This project integrates the Association of College and Research Libraries (ACRL) Information Literacy Framework and Artificial Intelligence (AI) tools, specifically ChatGPT, into the Computer Networks course at California State University, Bakersfield. By transforming ChatGPT into an Adaptive Learning Assistant, the course will guide students to use AI critically and ethically, enhancing their problem-solving, coding, and conceptual understanding of complex networking topics. Scaffolded assignments such as protocol analysis, socket programming, encryption, and traffic inspection will promote prompt engineering, critical evaluation of AI outputs, and reflective learning. The project emphasizes responsible AI use, equity, and metacognitive growth, particularly for first-generation and underrepresented students. Deliverables include a library of open-access instructional materials, AI-integrated assignments, numerical problem solving, Python-based code implementations, and discussions. Evaluation will combine pre/post surveys, assignment rubrics, and student reflections.

The GAME Plan: Designing Critical Thinking Assignments for the AI Era" invites faculty to rethink teaching as a creative, strategic adventure. Using the framework G.A.M.E. (Generate, Analyze, Modify, Evolve), participants engage in hands-on workshops where they critique AI output, remix traditional assignments, and draft ethical AI-use policies. The series empowers faculty to design courses where students think with, challenge, and creatively build alongside AI—strengthening critical thinking, reflection, and digital literacy. Targeting General Education “Critical Thinking” courses, The GAME Plan equips students with the skills they need to navigate an AI-driven world thoughtfully and ethically. The project will also generate a sustainable repository of redesigned assignments and teaching resources, fueling ongoing innovation. Rather than simply reacting to AI, The GAME Plan helps faculty and students lead the way in building equitable, empowered futures for human-centered learning.

This project enhances teaching and learning by embedding generative AI into three lower-division communication courses. The lower-division courses serve both majors and non-majors and provide early opportunities to introduce AI through discipline-specific frameworks.

This project flips the script of academic research and writing by drawing upon the familiar narrative arc of a detective series to make the writing process visible. Inspired by the methodical approach of a beloved TV detective, the famously sharp and underestimated Lieutenant Columbo, the project guides students to follow leads, question assumptions, and ask “just one more thing” as they engage in academic research and writing. We will revise and expand our multi-phased AI-assisted framework using distinct tools and customized agents. Our adaptable framework supports faculty across disciplines and helps students leverage AI to spark robust inquiry and interrogation. After pilots in first-year composition and STEM courses, this project will refresh our scalable, cross-disciplinary resources to support ethical, inquiry-driven scholarly writing in the age of AI.

In the era of AI advancement, student use of generative AI tools (e.g., ChatGPT) has become nearly universal, increasing from 66% in 2024 to 92% in 2025 (Student Generative AI Survey, 2025). While AI offers efficiency and access to information, uncritical use can hinder critical thinking, creativity, and evaluative skills. Many students remain unaware of AI’s limitations and potential inaccuracies, often accepting outputs without question. This project, Knowing Your AI Through Fun and Critical Engagement, develops interactive learning tools to promote AI literacy, critical evaluation, and ethical use in academic settings. Stage 1 will create Canvas-based activities launching in Fall 2025; Stage 2 will produce an AI Literacy Guidebook or instructional video by Spring 2026. These resources will empower students to engage thoughtfully with AI and will be available for faculty integration across CSU campuses.

The AI Retrofit has been assessed and is a viable model for adapting to AI. This systematic approach identifies AI disruptions, helps faculty locate solutions, and has concrete deliverables. The program develops pedagogical innovation at the course level which is then shared with future participants. The programming is built on ethical engagement with AI incorporating student perspectives, conversations about bias, sustainability, and privacy. This funding would allow the program to continue despite a budget contraction.  This aspect scales the project in a different way that could extend well beyond the Chico State campus.

This project redesigns three foundational computer science courses—CSC115, CSC121, and CSC301—to integrate AI tools, literacy, and ethics while addressing the emerging AI divide. In CSC115 (Introduction to Programming Concepts), students will use AI tools (e.g., ChatGPT, GitHub Copilot, Gemini) for problem-solving, critical thinking, and understanding programming constructs. In CSC121 (Introduction to Computer Science & Programming I), students will learn prompt engineering techniques to solve programming problems and deepen algorithmic understanding. In CSC301 (Computers & Society), students will engage in case studies using Research Libraries Guiding Principles for Artificial Intelligence, and ACM’s Principles for the development, deployment, and use of Generative AI Technologies, reflecting on bias, misinformation, and human accountability. This proposal promotes AI literacy, enhances critical thinking, and introduces innovative instructional strategies that leverage AI tools to produce scalable, modular content for CSU system-wide adoption.

Facilitated by the Faculty Development Center at CSU Dominguez Hills, the Revamp Your Course with AI (RYCWAI) project will provide up to 42 CSUDH faculty members with knowledge, experience, and opportunities for innovative academic and curricular use of generative AI to support student learning and critical thinking, and forge solutions for the ways AI can disrupt student learning outcomes and assignments.  In a four-day intensive workshop held before the fall and spring semesters, and working within a framework that acknowledges the importance of academic integrity, sustainability, and biases, the RYCWAI project takes a practical approach to the use of generative AI and asks faculty to identify how AI can be utilized to construct changes to student learning outcomes and/or assignments and adapted into existing assignment frameworks or inspire new ones to promote student critical analysis of generative AI output.

