From Understanding to Creation: A Prerequisite-Free AI Literacy Course with Technical Depth Across Majors

• URL: http://arxiv.org/abs/2604.09634v1
• Date: Thu, 19 Mar 2026 23:18:43 GMT
• Title: From Understanding to Creation: A Prerequisite-Free AI Literacy Course with Technical Depth Across Majors
• Abstract summary: UNIV 182 is a prerequisite-free course that teaches undergraduates across majors to understand, use, evaluate, and build AI systems.<n>The paper situates this design within a comparative taxonomy of cross-major AI literacy courses and pedagogical traditions.
• Score: 2.1212179660694104
• License: http://arxiv.org/licenses/nonexclusive-distrib/1.0/
• Abstract: Most AI literacy courses for non-technical undergraduates emphasize conceptual breadth over technical depth. This paper describes UNIV 182, a prerequisite-free course at George Mason University that teaches undergraduates across majors to understand, use, evaluate, and build AI systems. The course is organized around five mechanisms: (1) a unifying conceptual pipeline (problem definition, data, model selection, evaluation, reflection) traversed repeatedly at increasing sophistication; (2) concurrent integration of ethical reasoning with the technical progression; (3) AI Studios, structured in-class work sessions with documentation protocols and real-time critique; (4) a cumulative assessment portfolio in which each assignment builds competencies required by the next, culminating in a co-authored field experiment on chatbot reasoning and a final project in which teams build AI-enabled artifacts and defend them before external evaluators; and (5) a custom AI agent providing structured reinforcement outside class. The paper situates this design within a comparative taxonomy of cross-major AI literacy courses and pedagogical traditions. Instructor-coded analysis of student artifacts at four assessment stages documents a progression from descriptive, intuition-based reasoning to technically grounded design with integrated safeguards, reaching the Create level of Bloom's revised taxonomy. To support adoption, the paper identifies which mechanisms are separable, which require institutional infrastructure, and how the design adapts to settings ranging from general AI literacy to discipline-embedded offerings. The course is offered as a documented resource, demonstrating that technical depth and broad accessibility can coexist when scaffolding supports both.

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