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Merit Badge

Counselor Session Guide · Scouting America · 2025–2026

Christopher Daigle
AVP · AI & Automation Engineering · Arch Capital Services
Former GenAI Factory Lead & Director of Data Science at The Hartford · Data Scientist at Pratt & Whitney · MS Quantitative Economics, UConn · US Army Aviator · University instructor in Economics, Mathematics, AI & Data Science
Today's roadmap, click any requirement to jump there:
Session Notes
  • This guide covers all in-class requirements. Pre-requisites were completed by scouts beforehand.
  • Scouts should have interacted with Scoutly at scouting.org prior to attending.
  • Maximum 8 scouts. This is a dialogue, not a lecture.
  • Color key: ■ Required  ■ Counselor-led activity  ■ Bonus, beyond the badge
Requirement 1

Key Concepts

Define the following terms and share the meaning of each with your counselor: artificial intelligence (AI), artificial intelligence agents, automation, basic programming, bots, data, databases, digital workers, general AI, machine learning (ML), narrow AI, superintelligent AI, tasks, triggers, workflows, and variables.

Merit Badge Requirement

16 Key Terms

Scouts prepared these definitions before today. Select any term below to see the official Scoutly definition alongside a counselor's perspective. One term at a time; selecting a new one closes the previous.

Scoutly Definition
Counselor's Perspective
Counselor's Corner

These Terms in the Real World

A few terms worth grounding in professional context:

  • Machine Learning: In insurance, ML models analyze patterns across thousands of claims to identify which ones are likely to become complex, not through rules someone wrote, but through patterns the system found in historical data. The same logic applies wherever there are enough examples of an outcome to train on: which students are likely to struggle before they fail an exam, which equipment is likely to need attention before it breaks down. The pattern recognition is the same. The domain just changes.
  • Narrow AI: A system built to read insurance submissions, broker documents, loss histories, and coverage specifications, and extract structured data in seconds would take a human analyst an hour or more per document. That same system has no idea what to do with a question about history or a request to explain a math concept. It is exceptional within what it was built for and completely useless outside it. That is not a failure. That is what narrow means. The capability is real. The boundary is equally real.
  • Digital Workers / RPA: In financial services and insurance, bots handle routine processes at a volume no team of people could match: processing renewals, confirming transactions, moving data between systems. These are not AI in the learning sense. They are automation in the rule-following sense. The work they replace was high-volume, repetitive, and procedurally defined, exactly the kind of work automation has always been suited for. The difference now is that software handles it without physical infrasmation.
  • General AI vs. Superintelligent AI: We don't have General AI yet. Everything you interact with today, ChatGPT, Siri, Alexa, is Narrow AI. The jump to General AI is one of the biggest unsolved problems in the field.
Requirement 2

AI Basics

Do the following and share what you learned with your counselor: (a) Identify ten examples of AI in everyday life. (b) Five examples in the workplace. (c) Five examples in education. (d) Play ten rounds of "AI or Not?" with your counselor and discuss your answers. (e) Create a timeline with five key milestones in AI development.

Merit Badge Requirement · Scout Share-Out

Scout Presentations (2a, 2b, 2c, 2e)

Scouts prepared these before today. Have each scout share their work and prompt discussion with the questions below.

Req 2a

10 Examples, Everyday Life

Scout identifies 10 AI examples they encounter daily.

→ Ask: "Which of these surprised you most? Which one do you think affects the most people?"

Req 2b

5 Examples, Workplace

Scout identifies 5 ways AI is currently used in professional settings.

→ Ask: "Did you find any examples that might change or replace jobs? How do you feel about that?"

Req 2c

5 Examples, Education

Scout identifies 5 ways AI supports learning and schoolwork.

→ Ask: "Have you personally used any of these? Did it help or did it create any problems?"

Req 2e

AI Development Timeline

Scout presents their 5-milestone timeline in AI history.

→ Ask: "If you added a 6th milestone for something happening right now, what would it be?"