This project will launch a Faculty Learning Community (FLC) of ten mathematics instructors focused on integrating generative AI as a collaborator—rather than simply a tool—in introductory undergraduate mathematics. The FLC will begin with a two-day summer kickoff and continue with monthly meetings throughout the 2025–2026 academic year. Faculty will co-develop assignments and classroom strategies that guide students in working with AI as a thinking partner: asking questions, receiving feedback, and engaging in interactive dialogue that supports deeper learning.
Courses involved include Introductory Statistics, College Algebra/Pre-Calculus, the Calculus sequence, and Introduction to Proof. Example activities include AI-assisted modeling projects, AI-augmented reading reflections, and exploratory problem-solving conversations.

The project draws on the Reading Apprenticeship framework, positioning AI as a co-reader and co-inquirer to strengthen students’ metacognitive habits and problem-solving persistence. Final deliverables will include department-wide curricular recommendations, emphasizing ethical, equitable AI use and broad classroom applicability.

This project introduces faculty-designed learning activities, assessments, and outcomes for AI literacy and practical use into a wide range of General Education (GE) courses regularly offered at CSUEB. These GE courses enroll 800-900 students annually from every major, and counting freshmen, transfers, and graduating seniors. Project faculty teach lower-division United States history classes fulfilling Social Science and American Institutions requirements; upper-division history courses fulfilling both Humanities and Social Science requirements; writing classes fulfilling the University Writing Requirement; and a History major-focused Digital Humanities class supporting ongoing evaluation of technologies in our discipline. The project distinguishes and preserves critical thinking skills, especially in longer-form analytical writing, while building student proficiency with AI tools for college success and civic participation.

This project aims to embed a series of scaffolded assignments and pedagogical strategies promoting AI literacy into CSUEB writing courses, which support student development of independent reading, writing, critical thinking, and research competencies.The assignments/strategies will be implemented across first-year composition courses (GE Area 1A), English 200 (GE Area 1B), and upper-division English courses meeting the University Writing Requirement (UWR/GWAR). Drawing on MLA-CCCC Joint Task Force principles and process for AI policy and anchored in CSUEB’s written communication learning outcomes, the AI assignments will function independently in a course while also building on each other as students progress through lower-division composition and critical thinking to upper-division GWAR courses. This project will also embed peer observers in courses piloting AI assignments to assess the needs of students and contribute to a long-term, sustainable plan to better support writing at CSUEB.

The AI-REFINE project will equip 30 Fresno State faculty with skills to integrate AI tools, especially ChatGPT, into lower-division general education courses. During the 3-day AI-REFINE Institute in August 2025, faculty will redesign course materials to use AI in support of deep learning, guided by models that promote students’ critical thinking, ethical engagement, and AI literacy. The redesign will ensure accessibility and inclusivity through Universal Design for Learning. In Fall 2025, faculty will implement these materials in courses reaching over 1,000 students. Project effectiveness will be evaluated using mixed methods, including feedback from faculty and students at multiple time points. Scalability strategies include a self-paced Canvas course, a systemwide assignments repository, and a "train-the-trainer" model to support CSU-wide adoption. Long-term goals focus on sustainable AI integration, faculty development, and improved student outcomes.

This project will transform FIN 121-Intermediate Financial Management course, a required course for undergraduate business majors, by incorporating state-of-the-art Generative AI (GenAI) tools to enhance students’ critical thinking skills and equip them with the competencies required for AI-driven workplaces. The initiative will demonstrate GenAI applications in financial analysis, deepen comprehension through guided and interactive prompt engineering, and develop quantitative reasoning and deductive skills. To achieve these objectives, we will design innovative lessons and assignments where students collaborate with AI to conduct financial analysis and learn how to evaluate AI-generated outcomes. Our formative and summative assessments will measure students’ ability to distinguish appropriate AI assistance from over-reliance on AI and potential AI hallucinations. The revamped course will include new modules on Fintech, Blockchains, and ethical frameworks for responsible AI use in financial decision-making. The team will develop zero-cost course materials and share them across CSU communities via CSU AI Commons.

The MCJ Innovation Lab is a faculty-led initiative within the Media, Communications and Journalism (MCJ) Department at Fresno State, aiming to develop scalable, equity-focused curricular models that integrate emerging technologies, such as AI, data visualization, and immersive storytelling, into undergraduate media journalism education. Grounded in the department’s newly developed Learning Goal 6, the project will engage students in critically analyzing AI-assisted and generated content in media production and reflecting on ethical implications in journalism, advertising, and multimedia storytelling. Faculty will co-develop assignments, rubrics, and workshops that promote learning with and through AI—never in place of critical thinking or creativity. The project spans GE and upper-division courses and will produce an open-access toolkit and digital showcase on CSU Commons, offering a replicable model for AI literacy and ethics across the CSU system.

This project addresses the “GenAI and Expertise Paradox,” (Mishra, 2025) where reliance on generative AI tools can lead to fluent but shallow responses, hindering critical thinking and metacognitive skills. In response, we propose redesigning READ 290: Critical Reading, Thinking, and Literacy, a GE course that enhances students’ critical thinking skills with academic texts. Taught in English and Spanish, using bichronous online and in-person formats, and serving a diverse student population, including first-year and EOP students, the redesign will use Design Thinking principles, to embed ethical, reflective, and intentional AI use, fostering a new culture of thinking, learning and being. With 40+ sections and 1,300 students annually, including 54% Latinx, 19% Asian, 13% White, 6% Black, and 8% other or mixed racial backgrounds, READ 290 offers a scalable platform for AI-driven innovation in critical thinking.

This proposal reimagines AI integration in STEM education through a student-centered and scalable approach. Across high-impact, equity-challenged courses, student collaborators will co-design AI-infused assignments tailored to real classroom challenges they face. Each activity will be tested through a randomized controlled trial, comparing AI and non-AI strategies matched to identical learning objectives. Instructors and students will partner to develop these interventions and analyze their effectiveness through a rigorous, data-driven process. Classroom implementation will foster peer dialogue around AI's capabilities, limitations, and ethical use—broadening AI literacy across diverse student populations. Deliverables include a public repository of AI-infused assignments, a CSU AI Commons toolkit with co-creation protocols and ethical use guidelines, and a cross-course implementation playbook for faculty replication. By embedding AI into inclusive pedagogy and critical inquiry, this project empowers ethical, equitable, and transformative teaching and learning across the CSU system.

