AI Education

OpenAI is introducing new features to its ChatGPT for Teens mode, which was launched in August with built-in safeguards and reminders. The company has added a tool specifically designed to help users navigate the college application process.

The College Planner feature allows students to keep track of deadlines and requirements for multiple colleges on their list. This centralized plan includes information about financial aid steps, tasks, and application deadlines, making it easier for students to stay organized and focused.

According to OpenAI, this new tool will enable users to update their progress, use a timeline to plan ahead, and identify what still needs to be done. Students can also ask ChatGPT questions related to the college planning process, such as clarifying specific requirements or getting started with applications.

The College Planner feature is set to arrive ‘soon,’ although OpenAI has not provided an exact release date. Initially, this tool will focus on students in grades 10 through 12 who are planning to attend a four-year college in the US.

In addition to the new College Planner feature, OpenAI is updating ChatGPT with other tools aimed at supporting users’ academic endeavors. On iOS devices, users can now upload multiple photos and convert them into a single PDF using a continuous capture function.

ChatGPT will also be able to generate flashcards based on user notes, making it easier for students to review and study material. These updates come amidst controversy surrounding ChatGPT’s role in assisting with homework and its lack of parental notification features.

A recent report by Common Sense Media deemed ChatGPT for Teens an ‘unacceptable risk,’ citing concerns about the AI tool doing kids’ homework without adequate oversight or alerts to parents when necessary. OpenAI has responded, stating that teens typically spend less than 15 minutes per day using ChatGPT.

Biology professor Timothy Paustian at the University of Wisconsin-Madison has been grappling with a growing problem: students using artificial intelligence to complete their homework assignments. But instead of relying on AI detectors, his institution is rethinking its approach to teaching and assessment methods.

The use of large language models (LLMs) has made it easier for students to generate credible solutions to written assignments within seconds. However, studies have shown that AI text detectors are often unreliable, generating false positives that can erode trust between instructors and students.

In one assignment designed to test students’ ability to evaluate scientific arguments, Paustian inserted a hidden prompt to catch potential cheaters. But even this strategy proved ineffective against current LLMs, which ignore such prompts or remove them before submitting the work.

Paustian has effectively given up on traditional writing assignments for lower-level classes, acknowledging that LLMs are pushing educators to be more creative in their assessments. He believes students need to learn how to think critically and demonstrate this skill through various means, not just written assignments.

As AI cheating becomes increasingly widespread, four US university professors told AFP they are rethinking how to evaluate students’ work. They are pairing take-home written assignments with oral exams or video debates to make it more difficult for students to rely on LLMs.

A growing number of universities have either banned or discouraged faculty reliance on AI detection tools as the primary evidence of alleged cheating. The detectors can be imperfect, carry the risk of false positives, and may even discriminate against non-native English speakers.

False charges of AI cheating can damage a student’s academic record or upend their career prospects. In some cases, students have sued universities that accused them of cheating in coursework. Cornell University has stated that detection technologies are unlikely to provide a workable solution due to the difficulty in accurately detecting AI-generated content.

The detectors may also be ineffective against new ‘humanising’ tools emerging that rewrite AI-generated text to make it appear more authentic. Researchers warn of a technology arms race between detector developers and those creating evasive LLMs.

A recent survey by the American Association of Colleges and Universities and Elon University found 95% of college faculty fear students’ over-reliance on AI tools. Some academics argue that this reliance can lead to ‘cognitive surrender’, where students fall back on LLMs at the first sign of struggle.

However, others emphasize the need for students to develop AI skills to improve efficiency and meet modern workforce demands. Harvard College dean David Deming has suggested accepting or even encouraging AI in writing-based courses as a way to adapt to changing educational needs.

The debate among academics highlights the challenges universities face in addressing homework scams while also preparing students for an increasingly technology-driven world.

A new class at the University of Utah aims to equip students with the skills to navigate the complex and rapidly evolving landscape of artificial intelligence. The course, which is part of the university’s One-U Responsible AI initiative, will explore the ethics surrounding AI design, regulation, and use. As AI becomes increasingly integrated into various aspects of life, concerns about its impact on society are growing, and this class arrives at a critical time to address these issues.

The University of Utah’s new AI Ethics class is co-developed by associate professor of Philosophy C. Thi Nguyen and Kahlert School of Computing professor Jeff Philips. The course will delve into various topics, including fairness and discrimination in automated prediction, authorship and ownership in generative media, environmental costs, replacement of work, and impacts on human flourishing. Students will engage with case studies, papers by AI ethicists, and participate in discussions to develop a deeper understanding of the ethical considerations surrounding AI development.

Nguyen emphasizes that superintelligent evil AI is only one of many concerns related to AI. He notes that job displacement, bias baked into systems, and systemic bias in AI hirings are all pressing issues that require attention. The class will address these topics through a combination of theoretical discussions and practical applications, enabling students to develop responsible approaches to AI development.

The course is designed for computer science majors who have taken CS 1410 or CS 1420, as well as philosophy majors without prerequisites. It’s also available as an elective for any undergraduate student and will be required for students in the new AI Major starting in Fall semester of 2026. The class aims to bridge the gap between technical expertise and philosophical considerations, recognizing that ethics is not just a secondary concern but an integral part of responsible AI development.

One of the inspirations behind this course was Harvard’s Embedded EthiCS initiative, which grew out of students’ requests for more focus on the moral implications of technology. The University of Utah has adopted a similar approach by co-developing materials and teaching with both philosophers and computer scientists. This ‘aggressive interdisciplinarity’ aims to make ethics an integral part of AI development, rather than treating it as an afterthought.

Nguyen notes that students are already asking pressing questions about the impact of AI on society. They want to know if relying too heavily on automation will lead to a loss of moral and social skills. The class will explore these concerns through real-world examples, such as how machine learning was used to predict successful student outcomes in universities but ended up being biased towards certain groups.

Another example discussed in the course is the COMPAS case, where a machine learning risk assessment tool used in the U.S. criminal justice system was found to be racist despite not being intentionally designed that way. Nguyen emphasizes that these issues are not just theoretical concerns but real-world problems that require attention and solutions. The class will tackle the concept of value-ladenness – technologies and methods that appear neutral on the surface but make very value-laden, politically charged decisions due to their design.

