missing critical information and an increased focus on engaging in the class itself,” Blanchard said of the new policy.
The AI-powered tool captures audio from class lectures and transcribes it into notes, making it easier for students to review material in real time.
After a successful pilot program over the summer, Blanchard said, Glean was fully implemented for students this semester. Blanchard explained that the program is designed to safeguard intellectual property, requiring students to sign an agreement prohibiting the sharing of recorded content.
“Glean was chosen for its robust protection of intellectual property and confidentiality,” she said. “Unlike other systems, it prevents recordings from being shared or accessed by other AI platforms.”
The move to Glean aligns LSU with several other major universities, including Harvard, Stanford and many Southeastern Conference schools, which have adopted similar technologies. Case studies from these institutions have shown that programs like Glean help students focus more on class discussions and less on worrying about the quality of their notes, according to Blanchard.
But the transition has not been without challenges, particularly in subjects that rely heavily on visual aids.
“I’m dealing with lots of diagrams where my teachers are writing on the board, and Glean can’t really capture that,” computer science senior Brandon Facey said. He continued, frustrated by the limitations of an AI-based system, saying that for students in math, science and other courses where visual demonstrations are integral, Glean’s audio-only transcription often falls short.
Facey contacted Disability Services to request a traditional peer note-taker. Its office informed him that peer note-taking is now reserved primarily for students who are deaf or blind.
According to Blanchard, while peer note-taking is still an option, students must apply for it through Disability Service’s website, and applications are reviewed on a case-by-case basis to determine eligibility for the accommodation.
In addition to the program’s functionality, the roll out of Glean has raised concerns among faculty members about communication and implementation. While Disability Services contacted students in May to prepare them for the new system, many professors were caught off guard by the change.
“None of the faculty in the Department of History had any idea,” said Catherine Jacquet, a professor of history and women’s, gender and sexuality studies.
Jacquet, who also serves on LSU’s Faculty Senate, noted that no other faculty members she spoke to had been informed about Glean before it was implemented.
“They told us about it in passing at the Manship Faculty Retreat in August,” said Will Mari, a professor in the Manship School of Mass Communication. “Usually for a major classroom tool intervention, there’s a lot of rollout. Typically, I’m more used to about three months’ heads-up for these kinds of things. This time, it just kind of arrived.”
Despite Disability Service’s concerns with the peer note-taking system, some professors reported fewer issues with it than they have experienced with Glean. Jacquet mentioned that in her larger classes– seating over 100 students– she usually had multiple peer note-takers, and students often reported that the system worked well for them.
Jacquet and Mari also raised concerns about the ethical implications of recording lectures, particularly in classes dealing with sensitive subject matter.
“I’m very uncomfortable having AI record our classes,” Jacquet said. “Whether that’s my lectures or our class discussions, I don’t know what that AI company is going to do with my lectures.”
Jacquet teaches an upper-level course and fears the program could discourage open conversation.
“We’re having intense conversations, and I think some of the things students are working through – those are probably things they don’t want recorded and out in the world,” she said.
Mari echoed these concerns, noting that the app could have a “chilling effect” on classroom discussions.
“There’s a freedom of speech issue,” he said. “There’s a chilling effect issue and ultimately, there’s the issue with whether or not this thing even works.”
Mari said students have reported technical difficulties with the app. “I think what’s been tough for the students is that the app itself, if they do try to use it, is not great,” he said.
Despite these concerns, Blanchard remains confident in Glean’s ability to improve accessibility and safeguard intellectual property.
“It prevents recordings from being shared or accessed by other AI platforms,” she reiterated.
Despite the concerns raised by students and faculty, Disability Services is standing by Glean, emphasizing its ability to enhance accessibility and protect intellectual property. While the transition from peer note-takers has faced challenges – particularly in courses reliant on visual aids and the concerns over classroom recordings – Disability Services maintains that Glean will provide long-term benefits for students by offering more consistent and immediate access to notes.
As other universities adopt similar technologies, LSU’s stance reflects a broader shift toward AI-driven solutions in higher education, perhaps leaving it to be seen whether the program can fully meet the diverse needs of its student body.