The accelerating presence of artificial intelligence (AI) in daily life demands that instructors and students not only understand the technical capacities of AI but also develop critical frameworks for evaluating its influence on practices of thinking, research, writing, and historical narratives.  Through a series of collaborative and interactive workshops for History faculty, we propose to redesign the lower-division general education U.S. history survey courses at CSUF (HIST 170A, HIST 170B, HIST 180, HIST 190) to ethically integrate AI literacy and critical thinking skills through learning about AI tools in Fall 2025, and then designing and testing innovative instructional models, assignments, and assessments in Spring 2026. Over 20 faculty collectively teach on average 40 sections of the U.S. history survey each semester. They will be invited to participate, which could potentially impact up to1,600 students every semester.

This project redesigns two core geography courses at Cal Poly Humboldt—GEOG 100 and GEOG 310L—to integrate AI literacy, ethical reasoning, and critical thinking across the curriculum. GEOG 100 will embed AI as a semester-long focus, encouraging students to examine its societal, environmental, and epistemological impacts. GEOG 310L will introduce AI-supported tools for research communication and digital storytelling. The project also includes two public-facing resources: a faculty video tutorial series and a curated archive of student-created videos reflecting evolving perspectives on AI. Designed for scalability across the CSU system, this initiative promotes responsible, reflective, and future-ready engagement with emerging technologies.

This project establishes applied storytelling as a core interdisciplinary critical thinking skill using AI. It launches a flagship “Applied Storytelling” course for the Applied Humanities major and develops adaptable storytelling “plug-ins” for Critical Thinking (Area 1B) courses and related curricula across all three Colleges at Cal Poly Humboldt. A key component is a diverse Faculty Learning Community (FLC) that explores and implements AI-enhanced storytelling techniques within disciplines. This collaborative effort positions storytelling as both a pedagogical tool and a career-relevant competency. ATLAS empowers students to engage AI critically and ethically through narrative-based learning, aligning with the CSU AI Educational Innovations Challenge. The project defines discipline-specific AI storytelling literacies and strengthens critical thinking skills, preparing students to use AI storytelling tools ethically and effectively in a rapidly changing professional landscape.

This proposal addresses the critical issue of teacher attrition in the United States (US), where 44% of teachers leave the profession within five years. The educational system faces a shortage of teachers, projected to reach 200,000 by 2026. To combat this crisis, this submission proposes developing an AI chatbot, BeachTeach, that supports student teachers and novice teachers both during and after their Teacher Education Program. The chatbot embodies deep learning by providing faculty-vetted resources rather than circumventing critical thinking. It offers emotional check-ins with mental health resources and academic support for classroom challenges. For faculty, it provides emotional support plus data-driven insights about student concerns. By modeling ethical AI use, BeachTeach empowers future educators to incorporate AI responsibly into their teaching. This innovation extends support beyond program completion without burdening faculty, helping graduates persist successfully in their teaching careers and addressing the US teacher retention crisis.

During the research process, we teach students to “read laterally,” an analytical process used to verify source credibility. The process guides students to fact-check and expand upon source claims as they read and analyze the original text by finding external sources that confirm and/or complicate the claims of the original text. This is a crucial critical-thinking strategy embedded in the research process, one that encourages ethical research practices.  While many educators fixate on Generative AI as an essay plagiarism mechanism, we cannot ignore the increasing use of chatbots, such as ChatGPT and CoPilot (LLMs), during information gathering as an amalgamation of search engines and a trustworthy answer-generator. As a result, many students abandon traditional library databases in their research process, relying on chatbots instead to discover sources. We see this as an opportunity to introduce students to Lateral Research, guiding them to use both chatbots and library databases in tandem, examining the inherent biases in Generative AI algorithms while embracing innovative ways that this technology can simplify and even enhance the research process--becoming co-researchers with LLMs in the process.

This initiative promotes AI literacy by integrating AI instructional materials into undergraduate business courses, specifically, IB 300 International Business and MGMT 406 International Business Policy. The content includes a suite of current, relevant, engaging, and scalable learning activities, assignments and other resources that instructors can use to enhance learning and stimulate student engagement in the classroom. All the instructional materials are developed using the transparent assignment template from Mary-Ann Winkelmes, and informed by the Research Libraries Guiding Principles for Artificial Intelligence to support an inclusive learning environment and student performance. Further, the materials are designed using Bloom’s Taxonomy for easy integration into course curricula and include step-by-step instructions and evaluation rubrics to ensure AI tools strengthen critical thinking and communication skills. By creating accessible and adaptable educational resources, this project aims to stimulate and enhance classroom adoption of AI tools, promote the dissemination of AI literacy among faculty and students, and contribute to the CSU AI Commons.

ThinkMate Edu will be a CSU-grown educational initiative designed to reframe AI use in higher education as a structured, faculty-guided learning environment. For simplicity, it will be referred to as “ThinkMate” throughout this proposal. Developed in-house, ThinkMate will transform generic AI interactions into purposeful, discipline-specific practice in critical thinking, ethical reasoning, and reflective analysis. Through faculty-provided context and scaffolded prompts, students will analyze, reflect, and develop cognitive skills essential to both academic success and future workforce readiness.Rather than delivering direct answers, ThinkMate will support personalized, judgment-free learning where students can engage iteratively and at their own pace. Faculty will design and configure ThinkMate environments to align with course and program-level outcomes, while mitigating bias and reinforcing academic integrity.