In-Class Activity · Req 2d

"AI or Not?", 10 Rounds

Scouts call "AI" or "Not AI" for each scenario. After each answer is revealed, use the discussion prompt to talk through the reasoning. Both the game and the discussion are required.

Counselor Discussion Prompt

10 Rounds Complete!

Requirement 2d fulfilled. Great discussion.

Counselor's Corner

What "AI in the Workplace" Actually Looks Like

You have probably noticed that autocorrect flags a word and lets you decide whether to accept it. The pattern in large-scale enterprise AI is the same, at much higher stakes.

A system reads incoming documents, thousands of pages of broker submissions, coverage specifications, and loss histories, and extracts the relevant information in seconds. A human analyst would spend hours on the same material. The system surfaces what matters. The analyst decides what to do with it.

That pattern, AI removes the volume work while humans retain the judgment, holds across most serious production deployments. Not because the AI lacks confidence. Because in a regulated environment, accountability for a decision cannot sit with a system. Someone has to be responsible for the outcome. The AI makes that person faster and better-informed. It does not make the person unnecessary.

Requirement 3

Automation Basics

Do the following and share what you learned with your counselor: (a) Identify ten examples of automation in everyday life. (b) Five in the workplace. (c) Five in education. (d) Explain how automation performs repetitive tasks without human intervention and how it reduces human error and optimizes resources. (e) Create a timeline with five significant milestones in automation development.

Merit Badge Requirement · Scout Share-Out

Scout Presentations (3a, 3b, 3c, 3e)

Req 3a

10 Examples, Everyday Life

Scout identifies 10 automation examples in daily life (dishwashers, traffic lights, sprinklers, etc.).

→ Ask: "Which of these would be hardest to give up? Why does that matter?"

Req 3b

5 Examples, Workplace

Scout identifies 5 workplace automation examples (assembly lines, payroll, RPA, etc.).

→ Ask: "Does any of these automation make you nervous about future jobs? Why or why not?"

Req 3c

5 Examples, Education

Scout identifies 5 automation examples in schools (gradebooks, bell systems, LMS reminders, etc.).

→ Ask: "If your school automated grading entirely, what would be gained? What would be lost?"

Req 3e

Automation Timeline

Scout presents their 5-milestone automation history (Jacquard loom → Ford assembly → Unimate → RPA → today).

→ Ask: "What pattern do you see across these milestones? What's the next milestone?"

In-Class Activity · Req 3d

How Automation Works, Three Core Benefits

Have scouts explain this in their own words, then use the comparison below to anchor the discussion.

Automation
  • Follows fixed, pre-programmed rules
  • Does not learn or adapt from new data
  • Consistent, same input = same output, every time
  • Great for high-volume, repeatable tasks
  • Reduces human error by removing human from the loop
  • Optimizes resources (time, labor, materials)
  • Examples: assembly lines, payroll, auto-lights
AI
  • Learns patterns from data
  • Adapts, improves over time with new inputs
  • Can handle ambiguity and novel situations
  • Makes decisions, not just follows rules
  • Can be wrong, errors may be subtle or hard to detect
  • Examples: spam filters, face unlock, recommendations
Key Question for Scouts

"Is all automation AI? Is all AI automation? Can something be both? Give me an example of each."

Counselor's Corner

What the Stakes Actually Determine

My work in aerospace was in aftermarket supply chain: how parts move through a logistics network, how vendor contracts are structured, how shipping costs are negotiated, how export regulations like ITAR govern what can move where and when. When an algorithm got a routing decision wrong, the consequence was a cost and a delay. Recoverable. You fix it, adjust the model, and move on.

That tolerance for being wrong is not universal.

AI is probabilistic by design. Every output is a best estimate, not a certainty. What changes dramatically between contexts is what being wrong actually costs. In supply chain optimization, a wrong answer is expensive and fixable. In a system making real-time decisions in a flight safety context, the calculus is entirely different.

