Arizona State University (ASU) is using an AI tool, ASU Atomic, to create educational modules using content ripped from professors’ work.
Professors say they were not made aware of their lectures being used in this way; they also characterized the outcome as inaccurate “AI slop” as first reported by 404 Media.
“AI slop” refers generally to poor, undesired generative content. In some circles, “slop” may refer to not just some but all generative content under the perception that generative AI tools rely on stolen original works.
ASU Atomic promises to create an unlimited amount of custom learning modules for subscribers by taking long lectures and condensing them into smaller clips based on prompts. These synthetic clips “grounded in trusted ASU courses” fit within condensed courses that amount to less than 10 hours.
The tool began as a pilot launch earlier this month within an initiative called “Project Atomizer.”
Subscriptions for ASU Atomic cost $5 a month. At present, course content produced by the tool doesn’t translate to ASU academic credits, nor badges or credentials.
Not much exists publicly on Project Atomizer. The initiative was mentioned briefly in a February presentation by ASU President Michael Crow, part of a larger proposal to make AI the focus of the future: “current realities require current solutions,” according to the presentation.
Crow said in an interview last week with the Greater Phoenix Chamber that ASU has 50 AI tools, three of which are augmentative AI tools for students. Crow said he uses AI for “everything” in his daily life.
“[W]hen I’m driving to work, I use the Gemini tool. Basically, I’ll pick a subject that I don’t know enough about and I’ll get myself educated in like 22 minutes or 25 minutes,” said Crow. “I use it for basically quick analysis of really complicated things that I don’t have enough facts [for].”
Crow also revealed that he has used AI to write 20 white papers since November. He’s also used AI to create multiple architectural proposals: one for a site in Hawaii near the village of Javi, another for an addition to the West Valley campus in Phoenix.
ASU literature professor Chris Hanlon was one of the first to raise awareness of ASU Atomic. Hanlon told 404 Media that no professors he’d spoken with had given their permission for this generative content.
“None of the ASU faculty whose course materials were harvested for the module I generated were aware that their image, lectures, lessons, or other teaching materials are being used,” posted Hanlon on Bluesky.
Hanlon said the course materials were pulled from Canvas, a course management system. Hanlon criticized the AI-generated clips as error-laden, jumbled, lacking context, and confused.
“Concerning the course itself, there’s no throughline I can see; none of the videos really speak to one another — it’s a mishmash, though the individual lessons that comprise it probably make a lot more sense in their original context,” said Hanlon.
The ASU Atomic website says the tool relies on content pulled from the ASU Online library.
“If ASU teaches it, Atom — your AI learning partner — can build a hyper-personalized learning module around it,” stated the Atomic.
Since 404 Media broke their investigative report, ASU closed off new signups. Instead, interested users or curious onlookers will have to join a waitlist.
Faculty asked Crow about the AI tool during a recent faculty Q&A following that initial report, as later revealed by Inside Higher Ed. According to Crow, the tool remains an early-stage experimental project without substantial promotion.
ASU Atom told Inside Higher Ed that its model was built on Anthropic’s Claude. ASU has declined to speak on the training and development of the tool.
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Arizona Superintendent of Public Instruction Tom Horne is pleading with the state legislature to approve an additional $40 million for school safety.
Horne said in a Monday press release that those proposed millions are just the minimum that hardly reflects the outsized need on Arizona’s campuses for security.
Superintendent Horne said the latest deadline for school safety grant requests yielded a demand of over 800 counselors or social workers and over 700 officers. He said the funding needed to fulfill the cost of these requests would amount to nearly $187 million.
Under Horne’s administration, the number of armed officers under the School Safety Program (SSP) grew from just over 100 to nearly 500—nearly five times the size in just three years. SSP determines the distribution of resources through competitive, state-funded grants lasting three-year cycles.
Horne said that the best model for the SSP is to have officers present to work alongside the certified mental health counselors. There are nearly 600 counselors and social workers that work alongside the nearly 500 armed officers at over 1,100 locations statewide.
There are over 1,500 district public schools and over 500 public charter schools in the state. Over 1 million students attend these schools, and nearly 60,700 educators that teach in them.
The average SSO salary according to the fiscal year 2027 FAQ runs at about $157,000.
