The University of Dayton is rolling out a new artificial intelligence-focused curriculum this fall, with all first-year students set to study both the technical foundations of AI and its ethical and societal implications.
According to officials, the new coursework is part of the university’s broader AI strategy to equip students with AI skills for their future careers.
Under the plan, all incoming students will complete two units: AI Fundamentals, focused on how AI works and “how to use it wisely,” and Human Dignity in the Era of AI, which will examine ethical questions, AI’s effect on society, and responsible use of the technology.
University officials said the two units are intended to give students a common baseline before they move into more advanced, field-specific instruction during the rest of their undergraduate studies.
“Our students will graduate ready to lead in an AI-enabled world, with the skills and agility to stay ahead as technology rapidly evolves throughout their careers,” said Meghan Henning, professor and senior assistant provost for undergraduate curriculum and student success.
The curriculum continues into students’ second year with a redesigned writing seminar focused on how AI is changing research, writing, and knowledge creation across professions. In later coursework, students will apply those concepts within their majors.
The university pointed to several examples already in use across its academic programs. Education majors are taking a seminar on AI and lesson planning, while marketing students are using AI to help build campaigns for outside companies. Engineering students are using AI to visualize equations involved in wind tunnel design and to test how changes in variables affect power consumption and other factors.
“We are preparing students to keep humans at the center, building their capacity to question these tools, understand the limits of technology, and lead others to use it for the common good,” Henning said.
The university also said faculty are building custom tools to support instruction.
For example, Economics Associate Professor Marlon Williams developed an AI tutor based on his own video lectures, exams, and other course materials to help students work through problems rather than simply receive answers. According to the university, about 87% of students found the tool useful, and 74% said it helped them perform better in class.
University officials said that the initiative is ultimately about their students’ future careers. Jason Eckert, executive director of career services, said the ability to talk about AI experience is becoming a major advantage in interviews.
“It’s not just about saying you’ve used it,” Eckert said. “It’s about showing how you used these tools during internships and classwork to solve problems. Employers regularly tell us our graduates stand out, and their ability to lead with AI will set them apart even more.”