The course also addresses moral and social deskilling: what happens when people rely too heavily on automation and lose essential skills like critical thinking and hearing criticism. Nguyen uses ChatGPT as an example of how AI can be used in therapy settings but notes that it lacks the ability to challenge or critique, which is a crucial aspect of human interaction.

Nguyen believes that focusing solely on the dangers of superintelligent AI distracts from more pressing concerns like job displacement and social erosion. He hopes that this class will inspire students to design AI for good by incorporating ethics into code development rather than relying solely on regulations or international agreements.

The University of Utah’s new AI Ethics class is a timely response to growing concerns about the impact of artificial intelligence on society. By equipping students with the skills to navigate these complex issues, the course aims to inspire goodness and sensitivity in AI development.

The University of Texas at Arlington’s (UTA) College of Business is set to launch its Artificial Intelligence for Business program in Fall 2026, replacing the existing Business Analytics programs. This move marks a significant shift towards preparing students for an industry increasingly driven by AI technology.

The new program will offer both bachelor’s and master’s degree options, with a redesigned curriculum that focuses on using AI to drive business strategy, productivity, and decision-making. According to Dr. Radha Mahapatra, chair of the information systems and operations management department, the MSBA and BSBA programs were originally designed to equip students with data analytics skills.

However, as machine learning technologies became more prevalent, the ISOM faculty felt the need to completely redesign the curricula in response to recent advances in generative AI and agentic AI. This change is crucial for business schools like UTA’s College of Business, which must prepare graduates who can effectively leverage AI tools for business.

Dr. Brian Klaas, dean of the College of Business, emphasized that as the business world continues to be transformed by artificial intelligence, it is critical that business schools adapt their curricula accordingly. ‘As AI reshapes industries and redefines work,’ he said, ‘business schools have a responsibility to ensure students understand both the opportunities and challenges associated with these technologies.’

The revised curriculum will help teach business students how to use state-of-the-art technology to streamline business operations, drive productivity gains, and support business strategy and decision-making. According to Mahapatra, this is essential for preparing students and their families for the realities of today’s workforce.

Associate dean Fernando Jaramillo noted that now was the right time to make these changes as artificial intelligence fundamentally alters how organizations operate, the skills employers demand, and the competencies required for future leadership. ‘The College of Business is uniquely positioned to respond to this opportunity,’ he said, drawing on faculty who are recognized leaders in AI research.

The curriculum updates include renaming several courses to better reflect the program’s expanded focus on artificial intelligence and its business applications. For example, Introduction to Business Analytics has been renamed Introduction to AI for Business Applications, while Ethical and Social Issues in Data Science is now Ethics of Artificial Intelligence Applications.

Ethical AI use is a critical part of the redesigned program, with students learning how to apply AI tools effectively to improve productivity, support decision-making, and solve business problems. This includes considering issues such as bias, transparency, privacy, and responsible use. ‘Our goal,’ Mahapatra said, ‘is to prepare graduates who can use AI thoughtfully, effectively, and ethically in a rapidly changing workplace.’

Changes also include the addition of an advanced cloud computing elective and both a seminar and capstone in AI for Business. Beyond the degree programs, the college is expanding opportunities for students and professionals to build AI skills through new certificate offerings.

These expanded offerings give students and working professionals multiple ways to develop AI expertise based on their academic and career goals. Students can add an AI for Business certificate to another business discipline or pursue the major for a more in-depth focus, while working professionals can earn a graduate certificate without committing to a full master’s degree.

According to Jaramillo, offering AI education at both undergraduate and graduate levels is essential because these programs serve distinct student populations with different learning needs and career objectives. ‘Together,’ he said, ‘these programs create a comprehensive educational pathway that prepares emerging talent and current professionals to succeed in an AI-driven economy.’

The College of Business aims to strengthen the connection between classroom learning and today’s workforce by preparing both students and faculty to thoughtfully engage with AI. The goal is to prepare graduates who can identify opportunities, lead change, and create value in a business world increasingly shaped by AI.

As college students return to campus in Missouri, they’re facing a new reality: artificial intelligence is increasingly woven into their academic work. Conversations with students reveal a range of attitudes towards AI use, from embracing its potential to being wary of its limitations.

The University of Missouri has introduced expanded guidelines for AI use and made Show Me AI, a campus-wide large language model, available to faculty and students. However, the decision on how much to rely on AI ultimately rests with each individual student.

Graduate students Rose Turner and Katie Kuziara shared their experiences with using AI in coursework. While some professors have clear expectations for AI use, others are more flexible. Turner noted that her school’s stance is ‘very clear about how they feel’ but also accommodating.

‘They’re still quite flexible,’ she said. This flexibility allows students to explore the benefits and drawbacks of AI assistants without feeling constrained by strict rules.

Kuziara, on the other hand, has stopped using AI in her coursework after encountering inaccurate information. She found that relying too heavily on AI led to errors in her work, including a mistake in an essay date. This experience left her ‘quite against’ using AI for academic purposes.

Jennifer Jewel, PhD, assistant provost of academic and learning innovation at Columbia College, emphasized the rapid pace of technological development. ‘Technology is developing so fast that we can’t even keep up,’ she said. As a result, higher education institutions are shifting their focus towards training students on developing technology rather than simply preventing its use.

Jewel’s comments reflect a significant shift in how colleges approach AI. Three years ago, the concern was about stopping or limiting AI use; now, it’s about integrating it into the general education system. This change acknowledges that AI is no longer something to be feared but an essential tool for students to learn and master.

Turner noted that avoiding AI altogether can be challenging, even for those who don’t intentionally rely on it. ‘I think it’s hard to avoid you in your studies,’ she said, highlighting the pervasive nature of AI in academic work.

Cognitive diagnosis, the backbone of online adaptive learning systems, has long relied on student answer logs and expert-built Q-matrices to quantify learners’ grasp of discrete knowledge concepts. However, conventional frameworks often focus solely on student-exercise interaction signals, neglecting parallel and synergistic connections that exist widely in educational knowledge systems.

The research team behind the HCGCDM model has addressed this limitation by introducing a graph-augmented cognitive diagnosis framework that leverages large language models to automatically map multi-type links between educational knowledge concepts. This approach enables more precise assessments of students’ learning proficiency and marks a significant improvement over existing methods.