“If the funding isn’t there to provide for them, and then a tragedy happens in one of those schools, that would be a terrible occurrence,” said Horne. “Any school that asks for a police officer should be able to get one to defend the students, to defend the staff and the teachers.”
Superintendent Horne cited the recent near-tragedy that occurred in Oklahoma earlier this month. An unarmed high school principal, Kirk Moore, confronted and stopped an adult former student, Victor Lee Hawkins, who was attempting to shoot up the school. Moore survived the encounter with a gunshot wound to the leg; no fatalities occurred.
He also cited the 2012 tragedy out of New England, where another principal made a similar attempt to stop a gunman and lost her life in the infamous Sandy Hook Elementary School shooting. An elementary school principal, Dawn Hochsprung, was shot and killed by gunman Adam Lanza as she confronted him.
Both cases, Horne says, justified his argument that every Arizona school requires an armed officer to prevent injuries or deaths.
“My biggest nightmare is that an armed maniac gets onto a school campus and kills people. Just a few weeks ago, a heroic principal in Oklahoma subdued an armed gunman at a school and was wounded in the process. While we praise his actions, having unarmed teachers be the first line of defense is not acceptable,” said Horne.
Horne said that current law will ensure those 500 armed officers remain funded, but that no new funding will mean no additional officers and, further, will mean a loss of funding for the nearly 600 counselors and social workers.
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U.S. Representative Eli Crane (R-AZ02) announced the winners of the 2026 Congressional Art Competition for Arizona’s 2nd Congressional District following an awards ceremony held in Prescott.
The event took place at the Phippen Museum, where students, families, and educators gathered to recognize outstanding artwork submitted by high school students from across the district.
“The Congressional Art Competition offers our talented high school artists the opportunity to showcase their skills, and it’s an honor to play a role in the process,” Crane said in a statement. “On behalf of my team, I am deeply grateful to the Phippen Museum, our partners in higher education, and our professional judges for collaborating on this great tradition. We also appreciate the teachers who encouraged their students to participate, as well as everyone who came out to celebrate this occasion.”
The annual Congressional Art Competition is a nationwide program sponsored by the U.S. House of Representatives to encourage and recognize artistic talent among high school students.
Crane presented scholarship awards to selected student artists during the ceremony, from Embry-Riddle Aeronautical University, Grand Canyon University, Northern Arizona University, Northern Pioneer College, and Yavapai College, honoring their work and participation in the competition.
Winslow High School student Lindsey Cox earned first place and was awarded a scholarship to Northern Arizona University for her piece “Albert Camus and His Cat.” Her painting will be displayed in the U.S. Capitol for one year, and she will be honored at an awards banquet in Washington, D.C.
Jazmin Hunt, a Mingus Union High School student, won second-place honors with her piece, “Cat Eye,” and was awarded a scholarship to Embry-Riddle Aeronautical University.
Sarah Meyer, a Prescott High School student, was awarded third place for her piece “Desert Nightlife,” along with a scholarship to Yavapai College.
Honorable mention went to Prescott High School student McKenzee Stapleton, who earned a scholarship to Grand Canyon University, and the People’s Choice Award, voted on by the public, went to Mingus Union High School student Isabel McKean.
The event was supported by staff and volunteers at the Phippen Museum, as well as local artists who assisted in reviewing submissions and selecting winning pieces.
The Congressional Art Competition is held each spring in congressional districts nationwide, with winning artwork typically displayed in the U.S. Capitol for one year as part of a national exhibition.
The coalition behind a ballot initiative to roll back the universality of Arizona’s school choice program is facing a campaign finance complaint.
On Thursday, the Protect Education Accountability Act Now Committee (PEANC) was made subject to a complaint, reviewed by AZ Free News. PEANC was accused of falsely claiming that out-of-state contributors amounted to a mere nine percent of funding.
PEANC filed the ballot initiative, “Protect Education Act” last month. If approved, the initiative would impose an income cap on enrollment in the Empowerment Scholarship Account Program, among other restrictions to include an elimination of funding rollover. The Protect Education Act superseded an earlier version, the “Protect Education, Accountability Now Act.”
In order to make the ballot, the initiative will need nearly 256,000 signatures. PEANC reported gathering over 150,000 signatures during a virtual press conference on Friday.
The complainant, Jack Johnson Pannell, cited a disclaimer posted to the bottom of PEANC’s website. That disclaimer reflects PEANC’s total out-of-state contributors account for only nine percent of its total funding.
