A collaborative inquiry into integrating Artificial Intelligence into curriculum design: an institutional autoethnography

This study aims to explore the experiences of higher education faculty in redesigning an undergraduate program to incorporate Artificial Intelligence (A.I.) and social robots such as ChatGPT4 and Dall-E. The study examines how faculty integrate A.I. into the curriculum while navigating issues of academic integrity and assessment, and how this impacts graduate employability. The study proposes the concept of "technocapital" as a way to measure the impact of A.I. on students' digital literacy and media and information literacy. The study also examines the emerging concept of computational literacy in relation to A.I. The study presents an autoethnography that explores the institutional texts, policies, and ruling relations that impact program design and reaccreditation. Ultimately, the study seeks to provide insights and recommendations for institutions looking to incorporate A.I. into their curricula while addressing issues of academic integrity, assessment, and graduate employability.

The Incongruent Podcast
Part 1: Collaborative Inquiry Into AI and Higher Education - Study Aims and Methodology (https://www.buzzsprout.com/993424/12738296)

Part 2: Collaborative Inquiry Into AI and Higher Education - First Encounters of an AI Kind (https://www.buzzsprout.com/993424/12740885)

Part 3: Collaborative Inquiry Into AI and Higher Education - The Conclusion (https://www.buzzsprout.com/993424/12812589)