Pham first saw the urgency of this challenge in her 可乐视频 classrooms, where even some of her most capable students struggled with career planning. Rather than viewing AI as a threat, she recognized its potential as a tool students could learn to use thoughtfully, ethically, and strategically.

Supported by The Tow Foundation, her research explores how AI can strengthen career readiness, professional growth, and access to opportunity. What began as a campus-based initiative has expanded into a broader ecosystem of research, programming, and partnerships focused on AI literacy and workforce development.

Pham鈥檚 efforts have grown through the , which brings together students, faculty, and industry leaders to explore the practical and ethical use of AI while helping students develop career-ready skills. The initiative emphasizes hands-on learning, professional communication, and industry engagement, creating stronger connections between classroom learning and workforce needs.

A key outcome of this work is the BRIDGE Framework, a research-based model examining how students can develop both AI competencies and the human-centered skills needed to succeed in a rapidly changing economy. Pham is also developing the , which extends this research by connecting AI literacy more closely with workforce and industry needs. The lab serves as a hub for exploring how higher education can create scalable, equitable models that prepare students for an AI-enabled future.

What continues to distinguish Pham’s work is its collaborative spirit. Students are not assistants working behind the scenes. They serve as co-researchers, helping design studies, conduct interviews, analyze data, and present findings. Many have shared their work at conferences, contributed to publications, and engaged with industry professionals.

Student researcher and business major Jason Lin considers the opportunity to work with Pham an honor. 鈥淚 feel like I used up all my good luck in college just by being in her class. This AI research project not only supports her important work on the future of technology but also challenged me to strengthen my writing and time-management skills as I prepare for graduation.鈥�

Learn more about Pham鈥檚 perspectives on AI literacy and workforce readiness in her recent and on a recent interview for the 听podcast.

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Faculty Focus听is a widely recognized resource hub for educators that publishes practical, evidence-based articles on effective teaching practices in higher education.

In his article, Eng highlights a growing body of research showing mixed results regarding AI’s impact on long-term learning. While AI tools can increase efficiency and provide immediate support, studies suggest they may also bypass critical learning processes such as deep cognitive engagement, productive struggle, and repeated practice鈥攅xperiences that are essential for developing lasting knowledge and skills.

Rather than advocating for widespread adoption or outright rejection of AI, Eng argues for a cautious, “offline-first” pedagogical stance. He recommends that faculty use AI only when its educational value can be clearly evaluated and justified through the lens of student learning.

Read the full article听.

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In her first article, “” she explores how artificial intelligence is reshaping U.S. higher education, the labor market, and the expectations surrounding studying abroad. The piece highlights how AI-driven automation is influencing entry-level opportunities, prompting students to rethink traditional pathways into professional careers. She points to emerging initiatives at institutions including CUNY and NYU Tandon that are helping students build applied AI competencies to remain competitive in a shifting workforce.

The second article, “” examines the role of interpersonal and professional skills in shaping student success, particularly for international students in the U.S. higher education system. The essay argues that while academic achievement听remains听important, communication, presentation skills, leadership, and confidence are increasingly decisive in hiring decisions. It also explores how an emphasis on grades can sometimes overshadow the development of these essential soft skills, especially among Asian students entering competitive job markets.

These conversations reflect the core mission of the听听that has听equipped听students with practical AI competencies, human-centered skills, and career readiness tools that matter in a rapidly changing world. Through speaker sessions, industry partnerships, and peer mentoring, the听series is building a bridge between classroom learning and the real demands of the workforce. By reaching international audiences through platforms like听Tu峄昳听Tr岷�,听Pham is amplifying these conversations beyond 可乐视频, positioning CUNY as a leader in听equitable, experiential AI education.听 Both articles are available in English through your browser.

Also related to the CUNY AI Literacy and Professional Readiness Series, Pham鈥檚 working paper, 鈥�,鈥� was published online by Social Science Research Network.

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Spanning disciplines from business and computer science to the arts and education, the projects reflect a campus-wide commitment to preparing students for a rapidly evolving, AI-driven world. Funded initiatives extend across the Koppelman School of Business as well as programs in English, film, art, mathematics, education, academic affairs, and Student Affairs.

Integrating AI Into Business Education

Several faculty from the Koppelman School of Business are launching an interdisciplinary capstone course titled 鈥淭he Integrated Edge: AI, Decision-Making, and Business Strategy.鈥� The course will pilot in summer 2026.

The course addresses a long-standing challenge in business education: the 鈥渟ilo effect,鈥� in which accounting, finance, economics, and management are often taught separately. The Integrated Edge instead requires students to apply all four disciplines simultaneously to analyze complex business problems鈥攎irroring how decisions are made in real organizations.