Cal State LA’s Center for Effective Teaching and Learning proposes a Faculty Learning Community (FLC) to address faculty concerns about artificial intelligence and academic integrity. Running from September 2025 to April 2026, the FLC will support 8–15 cross-disciplinary faculty in developing AI-informed, ethics-focused pedagogy. Participants will explore minimizing AI-facilitated cheating, apply ethical decision-making frameworks, and create assignments aligned with AI literacy standards. Key deliverables include a custom GPT trained on FLC materials and a tip sheet on incorporating disciplinary ethics into instruction, both to be shared via the CSU AI Commons. Assessment will include pre/post surveys measuring growth in AI literacy, critical thinking, and ethical use. By centering ethics and integrity, this project empowers faculty and students to engage with AI responsibly and reinforces higher education’s role in fostering thoughtful, human-centered technology use.

The AI-Enhanced STEM Supplemental Instruction Workshops project at CalStateLA aims to expand and improve student success in challenging first-year STEM courses by integrating generative AI tools, specifically ChatGPT, into Supplemental Instruction (SI) workshops. By leveraging AI, the project addresses the limitations of traditional collaborative learning environments, providing personalized, real-time feedback and guidance. This approach helps students overcome barriers related to varied academic preparation, increasing engagement, academic performance, and self-directed learning skills. A mixed-methods evaluation will assess the project's impact on academic achievement, student engagement, ethical AI usage, and social-emotional well-being, facilitating continuous improvement and scalable adoption across broader educational contexts.

This project integrates AI tools into a redesigned Psychology Capstone course at CSU Monterey Bay, offering a strategic and scalable model for embedding AI literacy at the point of graduation. Capstone is the ideal stage for this work, as students have completed foundational coursework and are prepared to engage with AI tools in sophisticated and discipline-specific ways. The course applies and further builds students’ skills in critical thinking, creativity, and ethical reasoning on AI use, which position them to graduate with the ability to critically evaluate AI outputs, develop original inquiries, manage independent projects, and reflect on responsible AI use in various fields of psychology, such as science and clinical jobs.
Students will use CSU-supported and freely available tools, i.e. ChatGPT Edu, Scite.ai, Microsoft Copilot, Google Gemini, Canva, Goblin.tools, and Seeds of Empowerment, to complete a final project proposing a new use or improvement for an AI tool, or writing a scientific commentary on ethical application. This capstone model offers a practical, and immediate high-impact strategy for graduating students with AI literacy and professional readiness, and provides shareable resources for CSU faculty to adapt the framework in other social science disciplines.

This project includes four independent courses integrating Al literacy while meeting GE requirements in Areas 1 and 4. Students can take one or more of these stand-alone courses to learn about Al in academic and professional settings. Courses integrate research skills, critical thinking, ethical decision making, reflective learning, and case-based exploration of Al's impacts on self, society, equity, and the workplace.  Each course will include Al self-study materials to equip students with specific, course-level technology knowledge.

With rapid AI advancements, Educator Preparation Programs (EPPs) need to train future educators on ethical AI instruction in their 6-12 classrooms. This proposal will revolutionize the Secondary Education Program at CSUMB (serving as a model for other secondary ed programs across CSU) by embedding various AI tasks throughout all seven of the program's core courses. These tasks will highlight ethical uses of AI and how to teach AI within 6-12 classrooms; tasks include, but not limited to: AI exploration and reflection, assignments with integrated AI components, utilizing teacher-created AI tools for instructional planning, and integrating AI when teaching critical thinking/literacy/writing to 6-12 students. To infuse AI into each of seven courses we will follow framework provided by International Society for Technology in Education (ISTE) which supports EPPs training preservice teachers to effectively integrate AI-powered instructional tools while focusing on equity, ethics, and culturally responsive teaching in 6-12 classrooms.

This project will develop and pilot a standards-based, curriculum-aligned AI language partner that engages students in level-appropriate conversation and role-playing built around instructor-supplied content to support student-centered learning. During conversation, students interact with the partner exclusively in Japanese, choosing either voice or text to match their learning preferences. At the end of each session, the tool provides immediate feedback to encourage deeper understanding and critical thinking about Japanese language use. A functioning version of the tool will be developed in Summer 2025 and piloted across multiple levels of Japanese, including lower-division General Education and upper-division courses for majors, during the 2025–2026 academic year. Designed with scalability in mind, the project supports ethical, accessible, and meaningful AI integration and establishes a framework for future expansion to additional language skills and other world languages at CSUN or elsewhere in the CSU.

This proposal tackles critical disparities in mathematical preparation and learning faced by students in introductory physics courses at California State University, Northridge (CSUN). By integrating artificial intelligence (AI) tools with trusted textbook resources, the project provides underprepared students a pathway to strengthen their math skills while helping all students engage more deeply with physics concepts. The system features three core components: an AI-guided mathematical foundation builder, AI-textbook companion for conceptual understanding, and AI-driven feedback on handwritten solutions. Structured tutorials will teach students to use AI for exploration, reasoning, and reflection—not simply to get answers. In-class, AI-free assessments will validate genuine learning and mastery. By building mathematical fluency, enhancing textbook engagement, and addressing preparation gaps, this scalable, equity-driven model offers a powerful approach to strengthening physics education at CSUN and setting a standard for STEM success.

