College Students Flock to a New Major: A.I.; The New York Times, December 1, 2025

 Natasha Singer, The New York Times; College Students Flock to a New Major: A.I.

"Artificial intelligence is the hot new college major...

Now interest in understanding, using and learning how to build A.I. technologies is soaring, and schools are racing to meet rising student and industry demand.

Over the last two years, dozens of U.S. universities and colleges have announced new A.I. departments, majors, minors, courses, interdisciplinary concentrations and other programs.

In 2022, for instance, the Massachusetts Institute of Technology created a major called “A.I. and decision-making.” Students in the program learn to develop A.I. systems and study how technologies like robots interact with humans and the environment. This year, nearly 330 students are enrolled in the program — making A.I. the second-largest major at M.I.T. after computer science.

“Students who prefer to work with data to address problems find themselves more drawn to an A.I. major,” said Asu Ozdaglar, the deputy dean of academics at the M.I.T. Schwarzman College of Computing. Students interested in applying A.I. in fields like biology and health care are also flocking to the new major, she added."

Fordham Offers Certificate Focused on AI Ethics; Fordham Now, November 17, 2025

 Alex Williamson, Fordham Now; Fordham Offers Certificate Focused on AI Ethics

"As new technologies like artificial intelligence become increasingly embedded in everyday life, questions about how to use them responsibly have grown more urgent. A new advanced certificate program at Fordham aims to help professionals engage with those questions and build expertise as ethical decision-makers in an evolving technological landscape. 

The Advanced Certificate in Ethics and Emerging Technologies is scheduled to launch in August 2026, with applications due April 1. The 12-credit program provides students with a foundation for understanding not only how technologies such as AI work, but also how to evaluate their social and moral implications to make informed decisions about their use. 

A Long History of Ethical Education

The program’s development was guided by faculty in Fordham’s Center for Ethics Education, which has been a part of the University community for roughly three decades. According to Megan Bogia, associate director for academic programs and strategic initiatives at the center, the certificate program was developed in response to a growing need for ethical literacy among professionals working with new technologies—whether that means weighing questions of bias in AI-driven hiring tools, navigating privacy concerns in health data, or understanding the societal effects of automation. 

“As technologies rapidly advance and permeate more deeply into our daily lives, it’s important that we simultaneously build up the fluency to interrogate them,” said Bogia. “Not just so that we can advance a more just society, but also so we can be internally confident in navigating an increasingly complicated world.”

Flexible Options for a Variety of Fields

Students will complete courses that examine ethical issues related to technology, as well as classes that provide technical grounding in the systems behind it. One required course, currently under development by the Department of Computer and Information Science, will cover artificial intelligence for non-specialists, Bogia said, helping students understand “all of the machinations of LLMs—large language models—so they can be fully informed interlocutors with the models.”

Other courses will explore questions of moral responsibility and social impact. Electives such as “Algorithmic Bias” and “Technology and Human Development” will allow students to dig more deeply into specialized areas. 

Bogia said the program—which can be completed full-time or part-time, over the course of one or two years—was designed to be flexible and relevant for students across a wide range of fields and career stages. It may appeal to professionals working in areas such as business, education, human resources, health care, and law, as well as those in technology-focused fields like data science and cybersecurity. 

“These ethical questions are everywhere,” Bogia said. “We’ll have learning environments that meet students where they’re at and allow them to develop fluency in a way that’s most useful for them.”

She added that Fordham is an especially fitting place to pursue this kind of inquiry.

“As a Jesuit institution, Fordham is well-positioned to be concerned and compassionate in the face of hard problems,” said Bogia. 

To learn more, visit the program’s webpage."

Power of traditional knowledge in modern education; Navajo Times, October 30, 2025

Harold G. Begay , Navajo Times; Power of traditional knowledge in modern education

"Re-envisioning humanity’s relationship to nature, authentic Native knowledge, and advancing scientific frameworks is deserving of rediscovery and serious attention. Our systemic traditional knowledge has always been our guiding light, deeply embedded in our worldview, our interpretation of the natural world, and its profound link to contemporary science.