Students will gain hands-on experience with professional AI platforms used in industry, including tools for forecasting, auditing, and financial analysis. The course also emphasizes a 鈥渉uman-in-the-loop鈥� approach, teaching students to critically evaluate AI-generated outputs, identify potential biases or errors, and apply professional judgment.

Structured in four modules鈥攅conomic forecasting, led by Professor Merih Uctum; AI-assisted auditing, led by Professor Frimette Kass-Shraibman; corporate finance, led by Professor Sunil Mohanty; and strategic integration, led by PI and Professor Carol Connell鈥攖he course culminates in a capstone project in which students analyze a real company using both traditional business frameworks and AI-supported insights.

By combining interdisciplinary thinking with responsible AI use, The Integrated Edge aims to equip students with the analytical, technological, and ethical skills needed for tomorrow鈥檚 business leadership.

Koppelman School of Business Interim Dean Myles Bassell is leading nearly 400 students from the Koppelman School of Business in “IBM鈥檚 AI Experiential Learning Lab,” a hands-on, 10-week program designed to immerse students in real-world artificial intelligence applications. Through the program, students work in multidisciplinary teams to design and develop AI-driven solutions using IBM鈥檚 enterprise technologies, including watsonx. Supported by IBM experts and industry mentors, students move from concept to prototype while tackling authentic business challenges.

Throughout the lab, participants build practical skills in generative and agentic AI, as well as responsible AI design, while producing portfolio-ready projects that enhance their career readiness. By the program鈥檚 conclusion, students will have completed AI solutions they can present to employers and will earn IBM-recognized digital credentials to showcase on LinkedIn and resumes. The initiative reflects Koppelman鈥檚 commitment to experiential learning, industry collaboration, and preparing students to lead in an AI-driven economy.

Bassell is also spearheading the broader “AI Literacy in Business Education: From Classrooms to Careers” initiative, which is being implemented in phases beginning in Fall 2025 and continuing through Spring 2026, with expansion planned for Summer 2026 and beyond. In Fall 2025 alone, Koppelman students completed approximately 700 IBM AI-related certificates, followed by more than 1,000 additional certifications in Spring 2026. These credentials were integrated directly into coursework through collaboration between Bassell and business school faculty.

Students earn certifications through IBM SkillsBuild in areas such as AI Literacy, Artificial Intelligence Fundamentals, Generative AI, Agentic AI applications, Enterprise Design Thinking, and Cybersecurity Fundamentals, among others. Each certification includes a verifiable digital badge, allowing students to clearly demonstrate their AI competencies to prospective employers.

Management, Marketing and Entrepreneurship Associate Professor Ngoc (Cindy) Pham is leading the “The semester-long weekly boot camp is designed to build applied and ethical AI fluency while preparing students for the evolving workforce.

The initiative combines hands-on workshops, industry perspectives, cross-institution collaboration, and digital badge recognition to help students develop both technical confidence and critical thinking skills.

Program highlights include weekly AI boot camps at 可乐视频, guest speakers and industry experts from IBM and other national AI practitioners, and a joint CUNY鈥揘YU Tandon session hosted at NYU that helped launch a long-term collaboration. Students also take on leadership roles as moderators and event facilitators. Designed for scalability, the model aims to expand across CUNY while maintaining a strong focus on equity, access, and workforce readiness.

Matt Lentz, vice president at Monks and founder of the Enterprise Consulting Practice, speaks at an AI bootcamp hosted by NYU鈥檚 Tandon School of Engineering on March 12. The event was a part of the CUNY AI literacy and professional readiness series led by 可乐视频 Associate Professor Ngoc (Cindy) Pham and focused on AI in enterprise consulting. (Top photo) In February, guest lecturer Conor Grennan鈥擟EO of AI Mindset and New York Times bestselling author鈥攈eadlined a lecture titled, 鈥淎rtificial Intelligence & the Future of Work鈥� that drew 118 participants.

Expanding AI to Student Support: Addressing Food Insecurity

可乐视频鈥檚 AI initiatives also extend beyond the classroom, applying emerging technologies to one of the most pressing challenges facing students: food insecurity.

Led by Associate Professor of Management, Marketing and Entrepreneurship Laura Rifkin and building on the human-centered work of the campus food pantry staff鈥攊ncluding Assistant Director of Student Support Services Nicole Cohen and Student Affairs鈥攖his effort will explore how AI can expand access to nutritious food in ways that are both practical and dignified. One approach under consideration is a smart vending system that would serve as an extension of the pantry, offering discreet, flexible access outside of traditional hours. By reducing barriers such as stigma, scheduling conflicts, and transportation challenges, the system could significantly broaden its reach while generating anonymized, real-time data on usage patterns and unmet need.

