Document Type

Conference Paper

Publication Date

2026

Abstract

As artificial intelligence (AI) becomes increasingly embedded in public health practice, graduate education must move beyond ad hoc responses to AI toward intentional, ethically grounded instructional design. This conference paper presents a case study of the redesign of PUBH 520, a graduate-level public health course, to explicitly integrate AI literacy within course outcomes, assessments, and learning activities. Guided by higher-education AI literacy frameworks, the redesign foregrounded faculty AI literacy as a prerequisite for responsible AI integration, emphasizing ethical reasoning, technical understanding, pedagogical alignment, and reflective assessment practices. Findings suggest that the redesigned course improved coherence among learning outcomes, assessment integrity, and student engagement with AI-supported tools, while reducing ambiguity around acceptable AI use. The case highlights how faculty-led course redesign can serve as a scalable model for embedding AI literacy in graduate public health education and informs broader institutional strategies for supporting responsible AI-enhanced teaching.

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