Heterogeneous concept graphs, constructed through the HCGCDM’s two sequential functional modules, are at the heart of this innovation. The first module automates graph building without heavy manual annotation or large training datasets by embedding all knowledge concepts via BERT-base-nli-mean-tokens and filtering high-similarity concept pairs above a predefined cosine similarity threshold.

The framework then deploys RAG to pull domain-specific external knowledge bases, concatenating retrieved context with structured prompts to guide LLMs in generating relational triples covering three defined edge categories: prerequisite, parallel, and synergistic relations. A second RAG-powered LLM validation step screens unreliable triples to reduce graph noise, and validated triples form a unified heterogeneous graph split into three independent relation-specific subgraphs.

The second core module applies tailored graph neural network architectures to each subgraph to match relation characteristics. Two-layer graph attention networks process directed prerequisite subgraphs to capture asymmetric contribution weights of child concepts to parent nodes; two-layer graph convolutional networks encode parallel subgraphs to preserve hierarchical consistency among peer concepts; CoAttention-GNN handles bidirectional information flow within synergistic subgraphs to model mutual knowledge reinforcement.

The research team ran comparative tests against mainstream baseline CD models across multiple real-world educational datasets, confirming the effectiveness of HCGCDM in refining student cognitive diagnosis. Ablation experiments revealed that each core module delivers consistent performance gains, with the LLM-driven heterogeneous graph construction component producing the largest diagnostic metric shifts when removed.

Additional controlled trials swapped the base LLM between GPT-4o and Llama3-8B-Instruct, confirming that LLM capability correlates with triple construction accuracy and downstream diagnostic performance. The paper notes several existing limitations, including limited support for datasets lacking textual concept descriptions and reliance on predefined relation categories, and outlines future directions to expand automated relation extraction and incorporate multi-agent LLM pipelines for graph refinement.

The HCGCDM model has the potential to revolutionize cognitive diagnosis by providing a more comprehensive understanding of students’ learning proficiency. By leveraging large language models to automatically map complex relationships between educational knowledge concepts, this approach can help educators identify areas where students need additional support and tailor their instruction accordingly.

Interim Chancellor Eric Wilcots and Remzi Arpaci-Dusseau, the founding dean of University of Wisconsin-Madison’s new College of Computing and Artificial Intelligence (CAI), presented a nuanced view of artificial intelligence in higher education at a virtual panel hosted by the Wisconsin Foundation and Alumni Association on August 18. The discussion centered around the university’s efforts to prepare students for an increasingly AI-driven world, where chatbots are becoming a common substitute for human interaction and data analysis tools are transforming various industries.

Wilcots and Arpaci-Dusseau emphasized that UW-Madison needs to strike a balance between reaping AI’s benefits and mitigating its negative consequences. They acknowledged the growing reliance on AI assistants, which is changing the way students interact with each other and their instructors. For instance, Piazza, a popular classroom forum and social networking tool, has seen a significant decline in student participation since the rise of chatbots.

According to Arpaci-Dusseau, before AI became ubiquitous, Piazza was an essential platform for students to receive timely and accurate answers from professors and teaching assistants. However, with the advent of chatbots like ChatGPT, many students are opting out of posting questions on Piazza, instead relying on these automated tools.

The university’s efforts to address this issue involve developing a curriculum that combines core AI competencies with fundamental skills in various fields. Arpaci-Dusseau envisioned an education system where all UW-Madison students learn the basics of their disciplines alongside essential AI knowledge. In some cases, this might require a return to traditional teaching methods, such as blue-book exams and in-class work.

CAI aims to build on the university’s existing strengths with AI while retaining college fundamentals like learning and mentorship. Wilcots and Arpaci-Dusseau want CAI to support all existing colleges, rather than operating as a separate entity. They believe that this approach will enable UW-Madison to leverage its breadth of excellence in various domains.

The university’s new College of Computing and Artificial Intelligence grew out of the School of Computer, Data and Information Sciences (CDIS), which was established in 2019 in response to the changing economy following the dot-com boom. CDIS bridged three departments: computer science, information school, and statistics, launching a data science major that has become one of the largest on campus.

Arpaci-Dusseau highlighted AI’s potential for innovation across various industries. However, he also emphasized the need for a counterbalance to mitigate its negative consequences. He believes that universities like UW-Madison can provide a clear-eyed and balanced view of AI’s impact on society.

UW-Madison has set ambitious goals for its new College of Computing and Artificial Intelligence, with a focus on preparing students for an increasingly AI-driven world.

College students worldwide can access Google’s comprehensive suite of artificial intelligence tools, free of charge, as part of the company’s efforts to support education. The offer includes a year-long subscription to Google AI Pro or Plus, depending on location, which provides access to advanced features and increased storage capacity.

To help students navigate the challenges of the new academic year, Google has updated its range of educational tools across various platforms, including Search, Gemini, YouTube, and more. These updates are designed to be safe by design and grounded in proven learning science, with a focus on bringing lessons to life in the classroom and supporting personalized study at home.

Eligible college students in the US can claim one year free of Google AI Pro, which includes access to Gemini Spark, increased usage limits, and 5 TB of storage. Outside the US, eligible students can access Google AI Plus for free, featuring increased usage limits, 400 GB of storage, and bundled discounts on Google AI Pro and YouTube Premium.

Google’s education tools are built with safety in mind and aim to support teachers in their role as educators. The company has introduced new teacher-led features in Google Classroom that allow instructors to tailor the AI experience for their students’ specific curriculum and track progress in real-time.

The Gemini platform offers a range of features designed specifically for students, including study notebooks that use diagnostic quizzes to identify strengths and knowledge gaps. Students can also request and discuss Deep Research reports with Gemini on the go using Gemini Live.

Google Search has been updated with new features aimed at enhancing learning experiences. These include interactive visuals to help understand complex concepts, practice quizzes for any subject (including standardized tests), and step-by-step guidance with Lens. Additionally, students will be able to organize projects with notebooks and streamline their studies by creating custom files.

The updates also aim to support educators in using AI tools effectively. Google Classroom has been enhanced with new features that enable teachers to securely draft lesson plans tailored to the needs of their students.

