OMAHA, Neb. (WOWT) – Simple, fast and violent.

That is the defensive philosophy new Nebraska defensive coordinator Rob Aurich has brought from San Diego State to Lincoln.

Following a full-pads, physical preseason practice on Tuesday, the first-year coordinator made his mission clear: establish and uphold the standard of Nebraska’s defense.

“I’m from the Midwest, I understand the tradition of the Blackshirts and the level it’s been at,” Aurich said. “I want to see people talk about Nebraska the way they should.”

For Aurich, the history of the program is not just a talking point—it is a responsibility.

“The biggest commitment we have, is the previous players that have played, have a standard for which this logo plays, and it is our utmost duty to uphold that standard,” Aurich said. “I want alumni to look at the way we played and be really proud.”

Players Buying Into Physicality

With less than a month before the season opener against Ohio, Nebraska players are already embracing the aggressive identity. Junior linebacker Vincent Shavers Jr. noted a strong sense of unity and intensity during camp.

“I like how we’re just playing as one. Everyone is flying to the ball,” Shavers said. “We’re playing physical, violent. Everyone is communicating, we’re all on the same page.”

Fellow junior linebacker Dexter Foster echoed that trust, emphasizing the accountability required to play in Aurich’s system.

“We’re violent, we’re physical,” Foster said. “I can count on the guy next to me, I can count on the guy behind me, I can count on the guy in front of me to do their job. I’m just excited to see what we can do this season.”

Diving Into the Details

Aurich estimated that about 80% of his defensive playbook is currently installed, with the remaining 20% largely focusing on goal line play and end-of-game situations.

While the “huge leap” occurred during spring practices—where the team knocked out the foundational basics of the system—preseason camp has allowed the Huskers to fine-tune the deeper details.

Nebraska Public Media News is taking a look at how artificial intelligence is impacting classrooms across Nebraska, from kindergarten through higher education. This is the second story in a series that will explore several areas of AI in education, including school policies on AI, how educational institutions are implementing the technology and the safety concerns around it. Some interviews for this reporting were found in Nebraska Public Media News’ recent AI in Education survey.

When students at Nebraska’s largest school district return to the books this fall semester, they’ll be operating under a new policy that addresses artificial intelligence.

The Omaha Public Schools District over the summer added in its Code of Conduct that “using generative artificial intelligence tools to answer questions or complete assignments in place of original student work without proper citation and teacher approval” would be considered cheating or plagiarizing.

OPS also has a tab on its website under Digital Citizenship to help families discuss AI.

It’s one example of an AI policy developed in a Nebraska school district as educators continue to navigate the evolving landscape of artificial intelligence in – and outside of – the classroom. Nationally, more than 80% of teachers reported using an AI tool in the 2023-24 school year, according to a Center for Democracy & Technology survey. More than half of teenagers say they’ve used an AI chatbot for help with schoolwork or finding information, according to the Pew Research Center.

Andrew Easton, chief learning officer for the Nebraska Educational Service Unit Coordinating Council, said many districts have put policies into place to make sure students, teachers and their data are safe, along with laying out responsible AI use.

“A lot of those policies actually put the classroom practitioner in the position to be the one who makes the decision as to the degree to which AI maybe becomes a part of the the learning experience for students in some capacity,” Easton said.

Westside Community Schools, also in Omaha, has a page dedicated to artificial intelligence, outlining the district’s goals with AI, what ethical use of the technology looks like in classrooms and an example of a syllabus statement high school teachers can use.

There are also certain tools, Google Gemini and Apple Intelligence, that are approved for students in grades 7-12 and staff to use. Staff can also use ChatGPT through a teachers program. Other non-approved tools are blocked on student devices, according to the website.

Lincoln Public Schools has outlined several ways teachers can utilize AI and allows access to Google Gemini tools for educators. However, the district does not provide access for students to the AI tools. Students are required to cite any works developed using generative artificial intelligence, whether it’s their own or another source they found.

At the college level, policies are left open-ended to allow professors the freedom to decide if AI fits into their courses, but cheating is still not allowed. The University of Nebraska-Lincoln updated its policy to clarify that “taking all or part of work that someone else or an entity prepared” is considered cheating. Instructors must also clarify in their syllabus what AI use looks like for their course.

Policies are similar at the Omaha and Kearney campuses. The University of Nebraska recently launched the NU AI Institute to look into how faculty, staff and students are utilizing AI. Nebraska Public Media News will dive into that topic more in the third story in this series, along with a look at how other college campuses are tackling AI.

‘A tool for teaching’

Easton said the council wanted to create a place to support K-12 district leaders as it figures out how to navigate artificial intelligence, so it launched a website outlining some resources.

“[It’s] not necessarily a full endorsement or something that we’re saying these are the only ones that are credible,” Easton said. “But rather, if you’re lost somewhere between having nothing and a Google search, we would love to help support you in the space between that and say, these are some of the places that might be a great place to begin that portion of the journey for you.”

Easton said many districts have some sort of policy in place, whether it’s a separate AI policy or one that is covered by a technology policy. He added that it’s important for schools to also have guidelines that explain how that policy can be used in the classroom.

Eileen Heller, an education consultant for professional learning at Educational Service Unit #3 in the Omaha-area, said seven out of the 18 districts the ESU serves have a policy on artificial intelligence, but now, the challenge is translating that policy into practice.

“We’ve dealt with that even here at ESU 3. We have an AI policy, but that policy is written for lawyers,” Heller said. “It’s really written for that lawyer to be able to protect you if ever needed in a court case, but when I read that policy, that policy just looks scary to me. It tells me I can’t do things with it. I just kind of shut down.”

Those guidelines would help teachers understand the best ways to use AI in their coursework. Heller said she tells teachers to look at their learning goals and focus on the verb, like analyzing or summarizing.

“You want them doing the analysis. You want them doing the summary creation, whereas you can lift up the AI to assist them in things,” Heller said. “Maybe it’s brainstorming topics, or maybe it’s taking their writing piece and asking it for feedback on the way that they’ve structured something.”

She added that teachers can also utilize AI to assist with ways to better support multilingual students or kids who are on an individualized learning plan.

Heller’s ESU is planning a four-day regional training series for its school districts to bring together a team of school leaders and teachers as they map out what artificial intelligence use will look like in their school. There will be national and local speakers, as well as time to start planning.

Adam Larson, assistant director of the professional learning department at ESU 3, said AI in schools is complex, which is why the ESU is spreading out the four days during the school year: one in September, November, January and March.

“The way that each school district is going to handle how they implement artificial intelligence into their system is going to be different,” Larson said. “We want to give everyone all of the best practices, all the research we can, and then give them time and space to work in their team to figure out how they’re going to incorporate this into their systems to make it work best for them.”

Heller said there needs to be professional learning for teachers to understand AI so they can help their students navigate the technology.

“There’s this disconnect between probably a higher use on the student level, especially as you go towards the secondary, middle school, high school, according to the national research, the use of AI by students, whereas most students are saying, ‘Our teachers have not talked to us about this,’ and I understand why,” Heller said. “I would not want to talk to somebody about it if I didn’t know about it myself.”