Academy of Art

From curiosity to capability: helping the Academy of Art design smarter with AI

From curiosity to capability: helping the Academy of Art design smarter with AI

From curiosity to capability: helping the Academy of Art design smarter with AI

Where they were starting from

Where they were starting from

Where they were starting from

The Academy of Art University, one of the oldest and largest learning institutions in San Francisco, recognized that AI was beginning to reshape creative workflows, from ideation and concept development, to production and refinement. While the university was curious about how these tools might fit into students’ creative process, there was no shared framework for how to evaluate or integrate AI into design practice, especially in a way that felt purposeful rather than trendy. Faculty and students alike were grappling with questions: Was AI a threat to originality, or a tool for expansion? How could it be used to enhance—not replace—design thinking and craft? With limited guidance and fast-moving developments in generative tools, the university saw an opportunity to bring in a trusted partner who could bridge the gap between emerging technology and creative education.

The Academy of Art University, one of the oldest and largest learning institutions in San Francisco, recognized that AI was beginning to reshape creative workflows, from ideation and concept development, to production and refinement. While the university was curious about how these tools might fit into students’ creative process, there was no shared framework for how to evaluate or integrate AI into design practice, especially in a way that felt purposeful rather than trendy. Faculty and students alike were grappling with questions: Was AI a threat to originality, or a tool for expansion? How could it be used to enhance—not replace—design thinking and craft? With limited guidance and fast-moving developments in generative tools, the university saw an opportunity to bring in a trusted partner who could bridge the gap between emerging technology and creative education.

The Academy of Art University, one of the oldest and largest learning institutions in San Francisco, recognized that AI was beginning to reshape creative workflows, from ideation and concept development, to production and refinement. While the university was curious about how these tools might fit into students’ creative process, there was no shared framework for how to evaluate or integrate AI into design practice, especially in a way that felt purposeful rather than trendy. Faculty and students alike were grappling with questions: Was AI a threat to originality, or a tool for expansion? How could it be used to enhance—not replace—design thinking and craft? With limited guidance and fast-moving developments in generative tools, the university saw an opportunity to bring in a trusted partner who could bridge the gap between emerging technology and creative education.

What was holding the Academy of Art back

What was holding the Academy of Art back

What was holding the Academy of Art back

Like many universities, the Academy of Art initially banned AI over concerns about plagiarism and academic integrity. But as a school that had already adapted to the rise of computers, the internet, and social media, they knew they couldn’t afford to get left behind. The challenge was figuring out how to embrace AI without compromising the institution’s core values. My approach was to position AI as a tool to deepen students’ thinking in the visual and applied arts. The curricula I developed focused on strengthening their conceptual rigor and creative reasoning—even as AI increasingly takes on executional tasks.

Like many universities, the Academy of Art initially banned AI over concerns about plagiarism and academic integrity. But as a school that had already adapted to the rise of computers, the internet, and social media, they knew they couldn’t afford to get left behind. The challenge was figuring out how to embrace AI without compromising the institution’s core values. My approach was to position AI as a tool to deepen students’ thinking in the visual and applied arts. The curricula I developed focused on strengthening their conceptual rigor and creative reasoning—even as AI increasingly takes on executional tasks.

Like many universities, the Academy of Art initially banned AI over concerns about plagiarism and academic integrity. But as a school that had already adapted to the rise of computers, the internet, and social media, they knew they couldn’t afford to get left behind. The challenge was figuring out how to embrace AI without compromising the institution’s core values. My approach was to position AI as a tool to deepen students’ thinking in the visual and applied arts. The curricula I developed focused on strengthening their conceptual rigor and creative reasoning—even as AI increasingly takes on executional tasks.

Robot face icon inside a green circle, representing skepticism about AI in education
Robot face icon inside a green circle, representing skepticism about AI in education

AI seen as oppositional to education

Too much noise, no direction

Too much noise, no direction

Many in the organization viewed AI as fundamentally at odds with the learning process.

Despite growing interest in AI, PCE didn’t know the first step to take and felt bombarded by too much information.

Despite growing interest in AI, PCE didn’t know the first step to take and felt bombarded by too much information.

Calendar with gear icon inside a green circle, symbolizing AI integration challenges in education
Calendar with gear icon inside a green circle, symbolizing AI integration challenges in education
Calendar with gear icon inside a green circle, symbolizing AI integration challenges in education

No clear vision for implementation

Unsure about outsourcing

Unsure about outsourcing

Even AI advocates struggled to define how it could meaningfully fit into coursework or studio practice.

The team wasn’t sure if they needed an external partner or if they could manage it internally.

The team wasn’t sure if they needed an external partner or if they could manage it internally.