A new artificial intelligence institute has opened at North Carolina Central University, marking the first of its kind at a Historically Black College and University. The Institute for Artificial Intelligence and Emerging Research is designed to provide students with hands-on experience in developing and using AI tools for businesses, as well as understanding their potential biases and limitations.

The university’s campus now features several state-of-the-art research and training spaces, including an AI literacy studio, a robotics and emerging tech lab, and an extended reality experimentation sandbox. These facilities will serve not only students but also faculty members who can leverage seed grant funding for AI-related projects.

Founding director Siobahn Day Grady emphasized that the institute’s mission is to make AI accessible to everyone on campus, including those outside of computer science departments. ‘AI used to be something specifically just for computer scientists,’ she said, ‘but with AI tools now it’s accessible to everyone.’

The university has already seen significant impact from its efforts, with over 2,500 people affected by the institute’s work in the past year and a half, including students who have taken introductory courses on AI. Starting this fall, NC Central will offer an AI minor for students interested in exploring the subject further.

Faculty members are also being encouraged to engage with AI research through seed grant funding opportunities. However, some concerns remain about the potential effects of AI on academic integrity and critical thinking skills. A recent study by the American Association of Colleges and Universities found that faculty worry about these issues.

In response to these worries, Chancellor Karrie Dixon emphasized the importance of guiding students in responsible AI usage. ‘Technology moves faster than trust,’ she said. ‘We have to educate our campus community on how to use AI in a way that’s both effective and ethical.’

The institute was made possible through a $7 million investment from NC Central University, including federal funds and a $1 million contribution from Google. On Monday, the university hosted a ribbon-cutting ceremony for the facility, attended by local government leaders such as Congresswoman Valerie Foushee.

Foushee highlighted the significance of this initiative in preparing students for high-demand careers and expanding access to emerging technologies for underrepresented communities. ‘Our future cannot be built by just a few tech billionaires and CEOs,’ she said. ‘This institute matters because it will prepare students, strengthen research partnerships, support entrepreneurs, and expand access to emerging technologies.’

Bowtie State University is set to launch its new Bachelor of Science in Artificial Intelligence program this fall, marking a significant step forward in the university’s mission to address society’s most pressing challenges and emerging opportunities. The 120-credit program will be offered on campus, expanding access to one of the nation’s fastest-growing fields and preparing graduates for careers in machine learning jobs that are increasingly in demand.

The degree is designed to equip students with a comprehensive understanding of artificial intelligence, including technical skills, critical thinking, and ethical responsibility. This aligns with Bowie State’s strategic priorities of academic excellence, innovation, student success, and community impact. The program also reinforces the university’s commitment to expanding opportunities in science, technology, engineering, and mathematics (STEM) fields.

Artificial intelligence is transforming industries worldwide, creating unprecedented demand for professionals who can develop, evaluate, and implement intelligent technologies while addressing their societal and ethical implications. Bowie State’s new degree program will prepare students for careers in sectors including healthcare, cybersecurity, education, business, government, and advanced technology. This will contribute to the growing innovation economy in Maryland and across the nation.

The curriculum is designed to build foundational and advanced knowledge of artificial intelligence through coursework that emphasizes technical skills, critical thinking, and ethical responsibility. Students will have opportunities to participate in cutting-edge research, address real-world problems, and graduate prepared to make meaningful contributions in one of the world’s fastest-growing fields.

Bowtie State University has a long history of innovation and academic excellence, dating back to its founding in 1865 as Maryland’s first Historically Black College/University (HBCU). The university has earned the ‘Research College and University’ designation in the 2025 Carnegie Research Activity Classification. With over 65 bachelor’s, master’s, doctoral, and certificate programs across various disciplines, Bowie State provides high-quality and affordable educational opportunities in a supportive environment.

The new degree program is part of Bowie State’s ongoing efforts to increase representation in high-growth technology fields. The university’s faculty and students are already contributing to important advances in artificial intelligence research, including natural language processing, computer vision, robotics, autonomous technologies, AI ethics, and the development of AI models for medical applications.

The chair of the Department of Computer Science at Bowie State University, Rosemary Shumba, notes that their faculty and students are ‘already at the forefront of artificial intelligence research.’ The new degree program will give students opportunities to participate in cutting-edge research, address real-world problems, and graduate prepared to make meaningful contributions in one of the world’s fastest-growing fields.

Bowtie State University is committed to preparing a diverse generation of technology leaders who will help shape the future of artificial intelligence and ensure its benefits are developed and applied responsibly. The university’s president, Dr. Aminta H. Breaux, emphasizes that this new degree program represents ‘a significant step forward’ in addressing society’s most pressing challenges and emerging opportunities.

Academic integrity is facing unprecedented challenges as faculty members struggle to combat the growing use of artificial intelligence (AI) tools by students. The ease with which access to these tools has made large-scale cheating a reality has left many institutions scrambling for solutions. However, recent developments suggest that relying on AI detectors may not be the answer they were hoping for.

In fact, numerous studies have shown that AI detectors exhibit inconsistencies and produce false positives when evaluating human-generated writing. This can lead to accused students filing lawsuits against their universities, as seen in some cases where those false positives resulted in disciplinary action. The issue is further complicated by biases against non-native English writers, which can unfairly penalize students from diverse backgrounds.

The reality of AI detectors’ unreliability has prompted a growing number of institutions to reevaluate their approach to academic integrity. At least 12 universities have disabled Turnitin’s AI detection software due to its high false-positive rate, while others are banning or discouraging faculty reliance on these programs as the sole evidence of alleged cheating.

Yale University is one such institution that has taken a proactive stance against relying solely on AI detectors. The Kelley School of Business at Indiana University also prohibits the use of AI detection tools in favor of designing assignments that encourage process, reasoning, and authentic engagement. This approach recognizes that simply trying to ‘catch’ AI use can be an exercise in futility.

Jennifer Frederick, executive director of Yale’s Poorvu Center for Teaching and Learning, notes that students are increasingly deploying AI to game the detectors. She argues that instead of engaging in a cat-and-mouse game with AI detection tools, universities should focus on teaching students how to use these technologies responsibly and ethically.

The shift away from relying solely on AI detectors is also motivated by concerns about the impact on student learning. Kevin Yee, director of the Faculty Center for Teaching & Learning at the University of Central Florida, notes that in larger classes, there’s less personal connection between students and faculty, making it more difficult to convince students not to take shortcuts.

