Publications, Presentations & Grants

Article | October 27, 2025

Authors: Elisa J. Sobo, David M. Goldberg, Sean W. Hauze, and James P. Frazee
Summary: This paper explores how AI tools are marketed to US college students and how students experience AI promotions. Many feel compelled to adopt AI to stay competitive, reflecting an internalized entrepreneurial imperative. Findings indicate a need for more open student-teacher exchange regarding AI, and marketing literacy education to support students in critically analyzing promotional strategies. Results are being used to update the AI micro-credential.

Conference Proceeding | October 2025

Authors: Megan N. Alstot, David M. Goldberg, Sean W. Hauze, E.J. Sobo, and James P. Frazee
Summary: How do US undergraduates engage with GenAI in learning? Drawing on 8,500 surveys and student interviews, we found two approaches: process-oriented, ethically engaged, co-regulating “AI learners,” and product-focused, efficiency-driven “AI users.” Becoming an “AI learner” depended less on individual student traits than faculty modeling, disciplinary norms, and institutional support. Relevant strategies for AI-integrated instruction and student-centered faculty development are described.

Funded Project | November 2024

PIs: David Goldberg, SDSU (PI), Elisa (EJ) Sobo, SDSU (Co-PI), Daniel Suchy, UCSD (Co-PI), Michelle Fischthal, SDCC District (Co-PI)
Summary: In 2024, SDSU, UC San Diego, and the San Diego Community College District formed the Equitable AI Alliance to expand access to AI tools, training, and skill-building for students, faculty, and staff. The alliance promotes equitable AI education across institutions and was one of five projects awarded a $1.5 million AI Grand Challenge grant from the California Education Learning Lab under the Governor’s Office of Planning and Research.
Video: CA Learning Lab YouTube Channel

Poster Presentation | October 23, 2024

Authors: James Frazee, David Goldberg, Sean Hauze, and Elisa Sobo
Summary: The proliferation of generative AI technologies has transformed higher education, prompting critical questions about how students perceive and use these tools. To address these questions, we conducted a comprehensive survey at San Diego State University in fall 2023, involving 7,811 student participants, which was expanded in fall 2024 with 12,166 students, faculty, and staff.
Download the "Academic Applications of AI" poster

Poster Presentation | October 23, 2024

Authors: James Frazee, David Goldberg, Sean Hauze, Elisa Sobo, Amir Dabirian, Helen Heinrich, S. Hong, Kate Miffitt, Andrew Roderick, and Monique Sendze
Summary: Through a comprehensive October 2023 survey of SDSU undergraduate and graduate students, the university shed light on the urgent need for data-driven strategies to ensure equitable access, foster responsible use, and empower faculty, staff, and students in navigating the AI landscape.
Download the "What can students teach us about AI" poster

Article | June 18, 2024

Authors: Elisa Sobo, David Goldberg, Sean Hauze, Abir Mohamed, Colin Ro, and James P. Frazee
Summary: Generative artificial intelligence (GenAI) is reshaping student-teacher relations in higher education in both exciting and worrying ways. Proponents point to its potential to personalize learning and foster innovative teaching approaches. But others view GenAI as a liability, casting the technology as a new and improved way to cheat, giving into a stereotype of students as natural-born plagiarists.

Article | April 10, 2024

Author: James Frazee
Summary: Knowing your students is essential for bridging the AI divide and paving the way for a more inclusive and equitable future.

Conference Proceeding | March 25, 2024

Authors: David Goldberg, Elisa Sobo, James Frazee, and Sean Hauze
Summary: The rise of generative Artificial Intelligence (gAI) technologies has significant implications for pedagogy, curriculum, and student engagement.

Article | 2023

Author: Elisa J. Sobo
Summary: The launch of ChatGPT initially worried educators due to cheating fears, but attitudes shifted towards using AI challenges as educational opportunities. In other words, higher education must evolve, and the adaptations we create, not ChatGPT, could be the real revolution.