Exploring Generative AI in the Classroom: BUS 444’s DELTA Grant Journey

As generative AI becomes more prominent in the professional world, NC State’s Poole College of Management is preparing students to engage with the technology head-on. Through a 2024-2025 Exploratory DELTA Grant, BUS 444: Systems Analysis and Design is pioneering a classroom experience that integrates large language models (LLMs) to enhance learning and equip students with in-demand skills.

Led by principal investigator Sarah Khan, teaching associate professor of information technology and business analytics in Poole College’s Department of Business Management, this grant allowed students to explore how generative AI can supplement instruction by simulating business scenarios in technology consulting. Building on a prior DELTA project, Khan and her team sought to go beyond using AI merely as a writing assistant, focusing instead on developing practical tools and ethical guidance for students.

“I was inspired by the technology, as well as a student in my class who was exploring Gen AI. Graham Reid joined SAS after graduation and kept working with generative AI in his new role. He is an active contributor to this project where his insights played a key role in defining the use of Generative AI for this course,” Khan says.

“Our aim was to empower students to use large language models to complement their learning in this class in topics including software engineering and technology project management,” she continues. “Our evaluation found that students enjoyed using an LLM and were aware of how generative AI skills will be important for their careers going forward.”

Building Practical Tools for Teaching and Learning

The goal of the project was to explore content generation using LLMs by implementing them through assignments, as well as to provide learning enhancement and training for students using LLMs. The BUS 444 project produced several deliverables aimed at both instructors and students. These included a Getting Started with Generative AI toolkit, an Intro to AI video featuring industry experts that highlights how the use of AI will be indispensable in the business world, a guide for instructors to help them create custom GPTs, as well as a full evaluation report of the AI tools piloted in the course.

Students were introduced to a range of LLMs, including ChatGPT, Claude, Gemini and Copilot. The instructional team encouraged students to test these tools using consistent prompts and compare responses to known answers, evaluating them for clarity, accuracy and usefulness.

As part of the project, Khan and team also worked to create a chatbot that will behave like a client for the students. Students will interact with the chatbot to solicit information to help them complete assigned tasks.

Student Reactions: Curious, Cautious and Engaged

Student feedback played a crucial role in evaluating the integration of generative AI. Using surveys, students in the course reported that LLMs helped them complete assignments more efficiently, provided novel perspectives and improved the quality of their learning. Many viewed AI as a valuable study partner and appreciated its non-judgmental nature.

However, the results also reflected some thoughtful skepticism about using these tools. Namely, students expressed concerns about data privacy and over-reliance on AI tools. And while they were excited about AI’s potential, the students surveyed were equally aware of its limitations – and expressed understanding of the importance of developing their own critical thinking and problem-solving skills.

Lessons Learned and Looking Ahead

When reflecting on embracing generative AI tools moving forward, the BUS 444 team emphasized the importance of not only AI literacy but also accessibility. For instance, many students were unable to fully access or utilize the AI tools due to account limitations or cost barriers. This highlighted the need for carefully selected, widely available AI platforms that don’t create inequities in the classroom.

As part of the next phase, Khan and her team hope to expand the project to include further evaluation on ethical usage, hypothesis testing and presentation of findings at conferences and in publications. Plans are also in place to explore retrieval-augmented generation (RAG), multimodal tools and locally hosted models to improve access and security and reduce reliance on commercial platforms.

The work is timely, Khan says, noting how generative AI is rapidly evolving – and expressing the importance of helping students navigate these tools both effectively and ethically. 

By focusing on experiential learning and student empowerment, BUS 444’s DELTA project exemplifies how thoughtful innovation can shape future-ready classrooms.

Read more about DELTA Exploratory Grants and other DELTA Grants opportunities. The submission system for 2025 DELTA Grants opens Monday, April 14 and closes Friday, May 9, 2025.