Equity by Design: Implementing AI Course Assistants to Support Student Success in Online Higher Education

Abstract This chapter explores the design and implementation of AI course assistants as a strategy to increase equity, engagement, and academic success in online higher education. At Los Angeles Pacific University, a fully online institution serving adult and historically underserved learners, an AI assistant named Spark was deployed across all courses within four weeks following a successful pilot study. The implementation process included a multi-phase rollout, beginning with faculty-led dialog and experimentation, followed by the development of a minimum viable product and continuous improvement based on student and faculty feedback. Spark was designed to support student learning through Socratic questioning, course-specific alignment, and inclusive interaction models that accommodated diverse learners, including those with language or neurodiversity needs. Outcomes from a randomized controlled trial and follow-up studies indicated improvements in GPA, motivation, and self-efficacy, with no demographic disparities in benefit. The chapter also examines how Spark was used to enable active learning through tools such as AI-facilitated think–pair–share discussions and role-playing simulations. Ethical and inclusive design practices were prioritized throughout the development process, and faith-informed considerations were integrated to reflect the institution’s Christian values. Finally, the chapter connects the case study to global priorities in education by aligning outcomes with the goals of inclusive, high-quality learning outlined in Sustainable Development Goal 4. Practical recommendations are provided to help institutions of all types responsibly scale AI tools that support learner success while maintaining human-centered values.