The University of Phoenix has published a study titled “Bridging the AI skills gap: A blueprint for future‑proofing the workforce by including industry advisory councils for undergraduate environmental science program course redesign” in Industry and Higher Education. The article was authored by Jacquelyn Kelly, Ph.D., associate dean of the College of General Studies; Dianna Gielstra, Ph.D., full-time faculty in the Environmental Science Program; Tomáš J. Oberding, Ph.D., full-time faculty in the Environmental Science Program; Jim Bruno, MBA, associate dean of the College of Business and Information Technology; and Stephanie Cosentino, MAEd, senior instructional designer.
The peer-reviewed research examined an introductory environmental science course that was redesigned for nontraditional adult learners. It found that students made gains on key course goals and career-related skills after artificial intelligence tasks were added to the curriculum. Career-aligned skills were identified with input from Industry Advisory Councils—groups of professionals who advise educational institutions on current workforce needs and help ensure learning outcomes match employer expectations.
According to the findings, integrating AI skills into coursework can serve as a scalable model to improve student readiness for careers where AI is increasingly relevant.
Researchers redesigned a five-week course aimed at nontraditional adult learners by incorporating AI activities linked to learning objectives and workplace skills such as asking clear questions and translating information for different audiences. The redesign process used a structured approach called Elicit, Design, Create, Deploy, and Research. Guidance from an industry advisory council helped align these skills with real-world job requirements. Results were evaluated using graded rubrics along with student feedback from weekly reflections, class discussions, and end-of-course surveys.
Students improved their performance on learning goals and developed career-oriented abilities like consulting, training, and presenting after completing AI-based assignments. They also showed progress in core AI competencies such as formulating clear questions and communicating information effectively to varied audiences. Based on these results and student input, researchers refined complex assignments to provide more structured support as tasks became more challenging.
“Adult learners deserve learning experiences that honor the realities of their lives and the demands of modern workplaces,” said Dr. Kelly. “Guided by industry advisory councils, this work aligns AI skills with course goals and assessed coursework so students can practice employer-valued forms of reasoning, from problem framing to translating technical ideas for different audiences. At its core, the project supports students in developing transferable ways of thinking that extend from the classroom into professional contexts.”
The authors suggest that this approach offers a scalable way to integrate AI skills into higher education courses so students can gain experience with tools they are likely to encounter in their jobs. The study highlights benefits such as embedding AI tasks directly into coursework, measuring progress with clear rubrics, and providing additional support as assignments grow more complex.
The University of Phoenix provides higher education options tailored for working adults through both online platforms and its physical campus in Phoenix https://www.phoenix.edu/. The institution offers over 100 career-focused programs connected to more than 300 professions https://www.phoenix.edu/, aiming to equip students nationwide with practical skills needed for advancement in their fields https://www.phoenix.edu/. Since its founding in 1976—and accreditation beginning in 1978—the university has focused on serving underserved communities through flexible education designed around working adults’ needs https://www.phoenix.edu/.
