This project explores and evaluates how wearable AI technologies, specifically Meta AI smart glasses, may impact teaching, learning, and assessment at the university level. As AI smart glasses become increasingly popular among students and consumers, faculty must gain a better understanding of their capabilities before these devices become more prevalent in classrooms. The pilot will evaluate features such as voice-based AI assistance, real-time information access, audio/video capture, accessibility support, and communication tools, while also examining concerns related to privacy, distraction, academic integrity, and exam security. Findings will be used to develop practical guidance for faculty, including classroom recommendations, sample syllabus language, and professional development workshops. By proactively studying wearable AI now, the University faculty and staff can thoughtfully prepare for the growing trend of this technology, and will enable them to make informed decisions that balance innovation, student support, and responsible teaching practices.
Munday Library and Instructional Technology in partnership with TLTR propose SEU Labs, a secure "sandbox" for faculty to deploy "vibe-coded" applications (tools built using AI coding assistants like Claude Code or Cursor). Currently, faculty-developed projects—such as a Chatbot Creator designed to bypass Gemini’s 10-file limit for course materials—exist as "shadow IT" on personal accounts. SEU Labs provides a shared space, financial support, and a knowledge-sharing community as a new home for these projects: we help manage development, collaboration, and hosting accounts for the pilot phase while assisting Labs participants with basics including security and FERPA reviews. IET provides infrastructure and helps facilitate conversations, while faculty lead innovative projects. Projects are structured from inception to manage user expectations around stability, maintenance, lifecycle planning, etc.. The purpose of the pilot is to explore what development, support, and long-term hosting requirements look like, including project retirement or migration.
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This Fall 2026 pilot establishes a highly controlled research cohort across 5–8 Freshman Seminars and/or other introductory courses to develop and test pedagogical strategies for student AI literacy. Moving away from enterprise tool adoption, this project uses BoodleBox or other official university AI tools (Gemini, Gemini Notebook, or Rumi) as a temporary classroom utility to study how first-year students interact with generative models. Faculty will implement mandatory pre- and post-pilot measures to quantify literacy growth, focusing heavily on assignment designs that utilize prompt-tracking features to teach critical evaluation. The ultimate outcome will be a shared campus repository of assignment rubrics, lesson plans, and a pre/post assessment instrument designed to bridge the digital divide for students lacking premium AI access, providing a blueprint for AI pedagogy across St. Edward's.