This project will bring digital-twin technology—data-driven virtual models that update in real time—into CSU undergraduate teaching. Upper-division students in Biology, Computer Science, and Manufacturing Systems Engineering will capture multispectral plant images and equipment sensor streams, train machine-learning models in Python, and validate predictions against new measurements. The resulting plant and manufacturing twins will migrate to high-enrollment general-education courses, where non-majors adjust virtual light, temperature, or energy settings and compare the twin’s projections with hands-on classroom observations. Throughout, students use ChatGPT EDU, Google Gemini, and NRP Nautilus HPC for documentation, prompt-engineering, and scalable training, while reflection prompts aligned to the Research Libraries Guiding Principles for AI cultivate ethical insight. All code (MIT License) and curriculum micro-units (CC BY 4.0) will reside in CSU AI Commons, enabling any campus to adopt or adapt the materials and propagating critical, responsible AI literacy across the system.

This project proposes a strategic redesign of EPC 315: Psychological Foundations of Learning, a foundational teacher education course and widely enrolled undergraduate elective at CSUN. The course will embed AI literacy and ethical use of generative tools into instructional content through critical analysis, reflective assignments, and scenario-based learning. Grounded in key elements of the ACRL Framework for Information Literacy—including Authority Is Constructed and Contextual, Information Creation as a Process, and Information Has Value—the revised course empowers students to interrogate AI tools in real-world classroom contexts. Students will use educational AI tools (e.g., ChatGPT, Diffit, Goblin Tools) to examine bias, authorship, data privacy, and equitable classroom integration. This proposal promotes student partnership, ethical decision-making, and interdisciplinary critical thinking to support inclusive teaching practices in AI-augmented educational spaces.

This project introduces first-year engineering students to the ethical, societal, and technical dimensions of artificial intelligence through a redesigned version of EGR 1000, the college’s foundational "First Year Experience" course. Students will learn to critically engage with and responsibly use existing AI tools—such as large language models (LLMs), code assistants, and data analysis platforms—to support research, writing, and engineering problem-solving. Instruction focuses on developing AI literacy, promoting transparency in tool use, and distinguishing between supportive and misleading outputs.

Students will investigate contemporary engineering challenges, examine case studies of past AI failures, and design their usage protocols through scaffolded assignments. In doing so, they will learn to analyze and audit systems that incorporate AI. The redesigned course will emphasize transferable strategies and technologies, supporting AI literacy not only within engineering but across disciplines.

Applied mathematics underpins success in advanced engineering disciplines, yet students often struggle to connect foundational concepts to real-world challenges. This project integrates AI tools into three pivotal engineering courses—CHE2851 (Applied Math), ME2191 (Mechanics of Materials), and CE5515 (Infrastructure Reliability) in order to transform math-intensive learning. By combining AI-driven simulations (e.g., Wolfram Mathematica, ANSYS Discovery) with structured critical thinking exercises, students will bridge foundational math to advanced applications while auditing AI outputs for bias and validity. Developed with inputs from industry partners (Chevron, AVEVA, Fluor), the modules will be shared via the CSU AI Commons to enhance retention, ethical AI literacy, and workforce readiness. The project directly addresses AIEIC goals by ensuring students learn with (not from) AI, redesigning curricula for equitable AI use, and scaling adaptable frameworks across STEM disciplines.

Artificial Intelligence adoption amplifies decision impacts, automates processes at scale, and introduces new complexities like algorithmic bias and lack of transparency. Preparing future professionals requires an integrated approach to critical thinking about AI capabilities and their ethical use. This proposal seeks to enhance college freshmen's awareness and use of Generative AI by integrating six new modules: Introduction to AI, Prompt Engineering, AI for Research, AI for Design, Agent AI, and AI Ethics into two major-required foundational courses: CIS 1010 for business students and CE 1001 for civil engineering students.  The modules, developed collaboratively by the Computer Information Systems and Civil Engineering departments, promote interdisciplinary learning and can be adapted across academic programs. The initiative aims to equip students with practical, responsible AI skills, foster early engagement, and improve retention. Embedding AI education into foundational courses prepares students for an increasingly AI-driven world while encouraging innovation and collaboration across disciplines.

This project will result in two pedagogical interventions and an integrated tutor-faculty training model. The interventions will embed generative AI in writing courses across the curriculum, while the training model will offer a replicable structure—workshops, protocols, and instructional guides—for teaching with AI thoughtfully and ethically. Grounded in the belief that students need structured opportunities to engage critically with AI, this project builds on research in
critical thinking and information literacy. This project aims to strengthen students’ ability to use AI as a critical collaborator—not a replacement for human thought.

This project will integrate AI literacy and workplace skills into 26 GE and major courses in the Health Professions Departments. AI literacy competencies will be integrated into course learning outcomes, activities, and assessments using real world problems in health care that enable students to develop authentic workplace skills. encies into their course.

Large Language Models (LLMs), such as ChatGPT, are unable to solve problems based on proprietary information. To perform domain-specific tasks, software engineers need to interact with LLMs through computer programming, which is a critical new skill in the high-tech job market. This proposed work will incorporate this important topic into an upper division undergraduate computer science course, covering Langchain framework, vector databases, and hands-on programming for diverse learners. Students will experience the balance of power and control when working with LLMs, nurturing a deeper understanding of responsible AI usage. This project will use open source software and be highly replicable by other CSU campuses. Students who complete the course will be able to implement LLM-driven applications to solve real-world problems. This project will prepare our students to be competitive in AI-driven workplaces.

This project will develop and implement six AI-integrated courses within CSUSB’s Marketing, Sports & Entertainment, and Hospitality Management programs within the Marketing Department. By embedding AI tools, ethical reasoning, and critical thinking across core and applied courses, students will gain hands-on experience analyzing real-world data and applying AI-driven insights. The curriculum redesign will align learning outcomes with responsible AI frameworks, preparing students to lead ethically in AI-enhanced industries. The initiative also supports faculty development, interdisciplinary collaboration, and long-term scalability across the CSU system. Expected outcomes include enhanced student engagement, portfolio development, industry readiness, and expanded faculty innovation. Project findings will be shared through national conference presentations, scholarly publications, and campus workshops to promote broader adoption of AI-integrated, ethics-focused curricula.

