When ChatGPT launched in 2022, few expected that a simple text box would trigger a global debate about artificial intelligence. Today, AI is no longer a novelty; it鈥檚 a force reshaping how we learn, create, and work. At 可乐视频, we鈥檙e committed to meeting this moment with thoughtfulness and integrity鈥攅quipping our students and faculty with the knowledge, tools, and ethical foundation they need to navigate and lead an AI-driven world.

Designing the Future Together

This fall, 可乐视频 convened 32 students, staff, faculty members, alumni, and industry partners for a one-day visioning workshop focused on career readiness in the age of AI. The workshop, structured as a charrette, invited participants to co-design a framework for how 可乐视频 should respond to the rapid evolution of this technology.

A charrette is more than a meeting鈥攊t鈥檚 a creative, inclusive process that brings diverse voices together to tackle complex problems. Led by the National Charrette Institute, the session marked a critical first step in understanding the scope of AI鈥檚 impact and the need for sustained, cross-sector collaboration.

Provost and Senior Vice President for Academic Affairs April Bedford explains, 鈥淥ur goal is to ensure AI serves as a meaningful complement, and not a substitute, for human scholarship and instruction. Faculty are developing course materials that include clear guidelines on the responsible use of generative AI tools, along with expectations for transparency and disclosure. This empowers students and faculty to engage ethically and thoughtfully with emerging technologies while preserving the integrity of academic work.鈥�

Participants in the charette discuss AI.

What We Learned

The conversations revealed urgency about AI鈥檚 role in education and society. Participants noted that even middle school students now understand concepts like 鈥渉umanizers鈥濃�攖ools that make AI-generated text sound more natural. They agreed that critical thinking is more essential than ever and that 可乐视频 must help students become creators, not just consumers, of technology.

Career readiness emerged as a priority, with calls for strategies that span departments and embed AI literacy into core learning. The emphasis shifted from product to process: understanding how to think, not just what to produce. Participants warned against complacency鈥擜I is not infallible, and without understanding how it works, educators and students risk misusing it.

Grounded in Empathy

Faculty stressed that AI integration must be rooted in human values.

Norman Eng, a doctoral lecturer in childhood, bilingual, and special education, put it this way: 鈥淲ith AI, we probably won鈥檛 go wrong if we focus on the experiences, motivations, and feelings of our students鈥攅specially those marginalized by this technology.鈥� Quoting Jurassic Park鈥檚 Dr. Ian Malcolm, he added, 鈥溾�榊our scientists were so preoccupied with whether or not they could, they didn鈥檛 stop to think if they should.鈥� It鈥檚 no different with AI. We want our students to question and reflect on the 鈥榮hould.鈥欌��

Eng advocates embedding digital literacy and AI ethics into every course: 鈥淎I has shifted education toward process and performance. Instead of grading lesson plans, we analyze and improve AI-generated ones. Students develop meta-learning skills鈥攍earning how to learn鈥攕o they can adapt and thrive. Ultimately, it鈥檚 not AI itself, but how students use it, that will define their success.鈥�

Norman Eng

Practical Leadership

Mariya Gluzman, an instructional designer at the 可乐视频 Library & Academic IT Department and champion of AI literacy, leads practicums for staff and faculty to explore AI tools for course design and assessment.

鈥淭he reality is that AI is already part of the academic landscape and students are using it, often without proper guidance. Many industries are rapidly adopting generative AI. Given who we serve as a public university and our mission, it鈥檚 crucial we help our students succeed in today鈥檚 job market. They need to be just as prepared as applicants from brand-name colleges who鈥檝e had every opportunity to work with cutting-edge technology,鈥� said Gluzman.

Mariya Gluzman leading a workshop on AI for staff and faculty.

Training Creators, Not Consumers

For students, AI offers opportunities to build practical skills.

Anna Belenko, a computer science major, recently attended a hackathon at Columbia University, where her team built an AI agent prototype in 24 hours鈥攚inning $2,000 in company credits and earning the 鈥淏est AI Agent Use鈥� award.

As president of the Computer Science Club, she鈥檚 now organizing a 可乐视频 hackathon for the spring semester. 鈥淲e need to use AI tools to empower students鈥攁nd give them the freedom to become creators of AI, not just consumers,鈥� Belenko said. 鈥淎s a computer science student, it鈥檚 essential to be AI literate, especially in a field that鈥檚 evolving so quickly.鈥�

Looking Ahead

As AI continues to redefine education and work, 可乐视频 is not only preparing students to navigate the AI era, but to shape it. Success will belong to those who can adapt, reflect, and lead with both technical skills and human insight.