Yee co-authored a guide with suggestions centered around making students show how they are using AI to support their work. He also recommends feeding assignments into large language models to get ideas on how to make them more AI-resilient. However, redesigning assessments that can’t be outsourced to AI is crucial for institutions looking to prove the value of their course offerings.

Marc Watkins, a writing and composition lecturer at the University of Mississippi, emphasizes that getting faculty on board with changing traditional assessments will be ‘the biggest lift’ for universities responding to rising AI-related academic integrity concerns. He highlights the human labor and resources required to scale AI-resilience tactics such as proctoring oral exams.

Tricia Bertram Gallant, director of the academic integrity office and testing center at UC San Diego, points out that higher education has been slow to adapt to changes in assessment methods over the past 20-plus years. She notes that relying on unsupervised written word as evidence of learning is no longer feasible due to AI’s impact.

Bertram Gallant advises departments to focus on teaching foundational skills required for using AI responsibly and ethically, rather than policing AI use through assessments. She emphasizes the need to give students a distraction-free environment where they can demonstrate their knowledge without relying on AI tools.

The challenges posed by AI-generated content are not limited to written assignments; machine learning jobs and AI tools for businesses also require careful consideration of academic integrity concerns.

Miami University has announced a comprehensive plan to integrate artificial intelligence (AI) into its entire curriculum by the academic year 2027-2028. This initiative, known as ‘AI in the Majors,’ aims to equip all undergraduate students with AI competencies aligned with their professional fields. The program is part of Miami’s strategic plan, which emphasizes building AI literacy for both faculty and students.

The first step towards this goal has already begun, with 13 departments introducing AI into their majors starting from this fall. These departments include Accountancy, Anthropology, Art, Chemistry and Biochemistry, Educational Psychology, Electrical and Computer Engineering, Languages, Literatures, and Writing, Mathematics, Physics, Sport Leadership and Management, Speech Pathology and Audiology, Statistics, and Teaching, Curriculum, and Educational Inquiry. This initial group will impact an estimated 4,925 students.

The program’s lead facilitator is Ellen Yezierski, director of the Center for Teaching and Learning and professor of Chemistry. She emphasizes that AI is no longer a novelty but has become deeply embedded in our world. ‘If it’s this embedded in the world,’ she said, ‘then it needs to be embedded in the learning and in the coursework.’ Yezierski trusts Miami’s faculty to make informed decisions about where AI fits best within their respective disciplines.

A second cohort of 15 departments will implement the program in spring and fall 2027. This group includes an additional 10,949 students. The final cohort of 21 departments will follow suit by the academic year 2027-2028, impacting approximately 18,982 students. These cohorts are part of Miami’s ongoing efforts to integrate AI across its curriculum.

The initiative grew out of a committee formed as part of MiamiTHRIVE, which calls for building AI literacy among faculty and students. Yezierski has worked closely with Heidi McKee, professor of English and faculty affiliate in the department of Emerging Technology in Business and Design (ETBD), and Dennis Cheatham, associate professor of Art and ETBD faculty affiliate. They believe evolving classroom integration is crucial because AI is a transformative technology impacting every field.

McKee emphasizes that students need critical knowledge when it comes to using AI effectively. ‘It was a natural fit for us to volunteer’ in the first cohort, said Donna Scarborough, professor and chair of the Department of Speech Pathology and Audiology. Her department had already been exploring best practices in AI for teaching, research, and clinical education.

Scarborough believes that many other programs have also been discussing AI and pedagogy specific to their major. She praises the program’s design, which allows different majors to focus on how AI impacts their respective fields without imposing a one-size-fits-all mandate. ‘AI/technology competencies will be rolled out in different courses and build throughout the curriculum,’ Scarborough explained.

The goal is for students to develop awareness, agency, application, and accountability specifically related to ethical issues and use of AI. For example, introductory courses will introduce foundational level awareness of digital technology, AI, and future use within communication disorders. Senior-level clinic courses will emphasize the application and accountability of AI use for documentation of patient treatment sessions.

Miami University has already taken several steps towards integrating AI across its curriculum. A new bachelor’s degree in Artificial Intelligence is available to students, as well as a self-paced, five-module AI Fundamentals microlearning course that is free for all students, faculty, and staff to build basic and advanced tech literacy. This initiative aligns with the university’s efforts to keep AI sustainable.

Student views on the importance of integrating AI into their education are overwhelmingly positive. Nate Novak, a junior majoring in Political Science and Business Leadership, attended AI Congress last May as part of his internship with Miami’s Office of ASPIRE. He believes that learning how to use AI properly will give students an advantage when entering the workforce.

Novak emphasizes that AI can be used as a tool to enhance studies rather than just spitting out answers. ‘Knowing how to use these tools efficiently and in ways that help us better learn’ is essential, he said. Miami senior Noah Kruthaupt, a Marketing major with an Entrepreneurship co-major, also took valuable lessons from AI Congress. He stresses the importance of real-world experience and accountability related to education.

Kruthaupt believes that exposure to various problems helps build judgment at a high level when it comes to using/integrating AI effectively. The university’s strengths in weaving technology into its curriculum through ‘AI in the Majors’ are evident, as well as Miami’s efforts to keep AI sustainable.

A growing number of students from various majors are taking an interest in artificial intelligence, prompting colleges and universities to adapt their course offerings. This shift is evident at Virginia Commonwealth University (VCU), where Faith Maeba, a psychology major, initially hesitated when her mother suggested she enroll in AI classes but eventually decided to pursue a minor in the subject. According to Maeba, 21, studying AI has given her an edge and helped her stand out among peers.

Despite declining enrollment in computer science programs nationwide, colleges are experiencing increased demand for courses on artificial intelligence. This trend is attributed to the growing recognition that new graduates need some level of AI literacy to be competitive in their respective fields. Peter Stone, chair of computer science at the University of Texas at Austin, emphasizes the importance of democratizing access to AI knowledge, stating that ‘everybody needs a degree of AI literacy’ similar to math and reading skills.

Several institutions are responding by introducing new programs or requirements related to AI. For instance, Purdue University has implemented an AI graduation requirement, while Harvard University is incorporating large language models into freshman writing classes. Ohio State University’s AI fluency program includes hands-on workshops for students from various disciplines. Additionally, undergraduate and graduate degrees focused on AI are proliferating across the country.

