Subbu Kumarappan is an associate professor teaching applied economics and business at Ohio State ATI. He has a PhD in Agricultural Business and Strategy from Michigan State University.
What made you want to start using AI in your course?
I’ve always been impressed with the ways technology can create powerful outcomes in the classroom. When tools like ChatGPT became widely available in 2022-23, I immediately saw their potential to transform how we live — and how I teach. I explored how faculty were using AI in their courses, the importance of prompt engineering and training options on platforms like Kaggle.com, especially for business and economics education.
That exploration became a way to reinvent my teaching. I introduced topics far beyond the textbook and helped students understand both the strengths and limits of AI-generated responses, including early issues like [AI] hallucinations. It was also a chance to equip them with real-world skills. In one conversation, an internship employer mentioned their company actively uses large language models. That reinforced my belief that we need to train students to be proficient AI users — especially in areas like business planning, marketing and communication.
How are students using AI in your courses?
In AEDE 3105 (Food Supply Chains), students used Microsoft Copilot and ChatGPT to study the supply chains of products like meats, seeds, grains and seafood, and to explore sustainability issues. They used AI-generated references to ask deeper questions about supply chain dynamics.
In BusTec 2249T (Finance), students used AI to calculate, compare and present mortgage payment information, gaining insight into the evolving reliability of AI-generated estimates.
The most extensive use has been in BusTec 2231T (Marketing). Students used Microsoft Copilot to build product hierarchies by price and quality, created jingles, sample budgets and branding with Canva AI and LogoMaker AI. They rewrote marketing plans with Canva, produced FAQs and podcasts using Google’s NotebookLM, made videos with InVideo and designed presentations with Gamma AI. With instructor feedback, their marketing plans became original, polished and deeply impressive. Students were excited by the ease and depth of these tools — even when it felt overwhelming.
What are you hoping students take away from this?
I want students to understand how quickly AI is changing the business world — and how to use it to build their skills and careers. I walk them through tools step by step, showing how to develop plans, identify knowledge gaps, and grow as thinkers.
I also prioritize academic integrity. We dedicate class time for students to bring their own thinking into projects. This not only deepens understanding but reinforces originality. Ultimately, I want students to see how their individuality, experiences and natural intelligence can add value in ways AI never will.
What have you learned since you started using AI? Any surprises?
AI is evolving faster than anyone expected. ChatGPT used to make frequent errors—those are now much less common. New agentic tools like Manus show just how much AI can transform our work and lives.
In spring 2025, I demonstrated Google’s NotebookLM on the first day of class. Students were amazed — it sparked curiosity and energy that lasted the entire semester. Their excitement made the classroom more dynamic and forward-looking. I’ll admit I’m struggling to keep up with all the new tools — but it’s a challenge I welcome.
Was there a moment you realized AI was working better than expected?
Absolutely. More than half my students “ooh” and “ahh” with every AI-related assignment. Their marketing plans now feature videos, visuals and creative formats — far beyond blocks of text. Introducing AI early creates momentum. But I also build in pause — moments to step back from the tech, reflect and engage their own critical thinking.
What about concerns that AI holds students back from thinking or being creative?
This is the most common concern I hear. Students love the outputs, but some feel unsure about whether it’s truly their work. They often need time to internalize and understand what AI is suggesting.
High-performing students tend to use AI to take their work even further, while those struggling may fall behind if they don’t fully engage. That’s why I set clear expectations on how AI can or can’t be used in every assignment and emphasize teamwork and collaboration — skills that remain essential.
Will embedding AI in the curriculum help students after graduation
Absolutely. AI literacy is a core skill for today’s graduates. Our responsibility is to offer curricula that reflect real-world challenges and prepare students for evolving careers. The tools may change, but the ability to learn and adapt will always matter. I strongly support integrating AI into the classroom to help students succeed — not just now, but long after they graduate.