The initiative also examines how agentic AI can support pantry operations behind the scenes鈥攁nalyzing trends, anticipating demand, optimizing inventory, and improving coordination of donations and purchasing. Guided by principles of transparency, human oversight, and bias mitigation, the work builds on the college鈥檚 strong track record of student-centered support while introducing scalable, data-informed solutions.

The effort comes at a critical moment. Food pantry use has grown fourfold in recent years, reflecting both rising need and the extraordinary commitment of staff working with limited resources. Across CUNY, approximately 110,000 students鈥攁bout 40% of the system鈥攅xperience food insecurity, yet only a small percentage access available support, often due to stigma or administrative barriers. By integrating AI thoughtfully into these services, the college aims to close that gap by strengthening student well-being to support academic success.

AI-Supported Professional Preparation for Early Childhood Teachers Working With Dual Language Learners

In the School of Education, Associate Professor Lulu Song is addressing a critical need in early childhood teacher preparation. Her project integrates AI into coursework to support future educators working with dual language learners, a population that represents nearly half of young children in New York State. Through structured assignments, students will use AI tools for research and problem-solving while learning to critically evaluate outputs for accuracy, bias, and credibility.

Additional projects include AI-supported learning studios in mathematics, interdisciplinary minors linking computer science with writing and finance, and research on ethical design and decision-making. Collectively, these initiatives highlight 可乐视频鈥檚 holistic approach to AI鈥攐ne that blends innovation with responsibility, and technical skills with human insight.

Understanding AI: A Foundational Series for Faculty

Led by Karen Stern-Gabbay, professor of history and director of the Roberta S. Matthews Center for Teaching and Learning, and James T. Eaton, associate dean in the Provost鈥檚 Office, this workshop series will bring expert speakers to campus to guide faculty through key topics such as technological disruption, ethics, and curriculum design.

Open to both full- and part-time instructors, the program is designed to build confidence and shared understanding around AI in the classroom.

Faking It: A Global Workshop Series

AI鈥檚 cultural and creative implications are also a focus. Distinguished Professor of Film Alexandra Juhasz, in collaboration with filmmaker Nishant Shah, is leading 鈥淔aking It,鈥� a global workshop series examining questions of authenticity, knowledge, and human connection in an AI-mediated world. With sessions planned in New York and Hong Kong, the project will explore how emerging technologies reshape storytelling, perception, and social relationships.

You can see all the projects listed here.

• Myles Bassell (Management, Marketing, and Entrepreneurship) – AI Literacy in Business Education: Scaling a Proven Model at the Koppelman School of Business.
• April Bedford (Academic Affairs) – Faculty AI Bootcamp: Developing Critical AI Literacy, Course Policies, and Pedagogical Innovation.
• Hui Chen (Computer and Information Science) – Human-in-the-Loop Just-in-Time AI Auto-Tutoring: A Pilot for CUNY Pathways Courses.
• Carol Connell (Management, Marketing, and Entrepreneurship) – AI, Decision-Making, and Business Strategy Integrated Capstone.
• James Eaton (Academic Affairs) – Understanding AI: A Foundational Series for Faculty.
• Alexandra Juhasz (Film) – Faking It: AI Education and Literacy.
• Devorah Kletenik – (Computer and Information Science) Designing With Ethics: Exploring AI-Enhanced Dark Patterns.
• Swan Kim (English) – Critical AI Literacy for the Public Good: A CUNY-Scalable Ethical Foundations Module Reaching All Incoming Students.
• Sandra Kingan (Mathematics) – AI-Supported Math Foundations Studio.
• Anjali Krishnan (Psychology) – Promoting Responsible AI Use in Skill-Based and Writing-Intensive Courses.
• Jennifer McCoy; Jonathan Zalben (Art, Conservatory of Music) – AI Initiative in the Arts.
• Martha Nadell and Hui Chen (English, Computer and Information Science) – Writing For the Future: An Integrated English/Computer and Information Sciences Minor.
• Hyuna Park and Katherine Chuang (Finance, Computer and Information Science) – Using AI Tools to Create Synergy Between Finance and Computer Science Education.
• Ngoc (Cindy) Pham (Management, Marketing, and Entrepreneurship) – CUNY AI Literacy and Professional Readiness Micro-Credential Series With Global Expert Partners.
• Laura Rifkin (Management, Marketing, and Entrepreneurship) – Addressing Food Insecurities.
• Lulu Song (Early Childhood Education/Art Education) – AI-Supported Professional Preparation for Early Childhood Teachers Working With Dual Language Learners.