At Northwestern University, computer science faculty members have shifted their focus to teaching non-majors due to a decline in incoming computer science majors. The school is adding an AI major while streamlining prerequisites to make it easier for students from other disciplines to take AI or machine learning classes. Samir Khuller, chair of the computer science department at Northwestern, notes that ‘classes are going to be a lot more accessible moving forward’ as the university tries to hire three additional professors.

The trend is not limited to traditional universities; community colleges and online programs are also adapting to meet the growing demand for AI education. Johnson County Community College in Kansas City offers an AI certificate program, while Southern New Hampshire University has developed an online graduate degree in applied AI. These institutions recognize that AI can bridge the gap between novice and expert levels, making it more accessible for students from various backgrounds.

Professors are working to prepare students for a wide range of career goals involving AI. At VCU’s AI minor program, Althea Pappas is exploring philosophical questions related to AI, such as ‘what happens when we create actual life?’ Meanwhile, aspiring neurologist Makenzie Stovall sees the potential for AI to emulate human brain functions and believes studying it can help her better understand how to improve brain function.

The pace of change in course offerings has been remarkable, with institutions often struggling to keep up with the rapid advancements in AI technology. Paul LeBlanc, a visiting scholar at Harvard’s Graduate School of Education, notes that ‘it’s impossible to keep up with the technology’ but acknowledges that this is true for every organization today.

Community colleges are particularly well-positioned to adapt quickly due to less stringent approval processes. One such institution in suburban Kansas City recently offered a non-credit course on ‘vibe-coding,’ which teaches nontechies how to create working software using AI tools. Grant Carlson, program coordinator for workforce development and continuing education at Johnson County Community College, emphasizes that AI can shrink the distance between novice and expert levels.

Colleges are also recognizing the need to prepare students for a future where AI will be increasingly integrated into various industries. At VCU, Andrew Arroyo, senior vice provost of academic affairs, notes that course design and approval processes have accelerated significantly in recent months, with some courses being approved within weeks.

The growing interest in AI education has sparked concerns about the potential for AI to encroach on human skills. Murtaza Ali, a doctoral candidate at the University of Washington whose research focuses on computer science education, warns that even if AI is used solely for writing code, it can eventually lead to a lack of understanding among college graduates regarding basic concepts in their field.

Despite these concerns, colleges and universities are committed to providing students with comprehensive knowledge about AI. By adapting course offerings and requirements, institutions aim to equip future professionals with the necessary skills to navigate an increasingly AI-driven landscape.

A new master’s degree program in artificial intelligence (AI) is set to begin at Washington State University this fall, aiming to equip students with the high-demand skills needed for industry jobs. The program will be offered through WSU’s School of Electrical Engineering and Computer Science (EECS), providing students with a comprehensive education in AI and machine learning.

The new degree program is designed to meet the growing need for professionals who can apply AI theories, models, and techniques in various fields. Students will learn how to design, develop, implement, and evaluate AI algorithms, as well as understand the standards required to work in industry as an AI professional.

According to Jana Doppa, Huie-Rogers Endowed Chair Professor of Computer Science leading curriculum development, artificial intelligence shares many foundational topics with computer science. The program will draw on some of these shared courses while providing advanced training in AI and machine learning topics that span from theory and fundamentals to practical application across various disciplines.

The degree is intended for students who want to enhance their skills in AI for employment opportunities or those preparing for PhD-level research in the field. Doppa notes that AI tools play a critical role in many real-world engineering, science, and industrial domains, such as health informatics, environmental monitoring, physics, chemistry, additive manufacturing, bioinformatics, and cybersecurity.

WSU’s School of EECS has a strong faculty presence conducting cutting-edge research in AI and applied areas. The school is particularly well-known for its work in trustworthy AI, generative AI, reinforcement learning, and interdisciplinary applications such as the agriculture-focused AI Institute for Transforming Workforce and Decision Support institute.

The new program will require either 30 or 33 credits, depending on whether students pursue a thesis or final project. It includes required core courses in AI, machine learning, and neural network design; advanced topics like computer vision and generative AI; and six credits of electives. Students entering the program are expected to have completed calculus, linear algebra, statistics with a basic foundation in computing and programming.

The degree will appeal to both students interested in foundational research in AI as well as those who want to apply AI across various disciplines. Doppa notes that the program offers opportunities for specialization in domains such as AI for agriculture, energy, semiconductors, or cybersecurity, allowing students to formalize real-world problems and articulate the best-suited AI framework.

The new degree is also of interest to industry leaders, with WSU aiming to establish partnerships on projects. This will provide students with hands-on experience and training in a real-world setting. Companies are interested in introducing AI literacy modules as part of their existing work environments for professional development, according to Ananth Kalyanaraman, school director.

Industry partners see the new degree program as an opportunity for employees to upskill in machine learning jobs that are increasingly in demand. The school aims to have industry sponsorships and internship opportunities available to students pursuing their master’s degree. This collaboration will enable faculty to build a program that incorporates evolving industry needs in AI, making it more relevant and impactful.

The School of EECS has a critical mass of faculty conducting research in AI and applied areas, with strengths in interdisciplinary applications such as the agriculture-focused institute. The school is ranked among the top computer science programs in design automation, high-performance computing, and artificial intelligence, further emphasizing its expertise in these fields.

The University of South Alabama’s Mitchell College of Business has announced a new concentration in Business Analytics and Artificial Intelligence within its marketing major. This move aims to equip students with the skills needed for data-driven careers, particularly in industries such as manufacturing, logistics, and consulting.

The program was created in response to growing industry demand for professionals who can analyze quantitative data and integrate artificial intelligence tools into their business processes. As a result, graduates will be able to translate technical insights into actionable strategies, meeting the urgent need for analytical talent across Alabama.

According to Dr. Michael Capella, dean of the Mitchell College of Business, ‘the University of South Alabama strives to deliver forward-thinking education.’ By integrating artificial intelligence and advanced analytics into its marketing curriculum, the university is ensuring that its graduates remain at the forefront of a data-driven economy.