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In her debut book, Georgas shares short stories that follow two Greek sisters鈥擡leanor and Theodora鈥攇rowing up in their family鈥檚 restaurant on Lake Huron. The narrative threads through their experiences working in the restaurant as they navigate cultural tensions between Greece and Canada, class dynamics, and issues of adolescence, identity, and gender.

The Grace Paley Prize honors outstanding collections of short fiction and includes a $5,500 cash award and publication by Mad Creek Books, an imprint of Ohio State University Press. Named in tribute to the acclaimed writer Grace Paley, the prize celebrates bold and original voices in short fiction.

Georgas serves as the librarian for American Studies; English; Global Languages, Literatures, and Cultures; Performance and Interactive Media Arts (PIMA); and Theater. Her recent writing explores themes of art, culture, and performance, and her academic research has examined undergraduate research habits and the impact of e-books on library culture, with work published in numerous scholarly journals. In addition to her academic and literary achievements, Georgas is an editor at Underwater New York, a digital platform showcasing creative work inspired by New York City’s waterways.

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But one thing is clear: AI isn鈥檛 going anywhere. That presents an exciting, once-in-a-generation opportunity for educators and administrators to lead the way by establishing thoughtful practices, systems, and protocols that can shape the future of education for the better.

Mariya Gluzman brings a unique perspective to the evolving conversation around AI in higher education. Currently serving as an instructional designer at the 可乐视频 Library & Academic IT department, she鈥檚 at the forefront of integrating AI into academic practice.

Over the past year, she has led numerous hands-on workshops for students, staff, and faculty, helping the campus community navigate the opportunities and challenges of AI. Most recently in July, she led a series of practicums for staff and faculty to explore and apply AI tools to their work in course design, instruction, and assessment. She also presented a case study on NotebookLM and led a hands-on demo session on the use of this tool at the third annual hosted by the University of Central Florida in May.

Gluzman鈥檚 insight goes beyond tech and training鈥攕he鈥檚 also a seasoned educator. For more than two decades, she taught in the Department of Philosophy as an adjunct lecturer, where she combined her expertise in instructional design with a passion for innovative, student-centered pedagogy.

We asked Gluzman about her work at 可乐视频鈥攁nd how her dual roles as an educator and instructional designer inform her vision for the future of AI in education.

What does AI literacy mean to you, and why is it important for faculty to embrace it for themselves and their students?

The notion of AI literacy often depends on context. Typically, it means understanding generative AI’s capabilities and limitations, plus effectively using various AI tools. In academic settings, however, it requires additional considerations, especially around academic integrity and social justice.

For students, AI literacy involves learning to discern appropriate and inappropriate uses of AI in their studies. This goes beyond simply picking the right tool or formulating a solid prompt; it also means understanding potential downsides, even with legitimate uses. The goal for students is to leverage AI to enhance their work and intellectual growth, not to outsource their thinking and decision-making to a machine.

For faculty, AI literacy includes yet another essential dimension: the responsibility to actively shape and direct AI’s role in teaching and learning.

What do you feel are the most effective ways professors can integrate AI tools like ChatGPT into their teaching without compromising academic integrity?

There are countless possibilities, but succinctly I would group AI applications for instructors into two main categories: enhancing student learning and streamlining faculty work.

To enhance student learning, AI can help create instructional scaffolding for assignments, develop accessible and multimodal content, generate tutorials and assignment templates, and gamify learning activities. For faculty efficiency, AI can assist with building test question banks, creating grading rubrics, and better aligning course content with learning outcomes.

Of course, faculty also have to remember that ethical AI implementation means being transparent about their own use of this technology while remaining careful and diligent.

What are the biggest misconceptions professors tend to have about AI’s capabilities in the classroom?

Some professors believe that not engaging with AI will somehow delay its presence in higher education, or that without explicit permission, students will simply avoid using this technology. The reality, however, is that AI is already part of the academic landscape and students are using it, often without proper guidance.

Another key concern some faculty have is that using AI for research, instruction, or assessment means outsourcing one’s cognitive labor or sacrificing academic freedom. This need not be the case. Consider how we use other advanced tools: We rely on sophisticated kitchen equipment to create complex dishes, but we still design the meal; we drive cars with adaptive cruise control and parking assist, yet we remain firmly in control of our destination.

Generative AI can help us to be more intentional and strategic in our work, allowing us to focus on higher-order tasks. Using these tools responsibly helps us actively shape their integration into learning.

