Opinionated articles on AI tools, research workflows, teaching, and productivity for academics and students.
Urika is an open-source multi-agent platform that automates exploratory data analysis. You bring a dataset and a question — a team of 11 AI agents does the rest.
Voice-to-text isn't new — developers have used it for years and academics know about Whisper for transcription. But most people still aren't using it to speed up their daily work. Local, private, and practically free — here's what's worth trying.
Cloud AI is convenient — until you can't use it. Student data, unpublished research, industry IP, and institutional compliance all push toward local models. Here's the case for running LLMs on your own hardware.
Universities panicked when ChatGPT arrived. Bans, detection tools, fear of cheating. But the real risk was never the tools — it was failing to teach students how to use them well. Here's how we went from cautious observers to building an entire course around AI-assisted learning.
Many of my colleagues and students freeze the moment I open a terminal. But the command line isn't hard — it's unfamiliar. And in a world where AI assistants are text-native, that unfamiliarity is costing you more than you think.
I stopped using PowerPoint, Keynote, and Google Slides entirely this semester. Here's why coding lecture slides in HTML with AI assistants is faster, better, and more enjoyable — and how you can make the switch.
Most people interact with AI like a search engine — one vague question, one disappointing answer. The problem isn't the tool. It's the input. Here's why learning to prompt well is the highest-leverage skill you can develop right now.
Word, Excel, PowerPoint, SPSS, R Studio — I don't use any of them anymore. Here's how VS Code with AI assistants replaced a dozen separate apps and made me dramatically more productive.
Why I started this site, how AI tools transformed my academic workflow, and why I think every researcher and student can do the same — regardless of their technical background.
