AI in the Classroom: Advancing Human-Centered Learning at Oregon State University
Story by Kallyn Zaner
Artificial intelligence is transforming higher education, raising new questions about student learning, approaches to teaching, and how institutions can continue to uphold their core values in an evolving technical landscape. At Oregon State University, AI is being implemented thoughtfully and intentionally, guided by a strong commitment to human centered teaching and learning.
Under the leadership of Director Ashley Holmes, the Center for Teaching and Learning serves as an essential support system for faculty and staff navigating the opportunities and challenges of AI. In collaboration with OSU IT, the center is exploring how AI tools can enhance teaching and learning without replacing the essential role of human interaction. “AI can’t and shouldn’t take the place of a university teacher,” she says, “but generative AI can provide some additional support in some cases.” Instead of offering a “one size fits all solution,” CTL encourages instructors to critically and strategically align AI tools and resources with their academic goals. The focus isn’t on adopting new technology for its own sake, but to utilize AI in a way that will deepen student engagement, promote self-directed learning, and foster meaningful learning experiences.
At OSU, AI operates as a supplement, not a substitute, for human direction and teaching. Faculty expertise, mentorship, and foundational relationship building remain central to the learning experience. “We have worked with some faculty members who have experimented with creating tailored AI chatbots that serve as learning support in their classes,” she says. Although they are still evolving, these applications “open up new opportunities for thinking about how AI tools can support learners and learning.” These resources are intentionally designed to strengthen course concepts, answer frequently asked questions, and assist students in understanding deeper meaning. Additional tools like Copilot can help provide structure, offering personalized feedback, helping students improve their skills, and creating new paths for interaction outside of class.
Central to this work are three pillars: equity, access, and ethics. These foundational values shape how AI is explored, implemented, and evaluated across the university. Generative AI has the potential to either reduce or reinforce existing inequities, depending on how they are used. As a result, the university emphasizes responsible adoption, ensuring that AI tools are accessible to all learners, transparent in their function, and aligned with academic integrity. OSU IT plays a central, collaborative role in turning these principles into practice. By providing a secure infrastructure, guiding responsible usage, and implementing resources for faculty and staff, OSU IT ensures AI tools are introduced safely and strategically into the classroom. This support enables instructors to experiment with new approaches while maintaining privacy and ethical standards.
“Success looks like following instructor policies and not cheating oneself out of the struggles and challenges of learning — that’s where growth happens.”
Students and faculty are encouraged to utilize these tools strategically, acknowledging potential risks like inaccuracies and hallucinations and emphasizing the importance of honesty. CTL and OSU IT are helping instructors set clear expectations for incorporating AI in their courses, enabling students to navigate the limitations of these tools. Students are encouraged to ask questions about AI for better understanding, such as how does this system properly generate responses? What biases and assumptions are implemented into it? When should human judgment overrule generative responses? By engaging these critical thinking skills, OSU is empowering students to focus on academic success while preparing them for their future careers.
At OSU, responsible AI in the classroom emphasizes transparency and honesty, intentionality, and alignment with overall learning goals. “Success looks like following instructor policies and not cheating oneself out of the struggles and challenges of learning — that’s where growth happens,” Holmes explains. The development of critical engagement with AI tools is equally important. “Success with AI also looks like asking critical questions about which technology and why, for what purposes and which audiences.” Instructors are encouraged to clearly and concisely communicate their academic expectations, modeling ethical use themselves. AI is a tool for exploration that can stimulate growth, while still ensuring originality, creativity, and academic integrity. By aligning technological innovation with institutional values, OSU is charting a thoughtful path forward. The collaboration between CTL and OSU IT demonstrates that embracing AI does not require abandoning the human elements of education. Instead, it offers an opportunity to reimagine learning in ways that are more inclusive, engaging, and accessible.
