As part of its recently announced AI Transformation Initiative, Penn State is launching the first component of an AI literacy effort to support students, faculty, academic administrators and staff in engaging responsibly and effectively with AI technologies.
Central to this effort is Penn State's AI Literacy Framework, which establishes a shared foundation for how the University approaches AI education and use. The framework articulates what it means to be AI literate at Penn State and provides common reference points for learning, teaching, research and administrative practice across the institution.
"Penn State's literacy efforts are designed to provide our students and employees with opportunities to engage with AI technologies thoughtfully, ethically and with confidence," said Executive Vice President and Provost Fotis Sotiropoulos. "With this new framework, students will graduate with foundational knowledge of AI tools, applications, limitations and societal impact. Equally important, we are investing in opportunities for our faculty and staff to deepen their own understanding and use of these technologies to advance teaching, research and innovation across the institution."
The framework establishes core competencies for AI literacy and is intended to be adapted for different needs and integrated into various learning and professional development opportunities available across the institution, including foundational AI learning modules and skill-building opportunities launching for all students, faculty and staff, as well as other unit-led programming.
AI literacy at Penn State
The framework identifies four core elements of AI literacy, which were adapted from established frameworks developed for higher education. Together, they emphasize not only how AI systems function, but also how they should be evaluated, questioned and applied in context.
- Technical knowledge focuses on understanding how AI systems work, what they are designed to do and where their limitations lie.
- Ethical awareness and social responsibility addresses issues such as bias, privacy, transparency and broader societal impact.
- Critical thinking emphasizes the ability to evaluate AI outputs, question assumptions and determine when AI use is appropriate or inappropriate.
- Practical use centers on applying AI tools intentionally and responsibly in academic, research and professional settings.
Together, these elements provide a shared structure that supports consistency across disciplines and roles while allowing flexibility in how AI literacy is taught, learned and applied.
"Our intention with the framework is to offer an adaptable baseline with foundational benchmarks and goals that support all learners in their AI journeys," said Crystal Ramsay, senior director for Teaching and Learning with Technology. "Thank you to the many working group members who helped us to develop this valuable resource. We hope this guide encourages Penn Staters to explore AI literacy in ways that advance discovery, integrity and student success."
Audience-specific working groups
To inform the development of the AI Literacy Framework and related resources, Penn State convened four working groups organized around primary audiences: undergraduate students, graduate students, faculty and academic administrators, and staff. The groups worked in parallel and in coordination, examining how the framework's elements intersect with the responsibilities and decision making associated with different roles across the University.
Collectively, the groups provided coordinated input that shaped the framework and the resources now available to the Penn State community.
The Undergraduate Student AI Education Working Group, led by Maggie Slattery, assistant dean and director of general education, and Rebecca Miller Waltz, associate dean for learning and engagement in University Libraries, explored strategies to integrate AI literacy into the curriculum, creating opportunities for students to engage with AI tools and resources. The group considered how students could encounter AI in coursework and research and how the framework's elements support students in developing foundational understanding, ethical awareness and critical evaluation skills.
The Graduate Council's Ad Hoc Committee on AI in Graduate Education and Research, co-chaired by Andrew Peck, interim assistant dean for academic integrity, and Jan Reimann, associate professor of mathematics, and with strong support from David Vanness, chair of the Graduate Council and professor of health policy and administration, considered the application of the framework for graduate students and educators. The group recognized that graduate students serve in instructional roles and/or have foundational research or professional responsibilities and recognized that the key responsibilities for graduate educators often include mentoring, funding proposals and publication. The Graduate Council will continue its review of the first report of the Ad Hoc Committee in its March meeting.
The Task Force on AI for Faculty, led by Ann Clements, associate vice provost for faculty affairs, and Crystal Ramsay, examined how the framework applies to teaching, research and academic leadership. The group identified gaps in readiness and access and recommended scalable, ethically grounded approaches to support responsible and effective AI integration across faculty roles.
The Staff AI Literacy Working Group, led by Dave Gindhart, associate vice president for Administrative IT, examined how the framework's elements translate to administrative and operational contexts. The group focused on responsible use, risk awareness, and opportunities to support efficiency and service delivery while remaining aligned with University values and expectations.
Resources and ongoing work
The AI literacy initiative is supported by a growing collection of resources developed in collaboration with University Libraries, Teaching and Learning with Technology, Undergraduate Education, the Schreyer Institute for Teaching Excellence, Administrative IT and other campus partners. While the University Libraries Generative AI guide provides a starting point, many partners - including colleges, campuses and local units across the University - also offer learning modules, instructional materials and professional development offerings aligned with the framework's four elements.
"As AI technologies continue to evolve, so will our efforts to help Penn Staters learn and engage with confidence, creativity and an ethical approach," Ramsay said. "We look forward to integrating this framework across a variety of new and existing learning opportunities and programming to help make sure our community members have the resources and support they need to navigate this moment today and as the landscape continues to change."
Penn State is shaping the future of higher education in the age of artificial intelligence. Our focus is on human-centered, ethical AI innovation that delivers meaningful impacts for Penn State and the broader community. Through visionary planning, strategic partnerships, targeted hiring and strategic investments, we will equip every Penn State student, staff and faculty member with the AI-related knowledge, experience and confidence they need to succeed in the AI-powered future. Learn more at psu.edu/ai.