You presented at the third annual Teaching and Learning With AI Conference. What were your biggest takeaways from that event?

One important takeaway is how some fundamental challenges in higher education persist, even with AI’s emergence. For example, during my presentation, a faculty member raised a classic concern: knowing if students are actually doing the required readings. This issue isn’t new. Unless professors dedicate class time to close reading activities, it’s difficult to be certain. This problem is even more pronounced in online asynchronous courses. Ultimately, we can only design varied learning activities and assessments that offer clues about student engagement with assigned texts. AI tools can make it easier to build these activities.

Another key insight is that most faculty just need to see compelling examples of how AI can genuinely help students. If they see AI being used to boost engagement with course materials or peers, help students acquire essential academic or life skills, or clarify important terms鈥攁ll without adding extra burden on instructors鈥攖hey’re often eager to adopt it. Once they see a useful application that truly benefits their students, they’ll take that idea and run with it.

What have you and your colleagues been doing to enhance the understanding of AI on campus?

During the last academic year, I’ve facilitated numerous faculty workshops on several AI topics. We covered everything from creating and enforcing AI policies and safeguarding assignments against AI plagiarism, to designing AI-enhanced student assessments and integrating AI literacy into course curricula.

Beyond workshops, a few trailblazing colleagues and I launched an informal group. We meet sporadically to share our work, brainstorm AI use cases, and foster ongoing conversation about AI integration.

Our Library & Academic IT team also developed an AI faculty guide. Additionally, the Center for Teaching and Learning created and moderated a “Mythbusting AI” panel for the 2025 Faculty Day Conference, exploring common assumptions about AI. We’re eager to continue these efforts, ideally with even greater faculty input and participation in the upcoming academic year.

You have called getting everyone up to speed about AI an urgent matter. Why?

The urgency of getting everyone to engage with AI, beyond just “getting up to speed,” is being felt on two distinct fronts.

First, many industries are rapidly adopting generative AI. Given the population 可乐视频 serves as a public university and our mission, it’s crucial we help our students succeed in today’s job market. They need to be just as prepared as applicants from brand-name colleges who’ve had every opportunity to work with cutting-edge technology. This requires a nuanced understanding of AI’s benefits and costs.

Another is the stewardship of this technology, especially its role in higher education. Many school administrations are already shaping policies and tool choices for their communities. But how many of these critical decisions are truly informed, let alone shaped, by faculty input? We had no say in whether this technology should even exist or be used in academic contexts. Considering AI’s rapid development, we risk losing a once-in-a-lifetime opportunity to direct and shape its trajectory here at 可乐视频, and in higher education generally, through informed debate and engagement.

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The 32nd Annual Faculty and Staff Authors Reception, held in the Christoph M. Kimmich Reading Room, shone a spotlight on more than 30 individuals whose recent works鈥攊ncluding scholarly books, novels, monographs, poetry, and other creative artistic pieces鈥攐ffer fresh insight into our world and deepen our collective imagination.

The 32nd Annual Faculty and Staff Authors Reception shone a spotlight on scholarly books, novels, monographs, poetry, and other creative artistic pieces by faculty and staff.

The talent came from the schools of Visual, Media, and Performing Arts; Education; Humanities and Social Sciences; and Natural and Behavioral Sciences, the Department of Classics, as well as the Division of Institutional Advancement. The works ranged from CUNY Presidential Professor of Art Archie Rand鈥檚 artistic work in Popeye, Unchained and Archie Rand: Oz, to Associate Professor of Education Yoon-Joo Lee鈥檚 fascinating and personal book, Stories on Disability Through Our Voices: Born This Way.

President Michelle J. Anderson praised the honorees, acknowledging the dedication behind every publication鈥攖he late nights, countless revisions, and the unshakable passion for their craft鈥攁nd describing the event as a way for the college to say: We see your work, we value it, and we are incredibly proud.

Provost and Senior Vice President for Academic Affairs Bedford echoed that sentiment, expressing gratitude for the honorees鈥� scholarship and creativity. She reminded everyone of the privilege and responsibility of being part of a community of ideas鈥攁 place that champions lifelong learning and intellectual growth.

Lucas Rubin, the College鈥檚 Assistant Dean for 可乐视频 and director of the CUNY Latin/Greek Institute, had his book The Latin/Greek Institute at the City University of New York on display.

