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

TL;DR

This paper presents UNIV 182, a prerequisite-free AI literacy course for undergraduates across majors that combines technical depth with ethical reasoning and practical projects, demonstrating effective pedagogical strategies.

Contribution

The paper introduces a novel, scalable course design integrating technical depth, ethics, and hands-on projects for AI literacy across diverse academic backgrounds.

Findings

Student artifacts show progression from intuition-based to technically grounded reasoning.

Course design enables broad accessibility while maintaining technical depth.

Students successfully build and defend AI-enabled artifacts in final projects.

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.