Our schoolchildren and students deserve challenging academics to acquire the tools critical to re-envision humanity’s relationship with nature and to rediscover the importance of our authentic heritage, Native knowledge. It is important to reconsider, invest in, and deepen our understanding of humanity’s connection to nature, our authentic Native knowledge, and the advancement of scientific frameworks. These areas are worthy of renewed educational discovery and meaningful exploration."

Student cheating dominates talk of generative AI in higher ed, but universities and tech companies face ethical issues too; The Conversation, November 17, 2025

 Jeffrey C. Dixon, Professor of Sociology, College of the Holy Cross , The Conversation; Student cheating dominates talk of generative AI in higher ed, but universities and tech companies face ethical issues too

"Debates about generative artificial intelligence on college campuses have largely centered on student cheating. But focusing on cheating overlooks a larger set of ethical concerns that higher education institutions face, from the use of copyrighted material in large language models to student privacy.

As a sociologist who teaches about AI and studies the impact of this technology on work, I am well acquainted with research on the rise of AI and its social consequences. And when one looks at ethical questions from multiple perspectives – those of students, higher education institutions and technology companies – it is clear that the burden of responsible AI use should not fall entirely on students’ shoulders.

I argue that responsibility, more generally, begins with the companies behind this technology and needs to be shouldered by higher education institutions themselves."

Big Tech Makes Cal State Its A.I. Training Ground; The New York Times, October 26, 2025

 

 Natasha Singer

Visuals by Philip Cheung

, The New York Times ; Big Tech Makes Cal State Its A.I. Training Ground

"Cal State, the largest U.S. university system with 460,000 students, recently embarked on a public-private campaign — with corporate titans including Amazon, OpenAI and Nvidia — to position the school as the nation’s “first and largest A.I.-empowered” university. One central goal is to make generative A.I. tools, which can produce humanlike texts and images, available across the school’s 22 campuses. Cal State also wants to embed chatbots in teaching and learning, and prepare students for “increasingly A.I.-driven”careers.

As part of the effort, the university is paying OpenAI $16.9 million to provide ChatGPT Edu, the company’s tool for schools, to more than half a million students and staff — which OpenAI heralded as the world’s largest rollout of ChatGPT to date. Cal State also set up an A.I. committee, whose members include representatives from a dozen large tech companies, to help identify the skills California employers need and improve students’ career opportunities."

PittGPT debuts today as private AI source for University; University Times, August 21, 2025

 MARTY LEVINE, University Times; PittGPT debuts today as private AI source for University

"Today marks the rollout of PittGPT, Pitt’s own generative AI for staff and faculty — a service that will be able to use Pitt’s sensitive, internal data in isolation from the Internet because it works only for those logging in with their Pitt ID.

“We want to be able to use AI to improve the things that we do” in our Pitt work, said Dwight Helfrich, director of the Pitt enterprise initiatives team at Pitt Digital. That means securely adding Pitt’s private information to PittGPT, including Human Resources, payroll and student data. However, he explains, in PittGPT “you would only have access to data that you would have access to in your daily role” — in your specific Pitt job.

“Security is a key part of AI,” he said. “It is much more important in AI than in other tools we provide.” Using PittGPT — as opposed to the other AI services available to Pitt employees — means that any data submitted to it “stays in our environment and it is not used to train a free AI model.”

Helfrich also emphasizes that “you should get a very similar response to PittGPT as you would get with ChatGPT,” since PittGPT had access to “the best LLM’s on the market” — the large language models used to train AI.

Faculty, staff and students already have free access to such AI services as Google Gemini and Microsoft Copilot. And “any generative AI tool provides the ability to analyze data … and to rewrite things” that are still in early or incomplete drafts, Helfrich said.