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Students complete IBM SkillsBuild courses and certificates, including AI Literacy, Artificial Intelligence Fundamentals, Make Agentic AI Work for You, Enterprise Design Thinking Practitioner, Getting Started With Artificial Intelligence, and Getting Started With Generative AI. Each certificate carries a verifiable digital badge that students can showcase on LinkedIn and r茅sum茅s to signal their AI skills to employers.

Email Myles Bassell with questions.

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Students develop skills in generative and agentic AI, responsible AI design, and IBM watsonx while creating portfolio-ready work that can make them career ready. By the end of this career-connected learning lab, students will have completed AI projects they can showcase to employers and will earn IBM-recognized digital credentials for LinkedIn and r茅sum茅s. This initiative reflects Koppelman鈥檚 commitment to experiential learning, industry engagement, and preparing students to lead in an AI-enabled economy.

Email Myles Bassell with questions.

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It was a fitting start to a wide-ranging discussion about one of today鈥檚 fastest-moving industries.

Walczuk was joined by Soribel Feliz 鈥�09, an AI Governance and Risk Management instructor and LinkedIn team member, and Rafi Lazerson 鈥�16, Responsible AI Associate Manager at Accenture. Together, the trio of alumni shared candid insights about navigating careers in AI during the virtual event co-sponsored by 可乐视频鈥檚 Office of Alumni Engagement, the Honors Academy, the Ethyle R. Wolfe Institute for the Humanities, the Political Science Department, and the Computer Science Club.

More than 50 attendees tuned in for the session held January 21 and hosted by Natalia Guarin-Klein, Executive Director of Alumni and Career Engagement, and moderated by Zoey Russo, a student staff member at the Magner Career Center. Early in the conversation, the panelists emphasized the value of a liberal arts education, which teaches critical thinking, communication, and adaptability, essential skills in AI-related roles. They also encouraged students to highlight recent projects, share original ideas, and practice explaining complex concepts clearly.

Another major theme of the discussion was keeping up with the rapid pace of AI innovation. Feliz urged students to rely on credible sources and learn to separate signal from noise. Lazerson recommended mixing informal learning, like articles and books, with more structured education, such as trainings or certifications. Walczuk pointed to product launches and major tech conferences as helpful markers of where the field is headed.

The panel also didn鈥檛 shy away from questions about AI鈥檚 impact on the job market. Walczuk, who majored in Philosophy, Economics, and Political Science while at 可乐视频, noted that while certain tasks may be automated, AI is also dramatically expanding access to services in areas such as healthcare and accounting. The real shift is not simply job loss, but the lowering of cost and increase in availability of services that have historically been limited. As access expands, demand often grows alongside it, creating new forms of work and new opportunities for skilled professionals. The change will have to be managed through policy.

The conversation also highlighted how AI is transforming industries far beyond tech. Feliz, who majored in Political Science at 可乐视频, spoke about the rising need for domain expertise and predicted that adaptability鈥攁nd even a bit of 鈥渃haos tolerance鈥濃�攚ill become increasingly valuable. Lazerson, who also majored in Political Science, discussed AI鈥檚 potential to transform industries for the positive, such as supporting access to personalized education or healthcare. However, he shared that positive societal outcomes from AI depend on how it is developed, deployed and used. He emphasized that each of us can play a role in advocating for and shaping AI for the better.

Students also received practical advice on using AI tools during the job search. Feliz reminded attendees that communication and teamwork still matter just as much as technical skills. She encouraged applicants to research a company鈥檚 AI policies and tailor their interview responses accordingly.

The event wrapped with a Q&A session, where participants submitted questions ranging from operational risk governance to everyday strategies for integrating AI into their work.

By the end of the evening, one message was clear: AI is reshaping the workforce, but it鈥檚 also creating tremendous opportunities for those who stay curious, adaptable, and engaged. The event underscored 可乐视频鈥檚 commitment to preparing students and alumni for the evolving landscape of AI-driven careers.

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The award will support Hussain鈥檚 innovative project to develop AI鈥憄owered tools that enhance cancer survivorship. His work aims to expand access to high鈥憅uality care for underserved communities and address persistent gaps in healthcare equity.

In addition to advancing cancer research, the initiative will create hands鈥憃n learning opportunities for students, helping cultivate the next generation of scientists and engineers. It will also deepen collaborations between 可乐视频 and leading healthcare partners, positioning the institution at the forefront of technology鈥慸riven solutions in cancer care.

