Indiana University’s Kelley School of Business is preparing to launch a major redesign of its BUS-K201 Foundations of Business Information Systems and Decision Making course this fall, with a new emphasis on artificial intelligence and problem-solving.
Brant Moriarity, director of computer skills and a senior lecturer at Kelley, said the shift reflects broader changes in how technology is used in business and the workplace. Moriarity said the redesign has been in development for several years, building on feedback from alumni, recruiters and business stakeholders.
In 2022, Kelley formed a task force to evaluate the course and recommend updates based on industry needs. Moriarity said that although implementation of changes slowed down after that, Kelley leadership revisited them in December 2025 in light of the rapid rise of AI and its impact on how work is performed.
“With AI being such a disruptive force, we were asked to reimagine the course,” Moriarity said.
K201, while beginning as just a computers in business course in 1963, has since served as an introduction to business technologies including Microsoft Excel, data analysis and information systems, Moriarity said. The course traditionally combined hands-on lab sessions with a lecture component that focused on broader conceptual topics. Moriarity said that structure will change significantly under the redesign.
The new course
The updated course will eliminate the lecture component completely and instead focus entirely on two weekly lab sessions. This shift will allow students to spend more time actively working through problems rather than passively learning concepts, Moriarity said.
He said the redesigned curriculum will follow a model called “Build, Adapt, Defend.” Under this framework, students will complete guided work before class, then use class time to adjust their solutions when new challenges or changes are introduced. This includes inserting a disruption to a prebuilt spreadsheet, adapting models to meet changed objectives, intentionally seeded errors, and more, Moriarity said. They will also be expected to explain and justify the decisions they make.
Moriarity said this approach is designed to address a limitation of the current course structure, where students can succeed by closely following step-by-step instructions without fully understanding the material.
“If you follow the instructions, you could pretty much guarantee yourself an A,” Moriarity said.
He said the new format will introduce more open-ended problem solving, including situations where students must identify and correct errors or adjust their work based on new requirements. Moriarity said this type of experience is intended to better reflect real-world business environments, where conditions often change and solutions must be revised.
AI will play a central role in the redesigned course, Moriarity said. Students will be encouraged to use AI tools to assist with tasks such as generating ideas, analyzing data and exploring possible solutions. However, he added that students will still be responsible for evaluating the accuracy of AI outputs and making final decisions. AI will be permitted for some assignments but not for exams.
“We’re trying to emphasize that AI is only as useful as your expertise,” Moriarity said.
He said students will be asked to think critically about how they use AI, including reflecting on how their prompts influence the results they receive. Moriarity said the goal is to help students understand both the benefits and limitations of AI as a tool.
Moriarity also said the redesign is intended to prepare students for a workforce where AI is already widely used. He said feedback from alumni and industry partners indicated many professionals regularly use AI tools in their daily work.
Moriarity also said the redesign of K201 is partly a response to changes in the job market, where automation is reducing the number of traditional entry-level roles. He said this shift increases the importance of skills such as problem solving, adaptability and decision making.
Moriarity said the course will continue to evolve based on feedback from students and faculty after the new format is implemented this fall. He said instructors are still working on some details, including how to assess student work and gather feedback on the changes.
Student and faculty feedback
Some current students support the shift toward incorporating AI into the curriculum. Megan Askins, a freshman enrolled in K201, said she believes the change reflects the realities of the modern workplace.
“As AI is becoming more common in the workforce, switching the curriculum will help students stand out as they are able to adapt to new technology that is always evolving,” Askins said.
Austin Gerber, another freshman in Kelley, agreed and said that because AI is integral to the job market and will only continue to grow, K201 should prepare students for that.
“I strongly believe that in five to 10 years, AI skills will be crucial in getting a job,” Gerber said. “If you are not prepared to work with AI, you will not find success in the job market.”
While the redesign has support from some students and faculty, not everyone agrees with the increased role of AI in education. Douglas Hofstadter, an IU professor of cognitive science, said he believes the use of AI in the classroom poses significant risks.
“I think AI is a terrible threat to humanity,” Hofstadter said.
Hofstadter said he is concerned that reliance on AI could undermine the purpose of higher education, which he said should focus on developing independent critical thinking and communication skills.
“The uniqueness of humanity is its ability to think and to use language,” Hofstadter said. “If we hand that over to machines, we are abandoning something essential.”
He also said AI systems can produce convincing but unreliable information and may present arguments without regard for truth or accuracy.
Hofstadter said he believes universities should respond to technological change by strengthening critical thinking skills rather than incorporating AI into coursework, and recommended works to inspire critical thinking, such as Martin Gardner’s Fads and Fallacies. He said students should be encouraged to be skeptical and question information, evaluate sources and develop their own understanding rather than rely on automated tools.
“Critical thinking is what is desperately needed,” Hofstadter said.