“It can help take the burden off some of the work we have to do in our lives” and help us focus on the larger tasks that, so far, humans are better at undertaking, added Pitt Digital spokesperson Brady Lutsko. “When you are working with your own information, you can tell it what to include” — it won’t add misinformation from the internet or its own programming, as AI sometimes does. “If you have a draft, it will make your good work even better.”

“The human still needs to review and evaluate that this is useful and valuable,” Helfrich said of AI’s contribution to our work. “At this point we can say that there is nothing in AI that is 100 percent reliable.”

On the other hand, he said, “they’re making dramatic enhancements at a pace we’ve never seen in technology. … I’ve been in technology 30 years and I’ve never seen anything improve as quickly as AI.” In his own work, he said, “AI can help review code and provide test cases, reducing work time by 75 percent. You just have to look at it with some caution and just (verify) things.”

“Treat it like you’re having a conversation with someone you’ve just met,” Lutsko added. “You have some skepticism — you go back and do some fact checking.”

Lutsko emphasized that the University has guidance on Acceptable Use of Generative Artificial Intelligence Tools as well as a University-Approved GenAI Tools List.

Pitt’s list of approved generative AI tools includes Microsoft 365 Copilot Chat, which is available to all students, faculty and staff (as opposed to the version of Copilot built into Microsoft 365 apps, which is an add-on available to departments through Panther Express for $30 per month, per person); Google Gemini; and Google NotebookLM, which Lutsko said “serves as a dedicated research assistant for precise analysis using user-provided documents.”

PittGPT joins that list today, Helfrich said.

Pitt also has been piloting Pitt AI Connect, a tool for researchers to integrate AI into software development (using an API, or application programming interface).

And Pitt also is already deploying the PantherAI chatbot, clickable from the bottom right of the Pitt Digital and Office of Human Resources homepages, which provides answers to common questions that may otherwise be deep within Pitt’s webpages. It will likely be offered on other Pitt websites in the future.

“Dive in and use it,” Helfrich said of PittGPT. “I see huge benefits from all of the generative AI tools we have. I’ve saved time and produced better results.”"

Internet Archive Court Loss Leaves Higher Ed in Gray Area; Inside Higher Ed, September 9, 2024

 Lauren Coffey, Inside Higher Ed; Internet Archive Court Loss Leaves Higher Ed in Gray Area

"Pandemic-era library programs that helped students access books online could be potentially threatened by an appeals court ruling last week. 

Libraries across the country, from Carnegie Mellon University to the University of California system, turned to what’s known as a digital or controlled lending program in 2020, which gave students a way to borrow books that weren’t otherwise available. Those programs are small in scale and largely experimental but part of a broader shift in modernizing the university library.

But the appeals court ruling could upend those programs...

Still, librarians at colleges and elsewhere, along with other experts, feared that the long-running legal fight between the Internet Archive and leading publishers could imperil the ability of libraries to own and preserve books, among other ramifications."

Libraries announces July workshops for scholarly communications, copyright; Penn State, June 29, 2023

Penn State ; Libraries announces July workshops for scholarly communications, copyright

"Beginning July 11, Penn State University Libraries will offer virtual workshops on scholarly communications and copyright topics for students, faculty and staff. The workshops include a two-part Introduction to Copyright, a session on Penn State’s open access policy, and a workshop about copyright for authors of theses and dissertations.

Registration is free but required for all workshops. To register, please follow the links listed with each session, or contact Ana Enriquez, scholarly communications outreach librarian, at enriquez@psu.edu."

The future of open educational resources; Community College Daily, April 27, 2023

James Glapa-Grossklag is dean of educational technology, learning resources and online education at College of the Canyons (California).

Una Daly is director of the Community College Consortium for Open Educational Resources (CCCOER) at Open Education Global, Community College Daily; The future of open educational resources

"The future of OER is that it will not be the next big thing, but rather that OER will be a common way for students to freely access information, a tool in the enrollment management toolkit, and a commitment to equitable outcomes and collaborative teaching."

