The University of California, San Diego is piloting an artificial intelligence tutor in its large introductory genetics class and has launched a new undergraduate major in artificial intelligence, according to an April 9 announcement. The AI tutor, developed by UC San Diego researchers, is designed to help students work through problems by prompting them with questions and hints rather than providing direct answers.
The adoption of the AI tutor and the introduction of the new major reflect ongoing efforts at UC San Diego to integrate artificial intelligence into both teaching and curriculum development. These initiatives come as universities nationwide consider how generative AI may impact learning environments.
Christopher Day, assistant teaching professor in the School of Biological Sciences, said that the goal is not to replace traditional learning but “to help students work through the problem and move toward understanding.” The system allows students another option for support when instructional assistants are unavailable or outside scheduled office hours.
The SmartLearning Hub project, led by Mohan Paturi from the Jacobs School of Engineering, focuses on providing meaningful academic support for large classes. “The most important thing missing in large classes is individual attention,” Paturi said. The tutor differs from general-purpose tools like ChatGPT because it uses course-specific materials configured by instructors themselves and employs a Socratic approach.
Initial findings show that student engagement with the AI tutor varies widely; some use it frequently while others rarely access it. Day noted that “the tutor gives them another way to keep working instead of giving up or going straight to ChatGPT for the answer.”
In addition to exploring how AI can assist instruction, UC San Diego’s Jacobs School of Engineering has launched one of the first undergraduate majors in artificial intelligence in response to increasing student interest and industry demand. Mia Minnes, vice chair for undergraduate education in computer science and engineering, said: “We saw enormous demand from students who wanted to go deeper into this area.” Trevor Bonjour, who teaches required courses for the program, explained that students encounter key concepts early on and revisit them as their skills develop: “We wanted students to be exposed to these ideas from the start… each time with a deeper understanding.”
First-year student Leena Banga emphasized that diverse perspectives are needed as more industries rely on AI: “Bringing in new perspectives helps ensure the systems we build are more responsible and less biased.” Fellow student Christine Antoine highlighted misconceptions about AI’s complexity: “A lot of people think AI is easy because you can just type something into ChatGPT… but there’s a lot of math and coding that goes into making those systems work.”
UC San Diego has also advanced research through projects such as TritonGPT—its own generative AI platform—and offers courses aimed at increasing literacy about artificial intelligence across disciplines. The campus continues discussions about academic integrity as generative technologies reshape assessment methods.
University leaders say these efforts demonstrate a commitment not only to adapting existing educational practices but also shaping how future generations interact with emerging technologies.