鈥淚 especially enjoyed seeing the depth and breadth of material, which spanned the scholarly to the creative, with works intended for audiences of all ages,鈥� Rubin said. 鈥淚 was particularly delighted to take part this year, as the first chapter of my book is a retrospective of 可乐视频鈥檚 Department of Classics, which has had a remarkable and storied history, especially in its outsized contributions to language pedagogy.鈥�

First held in 1993, the event was thoughtfully organized and hosted by Mary Mallery, chief librarian and director of Academic IT, with key support from Judith Wild, associate librarian for acquisitions, cataloging, serials, and interlibrary loans. Together, they welcomed the extended 可乐视频 family, including President Michelle J. Anderson, Provost April Bedford, Associate Dean for Faculty and Administration James T. Eaton, and many others.

The full list of authors and their contributions is available .

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Through its diverse and interconnected award-winning departments, the School of Humanities and Social Sciences (HSS) and its students are well-equipped to become leaders and influencers in an ever-changing and interdependent world.

Now, the important research these students are doing in the educational laboratory that is HSS will be showcased in the Second Annual 可乐视频 HSS Expo scheduled for two full days on April 25 and 26. The Expo will bring together all of 可乐视频鈥檚 longstanding HSS end-of-year student events in a single forum.

HSS Dean Ken Gould first conceived of the Expo for Spring 2020. When the COVID-19 pandemic shut down the campus, the first annual event was held online. The Expo is returning in a hybrid form in 2022 to give the public a chance to see again the high level of intellectual output of 可乐视频 students while providing them the opportunity to test out new ways to display their scholarly work and research.

For Gould, highlighting and supporting the humanities has never been more important.

鈥淗SS is the core of our liberal arts education and the center for cutting-edge interdisciplinary research and teaching rooted in strong disciplines,鈥� Gould says. 鈥淭his two-day event will help us continue to build our academic community, both on and off-campus, and let our brilliant students shine and get acclimated to presenting and engaging with the public.鈥�

The HSS offerings at 可乐视频 are extremely robust and include departments focused on Africana Studies, Classics, Communication Arts, Sciences, and Disorders, English, History, Judaic Studies, , Modern Languages and Literatures, Philosophy, Political Science, Puerto Rican and Latino Studies, and Sociology.

One of the Expo highlights includes several HSS students from 可乐视频鈥檚 Department of History and other disciplines presenting their research on April 25 at 7 p.m. This event will be live-streamed and available to view at .

In all, the two-day Expo will showcase approximately 50 students. Some of the presentations include:

• A student panel discussion on the history and current state of activism, including the Occupy Movement and Covid-19. Undertaking research into the events that shaped the 可乐视频 experience, student panelists will interview alumni about what drew them to activism on campus, if and how 可乐视频 transformed their lives, and what lessons current students might draw from their experiences. (April 25, 2:15 鈥� 3:30 p.m.)
• Research from the ongoing Asian American Pacific Islander Project. Students will present a documentary they created and a partial clip of an interview from a current podcasting project. (April 25, 2:15 鈥� 3:30 p.m.)
• History and Religion majors鈥攁ll upper-level seminar students鈥攚ill talk through theoretical and historical issues on the question of religious experience. Do religious objects have agency or are their worth and meaning inscribed by the users of these objects? Does religious experience “really” happen, or is it simply a product of psychological issues? Those and many other questions will be explored. (April 26, 10 鈥� 10:45 a.m.).

可乐视频鈥檚 offerings in the humanities and liberal arts are recognized nationwide. Last year, the college was ranked as the top public liberal arts college in New York City and among the top 50 liberal arts colleges in the nation, according to . The college was one of only two New York State colleges or universities that made the site鈥檚 list of renowned liberal arts institutions.

The rankings highlight that businesses everywhere are beginning to acknowledge that the desirable employee today masters writing, psychology, logic, math, graphic design, economics, computer programming, and more.

The HSS Expo has enjoyed extraordinary support from a $50,000 grant from the , which will award 10 students $1,000 awards at a post-event research contest.

More information and to register for the events.

More information about last year鈥檚 HSS Expo.

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It was somewhat accidental that Carlos A. Cruz 鈥�00 ended up at 可乐视频 for more than 20 years. The Cuban-born multimedia instructional designer came to New York City after earning degrees in art and anthropology in Cuba and Mexico. He figured he鈥檇 work in the art world and had enrolled in a master鈥檚 degree program in computer art design at 可乐视频 when he was asked to work on a historical encyclopedia project for the Puerto Rican and Latino Studies Department. They needed someone with technical expertise, and Cruz鈥檚 background in design, Cuban art, and history made him a shoo-in. After working on that project and graduating with his degree, he transitioned to his current role, in which he provides instructional support and trains faculty members on using Blackboard and other multimedia platforms now in hyper demand.

