University of South Carolina pioneers AI innovation with Microsoft 365 Copilot

Founded in 1801, the University of South Carolina (USC) is one of the oldest public universities in the United States, yet—as a flagship public R1 research institution—it always has an eye out toward the future. Faculty and students were ready for a more streamlined, modern experience—one that could free them from time-consuming tasks and allow them to focus on what matters most: learning, teaching, and discovery. With AI offering new possibilities for integration and productivity, USC set out to modernize its systems and unify its tools to support its rich heritage of education and research moving forward.

“The University of South Carolina is very forward thinking by adopting AI early on.” says Emma Ernst, student and senior public relations major and communications intern for USC’s Division of IT. “It will allow the university to stay at the forefront of technology and prepare its students to enter an ever-changing world.”

Building a trusted AI ecosystem

USC chose Microsoft 365 Copilot specifically for Microsoft’s enterprise-level data protection and HIPAA compliance, essential for its medical and research divisions. This allowed for confident adoption across sensitive academic and clinical settings.

“We evaluated many tools, and the clear option was Microsoft 365 Copilot,” says Dr. Juan Caicedo, Chair of Civil and Environmental Engineering. “And since we were already using Microsoft tools for our enterprise, it just made sense to use Microsoft 365 Copilot.”

Designed as a cohort model spanning IT, engineering, humanities, HR, and student services, the university brought Copilot into faculty workflows, helping with day-to-day tasks such as drafting and refining research papers, conducting literature reviews and performing data cleaning. With a secure data boundary and enterprise-grade compliance, Copilot gave faculty and staff confidence to explore AI safely within a suite of tools that they already knew and trusted.

“At the University of South Carolina, we've been partners with Microsoft for a long time,” says Elizabeth Shirkey, Executive Director, IT Service & Customer Engagement. “And that relationship really made sense as we started thinking about new technologies such as AI. You want to be with a trusted partner; you want to be with someone who you know is committed to your success. And that's how we felt about Microsoft.”

Helping students write with confidence and learn with purpose

With the support of Microsoft, the university developed workshops and self-paced modules covering both technical and instructional applications of AI. Faculty were trained not only in how to use Copilot but also in how to guide students in effective AI usage, with students using Copilot to generate study guides, refine writing, and explore AI as a productivity partner.

For example, Ernst worked with the USC communications team in the Division of IT to promote Copilot across campus, helping run a social media campaign to raise awareness and highlight what the research team was doing with Copilot.

“As I start my career in PR, AI has really expanded my creativity and helped me explore my ideas,” says Ernst. “Copilot, specifically, helps me create messaging that really resonates with people.”

Faculty noted how many students would open Word documents, not to fill with words but to initiate conversations about the learning task at hand. Copilot offered them a cognitive scaffold, helping bridge the gap from uncertainty to confidence. They learned to reflect deeply on their own writing without waiting for faculty input.

Copilot served as a collaborator for students who either struggled to get started, or who simply process information differently, helping them to find entry points into abstract concepts that previously felt overwhelming. It leveled the playing field by offering a non-judgmental environment calibrated to their unique learning differences.

Faculty noted more participation, more curiosity, and more ownership. Copilot didn’t replace instruction—it personalized it, extending faculty reach and deepening students’ connection to the content.

From productivity to possibility

Copilot’s effect on productivity wasn’t confined to the classroom. In administrative offices, staff used Copilot to expedite repetitive workflows, draft reports, and synthesize meeting notes. Procurement staff applied it to speed up proposal reviews. IT teams used AI to streamline service desk responses. Rather than mandating use, USC created space for grassroots innovation—encouraging every college and department to test Copilot in ways that suited their needs, all within a supportive and secure governance structure.

“On some weeks when I have to do a lot of work on my computer, Copilot might be saving me four or five hours in a week easily, “says Caicedo of Copilot’s effect on his productivity. “Now I can spend that time with students.”

The program’s impact was clear: 84% of users—including students—reported saving between one and five hours per week, with 8/10 users reporting satisfaction with Copilot. Professors reported time savings and improved quality in academic output, allowing more focus on higher-value research and mentoring. Meanwhile, administrators reduced meeting prep time and improved decision-making through faster data synthesis and communication teams increased their creative output without sacrificing quality.

Empowering students with AI skills

Students learned to use Copilot not just for coursework but as a professional tool—preparing them for AI-driven workplaces. USC supported this effort by instituting an AI Certificate Program, helping students signal workforce readiness.

“Now you can graduate with a certificate in AI, which I think shows how much of a priority AI and Microsoft Copilot is to the university,” explains Student Body President Patton Byers. “I have a class this semester where one of our assignments is actually working with Microsoft to get an AI certificate. And at the end of my class, not only will I hopefully get an ‘A,’ I will also graduate with an AI certificate that I can put on my resume and my LinkedIn profile.”

Students in the cohort weren’t just users—they were active collaborators. A small group of student interns launched The Copilot Connection, a campus newsletter designed to document the pilot’s progress and help fellow users better understand the emerging role of AI tools in their academic and professional lives. These interns also helped develop and distribute user surveys, shaping the way feedback was gathered and analyzed.

“With the surveys, we found that people loved Copilot here at USC,” says Shirkey. “It created a continuous feedback loop. It was also a great opportunity for students to get on Teams and share prompts and start discussions, asking ‘What did you do this week?’ ‘What cool prompt did you use?’”

From early success to institutional strategy

With early successes in hand, USC is now looking to expand its AI agent ecosystem across colleges and departments while continuing to foster cross-campus collaboration through its AI Committee and innovation groups. To provide a strong instructional foundation, the university will expand its AI training program as well, becoming a permanent resource for faculty, staff, and students.

USC envisions AI becoming as seamless and ubiquitous as Wi-Fi—always present, and intuitive. This is part of a significant institutional movement to build a future-ready academic environment where AI tools such as Copilot augment human creativity.

“Companies out there are trying to adapt to AI technology, adopting AI for digital transformation,” says Sam Chu, an international student and senior in Integrated Information Technology. “For me in the future, if I can utilize this knowledge I developed throughout my college years, I can utilize it for my day-to-day work in the corporate setting. It gives me more of an advantage. It makes me more competitive.”

Byers agrees, seeing AI-powered tools like Copilot as an integral part of the modern workforce over the next 20–30 years.

“Right now, I'm using AI every single day, not only in the classroom, but in my job outside of the university,” he says. “My boss says that everyone needs to learn how to use AI or else they're not going to retain them. So, knowing how to successfully use AI makes you limitless, I believe. Not only in the classroom in higher education, but also in the workplace as well.”