Have you ever wished you could clone yourself? I have. For many faculty in graduate and adult education that longing is more than a passing thought. Balancing the multifaceted needs of students who rely on your expertise, guidance, and presence often feels impossible. While teaching realities mean we can’t be everywhere at once, AI offers practical ways to extend our reach, enabling high-touch interactions even as responsibilities multiply. Thoughtfully leveraged, these tools help orchestrate a more responsive classroom by offering prompt feedback, facilitating richer discussions, and generating tailored resources, all while preserving the essential human connection at the heart of meaningful learning.
Like the movie Multiplicity, the fantasy of being in multiple places at once is humorous yet deeply relatable. This is especially true in graduate and adult learning environments, where students balance coursework with careers, families, and other responsibilities. Faculty presence matters profoundly here, but time is limited.
While actual human cloning remains science fiction, AI offers a stand-in: a way to multiply presence across the classroom without multiplying workload. However, one thing AI cannot replicate is empathy—the human connection that makes students feel seen, supported, and valued. That role belongs to faculty alone. But used with purpose and intentionality, AI can act as your “clone” behind the scenes—drafting feedback, generating participation prompts, creating study tools, and extending availability beyond standard office hours. This approach allows educators to reserve their energy for meaningful mentorship, which remains integral to effective teaching (Naglehout 2023; Sanchez 2025).
Graduate and adult learners often expect professional-level feedback that is both timely and substantive. AI can draft the scaffolding of comments, but empathy is what turns them into encouragement. When you add your own voice—acknowledging effort, recognizing growth, or gently guiding a student through a challenge—you transform AI’s generic suggestions into meaningful support. This way the clone handles mechanics; you provide the care that motivates persistence (Naglehout 2023). Such a dynamic allows faculty to foster a classroom rooted in trust and inclusion. In other words, as the AI “clone” manages foundational support and idea generation, instructors are freed to nurture genuine connections and facilitate meaningful dialogue.
Short, structured use of AI in feedback also models professional communication for graduate and adult learners, who often seek transferable skills for workplace contexts. When students see faculty blending efficiency with empathy, they learn that technology can support, not replace, human judgment. This dual emphasis helps cultivate resilience and reflective practice, aligning with broader findings that adult learners thrive when feedback is both actionable and affirming (Jacobs 2025; Sanchez 2025).
Participation Boosters: Giving Every Student a Voice
Beyond feedback, AI can also support participation. Juggling careers, family life, and coursework, adult learners may feel reluctant to speak up in mixed-experience classrooms. AI can help level the playing field by serving as a brainstorming partner before students enter the conversation. For example, you might ask students to use AI to draft two possible responses to a discussion question before class. The AI provides a starting point, and students can then refine those drafts into their own words.
When faculty frame AI as a tool for scaffolding rather than substitution, students gain confidence in their own voices. This approach models inclusive pedagogy, showing learners that participation is not about perfection but about growth. Studies of adult learning emphasize that equitable participation fosters persistence and community, especially when technology is used to lower barriers rather than reinforce them (Jacobs 2025; Sanchez 2025).
Graduate students value concise, targeted study tools that respect their limited time. AI can spin lecture notes into flashcards or quizzes, but empathy is what frames those tools as gifts rather than chores. When students sense that you’ve provided resources to ease their learning journey, they feel supported.
Beyond efficiency, artifact creation signals care. When students receive curated study tools, they perceive faculty investment in their success, which strengthens motivation and trust. Research on adult learners highlights that well-designed learning aids improve retention and self-efficacy, especially when paired with empathetic framing (Hammond and Feinstein 2005; Hee et al. 2019; MIT Sloan n.d.; Seedan 2025).
Office Hours Extension: Supporting Students Beyond the Classroom
Adult learners often need support outside traditional hours. AI can answer routine questions at midnight, but empathy is what reassures students that their struggles matter. One way to implement this is by creating a set of prompts students can use with AI tools—such as “Explain the difference between X and Y in simple terms” or “Generate three practice problems on this week’s topic.”
This blended model—AI for availability, faculty for empathy—helps adult learners feel supported even when their schedules are unpredictable. It demonstrates that technology can extend access without eroding the relational core of teaching. Research on flexible learning environments underscores that perceived instructor presence, even when mediated by tools, is a key factor in student persistence (Koller 2025; Lee 2025; Ouellette et al. 2025; Shabangu 2025).
