Creighton Conversations: AI and the Magis Core Curriculum
The artificial intelligence genie is out of the bottle. According to a recent study by the Digital Education Council, 86% of undergraduate students nationwide use AI in their studies. Of this percentage, 54% use it weekly and 24% daily.
Students are using AI as a high-tech study aid to help take notes, generate potential test questions, summarize large amounts of text (remember CliffsNotes?), create study guides, write essays, even code. And they see it as necessary for current academic and future career success.
Creighton is on the leading edge among Jesuit universities in integrating AI learning outcomes across its undergraduate curriculum, says Guy McHendry, PhD, associate professor in the Department of Communication Studies and director of the Magis Core Curriculum. McHendry talked with Creighton magazine about how the University is preparing students, ethically and professionally, for a future with AI.
What is the Magis Core Curriculum?
The Magis Core reflects what a Jesuit education should be as a universal experience for all undergraduate students. It includes courses that develop communication, problem solving, critical thinking and ethical decision-making skills to produce well-rounded individuals who are poised to serve their communities and advance in their careers. Adopted by faculty in 2013, the Magis Core requires students over their four years at Creighton to take 35 credit hours of liberal arts education — literature, history, philosophy, theology, natural sciences, social sciences, math, etc.
The undergraduate schools and colleges have approved inclusion of generative AI learning outcomes within the Magis Core Curriculum. What is the purpose of the outcomes?
The outcomes will address the emerging challenges posed by generative AI in higher education while also aligning with new industry expectations that our graduates can — and will be expected to — use these tools. The outcomes allow the content to be tailored to the students’ area of study and future profession and will require students to demonstrate the effective use of generative AI as well as analyze the ethical dimensions of its use.
Why now?
We recognize that AI is here, disrupting education, and we can’t ignore it. It is irresponsible to teach the ‘how’ without addressing two other questions: can we and should we? That’s discernment, and we need to help our students with this, too. Creighton is the first Association of Jesuit Colleges and Universities (AJCU) school to include AI in its core curriculum in such an intentional way.
These generative AI outcomes are not completely new to the Magis Core, are they?
Students are already exposed to AI and information literacy in a first-year course, COM 101, which helps them develop oral communication skills. “Information literacy” is the ability to think about a source — is it valid, is it consistent with other sources and research findings, what sources is AI pulling from, does it make sense?
Faculty will be charged with guiding students in exploring the tension between ethical AI use and the controversies surrounding this new technology. How will they accomplish this?
Faculty have been amazing in recognizing the need for this kind of student education. The outcomes will be embedded in the Designated Technology course adapted to each major. Our approach has not been overly prescriptive. We’ve empowered faculty to develop the content but have also provided faculty development workshops (which have been well attended) and guidance in conjunction with the Center for Faculty Excellence and the Reinert-Alumni Memorial Library.
How does this new initiative connect to Creighton’s mission?
Technology has been part of Magis Core since 2013. We were a leader then, and today’s AI outcomes are an extension of our obligation to help students think critically and prepare them to be ethical leaders in their fields.
