May 11, 2026

This piece is sponsored by the University of South Dakota.

Across the University of South Dakota, artificial intelligence isn’t viewed as something new or uncertain.

It’s already part of the classroom, the curriculum and the broader mission of preparing students for the future — with a distinctly human-centered approach.

“There’s a shared understanding that AI is part of the environment we teach and work in now, and faculty want to approach it with care and intention,” President Sheila K. Gestring said.

At the same time, she said, students are arriving on campus already familiar with the technology.

“For us, it’s teaching them how to use it safely, effectively and in a way that adds value, making sure humans are in charge of AI and not the other way around,” she said.

That philosophy reflects USD’s identity as the state’s designated liberal arts university — and positions it to lead in an area many institutions are still working to define.

“Human judgment cannot be replaced,” Gestring said. “We’re going to have to really lean into human literacy in their education, and that is something a broad-based education like USD does really, really well.”

Building foundation in AI — and expanding it

USD’s work in artificial intelligence didn’t begin with the recent surge in generative AI tools.

The university introduced an AI-focused curriculum in 2020, leading the way for South Dakota in formalizing AI education. It also launched an annual AI symposium that now draws hundreds of attendees, including researchers from across the country.

Since then, the university has expanded its approach significantly.

By 2023, efforts were underway to embed AI across disciplines, not just within computer science. Faculty development became a priority, with workshops and training designed to help instructors incorporate AI into their courses in meaningful ways.

That includes everything from using AI to improve course design and assignments to helping students understand how to apply AI tools in real-world settings.

“We started offering programming for our faculty related to AI in the classroom, including ways faculty could use AI to improve course experiences for students,” Gestring said.

At the same time, USD has invested in enterprise-level AI tools that allow students and faculty to work within a secure environment — ensuring that data remains protected while still providing hands-on experience.

The result is an approach that prepares students not just to use AI but also to use it responsibly.

Liberal arts advantage

What sets USD apart, leaders said, is how AI intersects with the humanities.

From philosophy and ethics to political science, business and English, the university is positioned to address the broader questions surrounding AI — not just how it works but how it should be used.

“I really do think we have strengths in philosophy,” Gestring said. “There are a lot of ethics questions as it relates to AI — making sure individuals are using AI ethically and safely in a way that adds value.”

Those questions extend into policy, law, communication and critical thinking — areas where a liberal arts education plays a central role.

“It holds your ability to question: Is this real?” Gestring said. “That’s becoming more and more important.”

It’s about teaching students how to use AI, not rely on it. In the classroom, faculty are working to strike a careful balance: encouraging students to use AI as a tool while ensuring that they maintain their own voice and critical thinking skills.

Mandie Weinandt, Ph.D., director of the Center for Teaching and Learning and an instructor in the Beacom School of Business, works closely with faculty to integrate AI into teaching.

Her guiding question: How will it benefit students in their future careers?

“I encourage students to use it for tutoring support,” she said, noting that many students complete coursework late at night when instructors aren’t available.

At the same time, she emphasizes the importance of engagement and understanding.

“How can we interact with it more meaningfully so you’re using it as a tool and not a crutch?” she said.

Weinandt also works with faculty across campus through workshops and one-on-one support, helping them design assignments that incorporate AI intentionally.

“It’s not, ‘We’re going to use AI,’” she said. “It’s ‘What are we trying to accomplish’ and how does the tool support that goal.”

That approach reflects a broader emphasis on AI literacy — ensuring that students understand both the capabilities and limitations of the technology.

AI across disciplines

AI is being integrated into programs across campus, often in ways tailored to specific fields.

In the department of physical therapy, assistant professor Jed Droge, DPT, has developed AI-powered virtual patient simulations that allow students to practice clinical skills in a low-stakes environment.

“These AI-driven patients respond dynamically to student questions,” he said, helping learners refine their interviewing and clinical reasoning skills.

Student response has been strong: More than 90 percent of users said they would like to see more virtual patients incorporated into coursework.

Droge sees AI as a tool that will enhance, not replace, professional practice.

“Our goal is not for students to rely on AI for answers but to use it thoughtfully to support clinical reasoning and ultimately provide safe, effective patient care,” he said.

In political science and professional writing courses, assistant professor Anuhhav Gupta, Ph.D., uses AI to help students improve communication and better understand complex topics.

He frames AI as a collaborative tool — one that can help generate ideas and refine writing but still requires human direction.

“AI by itself often produces flat and soulless writing,” he said. “Students still need to control the big picture and verify the facts.”

Gupta said AI-assisted writing is already becoming a critical professional skill, and teaching students how to use it effectively gives them an advantage.

In media and journalism courses, assistant professor Agnes Bao, Ph.D, is teaching students how to work with AI strategically — and responsibly.

Bao incorporates AI into courses such as Social Media Marketing and Internet Marketing Communication, where students use AI tools to help develop marketing concepts, audience targeting and visual content.

One exercise teaches students to shape AI outputs by assigning specific roles and context through prompts, while another explores AI-generated imagery through editing techniques such as inpainting and outpainting.

“These activities position AI as a tool for rapid prototyping, allowing students to test ideas and refine strategy before final execution,” Bao said.

At the same time, she emphasizes that students remain accountable for the work.

“I emphasize responsible use: Students must critically evaluate AI outputs, document their prompts and remain accountable for the final decisions,” she said.

“AI is not the strategist — they are. In this sense, AI functions as a collaborative partner that supports but does not replace their strategic thinking.”

Her students often quickly recognize both the opportunities and limitations of AI, she said, including how vague prompts can unintentionally reinforce stereotypes or bias.

Those discussions frequently lead into broader conversations around ethics, copyright, accountability and responsible use.

“The real opportunity lies not just in the technology itself but in strong human oversight and the development of clearer ethical standards,” Bao said.

Preparing students — and the broader community

Beyond the classroom, USD sees AI education as part of its broader public mission.

That includes educating industry partners, engaging in research collaborations and participating in national conversations about the future of AI.

University leaders regularly connect with peers and industry experts across the country to stay current as the field evolves.

“I think anyone who says they’re on the leading edge is probably on the leading edge for about two days,” Gestring said.

Instead, USD’s approach focuses on continuous learning, adaptation and collaboration.

Recent survey data from USD students, faculty and staff suggests that AI literacy already is becoming embedded across campus.

More than 73 percent of respondents indicated moderate to extreme familiarity with AI tools, while only 3.3 percent reported no familiarity at all.

Students overwhelmingly connected AI literacy with future career opportunities. Eighty-three percent of graduate students and 60 percent of undergraduate students agreed that understanding AI will strengthen career opportunities.

Many already are using the technology in academic settings. Sixty-one percent of graduate students and 46 percent of undergraduate students said AI helps improve efficiency and productivity in their work.

Faculty responses reflected a similarly balanced perspective.

While 83 percent of faculty said AI tools provide some benefit in their daily work at USD, many also expressed caution about relying too heavily on the technology in student-centered areas such as grading and feedback.

The results mirror USD’s broader approach to AI integration: embracing the technology’s potential while maintaining a strong emphasis on human judgment, ethics and critical thinking.

“We’re sending students into a workforce where AI is a reality,” Weinandt said. “We have to prepare them for that.”