Arizona law requires political action committee advertisements to disclose the aggregate percentage of out-of-state contributors as calculated at the time the advertisement was produced for publication, display, delivery, or broadcast.
Pannell’s complaint called for a declaration that PEANC violated Arizona campaign finance disclosure law and an action against the committee.
Pannell said on X that Arizona families deserve the truth behind PEANC. Pannell is the founder of Trinity Arch Prep School for Boys, a microschool.
“More than 100,000 families are choosing great options for educating their children,” said Pannell. “It’s a cheap shot to accuse hardworking people of cheating the system. It just ain’t true.”
I’m proud to file this complaint because AZ families deserve the truth. More than 100,000 families are choosing great options for educating their children. It’s a cheap shot to accuse hardworking people of cheating the system. It just ain’t true. #schoolchoicehttps://t.co/FFz9MkTWLh
Contrary to this disclaimer, campaign finance records reveal that 98 percent — $4.5 million, or nearly all of PEANC’s $4.6 million in funding — have come from special interest groups in Washington, D.C.
That $4.5 million came from the National Education Association in four allotments delivered throughout February and March. The first payments from the NEA (over $2.3 million) came on February 13 — exactly a week after PEANC registered their website domain.
The earliest available archived version of the site captured on February 12 reflected an out-of-state contributions disclosure totaled at 50 percent.
Other major donors included the Arizonans For Quality Education ($50,000), Nita and Phil Francis ($25,000), and Arizona Education Association ($10,000).
99 percent of AFQE’s funding has come from “shadow sponsors”: unnamed corporations and LLCs. The remainder of the funding, less than half of a percent, came from Christopher Kotterman on behalf of the Friends of ASBA.
Kotterman became a senior policy advisor for Gov. Katie Hobbs in late 2024.
Phil Francis is the retired chairman and CEO of PetSmart; Nita Francis formerly chaired the Valleywise Health Foundation board.
Correction: A previous version of this story incorrectly listed Justan Rice as the current chairman of Arizonans For Quality Education (AFQE). Rice left AFQE in June 2025 before the donation to PEANC was made.
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Arizona Superintendent of Public Instruction Tom Horne announced earlier this week that two northern Arizona schools have been named National Title 1 Distinguished Schools in recognition of their significant gains in student academic achievement.
Valentine Elementary School, located in the small northwest Arizona community of Valentine, and Window Rock High School, situated on the Navajo Reservation, earned the prestigious national honor. The schools were selected for demonstrating exceptional progress in boosting their students’ academic performance.
“I am very proud of the work these students and educators have done to earn this honor. Each year, the Arizona Department of Education recognizes schools that demonstrate exceptional achievement and success in the Distinguished Schools program,” stated Superintendent Horne. “In addition to the students, congratulations must go to all the district leaders, teachers, administrators, and staff for this remarkable accomplishment. It reflects these schools’ commitment to maximizing instructional time and ensuring that every instructional minute counts.”
The National Title 1 Distinguished Schools award is part of the National ESEA Distinguished Schools Program, a project of the National Association of the Elementary and Secondary Education Act (ESEA) Program Administrators.
The program publicly recognizes qualifying federally funded Title 1 schools for positive educational advances and outstanding academic achievement.
Each state may honor up to two schools per year. Schools selected for the award must meet strict criteria, including a poverty rate of at least 35% (or the state’s average poverty rate if below that threshold), high academic achievement or growth, and meeting or exceeding state-determined accountability standards.
Valentine Elementary and Window Rock High School join a select group of schools nationwide that have earned this distinction. As National Title 1 Distinguished Schools, they will receive a commemorative award package, including entry to the National ESEA Conference, a dedicated section on the ESEA Network website, and special recognition during the conference.
Select sessions at the conference will feature “Stories of Success” from Distinguished Schools, highlighting their effective strategies for improving student outcomes. Arizona’s Distinguished Schools finalists will also be recognized on the Arizona Department of Education’s Distinguished Schools website and at the state ESEA Conference.
“I congratulate these schools on their mission to provide a high-quality education that fosters academic achievement and character development, which is very important, while cultivating strong partnerships with families in the community,” said Horne. “It demonstrates the passion, the dedication, and excellence taking place in your classrooms every day.”
Ethan Faverino is a reporter for AZ Free News. You can send him news tips using this link.