Free textbooks? It could soon be a reality at California’s community colleges; Capital Public Radio, March 14, 2023

Alyssa Story, Carmen González. Capital Public Radio; Free textbooks? It could soon be a reality at California’s community colleges

"California college students spend on average $938 per year on textbooks and materials, according to the California Student Aid Commission’s 2021-2022 Student Expenses and Resources Survey. 

One idea under consideration by the California Community Colleges Chancellor’s Office is to fund community colleges to produce their own textbooks. The system must decide how to spend $115 million in state funds set aside to reduce the burden of textbook costs. Every community college will receive $20,000 to design zero-textbook-cost programs and an additional $180,000 to implement them. Some colleges will also get larger, competitive grants. 

Colleges could spend the money on anything from publishing their own textbooks to using free, publicly available textbooks — known as “open educational resources” — created by professors at other schools. They could also simply give some students money to buy traditional textbooks."

Reducing the Choice Between a Textbook and Your Next Meal; UCFToday, March 6, 2023

James Paradiso,  UCFToday; Reducing the Choice Between a Textbook and Your Next Meal

"With textbooks and other required course materials proven to be costly, UCF faculty, staff and students have come up with creative, yet practical, solutions through the creation of Open Educational Resources (OER), a hub for free teaching, learning and research materials.

“There has always been a need for open educational resources in higher education,” says Nicole Lapeyrouse, a UCF chemistry professor and 2023 Affordable Instructional Materials (AIM) High Impact Award winner. “By adopting or creating OER, you are able to further support students by making your courses more affordable and helping reduce the financial burden on students.”

Isabella Griffin, a student in Lapeyrouse’s Chemistry Fundamentals I course, confirms those benefits.

“The free textbook has helped ease the financial burden associated with being a college student.,” she says. “Sometimes, high prices prevent students from having textbook access — to the detriment of student learning. I greatly appreciate the free and open access to [the Chemistry Fundamentals eBook]. It has increased my ability to access relevant and useful resources related to class.”

“From my own personal experience with not always having access to affordable resources,” says Lapeyrouse, “I wanted to prevent students from having to make a tough call on [whether to] buy the required resources or pay a bill.”

According to the 2022 Student Textbook and Course Materials Survey conducted by Florida Virtual Campus (FLVC), 53% of students from Florida’s public higher education institutions indicated they did not purchase a required textbook for financial reasons. Forty-four percent took fewer courses. Thirty-eight percent did not register for a specific course. And 24% dropped a course due to the high cost of textbooks."

This VCU Libraries initiative has saved VCU students more than $7M in textbook costs; VCU Libraries, December 1, 2022

Brian McNeill, VCU News; This VCU Libraries initiative has saved VCU students more than $7M in textbook costs

"“One of the things that’s been most exciting to me since coming to VCU is just the interest [in open and affordable content] from faculty,” said Jessica Kirschner, the open educational resources librarian who leads VCU Libraries’ textbook affordability efforts. “We’ve had a record number of applications for our grant program over the past two years, which blew me out of the water. Our faculty are engaged and interested and by and large realize the impact that this work can have on their students.”

Through the initiative, Kirschner works to assist in the creation of new resources, as well as locating, adopting and adapting existing course materials, including library materials and open educational resources.

Open course materials not only support students by eliminating costs, they also can enable better learning experiences and optimize academic outcomes for instructors and students, Kirschner said. Rather than relying on a textbook, she said, a professor can draw from various open resources to customize their class in a way that makes students more engaged.

“When I talk to faculty, I always like to say: ‘Why form your class around the textbook when you can form a textbook around your class?’” she said."

A professor found his exam questions posted online. He’s suing the students responsible for copyright infringement.; The Washington Post, March 16, 2022

Jaclyn Peiser, The Washington Post ; A professor found his exam questions posted online. He’s suing the students responsible for copyright infringement.

