The Call to Adventure

In Spring 2025, many educators are still grappling with how to deal with AI diffusion and, in particular, how to position students to authentically demonstrate their learning. At the same time, students seek clarity in what counts as acceptable use and what skills they may need to develop to achieve their post-baccalaureate goals. In Spring 2024, CSUCI’s Associated Student Government passed a Resolution in Support of Responsible AI Use and Campus-wide AI Usage Guidelines for Course-Related Work. This Resolution requests that CSUCI articulate the place of AI in educational contexts, even if/when that very idea continues to evolve.

Since the launch of ChatGPT and the diffusion of AI, TLi has focused our efforts on bringing people together to process, explore, critique, and otherwise learn about AI in education, and we were validated in this approach through the successes of AI Basecamp, Summer AI Residencies, and other projects (including AI-focused Digital Learning Mentors) that rippled from there. Courses on generative AI—what it is, how it works, how to use it, etc.—cropped up on every corner of the Internet, and there were already a wealth of similar options offered through the CSU at no cost (e.g., SDSU’s AI Microcredential; CSUMB’s microcourse), available on demand through our subscriptions to OneHE and LinkedIn Learning, and offered for no or nominal fees through professional and disciplinary venues (e.g., webinars, communities of practice, etc.). 

However, Spring 2025 is a different moment. AI is continuing to evolve, with offshoots of ChatGPT-like products for every purpose imaginable and available widely to internet-using consumers. It is also embedded, whether welcome or not, in digital learning infrastructure. In some cases, the availability of AI is impacting and changing the cognitive demands of learning experiences and introducing the question: What needs to change—the learning task or the learning objectives (or both)? All of this change impacts how students approach their academic coursework and how faculty approach the communicative aspects of their teaching. 

Furthermore, the California State University just announced a bold plan for an AI strategy, embracing a “systemness” concept to make AI tools, workforce preparation, and professional learning available system-wide through an AI Commons. Soon, most CSU students, staff, and faculty will have these resources at their fingertips. 
In TLi, we believe that we can support faculty in the endeavor of exploring and articulating acceptable use of AI in their classes without compromising content and intended learning outcomes. We believe that the time is right to offer support that uses inquiry to explore AI, and pedagogy to develop practical instructional materials that can be used to communicate responsible AI use that students are asking for in their Resolution. This guidance is not being offered elsewhere in this way. We’re also making it fun: though a whimsical quest, participants will heed the call, journey into the unknown, face the gauntlet, and complete the challenge.

Legends of Academia Overview

For anyone interested, here are some features of a program designed by Teaching and Learning Innovations for faculty to explore and articulate the place of AI as it becomes more ubiquitous in the digital educational landscape.

In case you need any more material to pique your interest, press ‘play’ for a program teaser trailer made with ChatGPT, Sora, and SUNO AI tools, and edited by TLi’s Michael McGarry.

Starting today, you can submit our interest form to participate in one of our upcoming offerings of Legends of Academia.