Stopwatch icon inside a green circle, indicating curriculum timing constraints

Curriculum timing constraints

Data privacy concerns

Data privacy concerns

With curricula planned a year in advance, the institution couldn’t keep pace with the rapid evolution of AI.

As a public service company PCE has a greater responsibility in regards to data privacy, which they were concerned about.

As a public service company PCE has a greater responsibility in regards to data privacy, which they were concerned about.

Curved arrow around head icon inside a green circle, illustrating faculty trailing students in AI adoption

Faculty lagged behind students

Public Records Act

Public Records Act

In many cases, students were ahead of faculty in both their use of AI tools and their understanding of how to apply.

As a public agency, PCE is subject to requests for information subject to the California Public Records Act.

As a public agency, PCE is subject to requests for information subject to the California Public Records Act.

Smiling student holding an Academy of Art University folder, standing in a bright hallway with arched ceilings.

A better way forward

A better way forward

A better way forward

The first step was to reframe AI’s role in education. The goal wasn’t just to teach the mechanics of AI, but to ground students in how it fits within ethics, history, and core design principles. These evergreen foundations don’t need to be rewritten with every new tool or trend. Next, we adopted a tool-agnostic approach. Rather than focus on specific platforms, we emphasized quality thinking and clear expectations. Students rooted their work in brand discovery, strategy, and the art of a well-crafted creative brief—then explored AI tools of their choice to execute. All work lived in a shared digital workbench, fostering transparency, collaboration, and cross-pollination. Students benefited not just from their own progress, but from seeing how their peers approached the same challenges. This model reflects a future where students—and professionals—co-create alongside both each other and AI.

The first step was to reframe AI’s role in education. The goal wasn’t just to teach the mechanics of AI, but to ground students in how it fits within ethics, history, and core design principles. These evergreen foundations don’t need to be rewritten with every new tool or trend. Next, we adopted a tool-agnostic approach. Rather than focus on specific platforms, we emphasized quality thinking and clear expectations. Students rooted their work in brand discovery, strategy, and the art of a well-crafted creative brief—then explored AI tools of their choice to execute. All work lived in a shared digital workbench, fostering transparency, collaboration, and cross-pollination. Students benefited not just from their own progress, but from seeing how their peers approached the same challenges. This model reflects a future where students—and professionals—co-create alongside both each other and AI.

The first step was to reframe AI’s role in education. The goal wasn’t just to teach the mechanics of AI, but to ground students in how it fits within ethics, history, and core design principles. These evergreen foundations don’t need to be rewritten with every new tool or trend. Next, we adopted a tool-agnostic approach. Rather than focus on specific platforms, we emphasized quality thinking and clear expectations. Students rooted their work in brand discovery, strategy, and the art of a well-crafted creative brief—then explored AI tools of their choice to execute. All work lived in a shared digital workbench, fostering transparency, collaboration, and cross-pollination. Students benefited not just from their own progress, but from seeing how their peers approached the same challenges. This model reflects a future where students—and professionals—co-create alongside both each other and AI.

Key Actions + Outcomes

Key Actions + Outcomes

Key Actions + Outcomes

Teaching students how to think with AI—not just use it

Teaching students how to think with AI—not just use it

A curriculum rooted in principles and collaboration helped students adapt to new tools while strengthening their core creative skills.

A curriculum rooted in principles and collaboration helped students adapt to new tools while strengthening their core creative skills.

Key Actions
Navy check mark contained within light green circle

Developed a curriculum rooted in evergreen design principles to ground AI exploration

Navy check mark contained within light green circle

Required students to build strong conceptual foundations before experimenting with AI

Navy check mark contained within light green circle

Created a platform-agnostic environment to reflect AI’s rapid evolution

Navy check mark contained within light green circle

Established a shared “workbench” for collaborative, transparent project development

Navy check mark contained within light green circle

Encouraged peer-to-peer learning through open prompting and tool-sharing practices

Key Outcomes
Navy check mark contained within light green circle

Students understood that strong ideas—not tools—are the foundation of meaningful AI work

Navy check mark contained within light green circle

Became fluent in working collaboratively across human and AI team dynamics

Navy check mark contained within light green circle

Learned cutting-edge AI techniques by observing and sharing with peers

Navy check mark contained within light green circle

Gained a repeatable model for adapting to the fast-moving AI landscape

Get your team AI-ready

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Get your team AI-ready

The AI Clarity Call is a free 1:1 session where we look at where your team is now and where AI could make a real difference. 

Get your team AI-ready

The AI Clarity Call is a free 1:1 session where we look at where your team is now and where AI could make a real difference. 

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