"Now, Berkovitz is suing the unknown students from the Orange, Calif., university for copyright infringement. In a lawsuit filed last week in the U.S. District Court for the Central District of California, the professor alleges the students “infringed Berkovitz’s exclusive right to reproduce, make copies, distribute, or create derivative works by publishing the Midterm Exam and Final Exam on the Course Hero website without Berkovitz’s permission.”"

Learning the Art of Civil Discourse; Ole Miss University of Mississippi News, October 22, 2021

 STAFF REPORT,  Ole Miss University of Mississippi News; Learning the Art of Civil Discourse

Students apply ethical theory for decision-making and policy

"The Department of Philosophy and Religion at the University of Mississippi is offering two events in the next few weeks exploring the ethical issues of timely topics.

Just Conversations is a fun event run by students from the Ethical Policy Debates class to explore ethical issues and think about potential solutions through low-key conversation on two hot-button issues. The event is an in-person reception from 5 to 6:30 p.m. Monday (Oct. 25) in the Bryant Hall Gallery. Register by 5 p.m. Friday (Oct. 22) at https://forms.gle/xCS1QNTpZvnvtxQv9.

The second event, The Great Debate of 2021, poses the question “Should patents be waived on COVID-19 vaccines to increase global vaccination rates?” The virtual event on Nov. 11 features presentation of a debate followed by a Q&A between the teams, expert panelists and the audience. All are welcome to attend virtually, especially members of the campus community.

“The Dialogue and Deliberation Initiative events, both Just Conversations and The Great Debate of 2021, bring people together to discuss ethical problems that involve multiple perspectives, competing interests and complex empirical issues in a civil format for productive outcomes,” said Deborah Mower, a UM associate professor of philosophy and the Mr. and Mrs. Alfred Hume Bryant Associate Professor of Ethics.

“We will be focusing on three topics from the slate of fall 2021 Regional Ethics Bowl cases.”

Ole Miss students are conducting research to prepare for discussions about rock climbing on federally protected indigenous cultural sites, the Disney company image and COVID-19 vaccine patents.

“There is no better educational model than the Ethics Bowl for teaching students how to apply ethical theory for decision-making and policy while at the same time fostering skills crucial for civil dialogue,” Mower said."

Will Online College Courses Help Reduce Textbook Prices?; Forbes, August 7, 2020

Robert Farrington, Forbes; Will Online College Courses Help Reduce Textbook Prices?

"Sympathetic professors often don’t even require textbooks at all, or they make it easy for students to access materials online — and this was even before the pandemic took hold. 

Movement To Open Educational Resources (OER)

Schools who planned to transition online this year due to Covid-19 had the entire summer to figure out ways to present their materials, whether that includes Zoom meetings, message boards, their own platforms, or the many other options available. It’s likely that some of them will have moved a lot of their course material entirely to the web, which could eliminate the need for physical textbooks altogether for some classes. 

But there was a major move toward free college textbooks that predates the pandemic, according to Brian Galvin, the Chief Academic Officer for Varsity Tutors. Galvin says that the biggest lever colleges have to pull is the popularity of the Open Educational Resources (OER) movement, which has seen professors choose to teach courses using e-textbooks that are essentially "open-source" and made available by nonprofits that aim to reduce the cost of learning."

Internet Archive to Publishers: Drop ‘Needless’ Copyright Lawsuit and Work with Us; Publishers Weekly, July 23, 2020

Andrew Albanese, Publishers Weekly; Internet Archive to Publishers: Drop ‘Needless’ Copyright Lawsuit and Work with Us

"During a 30-minute Zoom press conference on July 22, Internet Archive founder Brewster Kahle urged the four major publishers suing over the organization’s book scanning efforts to consider settling the dispute in the boardroom rather than the courtroom.

“Librarians, publishers, authors, all of us should be working together during this pandemic to help teachers, parents, and especially students,” Kahle implored. “I call on the executives of Hachette, HarperCollins, Wiley, and Penguin Random House to come together with us to help solve the challenging problems of access to knowledge during this pandemic, and to please drop this needless lawsuit.”

