As we venture deeper into the realm of artificial intelligence, we are approaching a pivotal milestone: super intelligence. This term refers to a stage where AI surpasses human cognitive abilities, shaping a future that redefines our daily lives.
Tesla is leading the charge toward this autonomous future, with innovative projects like the personal assistant robot “Optimus.” Designed to communicate like a human and perform a variety of tasks—such as unloading groceries, tutoring children, and even cooking—Optimus embodies the ambition of AI to become increasingly human-like. This quest for acceptance in society drives AI to learn from us, striving to coexist harmoniously alongside humans.
The rise of autonomous technology will undoubtedly have profound implications for our workforce, particularly for blue-collar workers. As automation becomes more prevalent, it’s crucial for individuals in these roles to consider reskilling in technology-driven industries. Those who may find their jobs at risk due to automation will need to explore new career paths or adapt to evolving job markets.
As we embrace this transformative era, we must also reflect on how to find purpose and meaning in our lives when faced with significant change. The journey toward an autonomous future is not just about technological advancement; it’s about ensuring that everyone has a place in this new landscape.
We are proud to annouce our CEO Shakia Riggins, has been accepted into Cengage’s Faculty Partner Network. The Faculty Partner Network is for Innovative digital educators ready to share real-world expert advice. Faculty Partners are educators who are dedicated to helping their colleagues nationwide learn how to more effectively promote student success using Cengage digital tools. Based on their areas of personal interest and availability, Faculty Partners participate in a wide variety of paid activities year-round, including talking one-on- one with peers via phone or email, helping to create effective syllabi for new digital users, conducting on-campus or online peer-to-peer workshops, and even presenting at national conferences on digital education topics.
We are proud to annouce we have been accepted into the Fall Working Connections AI Foundations Workshop. This immersive workshop explores the rapidly evolving fields of Artificial Intelligence (AI) and Machine Learning (ML), equipping educators with the knowledge and skills to integrate these technologies into your curriculum and prepare students for emerging industry demands. We will cover data preparation, classification algorithms, deep learning, image processing, and natural language processing. We will discuss the AI project lifecycle, from problem formulation to deployment Additionally, the course will provide a thorough overview of essential Python operations, making it accessible even to those without prior programming knowledge. Several AI tools will be introduced, including ChatGPT, Midjourney, Copilot, Claude, and many others.
Objectives 1. Understand the scope and significance of Artificial Intelligence (AI), including its ethical, legal, and societal implications. 2. Distinguish between and apply AI algorithms such as decision trees, clustering, and supervised, unsupervised, and reinforcement learning techniques, 3. Understand the AI project lifecycle, from problem formulation to deployment, incorporating Machine Learning algorithms and Deep Learning methodologies. 4. Explore AI applications across multiple domains, including Data Analytics, Computer Vision, Natural Language Processing, and Cybersecurity. 5. Proficiently utilize and evaluate popular AI tools such as ChatGPT, GitHub Copilot, Teachable Machine, and Claude for educational and practical purposes.
This workshop is provided by NITIC and instructed by Instructor
Wade Huber
Wade Huber is a residential computer science faculty member at Chandler-Gilbert Community College, where he recently served on the committee developing CGCC’s Artificial Intelligence bachelor’s degree. He has over 25 years of experience as a software engineer in the telecom, semiconductor, and medical device manufacturing industries. During this time, he taught math and computer science as an adjunct professor. He holds a Bachelor of Science from Trinity University in San Antonio, TX, and a Master of Science in Computer Science from The University of Texas at Dallas.
We are proud to annouce we are aprt of the AI for Workforce Peer Network Group(AI4WF Peer Network group) by Intel. The purpose of this network is to create inter-college connections to share best practices and lessons learned between colleges in our network. Each session will have a main topic to begin discussions. This network is led by Intel’s Kevin Rush AI Trainer, Sustainable Living Lab.
We look forward to sharing resources and infromation from these session. Please check back later for more updates.
As we stand on the cusp of a new era in education, the integration of artificial intelligence (AI) into higher education raises both promises and challenges that demand our attention. As a scholar deeply rooted in the world of academia, I’ve witnessed firsthand the transformative impact of AI on the traditional roles of professors and students, and its profound implications for academic integrity.
One of the most intriguing aspects is the emergence of AI tools that empower students to take charge of their learning journey. Imagine a scenario where students, armed with AI, navigate through course materials, receive instant feedback, and even replace the traditional role of a professor in certain aspects. This shift prompts us to reconsider the conventional dynamics of the classroom, encouraging a more self-directed and personalized learning experience for students.
However, with innovation comes the inevitable challenge of maintaining academic integrity. The very tools designed to enhance learning can be manipulated, leading to instances where students exploit AI to replace the professor’s expertise. This raises the ethical question of how we strike a balance between embracing technological advancements and ensuring a fair assessment of students’ genuine knowledge and skills.
I’ve also encountered situations where professors, wary of the growing influence of AI, wrongfully accuse students of leveraging these tools. The impact on students, institutions, and the academic community as a whole is profound. False accusations not only erode trust but also hinder the nurturing of a collaborative and supportive learning environment. It becomes imperative for educators to exercise caution, employing a nuanced approach to distinguish between authentic student work and that influenced by AI.
In my own experiences, I have come to realize the pressing need for professors to adapt and evolve in response to the changing educational landscape. The integration of AI demands a reevaluation of teaching methodologies, both in the traditional classroom and online. Instead of viewing AI as a threat, we should embrace it as a tool that, when used judiciously, can enhance our ability to connect with students on a deeper level.
Through adopting a student-centric approach, professors can leverage AI to facilitate meaningful interactions, foster critical thinking skills, and provide real-world applications of academic concepts. This paradigm shift not only aligns with the evolving needs of students but also ensures that academic integrity remains at the forefront of our educational endeavors.
My only conclusion leads us to believe, the advent of AI in higher education is an unstoppable force that necessitates a thoughtful and proactive response from educators. By acknowledging the potential challenges, embracing the positive aspects, and adapting our teaching methods, we can navigate this AI frontier while upholding the integrity that lies at the heart of academia. Let us strive for a harmonious integration of technology and education, ensuring a future where both students and professors thrive in an environment of mutual trust and respect.
