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Dr. Colleen Carraher Wolverton, management professor in the �鶹ҹ��’s B.I. Moody III College of Business Administration, recently developed a new course, MGMT 455: AI and Emerging Technologies in Business. 

The course explores practical applications of AI and offers students the opportunity to complete the University of Louisiana System’s new microcredential, Empowering AI Literacy for Students.

“Students are likely going to be asked to use AI in their future jobs,” says Dr. Wolverton. “So rather than ignoring it, we need to guide them, showing them how to use it responsibly, understand its limitations, and apply it in meaningful ways. That’s how we truly prepare them for what’s ahead.”

Learn more about Dr. Wolverton’s approach to how and when she guides students through responsible AI use through our conversation below:

Q: Why did you feel developing a course on AI was necessary?

Wolverton: I developed MGMT 455: AI and Emerging Technologies in Business because I think it’s crucial for students to understand what AI is and what it isn’t. Tools like ChatGPT, DALL·E, and now Sora have made AI more visible, but I want students to go beyond just using these tools. I want them to understand the fundamentals, explore different types of generative AI, and examine how AI is being integrated into robotics and other industries.

We also discuss ethical concerns, like bias in AI-driven hiring processes. If biased data is used to train AI, those biases can carry over into decision-making. These are the kinds of unintended consequences I want students to be aware of.

Q: What are the assignments and activities like in MGMT 455?

Wolverton: The course is very hands-on and focused on using current AI technologies in practical ways. For one assignment, I have students share their resume with ChatGPT and ask for feedback — what to improve, what to change, and how to tailor it for specific jobs. I also have one assignment where I have students use AI to draft an email, like asking a professor to reconsider a grade or requesting a raise from a boss.

I try to keep assignments flexible so students can adapt them to their own needs. The goal is to make the learning experience practical and memorable.

Q: When you give assignments requiring students to use AI, how do you grade them?

Wolverton: When I assign AI-based work, I require students to submit screenshots of their interactions so I can see how they’re engaging with the tool. Surprisingly, some students don’t know how to take a screenshot, so I’ve had to teach basic tech skills like that along the way. These are foundational skills they’ll need in any workplace.

I emphasize prompt engineering — how to ask AI good questions and refine prompts to get better results — because it’s a valuable skill right now. Students read about it, practice it, and then apply it in their assignments.

Q: You’ve used the UL System’s Empowering AI Literacy for Students microcredential in your course, as well. How has the microcredential been beneficial for you and your students?

Wolverton: Right now, I offer students the opportunity to complete the microcredential for extra credit, but I’m considering integrating it so that students are required to complete the modules for the microcredential as they progress through my course.

What I appreciate about the UL System’s microcredential is that it gives students a structured way to learn about AI without me having to build everything from scratch. I’ve talked to so many textbook publishers, and it’s hard to find non-technical resources that teach AI from a business or leadership perspective. Most materials are too technical.

I always tell my students: when you graduate, you're often graduating alongside hundreds of other people that same day with the same degree as you. If you can show that you have a specialized skillset, like in AI, that can help you stand out. CEOs have said AI literacy is one of the top skills they’re looking for in new hires. The microcredential is also exclusive to the UL System, which my students love.

Q: How do you handle situations where students use AI improperly?

Wolverton: In my classes, I clearly outline when AI can and can’t be used.

For assignments where AI use isn’t allowed, I use Turnitin's AI detection tool as a starting point. If a paper shows a high likelihood of AI use, I review it myself. After working with AI extensively, I can usually tell when something’s been written by a chatbot. I don’t automatically penalize students based on the detection score alone; I verify it first. In the future, I also think tools like Google Docs, which tracks document history, will be helpful for determining if content from ChatGPT was copied and pasted into the document.

If students use AI improperly, they receive a zero for the assignment. I’d rather discipline students now than have them get out into the workforce and learn the hard way. There was a case where attorneys submitted a court document written by AI that cited fake cases. They faced serious consequences, possibly even disbarment.

Q: What are some of the ways you’ve seen AI used in business?

Wolverton: One of the most common uses is writing, especially for emails. For people who struggle with getting started, AI can be really helpful in generating a draft for people to work with. AI is also great for summarizing documents, generating ideas, and tailoring communication for different audiences.

In healthcare, AI has been used in robotics — like Hanson Robotics’ nurse robot during COVID-19. It could enter patient rooms, take vitals, and administer medication, reducing exposure for human nurses and helping with staffing shortages.

I try to help students see AI not as something that will replace them, but as a tool that can assist and extend their capabilities. It’s like the movie “Multiplicity,” where the main character creates versions of himself to be in multiple places at once. AI can help you manage tasks that would otherwise take hours, like drafting something or preparing a presentation, so you can focus on refining and personalizing the final product using your own expertise.

Q: Is there anything you’d like to add?

Wolverton: I think there’s a common misconception that everyone is using AI and understands it, but that’s just not true. I’ve talked to so many people who are hesitant or even afraid to use it. Some educators think that by avoiding AI or banning it in the classroom, they’re protecting students. But I believe that’s doing them a disservice.

It’s like saying, “We’ll teach you math, but you can’t use a calculator,” or “You can’t use Excel or Word; you have to type everything on a typewriter.” That’s not preparing students for the real world. Instead, we should be teaching them how to use AI ethically and effectively across all disciplines.

Students are likely going to be asked to use AI in their future jobs. So rather than ignoring it, we need to guide them, showing them how to use it responsibly, understand its limitations, and apply it in meaningful ways. That’s how we truly prepare them for what’s ahead.