Artificial Intelligence Meets Human Intelligence in the Computer Science Classroom

At Fordham University, the integration of artificial intelligence (AI) into the computer science curriculum is shaping the future of technology education. While AI can generate computer code rapidly, human intelligence (HI) remains indispensable. Faculty emphasize that understanding AI's limitations is integral to the training of computer scientists. Daniel Leeds, PhD, chair of the Department of Computer and Information Science, highlights the importance of teaching students to recognize and correct AI-generated code that may appear valid but is flawed.

Students learn to responsibly harness AI by engaging with sizable programs that incorporate data mining and machine learning fundamentals. This foundational knowledge equips them to develop better AI systems in the future. Courses in artificial intelligence have garnered strong student interest, reflecting the field's dynamic evolution over the past decade.

Research projects further expose students to AI's shortcomings and biases, like those found in image generation algorithms. For example, one student examined bias against heavier individuals, while others focused on disparities related to race, gender, and disability. Innovative approaches, such as combining AI with traditional mathematics, showcase how AI can enhance efficiency in various applications, including drug discovery.

By using AI as a tool for understanding programming concepts, students can refine their decision-making abilities. Upcoming seminars on the intersection of AI and quantum computing will deepen their expertise. As the field continues to evolve, students are prepared for the job market despite periodic fluctuations in demand for computer science professionals, demonstrating the ongoing relevance of a robust computer science education.

SYLACAUGA, Ala. – The Sylacauga City School system is advancing its instructional technology initiatives by integrating artificial intelligence (AI), blended learning, and strategic partnerships to enhance teaching and learning across the district.

In recent years, Sylacauga City Schools have implemented various strategies aimed at empowering educators, improving student outcomes, and ensuring responsible technology use. The school board's commitment to digital literacy for both staff and students has been crucial in this initiative.

Central to this development is comprehensive professional training in blended learning, where teachers from different grade levels engage in hands-on sessions. They focus on creating student-centered learning environments, personalizing instruction with digital platforms, and using AI tools for planning and feedback, all while promoting digital citizenship.

This professional development aligns with Alabama’s State Courses of Study and boosts teacher confidence, supporting the district's vision for innovation and continuous improvement.

To ensure responsible AI integration, a District AI Integration Team has been established, comprising instructional technology staff, curriculum leaders, administrators, and classroom teachers, led by Superintendent Dr. Michele Eller and Elementary Program Specialist Dr. Jaclyn Rivers. Their mission includes developing district-wide AI guidelines, providing training, and identifying impactful AI applications that alleviate educator workloads.

Collaborations with organizations like Digital Promise and the International Society for Technology in Education facilitate customized professional learning, coaching support, and access to the YourWay AI platform. This platform enables teachers to create tailored materials, enhancing personalized learning.

These collective efforts are rejuvenating classrooms, allowing teachers to streamline administrative tasks and deliver more engaging education, ultimately preparing students for a digitally-driven future.

Two Cedarville University business faculty members have received national recognition for their efforts in promoting ethical artificial intelligence (AI) use in online education. Their work highlights a framework designed to preserve human presence, academic integrity, and moral responsibility within digital learning environments, especially as Cedarville expands its online undergraduate programs.

Alina Leo, assistant professor of management, and Dr. John Delano, associate dean of the Robert W. Plaster School of Business, were honored by the Christian Business Faculty Association for their impactful paper, “CTRL + ALT + ENGAGE: Rebooting Online Learning with Artificial Intelligence.” This recognition came during the 2025 Christian Business Faculty Association Conference held in Cleveland, Tennessee.

During their research, Leo and Delano gathered student feedback and addressed faculty concerns regarding online course design, especially in the wake of the COVID-19 pandemic. They identified a crucial gap: the necessity for an integrity-focused model for online instruction amid the surge of AI enthusiasm. They developed the ENGAGE framework—an acronym for exact, noble, genuine, admirable, gracious, and exemplary—aimed at equipping educators with concrete strategies to facilitate timely feedback, authentic assessment, and a strong instructor presence while ensuring academic integrity.

Leo emphasized the unique opportunity in Christian higher education to merge technical capability with moral inquiry, asking critical questions about the ethical implications of AI. Their previous research laid the groundwork for this initiative, demonstrating a commitment to fostering responsible AI integration that supports student engagement and upholds human dignity. Through “CTRL + ALT + ENGAGE,” Leo and Delano continue to advocate for ethical frameworks in higher education's evolving landscape.

For many faculty members in higher education, discussions about artificial intelligence (AI) bring forth familiar concerns: time constraints, fears of diminishing critical thinking, and worries about data privacy. However, as universities begin to embrace generative AI, its integration into academia is becoming increasingly essential.

Practical guidance is vital for institutions navigating AI adoption. At Lipscomb University, grassroots initiatives are creating safe spaces for faculty to experiment with AI tools. This collaborative environment helps faculty process changes while promoting responsible use of AI, which many students are already employing to summarize readings, generate study prompts, and refine papers.

Concrete AI applications are making significant impacts. For instance, Arizona State University utilizes AI-powered tutoring systems for subjects like math and writing, while Georgia State University employs AI chatbots to handle routine advising questions, allowing staff to focus on complex issues. Lipscomb, Dartmouth College, and others have developed ethical frameworks to guide AI deployment in various disciplines.

The Center for Teaching and Learning at Lipscomb holds monthly workshops showcasing how AI can enhance pedagogy by generating prompts, structuring assignments, and identifying curriculum gaps. Institutions are efforts to foster innovation through AI literacy modules, as seen at the University of Florida and Northeastern University.

Further, at Northcentral Technical College, an AI framework assists faculty in evaluating how to meaningfully incorporate AI into their curricula. This approach is helping faculty view AI as a pedagogical partner, enhancing, rather than replacing, existing teaching methods.

Ultimately, effective AI integration deepens faculty-student interactions, with successful applications enhancing critical thinking rather than undermining it. As educators discover the advantages of AI, the outlook for classrooms continues to transform positively.