This project creates innovative AI-driven virtual patient scenarios and interactive chatbot models tailored for Nutrition and Health Science courses at CSUSB. Students will engage in immersive, dynamic patient-care simulations, actively applying diagnostic reasoning, ethical decision-making, and effective communication strategies. A crucial secondary focus is developing student capabilities to critically evaluate AI-generated interactions, addressing validity, reliability, and ethical implications in AI healthcare applications. This initiative significantly enhances students’ AI literacy and professional readiness, preparing them as informed, ethical practitioners in increasingly AI-integrated healthcare environments. The developed materials, assignments, and assessment methods offer scalable, replicable instructional resources, enhancing educational outcomes across CSUSB and potentially system-wide CSU programs.

Cal State San Bernardino’s Faculty Center for Excellence proposes a multidisciplinary initiative in which twelve faculty members will redesign undergraduate courses to integrate AI literacy, critical thinking, and ethical AI use. Courses will embed AI-supported strategies such as research topic development, argument analysis, evaluation of AI-generated content, and data modeling. 
Students will learn to use generative AI tools effectively while developing the capacity to question outputs, reason ethically, and apply AI responsibly within disciplinary contexts. This initiative aligns with AIEIC priorities by advancing ethical, innovative teaching and deep cognitive engagement with AI.

The CTL is proposing a four-day synchronous online workshop in which we teach AI literacy to SDSU faculty. This workshop will be a version of the AI Retrofit course developed at CSU Chico, where it has been offered successfully multiple times. The SDSU AI Retrofit will serve fifty faculty members, placing an emphasis on adapting pedagogical practices for the changing landscape of higher education. While any instructor may apply, CTL will encourage departments, schools, and colleges to nominate representatives: our primary goal is a “teach the teachers” model that will train reps from across campus, who then return to their units to share what they learned, growing the number of faculty engaging with the curriculum. Additionally, CTL will invite the instructors of first- and second-year GE courses with high enrollment, to ensure maximum benefit to our students. Merits of the program: quick start, iterable, faculty-focused, high impact.

This project supports the ethical, critical, and pedagogically sound integration of generative AI (GenAI) in writing instruction, with a primary focus on SDSU’s RWS 200 course, which satisfies the CSU critical thinking requirement. By engaging faculty and students in sustained inquiry around the affordances, constraints, and implications of GenAI tools, the project fosters a deeper understanding of writing processes, practices, and academic integrity with attention to large language models (LLMs). Through a combination of curriculum development, professional learning, and iterative assessment, the initiative will produce a flexible instructional framework, a faculty heuristic, and a set of best practices for AI use in writing courses in students' first year and beyond.

We will develop a scalable toolkit supporting intentional, faculty-led integration of AI at the curricular level. Designed for overhauling entire majors or programs, the Toolkit will help faculty embed AI competencies coherently and proactively—versus reactively or piecemeal, course-by-course. Its application will foster faculty ownership of AI-related curricular changes that support critical thinking, reduce gaps and redundancies, enhance program relevance for students, and boost workforce readiness. A taskforce of AI-knowledgeable faculty and students will, with expert support, develop the Toolkit in three stages: (1) Summer: Curricular redesign and AI fundamentals/literacies training plus interrogation of program-relevant data from SDSU’s AI Survey; (2) Fall: Toolkit design and stress-testing; and (3) Spring: Piloting, assessment, and further refinement. The final deliverable will enable units across the CSU to adopt a similarly strategic, whole-program approach to AI-related curricular upgrades.

Marketing Message Coach is a custom GPT-based instructional tool that supports AI-integrated learning in marketing communication. By incorporating a structured three-step learning model—prompt generation, AI-assisted feedback, and human-led revision—the tool fosters students’ AI literacy in communication, critical thinking, and ethical content creation. It aims to update learning outcomes for marketing majors by embedding “AI literacy in marketing communication” and “ethical content creation using AI tools”. Initially adopted across various marketing courses—including Social Media Marketing, Digital Marketing, and Advertising—the tool also caters to lower-division business communication courses that emphasize professional writing and strategic messaging. By including multiple real-world communication scenarios—from marketing-specific formats like social media posts to more general business tasks like professional emails and personal branding statements—this tool enables students to apply course concepts while learning to collaborate with AI responsibly.

This study aims to develop a new understanding of students’ writing processes by investigating how students use GenAI when they draft assignments in lower-division and Graduate Writing Assessment Requirement (GWAR) courses. Writing instructors for lower division and GWAR courses will join a faculty learning community and co-create teaching materials with their students to understand the writing process and inform writing instruction. Our findings will help the Center for Equity and Excellence in Teaching and Learning (CEETL) recommend changes to SLOs for writing-intensive courses, suggesting ways to include GenAI in the writing process; create transparent assignment templates and sample writing assignments using GenAI; use student-created artifacts to support writing faculty in redesigning assignments and instruction; and enable CEETL to make recommendations to campus AI literacy content developers in the tutoring center (TASC), library, and academic technology (AT).

This interdisciplinary project pursues the integration of artificial intelligence (AI) into design education through thoughtful, ethical, and creative means. Faculty from Graphic, Industrial, and Interaction Design at San José State University will collaborate to update foundational and intermediate course content, focusing on hands-on, project-based learning. The goal is to establish shared learning outcomes, concrete ethical guidelines, and case studies for student work and classroom instruction that prepare students to be leaders in future applications of generative AI in the design field.