Implementation Tips
If you’re considering AI as your silent clone, start small:
Pick one area—feedback, participation, artifact creation, or office hours—and experiment with a single assignment. Keep prompts structured and aligned with your learning outcomes. Always review AI outputs before sharing them with students. Be transparent: let students know when and why AI is being used. Encourage reflection: invite students to consider how AI supports their learning (MIT Sloan n.d.).
By approaching AI as a supplement rather than a substitute, you can harness its efficiency while maintaining the authenticity and empathy that define good teaching. Thoughtful integration means designing each use of AI to enhance—not overshadow—the relational aspects that foster student growth. Invite students to personalize AI-generated materials, reflect on their learning process, and bring forward the unique challenges they face. In this way, AI becomes a trusted collaborator in supporting academic success, while your guidance and care ensure that each learner’s experience remains meaningful and connected.
Conclusion
AI can clone tasks, but it cannot clone genuine care. For graduate and adult learners, cloning yourself with AI isn’t about efficiency alone; it’s about ensuring meaningful presence across the many demands they juggle while keeping empathy at the center of the faculty role. While AI can multiply an instructor’s presence, empathy multiplies their impact, sustaining the human connections that graduate and adult learners remember long after the course ends. That’s the kind of multiplication worth celebrating.
Sherrie Myers Bartell, PhD, teaches MBA students at the University of the People and serves as Chief of Administration and Policy Analysis at Bartell Chiropractic Center. A conceptual theorist and essayist, she examines how faculty can integrate AI to multiply presence while sustaining empathy in graduate and adult learning contexts.
References
Hammond, Cathie, and Leon Feinstein. 2005. “The Effects of Adult Learning on Self-Efficacy.” London Review of Education 3(3): 265–287. https://doi.org/10.1080/14748460500372754
Hee, Ong Choon, Lim Lee Ping, Adriana Mohd Rizal, Tan Owee Kowang, and Goh Chin Fei. 2019. “Exploring Lifelong Learning Outcomes among Adult Learners via Goal Orientation and Information Literacy Self-Efficacy.” International Journal of Evaluation and Research in Education 8 (4): 616–623. https://files.eric.ed.gov/fulltext/EJ1238236.pdf
Jacobs, Brittany. 2025. “Untapped Potential: Boosting Adult Learning with Artificial Intelligence.” Digital Promise, July 24, 2025. https://digitalpromise.org/2025/07/24/untapped-potential-boosting-adult-learning-with-artificial-intelligence-and-gamification/
Koller, Ben. 2025. Adult Learners: A Literature Review. Jobs for the Future. https://files.eric.ed.gov/fulltext/ED671569.pdf
Lee, Inseo. 2025. “What Makes Adult Learners Persist in College? An Analysis Using the Nontraditional Undergraduate Student Attrition Model” Education Sciences 15, no. 9: 1085. https://doi.org/10.3390/educsci15091085
MIT Sloan Teaching & Learning Technologies. n.d. “Practical Strategies for Teaching with AI.” MIT Management. Accessed November 26, 2025. https://mitsloanedtech.mit.edu/ai/teach
Naglehout, Ryan. 2023. “Better Feedback with AI?” Harvard Graduate School of Education, November 17, 2023. https://www.gse.harvard.edu/ideas/usable-knowledge/23/11/better-feedback-ai
Ouellette, Lisa Larrimore, Amy R. Motomura, Jason Reinecke, and Jonathan S. Masur. 2025. “Can AI Hold Office Hours?” Coase-Sandor Institute for Law & Economics Research Paper Series, no. 25-17. https://chicagounbound.uchicago.edu/law_and_economics/1034
Sanchez, Autumn. 2025. “How Adult Learners Can Enhance Their Education with AI.” University of Wisconsin–Madison Division of Continuing Studies. https://dcs.wisc.edu/blog/enhance-education-with-ai/
Seedan, N. K. D. 2025. “Here Are Seven AI Tools You Should Be Using for Your Teaching and Research.” Times Higher Education, February 3, 2025. https://www.timeshighereducation.com/campus/here-are-seven-ai-tools-you-should-be-using-your-teaching-and-research
Shabangu, Nombukiso. 2025. Factors Influencing the Persistence of Adult Learners in Literacy Learning at Sebenta National Institute to Strengthen Programme Design and Development. Master’s dissertation, University of Zambia. UNZA Repository. https://dspace.unza.zm/server/api/core/bitstreams/aa823948-47fc-4052-928a-46b962c13ec0/content