The program’s curriculum will engage students in experiential learning through hands-on class projects with local businesses, advanced certifications, and a mandatory industry internship before graduation. Key topics include Marketing Analytics, Market Research, Supply Chain Analytics, Advanced Data Analytics and Artificial Intelligence, Business Data Visualization, and Intro to Econometrics.

Occupations such as management analysts and market research analysts consistently rank among the top 25 fastest-growing jobs in Alabama, offering strong growth potential. The new concentration is designed to equip graduates with the skills needed for these roles, leveraging machine learning tools and techniques to drive business decisions.

The program’s focus on experiential learning will provide students with real-world experience and practical knowledge of how to apply data analysis tools in a business setting. This comprehensive approach aims to prepare students for careers that require a deep understanding of both marketing principles and analytical techniques.

School districts are increasingly turning to artificial intelligence (AI) tools to help them make sense of the vast amounts of data they collect on students. However, before schools can start leveraging these AI-powered insights, they need to establish a robust data governance policy. This is particularly important in K-12 education, where federal and state regulations require districts to protect personal information and online activity.

According to Microsoft’s Jubelirer, a strong data governance policy begins with purpose. It involves identifying the exact problem that needs solving and then following standard best practices for collecting, storing, and using student data. This includes limiting access to authorized staff only, using aggregated or de-identified data wherever possible, maintaining strong security controls, and being transparent with families about how their child’s data is used.

In Weehawken Township School District in New Jersey, superintendent Eric Crespo has implemented a comprehensive data governance policy that governs the entire lifecycle of student records. The district worked closely with a law firm to develop this policy, which was then approved by multiple levels of stakeholders. This includes students and their parents, who must fill out an authorization form before accessing the district’s network for the first time.

The policy also emphasizes transparency, privacy, security, human oversight, and accountability. As Crespo notes, it serves as a ‘rulebook’ that outlines who gets to see student data, how it is stored, and which vendors are allowed to interact with it. He likens this approach to giving approved vendors a ‘key to exactly one room in the house,’ rather than granting them unfettered access.

When it comes to leveraging AI tools for business, human expertise remains essential for interpreting results and making informed decisions. Jubelirer stresses that technology should help educators evaluate information more effectively while keeping people at the center of every decision. This is particularly important when reviewing insights from large data sets, as each school has its own unique culture and context.

Crespo echoes this sentiment, noting that human judgement is crucial for avoiding bias in AI-powered analysis. He warns against relying too heavily on single data points, saying ‘the first line of defense is refusing to let any single data point make a decision on its own.’ By striking the right balance between technology and human oversight, schools can unlock the full potential of their data analysis tools.

A major milestone in the integration of artificial intelligence into higher education has been achieved by Montana Technological University. The university has appointed Professor Chad Okrusch, Ph.D., as its first chief artificial intelligence officer, a position that marks a significant step forward in the state and region.

The appointment comes at a time when emerging technologies are transforming industries and changing the landscape of higher education. As chief AI officer, Okrusch will lead Montana Tech’s strategic integration of AI across campus, ensuring students, faculty, and staff have the skills to navigate and utilize these tools responsibly.

Okrusch brings a unique combination of technical communication and philosophy expertise to his new role. His background uniquely positions him to balance AI’s technical capabilities with crucial ethical frameworks. This is essential for institutions like Montana Tech that aim to equip their graduates with the knowledge and skills needed in an increasingly complex world.

The appointment has been welcomed by Provost and Executive Vice Chancellor Tim Elgren, who sees it as a proactive leadership stance taken by the university. ‘The landscape of higher education and industries our graduates enter are changing at an unprecedented pace,’ he said. By establishing this role, Montana Tech is taking steps to ensure its students are equipped with the skills needed for success in the AI era.

In his new position, Okrusch will oversee campus-wide AI adoption, ensuring that technological advancements strengthen rather than diminish the university’s core mission. He has a deep understanding of the intersection of technology and human systems, gained from 30 years of experience navigating this complex terrain.

Okrusch is no stranger to Montana Tech; he holds both a B.S. in society and technology studies and an M.S. in technical communication from the institution. His extensive background also includes leading the university’s transition into online learning in the late 1990s, as well as co-chairing the Artificial Intelligence Working Group.

As AI becomes increasingly prevalent, Okrusch emphasizes that it is not just a set of tools to be adopted but rather a disruptive sociotechnical system that requires careful consideration. His goal is to bring philosophical grounding and practical ethics to campus, ensuring that Montana Tech does not merely react to these technologies but steers them towards responsible integration.

Okrusch’s commitment to human-centered design will ensure that AI adoption aligns with the university’s core mission of teaching and learning assurance. He believes in building governance structures and institutional habits that support faculty and students while protecting the authentic, hands-on experience that defines a Montana Tech education.

The appointment is not only significant for Montana Tech but also reflects the growing importance of AI in higher education. The university will be represented on the national stage this fall as Okrusch participates in the American Association of Colleges and Universities (AAC&U) inaugural AI and Higher Education Conference, where he will champion Montana Tech’s insights in areas such as academic integrity, innovation, and artificial intelligence.

Okrusch’s participation at the conference underscores the university’s commitment to shaping the future of learning. As chief AI officer, he is well-positioned to contribute to this effort, leveraging his expertise to ensure that AI tools for businesses are integrated responsibly into higher education.

Cornerstone University has made headlines with its innovative approach to artificial intelligence (AI) integration in higher education. The university’s commitment to harnessing AI for the betterment of students and faculty alike is a refreshing departure from more restrictive or laissez-faire approaches taken by other institutions.

In an exclusive feature, Fox News highlighted Cornerstone’s strategic efforts to integrate AI across teaching, learning, and career preparation. At the helm of this initiative is President Gerson Moreno-Riaño, who emphasized the importance of a focused, university-wide approach in leading the charge against uncertainty.

Unlike some universities that have chosen to restrict or leave decisions regarding AI integration entirely up to individual faculty members, Cornerstone has taken a more proactive stance. A crucial step in their strategy was establishing the President’s Artificial Intelligence Advisory Board, which provides expert guidance and direction for long-term planning.

The advisory board plays a pivotal role in helping the university stay ahead of the curve when it comes to AI implementation. According to President Moreno-Riaño, ‘We want to lead. We want to be ahead of other institutions, but we need the insight of experts in the marketplace right now that can give us guidance, direction and insight to do this and to do it well.’

