If you think an AI degree is just computer science with a trendy new label, the University of Maryland wants to change your mind.
The school has announced two new bachelor’s degree programs focused on artificial intelligence, but only one of them is centered on building AI systems. The other is designed to help students understand how the technology affects people, communities, and society as a whole.
That’s what caught my attention.
Every university seems to be chasing AI right now. Schools know students are interested, employers are hiring, and investors can’t stop talking about the technology. But Maryland’s approach stands out because it isn’t treating AI as just another coding discipline.
One of the new programs, a Bachelor of Arts in human-centered AI, will be offered through the university’s College of Arts and Humanities. Students will study topics such as ethics, law, public policy, language, cognition, design, and society while also taking technical courses in programming and machine learning.
I actually like this approach. Too many conversations about AI focus exclusively on building the technology rather than questioning how it should be used. We hear plenty about larger models, faster chips, and new capabilities. Discussions about consequences often come later.
As AI tools become more deeply integrated into daily life, people who understand both the technology and its impact could be in high demand.
The second degree takes a more traditional route. Beginning in Fall 2027, the Bachelor of Science in AI: computational structures for AI systems will be housed in the Department of Computer Science. Students will learn how AI models, algorithms, and software systems are built, with specialization options that include generative AI, AI algorithms, accessibility, and AI’s role in society and decision-making.
Both programs were developed alongside the Artificial Intelligence Interdisciplinary Institute at Maryland, or AIM, which was established in 2024 to support AI research and education across multiple disciplines.
Maryland is hardly a newcomer to AI. The university points to decades of work in the field, more than 200 faculty members involved in AI research and teaching, and existing master’s degree programs focused on artificial intelligence. The school also notes that it ranks among the top public universities for AI.
Still, rankings aren’t what make this announcement interesting.
What’s interesting is the acknowledgment that AI education may need to extend beyond computer science departments. If AI is going to influence hiring decisions, healthcare, education, government services, creative work, and countless other parts of life, then understanding its social and ethical implications matters too.
Not every student interested in AI wants to spend four years focused exclusively on mathematics and programming. Some want to explore how the technology changes the world around them. Maryland appears to be creating a path for both groups.
As universities continue racing to launch AI programs, it will be worth watching whether more schools adopt a similar model. Teaching students how to build AI is important. Teaching them when, why, and whether it should be used may be just as important.
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