This project advances a two-part initiative to integrate generative AI into writing instruction at San José State University. Part 1 involves the redesign of two foundational GE writing courses—English 1B and English 2—to embed AI literacy, critical thinking, and ethical authorship through assignments that include AI-human co-writing and multimodal digital storytelling. Part 2 offers a faculty workshop series, Teaching AI for Writing Instructors – Leveraging ChatGPT, Grammarly, and Google Gemini, which trains 20–30 instructors across disciplines to responsibly integrate AI into their courses. All modules, assignments, and policy templates will be shared across the CSU system. The project prepares students to be reflective digital citizens and supports faculty in creating equity-minded, scalable instruction grounded in ethical AI use.

This project integrates Generative AI (GenAI) into BUS3 189, the undergraduate business capstone course at SJSU, and proposes a CSU-wide repository of AI-generated and searchable case studies. The course component uses GenAI to generate multiple unique fictional business cases tailored to weekly strategic management topics.  Students analyze AI-generated case responses and refine prompts, enhancing their understanding of both strategic theory and GenAI's capabilities and limitations.  An experimental design will assess the learning impact across three class sections with varying exposure to GenAI and prompt design.  If the results show promise, I propose helping the Chancellor’s Office Academic Technology Services team create a searchable repository of AI generated cases and associated prompts hosted at the CO and accessed through the CSU AI Commons webpages.

This is a collaborative project between the San José State University Writing Across the Curriculum program and the University Writing Center. We propose to develop and deliver a faculty professional development workshop on the potential uses of AI in writing and writing-intensive classrooms. In the first part of the workshop, participants will learn how to use a variety of AI tools and then use them to complete a short writing assignment. In the second half of the workshop, participants will critically reflect on their experience using those tools, then revise course syllabi and develop new and innovative writing assignments that teach students how to ethically and productively integrate AI into their own writing processes. This project will directly impact more than 1,000 students over the one-year course of this project.

Our project will produce two shareable Canvas modules and supporting materials for students and faculty to develop critical competence with AI in any GE Area A3 Critical Thinking course. Through guided systematic experimentation with several LLMs and LLM-based tools, such as NotebookLM, students explore not only the scope of what AIs do well, but also the ethical, environmental, and social impact of using AI. One module focuses on informal fallacies of reasoning, the other on the analysis of deductive arguments using truth-functional logic. Because our project uses open-source materials we will create, it easily scales across the entire CSU and even the CCC system. The construction, revision, and deployment of our modules involves student research assistants at every stage. Once developed, the modules will undergo in-class testing at Cal Poly SLO and will be peer-reviewed by CSU colleagues at other campuses. Modules will be revised accordingly before publication.

We propose an AI-powered approach to experiential learning for laboratory courses in Computer Science, Software Engineering, and Industrial and Manufacturing Engineering at Cal Poly. This framework combines autonomous "agents" with generative AI tools (ChatGPT, Gemini, CoPilot, …) into modular, collaborative lab exercises. In the role of system designers, students build, test, and refine intelligent agents into a larger, real-world-inspired system. This process helps them develop critical skills in systems thinking, technical problem-solving, and ethical decision-making with AI. The framework supports faculty in creating scalable, discipline-relevant lab modules that align with Cal Poly’s "Learn by Doing" philosophy. For this proposal, our framework is applied to two disciplines, CSSE and IME. However, its principles apply to other disciplines with laboratory courses. This effort addresses the CSU AIEIC’s mission to deepen student engagement and prepare them for an AI-driven workplace.

The purpose of this project is twofold: 1) to distinguish helpful and ethical uses of generative AI for writing argumentative research essays, and 2) to develop pedagogical best practices for teaching students those uses. Generative AI (OpenAI’s ChatGPT.edu) will be integrated into a structured writing process across three course sections of PHIL 300 (Philosophical Research and Writing) taught at Cal Poly SLO in the fall, winter, and spring terms of the 2025–26 academic year. Philosophy faculty instructors and a faculty development writing instruction specialist will collaborate to design assignments, evaluate student learning using AI-supported analyses, and produce a suite of instructional resources. The outcome will be a set of replicable practices to support CSU instructors in guiding students to use generative AI responsibly and effectively for argumentative essay writing.

This project pilots the integration of generative AI tools into CRP 303: Digital Cities, an asynchronous online general education course with ~150 students from diverse majors. The study evaluates AI's impact on three instructional dimensions: (1) course delivery, using Synthesia to produce AI-generated avatar lectures; (2) student assignments, through ChatGPT-supported discussion activities that include co-creation logs; and (3) assessment, by embedding automated grading and feedback via Gradescope. Each module in the course falls into one of three formats: AI-supported, non-AI-supported, or a mixed-choice format in which students decide whether to engage with AI tools. This design allows for comparative analysis of learning outcomes, engagement, the influence of diverse learners, and ethical considerations across all conditions. The findings will inform scalable, equity-focused models for integrating AI into high-enrollment general education courses systemwide.

Critical Futures proposes an interdisciplinary framework for integrating GenAI in the American Indian Studies program at CSU San Marcos. Indigenous artistic expression, storytelling, and media creation represent vital components of cultural sovereignty and knowledge transmission. Grounded in Indigenous knowledge systems, it places emphasis on integrating AI tools within arts and media-focused courses and assignments, creating innovative opportunities for students to explore the intersection of traditional expression and emerging technologies while guiding students in developing ethical reasoning, critical thinking, and digital citizenship. Central to the project is the development of an "Indigenous AI Media Ethics Framework” addressing the growing influence of AI in creative fields while centering Indigenous aesthetic traditions, storytelling approaches, and visual sovereignty. By preparing students to be critical and ethical users of AI, we equip them to shape emerging digital landscapes in ways that honor and amplify Indigenous perspectives rather than perpetuating colonial patterns of appropriation and misrepresentation.

