AI リテラシーの普及を訴えるシオバーン・デイ・グラディ氏

Artificial intelligence is reshaping the skills employers expect from new graduates. In response, universities are scrambling to launch new courses, research centers, and industry partnerships that prepare students for today’s workforce. But building a cutting-edge AI curriculum demands funding and access to industry networks, resources that remain unevenly distributed across higher education.

At North Carolina Central University, Siobahn Day Grady is trying to change that equation.

In January 2025, Grady, an associate professor in the NCCU School of Library and Information Sciences, launched the first AI research institute at a historically Black college or university, or HBCU. The Institute for Artificial Intelligence and Emerging Research (IAIER) aims in part to help students and faculty across the university develop the skills needed to navigate a labor market increasingly transformed by AI.

“There used to be a time where people could say, ‘I don’t do tech,’ or ‘That’s not for me,’” Grady says. “But we’re in a stage now where you do need digital skills. Now it’s evolving into AI literacy.”

The approach reflects a broader shift in how many universities are thinking about AI education. AI skills are no longer confined to computer science and engineering departments—and at NCCU, they can’t be. The university does not yet have a dedicated computer science program, though it is developing one alongside a new AI minor.

The challenge of providing these resources is especially acute for historically Black institutions. Although HBCUs account for roughly 3 percent of four-year institutions in the United States, they receive less than 1 percent of federal research and development funding, according to a 2025 report by the Center for American Progress and the Thurgood Marshall College Fund. The same report found that 17 of the 43 federal agencies that distributed research funding to universities in 2023 awarded no funding to HBCUs.

Yet less than two years since its launch, IAIER has emerged as a powerhouse for interdisciplinary AI education. Backed by a US $1 million Google.org grant, the institute has engaged more than 2,800 students, faculty members, and community residents through research initiatives and training. Now the challenge is sustaining that momentum to keep up with rising demand.

“We have a guiding principle that we lead with on our campus,” Grady says. “AI is for everyone.”

Why one research group wasn’t enough

The mission to expand AI literacy grew out of Grady’s lifelong curiosity about technology. “I was born during a time [when] the internet did not exist,” she says. “Ever since the internet came to be, it’s changed our entire world.”

Grady was particularly drawn to the questions tech raises about privacy, identity, and human behavior. After receiving her bachelor’s degree in computer science and master’s degrees in AI and information science, Grady pursued a Ph.D. in computer science at the North Carolina Agricultural and Technical State University to dig into those questions.

Her dissertation focused on authorship attribution in social media, using machine learning and natural-language processing to determine whether a person’s writing style could reveal their identity. “I’ve always been intrigued by how much data we give for free,” Grady says. That work introduced her to the power of AI systems to detect patterns hidden within large datasets.

“We have a guiding principle that we lead with on our campus: AI is for everyone.”

After completing her doctorate in 2018, Grady joined NCCU as an assistant professor in the School of Library and Information Sciences. There, she researched machine learning applications for health care and autonomous vehicles. In 2020, she launched the Laboratory for Artificial Intelligence and Emerging Research at NCCU, giving students opportunities to participate in hands-on projects and explore AI beyond the classroom.

Then in 2024, an opportunity emerged to apply for a Google grant, and Grady began thinking beyond a single research group. Rather than building another faculty lab, she envisioned an institute that could serve the entire university during the AI boom. “We wanted to capitalize on the moment and make sure we don’t get left behind,” Grady says.

Since receiving the $1 million grant, Grady and her team have built a university-wide AI initiative, launched new academic programs, organized conferences, secured external support, and created research opportunities.

“We’ve really operated like a startup,” Grady says.

AI beyond computer science

As part of the institute’s goal of integrating AI education across disciplines, all NCCU freshmen are required to complete an introductory AI course, designed in partnership with IBM, to build foundational prompting skills. The institute has also worked with faculty development teams to help instructors integrate AI into their teaching.

Research is another part of the strategy. IAIER has awarded seed grants of up to $10,000 to faculty members exploring AI applications across departments. The first cohort funded 11 projects spanning social work, digital archiving, health care, and information science. One project, for instance, is creating an AI lab where students in social work courses can practice client interactions through simulations.

“It’s really interesting to see the lens that our researchers take in trying to solve complex problems and also bring our students along with them,” Grady says.

The institute’s growth has been fueled by a mix of workforce training, interdisciplinary research, and, especially important, industry engagement. “Industry is where the advancements are really moving at that very fast rate,” Grady says, “not necessarily higher ed.”

To bridge that gap, IAIER hosts events that connect students and faculty with researchers, employers, and technology leaders. It has held sessions with companies including Deloitte, FICO, and Anthropic. Partnerships with Google and IBM let students gain recognized certificates and credentials. And last year, the institute hosted the first OpenAI Academy Summit held at an HBCU, drawing 444 participants from more than 40 institutions.

Sustaining the vision

The institute’s rapid growth has created a new challenge: continuing its momentum.

“Funding right now is the biggest barrier for [IAIER] to remain sustainable,” Grady says. As interest in the institute continues to grow, demand for its programs is beginning to outpace its capacity. “People just want more,” she says.

The bottleneck reflects a broader tension across higher education. AI is evolving quickly, while developing new academic programs, training faculty, and building research capacity takes time. The uncertainty is compounded by a shifting political landscape. As a whole, U.S. universities are grappling with proposed cuts to federal research spending and increased scrutiny of diversity-focused initiatives under the Trump administration. However, in September 2025, the administration also announced a $500 million one-time investment in HBCUs and higher-ed institutions chartered by Native American tribal governments.

Meanwhile, NCCU has continued to attract new investment. Last September, in a collaboration with Howard University and two other institutions, IAIER received a nearly $500,000 award through a National Science Foundation research coordination network program to help define emerging AI jobs, identify in-demand skills, and inform future credentials and curricula. That work will continue this fall when IAIER opens its first dedicated physical space on campus, Grady says.

Over the next several years, Grady plans to expand academic programming, launch the university’s computer science major and its AI minor, increase faculty research opportunities, and integrate AI more deeply across campus operations. She also plans to deepen the institute’s collaborations with industry partners.

Beyond program expansion, Grady sees the institute’s long-term success as linked to building a model other universities can adapt. “We’re creating a framework that can help not only HBCUs,” she says, “but also help any university looking to do similar work.”