Since ChatGPT burst onto the scene, higher education has been grappling with the impact of Generative AI on research, teaching, learning, and work. In the Spring of 2025, Cornell University Library and the Center for Teaching Innovation began discussions around how to address AI literacy, which is the understanding, use, and critical evaluation of artificial intelligence.
“Designing a literacy program for such a dynamic and fast developing world – every day there seems to be a new tool or a new capability – is challenging,” said Rob Vanderlan, executive director of the Center for Teaching Innovation.
Conversations with Steve Jackson, the vice provost for academic innovation, faculty, and the Associate Deans Council were had to further refine understanding of campus-wide issues, needs, and gaps, which has led to the creation of a Generative AI Critical Literacy Program.
“Our goal with the curriculum is to teach people how to think about Generative AI, not what to think about it,” said Christina Sheley, associate university librarian for research, teaching, and engagement. “In the context of research support and instruction, the Library has been receiving requests from faculty on how to detect plagiarism when students use AI assistance, verify citations to determine whether any are hallucinations, and how to cite AI in assignments or publications, among others.”
Through the summer and fall CTI and the Library worked to create instructional content and a structure in Canvas that will be piloted this spring by 12 faculty across campus in mostly undergraduate courses ranging from first-year writing to business, biology, engineering, economics, communications, and information science.
“The students and faculty piloting this experience will help us see how successful we are and point us to where we need to change our approach,” said Vanderlan. “They play a vital role in helping us create something that provides real value to the Cornell community.”
The curriculum is built to be adaptable and is structured in three modules:
- “What is Generative AI” explains how large language models work, including prompting, training, and artificial intelligence applications beyond chatbots;
- “Ethical Questions Surrounding Generative AI” introduces major ethical concerns such as bias in functionality, labor practices, environmental impact, copyright, personal data risks and privacy, and responsible use; and
- “GenAI and Learning” examines how GenAI can both support and hinder learning and provides a framework for deciding when its use can enhance education rather than replace it.
Throughout the content, there are activities and reflection questions that help students dig deeper into the concepts. Faculty can also use reflection questions to support classroom discussion. These were all created by students who also helped review the curriculum’s content. The curriculum concludes with a guided exercise that allows students to create their personal GenAI Use Guide.
“Our learning outcomes focus on providing students with a shared and basic understanding of GenAI and its relationship to teaching and learning, but we are also encouraging a critical perspective so students can realize the ethical considerations and the impact use has on their learning,” said Sheley.
CTI and the Library will assess the curriculum through pre- and post-test surveys embedded in the Canvas modules to measure changes in understanding and knowledge. After the pilot, the curriculum will be improved so that it can be distributed more widely across campus.