This proposal addresses crucial needs for faculty by providing scalable campus-wide professional development on Generative AI (GenAI) in teaching & learning for a consistent and sustainable pathway towards curricular redesign and innovation. Using a “train-the-trainer" faculty champion approach for each college to balance campus-wide needs while attending to disciplinary specifics, this program guides faculty to consider student learning outcomes through assignment alignment and assessment strategies that promote student-centered learning experiences grounded in critical thinking, career readiness, digital literacy, and transparency. Faculty will explore GenAI topics such as prompting, hallucinations, and unpack the ethical and student career implications facing higher education. Sessions will also include training on how to use enterprise level GenAI tools provided by the campus and CSU system and developing GenAI tools for faculty teaching work such as creating course-specific personalized AI agents and chatbots connected to the Learning Management System.

This project (AI-Ready) seeks to integrate Generative AI (GenAI) and Digital Citizenship student learning outcomes into CSUSM’s First-Year Seminar (FYS), University 101, offered by First-Year & University Programs (FYUP) in the Office of Undergraduate Studies (OUGS) - reaching over 85% of CSUSM students in their first year.  With a focus on faculty-student collaboration, AI-Ready strengthens students’ critical thinking and digital literacy skills upon entry to the university.  Through coordinated FYS faculty training and cross-divisional and interdepartmental collaboration, FYUP will engage first-year students in the critical analysis and application of AI tools (e.g. OpenAI & MS Copilot), highlighting their ethical and innovative uses, thereby preparing them for a GenAI-driven workforce.  AI-Ready further aims to align with sister-CSU AI initiatives and to be a replicable model for campuses across the CSU system.

Sonoma State University proposes developing a modular instructional framework for General Education Area 1B (Critical Thinking) courses, applicable across disciplines. This project will produce three integrative modules that foreground ethical AI literacy, logic, and bias detection in generative AI. Modules will be adaptable to Philosophy, Communication Studies, English, Political Science, Computer Science, and other critical thinking courses. Building on existing faculty development work and a prior multi-campus grant initiative, we will fund instructors to develop materials and support implementation through workshops, instructor training guides, and assessment tools that foster student reasoning and ethical awareness in AI contexts. Each module will support signature assignments aligned with CSU GELOs. By Spring 2026, materials will be distributed systemwide via CSU AI Commons and Canvas Commons, enhancing AI-infused pedagogy for the CSU's diverse student body.

In this Artificial Intelligence Educational Innovation Challenge proposal, I will develop innovative instructional strategies to ethically and creatively integrate AI into a large Ethnic Studies/Film class, "The Civil Rights Movement." This class, which addresses Civil Rights Movements among African Americans and Native Americans, extending to Asian American, Latine, and LGBTQ communities, women, individuals with disabilities, and older Americans, is leadership- and community- focused. AI offers rich opportunities to "interact" with historical figures and compose conversations, scripts, still and animated images, and videos; it also offers opportunities to conduct deep research and access archival materials, and its use will enrich and personalize student comprehension and agency. This project will integrate student input. Lessons in the course will implement the information literacy framework, critical thinking strategies and ethical principles found in the Research Libraries Guiding Principles for AI and the Ethical Principles Framework for Higher Education.

Stan State and other CSUs are engaging in Collaborative Online International Learning (COIL) projects that pair CSU courses with courses at colleges throughout the world. Communication is often challenging, as faculty and students have different levels of literacy in the language(s) of instruction and interaction. Translation by AI tools can help to alleviate communication challenges, but must be utilized critically. This project includes: (1) creation of tutorials and resources related to AI translation, and use of AI in cross-cultural/cross-national activities; (2) creation and implementation of a fall 2025 learning community of faculty and their student teaching assistants to support development of COIL projects that integrate AI translation tools and critical AI activities; (3) implementation of the COIL projects in Spring 2026; and (4) assessment/evaluation of the resources, learning community, and COIL implementation. AI tutorials, course/COIL development resources, and videos highlighting course projects will be posted online.

This proposal will pilot AI capacity building in education using the PK-3 Credential Program as a test site for curriculum and instructional design. This will be in conjunction with existing partnership with the Warrior Fab Lab in utilizing its tools and resources with integrating AI tools, ethical understanding and communication skills, especially through the development of instructions, projects and workshops that can support and be made availability to the entire Stan State community.

Collaborative Creation is a new course in which students co-create a one-act musical in partnership with artificial intelligence. Students will use generative AI tools - including ChatGPT, Perplexity, AIVA, and Suno - to collaboratively develop, refine, and stage original theatrical work. The course integrates hands-on creative practice with critical inquiry, as students engage in ethical reflection, analyze the boundaries of human and AI authorship, and navigate contemporary copyright and content ID processes. End products include a fully staged one-act musical, documentation in the form of a musical score and video demos of scenes and songs, and open educational resources for CSU-wide adaptation. Designed for scalability, the course can also serve as a creative arts general education offering accessible to students from any discipline. This project models innovative, responsible, and replicable approaches to AI-integrated teaching and learning in the arts.

Recognizing the profound impact Generative AI is having on writing instruction, Stanislaus State's English Department proposes a comprehensive revision of foundational General Education writing courses: First-Year Composition and Critical Inquiry. This project aims to integrate AI literacy and ethical AI engagement throughout the curriculum, equipping students with essential competencies such as prompt engineering, evaluation of AI-generated content, understanding algorithmic bias, and upholding ethical standards. The project involves curriculum redesign and faculty professional development to foster shared approaches to teaching AI literacies. This project will help prepare students to be empowered and ethical creators and consumers of AI-driven information. Project coordinators include the department chair, the writing program director, and faculty knowledgeable of AI.