Beyond the advisory board, Cornerstone is taking concrete steps to equip faculty with the skills necessary to thoughtfully integrate AI into teaching and learning. The university has introduced an Applied Artificial Intelligence Certificate program, designed to expand opportunities for students and professionals alike.

The certificate program aims not only to teach students how to use AI but also to empower them with the wisdom and judgment that technology cannot provide. President Moreno-Riaño emphasized the importance of this distinction: ‘We want to ensure that we prepare and develop our faculty well, our staff well too … to engage this in a way that continues to form our students, not just inform them.’

The president’s vision for AI integration is centered on equipping graduates with character, creativity, and wisdom – qualities that make them indispensable in any profession. He believes that the struggle of learning, including asking questions, solving problems, making mistakes, and developing sound judgment, is essential to forging wisdom.

Rather than preparing students for a single ‘AI-proof’ career, Cornerstone is focused on producing graduates who can adapt and thrive in an ever-changing landscape. President Moreno-Riaño noted that every field will be significantly transformed by AI, and the question should be how to produce graduates who cannot be replaced.

At the heart of Cornerstone’s approach lies its conviction that technology should never diminish the value of the people who use it. The university is guided by a deep understanding of human dignity as image bearers of God – an idea rooted in Christianity and American founding principles.

As AI continues to transform higher education and the workplace, Cornerstone remains committed to preparing graduates who combine professional excellence with wisdom, discernment, and a Christ-centered perspective. This approach acknowledges that technology is not a replacement for human judgment but rather a tool to be wielded wisely.

Leaders at Katy Independent School District have developed a framework for incorporating artificial intelligence into classroom instruction. The district’s goal is to ensure that students learn how to use AI effectively and responsibly, while also understanding its limitations.

The framework was presented by Assistant Superintendent Dr. Sanée Bell in front of the school board last week. According to Bell, AI ‘is here, and it’s in our students’ hands.’ She emphasized that using AI is changing the way people work and learn.

One key question guided the development of Katy ISD’s AI framework: Does it serve student growth and learning? The district will phase in the use of AI based on grade level, with younger students focusing on basic understanding rather than independent use.

Elementary school students from kindergarten through sixth grade will primarily learn about AI through their teachers. However, they won’t be allowed to use generative AI tools like Google Gemini without supervision. Instead, these tools are available in a limited capacity to support instructional programs and personalize learning under teacher guidance.

The district’s stance on generative AI is clear: while it’s not banned outright for elementary students, its use is restricted due to concerns about information protection. For example, certain approved programs utilize AI to enhance reading instruction, but only with teacher supervision.

High school students will have more freedom to use district-approved generative AI tools, but they’ll need permission from their teachers first. Dr. Jaclyn Ocumpaugh, a professor at the University of Houston who has studied AI in classrooms, believes that teachers and administrators must play a crucial role as this technology develops.

Ocumpaugh emphasized the importance of teacher understanding before introducing AI into the classroom: ‘We want to make sure our teachers really understand how these things work.’ She also highlighted concerns about information protection, noting that many people view AI as simply an enhanced version of Google.

The district has taken steps to address these concerns by reviewing and ensuring compliance with federal education laws for protecting student data. Katy ISD’s approach marks a significant step towards responsible AI use in educational settings.

A new survey has revealed that two-thirds of epidemiologists in specialized training programs are using artificial intelligence (AI) in their work, despite only one-fifth having received formal or informal AI training. The study, published in Eurosurveillance, highlights a significant gap between the adoption and training of AI in field epidemiology programs.

The survey was conducted by researchers from the Public Health Agency of Canada among 105 participants in Field Epidemiology Training Programs (FETPs), also known as field epidemiologists. These specialized programs train individuals to develop technical capabilities in applied epidemiology, improve their professional judgment, and enhance their ability to communicate information effectively.

FETPs are designed to equip professionals with the skills necessary for real-world applications of epidemiological principles. However, the increasing reliance on AI raises concerns about the development of critical-thinking skills and professional discernment in a field that places a premium on judgment and interpretation, as well as the ability to communicate uncertainty.

The researchers note that while AI has the potential to improve efficiency for field epidemiologists, it also poses challenges related to the development of these essential skills. The study’s findings underscore the need for comprehensive training programs that address both technical and professional aspects of AI adoption in field epidemiology.

Among the 105 respondents, 66% reported using AI in their work. This figure was highest among fellows in the European program (89%), followed by those in the US program (54%) and Canadian program (54%). Notably, there was no statistically significant difference between first- and second-year fellows regarding AI adoption.

The survey also explored how frequently respondents used AI tools. Among users, 42% reported using AI weekly, while 30% said they use it daily, and 26% occasionally. Most respondents felt either somewhat comfortable (49%) or very comfortable (35%) when using AI, with only a small percentage feeling uncomfortable.

The most commonly used platform was ChatGPT (87%), followed by institution-specific tools (25%). The primary applications of AI were troubleshooting coding errors (91%), writing code (75%), and improving work efficiencies (42%). Qualitative responses suggested that AI generally improved coding efficiency, reducing the time spent on error resolution and facilitating learning new techniques.

Respondents also reported using AI to improve writing quality and streamline routine administrative tasks. Some noted that AI helped them better understand complex topics, conduct background research, and summarize information effectively. However, a significant proportion of users (41%) reported barriers to adopting AI technology, citing technical limitations, limited access to tools, uncertainty about institutional rules governing AI use, and concerns regarding accuracy and reproducibility.

Ethical considerations were also a concern for one-quarter of AI users, including data privacy, potential bias, environmental impacts, and the risk of overreliance on AI. Respondents emphasized the need for practical instruction on using AI for coding, data analysis, scientific writing, data visualization, and outbreak detection, as well as training on ethical considerations and effective prompting strategies.

The survey highlights substantial gaps in institutional guidance and training regarding AI adoption. Only one-fifth of fellows reported receiving any formal or informal AI training. Respondents expressed interest in learning about the limitations of AI, such as increased awareness of common mistakes and potential pitfalls.

In light of these findings, researchers recommend that FETP curricula promote AI literacy by incorporating education on the technology’s limitations, biases, and ethical implications. Possible recommendations for training might include hands-on workshops, real-world case studies, and access to AI tools and platforms.