Hussain is also developing an AI healthcare startup, Ranea.ai, focused on making healthcare more accessible and affordable. He credits Doctoral Lecturer Katherine Chuang and Associate Professor Devorah Kletenik of the Department of Computer and Information Science, along with Ana Bartolom茅, operations manager and community outreach coordinator for the 可乐视频 Cancer Center, for their support in helping him reach this milestone.

鈥淏eing named an ACS Scholar is both an honor and a responsibility,鈥� Hussain said. 鈥淭his support allows us to harness the power of AI to transform survivorship care and ensure that no community is left behind.鈥�

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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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English Department Chair Martha Nadell at a recent convening about AI.

Science fiction has long imagined artificial intelligence, but few could predict the scale and speed of its real-world impact. Today, AI is reshaping every sector, sparking both excitement and unease.

At 可乐视频, faculty and staff are navigating this transformation in real time. We spoke with three faculty experts鈥�Martha Nadell (English), MJ Robinson (Television, and Radio & Emerging Media), and Karen Stern-Gabbay (History, Roberta S. Matthews Center for Teaching and Learning)鈥攚ho shared how the college is responding.

Here, they discuss AI鈥檚 influence on classroom learning and how both learners and educators are preparing for an AI-driven future.鈥齊esponses have been edited for clarity.

What was the initial reaction to AI by your colleagues? 鈥�

Martha Nadell: Late in 2022, when ChatGPT first made headlines, academia seemed to lose its collective mind; the Great AI Panic of 2023 was about to begin. Some of my colleagues immediately went apocalyptic, imagining a world in which AI took over. A few were ready to have AI integrated, somehow, into their brains. But others stuck their heads in the sand and pretended it didn鈥檛 exist.

How have you seen AI take shape in the classroom?鈥��

Nadell: Early on, it was very easy to spot generative AI-produced work. ChatGPT was producing solidly mediocre work, C+ at best. The problems were obvious: deeply conventional language, workaday structures, and unoriginal thought. Some students were offloading their cognitive work to a pattern-matching machine, which could produce prose that possessed an air of authority, if only you didn鈥檛 read too closely.

MJ Robinson:鈥� As a journalism professor, I teach, per Phil Graham, that journalism is the first rough draft of history.鈥疭o, in one respect, the students I teach are writing the history of AI鈥攊n culture, society and their anticipated industry and practice but鈥攁nd here’s the difference: that technology can also be writing it with, or prompted by, them. So that’s an interesting conundrum.

I started including AI modules in my Journalism Capstone course in Spring 2023.鈥� From the beginning we were examining how journalism was covering the release of ChatGPT to the general public as well as interrogating how it was affecting the journalism industry itself and considering how these text-generating technologies will affect the future of journalism as an industry and a public good.

How should a college education prepare students for this new world?鈥��

Karen Stern-Gabbay: It is unclear what sorts of preparation students have for working with AI (agentive and otherwise) when they enter college. Colleges today, therefore, play a critical role in establishing expectations and setting rules for the game. We are uniquely positioned to encourage students to interrogate their assumptions about authorship and intellectual property, and to reinforce how essential it is to develop human skills (related to critical thinking, emotional intelligence, analog skills, etc.). College students have opportunities to practice responsible AI use inside classroom settings before these skills in the workplace.

Nadell: Universities are where critical thinking happens, and where students can recognize the limits of what AI is good at鈥損redicting the likelihood of common and formulaic arrangements of language and thought鈥攁nd can think through ethical quandaries with empathy.

How important is it to develop AI literacy among educators?

Robinson:鈥疻e will, shortly, be in a world where K-12 educators have been educated in the age of AI and teaching children with these technologies from a very early age. That’s going to make critical鈥疉I literacy even more important. Asking questions about why one is using generative AI for a particular task prior to using it, insisting upon human-in-the-loop processes, knowing what one does not know about these platforms鈥攖hese are key.

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

Stern-Gabbay: At the Roberta S. Matthews Center for Teaching and Learning we have hosted events and workshops during the past year that particularly engage with the complex roles of AI in the classroom. Of course, academic integrity and data privacy appear to be the biggest issues that we have explored, but several of our faculty (rightly) point out the environmental impact of big data associated with AI.

I do think, however, that discussions of AI in the classroom bring into starker relief topics that we should be discussing anyway, including the reasons why college classrooms have become more invaluable than ever鈥攖hat is, to engage in and strengthen students鈥� critical thinking skills鈥攖hese are invaluable in an increasingly automated and AI driven world.

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