A new report from the Goldwater Institute alleges that Arizona’s public universities are not complying with state requirements to provide students with instruction in American civics, history, and economics. The findings follow previous Goldwater reports examining the integration of Diversity, Equity, and Inclusion content into both honors and American civics courses.
The policy requires universities to incorporate coursework covering key areas of American civics, explicitly stating:
“The study of American Institutions will include at minimum (I) how the history of the United States continues to shape the present; (II) the basic principles of American constitutional democracy and how they are applied under a republican form of government; (III) the United States Constitution and major American constitutional debates and developments; (IV) the essential founding documents and how they have shaped the nature and functions of American Institutions of self-governance; (V) landmark Supreme Court cases that have shaped law and society; (VI) the civic actions necessary for effective citizenship and civic participation in a self-governing society – for example civil dialog and civil disagreement; and (VII) basic economic knowledge to critically assess public policy options and to inform professional and personal decisions.”
The report asserts that some universities are allowing courses outside of traditional civics instruction to satisfy those requirements.
At @ASU, students can satisfy civics requirements with courses like:
• “Theatre and U.S. Democracy” • “Social Welfare, Work, and Justice in the US”
At @NAU: • “Indigenizing Museums” • “Sociology of Chicanx Communities”
This isn’t what the law requires.
— Goldwater Institute (@GoldwaterInst) April 9, 2026
Timothy Minella, director of higher education policy at the Goldwater Institute and the report’s author, said universities are not meeting the intent of the requirement.
“Arizona’s public universities are failing students by allowing niche courses steeped in DEI to satisfy the state’s robust history and civics requirements,” Minella said in a statement released with the report.
At Arizona State University, Minella states that courses such as “Anthropology of American Democracy,” “Social Welfare, Work, and Justice in the US,” and “Theatre and U.S. Democracy” are being used to meet civics requirements.
He argues that the first course, “ ‘Anthropology of American Democracy,’ fails to meet AMIT requirements and instead centers on the claim that American society oppresses certain groups.”
“The syllabus states that the course ‘emphasizes the relationship between personal narratives and broader historical forces, highlighting how belonging, rights, and obligations are experienced differently across diverse social, racial, and cultural contexts.’ … In the list of required readings for the course, there are only two that could plausibly be considered ‘founding documents’: the U.S. Constitution (which appears in only one section of the course) and the Declaration of Sentiments from the Seneca Falls Women’s Rights Convention.
Almost every other reading comes from specialized anthropological studies, including ‘I’m American, not Japanese!: The Struggle for Racial Citizenship among Later-Generation Japanese Americans’ and ‘Replicate, Facilitate, Disseminate: The Micropolitics of U.S. Democracy Promotion in Bolivia.’ Revealing the course’s leftist orientation, one module covers ‘anthropology’s role in American Empire Building,’ requiring students to read excerpts from Base Nation: How U.S. Military Bases Abroad Harm America and the World.”
At Northern Arizona University, Minella’s report identifies courses such as “Sociology of Chicanx and Latinx Communities” and “Indigenizing Museums and the Art World” as qualifying for civics and history requirements.
The report also alleges that the University of Arizona has failed to implement the American Institutions policy.
Minella wrote, “In utter defiance of ABOR’s directive, the University of Arizona (UA) has so far failed to implement AMIT at all. UA’s plan to integrate AMIT into general education has been mired in delays and troubling protocols.”
In December 2025, Mark Stegeman, an associate professor of economics at the University of Arizona, warned the university was failing to implement a civics program in accordance with the ABOR mandate, describing the U of A proposal for a single 3-unit course as “a car crash in the making.”
The report recommends that state lawmakers take action if universities do not fully comply with the policy.
Arizona’s honors colleges have been HIJACKED by activist faculty.
Our new report shows how bad it has gotten. Honors students are being required to take courses like: – “Eating the Globe: The Diverse, Weird, and Queer Food Politics” – Readings on “Compulsory Heterosexuality and…
The findings follow a separate March report from the Goldwater Institute examining honors colleges at Arizona public universities, including Barrett, The Honors College at Arizona State University, and the W.A. Franke Honors College at the University of Arizona, and the integration of Diversity, Equity, and Inclusion into honors programs and American civics courses.
The Civic Decline report is available on the Goldwater Institute’s website.