Kahle’s remarks came as part of a panel, which featured a range of speakers explaining and defending the practice of Controlled Digital Lending (CDL), the legal theory under which the Internet Archive has scanned and is making available for borrowing a library of some 1.4 million mostly 20th century books."

Online Teaching During Pandemic Raises Copyright Concerns; Bloomberg Law, April 3, 2020

Matthew Bultman, Bloomberg Law; Online Teaching During Pandemic Raises Copyright Concerns

"The sudden shift to online teaching is raising a host of copyright questions for educators...

Allaying Teacher Fears

Hoping to provide guidance, a group of copyright specialists at colleges, universities and other organizations last month wrote a statement on fair use that was signed or endorsed by more than 200 experts. It has circulated among grade school educators as well. 

Making course materials available to students during the pandemic will “almost always be a fair use,” the group wrote in the statement. Showing full-length movies or television shows can be more tricky, and the group encouraged instructors to use video through licensed services whenever possible. 

“One of the reasons that this statement was put together was to address and allay some of the fears that faculty, students, and librarians are facing when rapidly shifting to moving their courses online,” said Sara Benson, a copyright librarian and assistant professor at the University of Illinois.

The group also put together a list of video and other content that publishers have made available for free—called “Vendor Love In The Time Of Covid”—during the outbreak. Copyright specialists have also held informational “Virtual Copyright Office Hours” on Zoom. 

“We want to make copyright the least of your concerns,” Courtney said. “Be worried about your students, their health, their welfare, because that’s most important.”"

Internet Archive offers 1.4 million copyrighted books for free online; Ars Technica, March 28, 2020

Timothy B. Lee, Ars Technica; Internet Archive offers 1.4 million copyrighted books for free online

Massive online library project is venturing into uncharted legal waters.

""The Internet Archive will suspend waitlists for the 1.4 million (and growing) books in our lending library by creating a National Emergency Library to serve the nation’s displaced learners," the Internet Archive wrote in a Tuesday post. "This suspension will run through June 30, 2020, or the end of the US national emergency, whichever is later."

The Tuesday announcement generated significant public interest, with almost 20,000 new users signing up on Tuesday and Wednesday. In recent days, the Open Library has been "lending" 15,000 to 20,000 books per day.

“The library system, because of our national emergency, is coming to aid those that are forced to learn at home,” said Internet Archive founder Brewster Kahle. The Internet Archive says the program will ensure students are able to get access to books they need to continue their studies from home during the coronavirus lockdown."

Sharing the love: OSU librarian works to increase educational resources for students and faculty; O'Colly, January 16, 2020

Nick Oldenburg, O'Colly; Sharing the love: OSU librarian works to increase educational resources for students and faculty

"As the cost of textbooks rises, students are forced to either comply with textbook companies and buy their product or turn to their classmates and share resources...

Christian Maldonado is also a junior, but he hasn’t had a class with an OER. He said that while he thinks they would help him in college, he can see why some classes still don’t use them.

“I can see points on both sides,” Maldonado said. “The author who wrote [the textbook] is selling a product, so they are entitled to set the price.”"

Provost’s office accepting OER grant applications; The Pitt News, January 16, 2020

Jon Moss and Benjamin Nigrosh, The Pitt News; Provost’s office accepting OER grant applications

"The University is accepting proposals from faculty until Feb. 19 for projects to adapt, adopt or create open education resources for current course offerings.

The third iteration of the funding program is part of a series of initiatives run by Provost Ann Cudd’s office to encourage the use of OERs. OERs are course materials like textbooks, lab notebooks and videos that are free for Pitt students and allow for legal adaptation and open use with attribution to the original author. They are typically free or less expensive than traditional textbooks.

Faculty can apply for smaller grants, ranging from $500 to $2,000, to adopt or adapt an open textbook or OER course component such as online homework, lab manuals or support materials. Larger grants, between $2,000 and $5,000, are available to support individual or team-based development of open textbooks, or combining an open textbook with course-specific development."