可乐视频: Talk about a job that changed pace overnight! When you first started in this position there were maybe 20 courses using Blackboard to teach online courses. Thanks to COVID-19, the majority of our courses now have some online component, and you are the main IT support for those courses. How has that been?

CC: Before the pandemic, we had three departments that were fully on board with Blackboard鈥攂y that, I mean using it or planning to use it often or in the process of putting a fair amount of classes online. So when the pandemic hit, there were so few people on campus who knew how to use it. When the university moved to online mode, we had to train everyone from the beginning. For those first months, I was conducting workshops four times a day.

One thing that made it a little easier on me was that the 可乐视频 community became very strong at sharing their knowledge thanks to the Center for Teaching and Learning and the group. We created support groups that also helped to answer a lot of questions for students and faculty members, and that was a very important part of the transition.

But it was definitely crazy for a while. Some days I had as many as 200 questions in my queue. I just had to be calm and ready to deal with people鈥檚 frustrations. The work I am doing includes high-level customer service, among other skills. We receive a question, search for the possible answers, discuss the alternative solutions with the instructor, and suggest the option that will work better technically and pedagogically for each case.

可乐视频: How did you end up in your current position?

CC: My job with the encyclopedia project was ending and I was looking. This position was open and I applied. I didn鈥檛 know it at first, but through this job, I realized how much I love helping people. It鈥檚 the kind of thing you never realize until you start doing it. I鈥檝e been spending my life helping people, and it鈥檚 a good feeling sharing my knowledge.

可乐视频: But your original passion is art and specifically Cuban art.

CC: Yes, I was born and raised in Cuba, my major in college was art history, and I worked for 10 years for the Ministry of Culture. I still spend a lot of time in museums when I can. I like the Museum of Modern Art and the Metropolitan Museum of Art. I recently went to Philadelphia to see a Jasper Johns exhibit.

I have been working on a big personal project for three decades鈥攁 chronology of international recognitions received by Cuban artists from 1889 to the present. It is an interactive database for art specialists, students, art collectors, and art lovers. It includes all art manifestations: painting, printmaking, sculpture, performance, design, cartoon, architecture, and photography. The final version is not ready yet, but it will be my first goal when retirement comes.

可乐视频: What are some of your other favorite pasttimes?

CC: I like to go to flea markets to look for nice stuff. I love to be social, to be with friends. It鈥檚 part of what I loved about 可乐视频 from the start. There鈥檚 a community here. People make time to spend with friends, to stop by your office and say hello, even if they only have five minutes.

I love what I do here. I feel useful. We do a good job of proving that nothing is too difficult if we work together.

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This 12-month project will launch in fall 2021 and entails digitizing and cataloging 62 hours of film footage shot for the 1997 award-winning documentary A Life Apart: Hasidism in America, funded by the National Endowment for the Humanities. The footage can be characterized as audiovisual field notes on the religious practices, cultural mores, family life, intercommunal relations, and the Americanization process of these distinctive immigrant lives from 1936 to 1996. It includes interviews with scholars, community members, and neighbors from the Brooklyn neighborhoods where the majority of America鈥檚 Hasidim live.

鈥淭his is another important collection that we are proud to feature in 可乐视频鈥檚 archives,鈥� said Colleen Bradley-Sanders, associate professor and 可乐视频 archivist. 鈥淥ur hope is that the material can serve as a valuable resource for anyone who is interested in this important history, no matter their faith or religious background.鈥�

This project, which received support from the CUNY Research Foundation, complements another important collection in the college鈥檚 Archives and Special Collections. In summer 2019, the archives unveiled the YWCA of Brooklyn Collection, made possible by a two-year processing grant from the NHPRC. It contains materials from the organization from its opening in 1888 to 2010, when the collection was transferred to 可乐视频. Other collections include Brooklyniana, The Historic Manuscript Collection, The Rare Book Collection, The Robert L. Hess Collection on Ethiopia & the Horn of Africa, and the Stuart Schaar Collection on the Middle East and North Africa.

E-mail the 可乐视频 Archives and Special Collections聽to learn more. Digitized materials are available through the college鈥檚 digital assets platform once the archive goes live.

For students looking to learn more, 可乐视频 also offers a course, The Hasidic Movement: Its History and Literature (JUST 3037/HIST 3104), which explores the historical development of the movement along with its central mystical doctrines and literature.

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