This is not a technical limitation that better models will eventually solve. It is a structural property of probabilistic systems. Deploying AI anywhere requires a prior decision: what is the acceptable error rate in this context, and who bears the consequences when the system is wrong? That question has to be answered before the model is built, not after it fails.

Some problems are well-suited to AI precisely because variability in outcomes is acceptable: recommendations, routing, forecasting, classification at scale. Others are not, because the cost of a single wrong answer outweighs the efficiency of getting most answers right. Knowing which category a problem belongs to is a judgment call that no algorithm makes for you.

Requirement 4

Ethics in AI

Do the following and share what you learned with your counselor: (a) Research ethical concerns and responsible use in AI, including bias, privacy, and AI decision-making. (b) Meet with your counselor, play, and discuss five rounds of the "What Would You Do?" ethical decision-making scenarios. (c) Develop your own ethical guidelines for the use of AI. (d) What is the Turing test?

Merit Badge Requirement · Scout Share-Out

Scout Share-Out (4a & 4d)

Req 4a

Ethics Research: Bias, Privacy & Decision-Making

Scout presents their research on AI ethical concerns.

→ Ask: "Which of the three, bias, privacy, or decision-making, do you think is the hardest problem to solve? Why?"

Req 4d

The Turing Test

Scout explains what the Turing Test is and its significance.

→ Ask: "Do you think passing the Turing Test means a machine is actually intelligent? What might it be missing?"

In-Class Activity · Req 4b

"What Would You Do?", 5 Ethical Scenarios

Read each scenario aloud together. Scouts deliberate and share their thinking. Then reveal the ethical considerations and work through the required discussion questions. Both playing and discussing are required.

All 5 Scenarios Complete

Requirement 4b fulfilled. Move to scouts sharing their ethical guidelines (4c).

Merit Badge Requirement · Req 4c

Scout-Developed Ethical Guidelines

Each scout developed their own ethical guidelines for AI use. Have them present these now. Use the questions below to facilitate discussion.

Counselor Facilitation Questions
  • "Does anyone's guideline conflict with another scout's? How do we resolve that?"
  • "Which of the five scenarios we just discussed would your guidelines have prevented?"
  • "Are there guidelines here that you think every AI company should be legally required to follow?"
  • "What's one thing you'd add to your guidelines after today's discussion?"
Counselor's Corner

What Responsible AI Looks Like Inside a Major Corporation

In regulated financial services, moving an AI model from development into production is not primarily a technical event. It is a governance event.

Before a model touches a real decision, pricing, underwriting, claims routing, it goes through bias testing across demographic groups, validation that it performs as documented in the conditions where it will actually run, documentation of training data sources and known failure modes, and review by legal, compliance, and IT security. The process exists because a system that produces discriminatory outcomes, even unintentionally, even as a byproduct of patterns in historical data, carries real legal and financial exposure for the organization that deployed it. Regulators in insurance and financial services watch model behavior closely. This is not a formality.

A Scout is Trustworthy. The governance process that takes teams months to complete is an attempt to make that value operational at scale: to demonstrate, through documentation and testing, that a system does what it claims to do, for the people it claims to serve. The ethical guidelines you drafted earlier in this session are the informal version of the same exercise. The principles are not different. The accountability structure is.

Requirement 5

Deepfakes

Do the following and share what you learned with your counselor: (a) Explain what a deepfake is and how it can affect an individual. (b) Describe what actions to take if you or someone you know is impacted by a deepfake.

Req 5a · What Is a Deepfake?

Definition & Impact

A deepfake is an AI-generated video or image that replaces a person's likeness or voice, creating convincing content that makes it appear someone said or did something they never actually did. Think of it as a super-realistic digital mask.

How it can affect an individual:

  • Emotional damage: significant distress, embarrassment, or shame; potential for lasting psychological harm
  • Reputation risks: can spread rapidly and damage personal or professional standing in ways that are difficult to reverse
  • Social consequences: frequently used for bullying and harassment; particularly harmful for younger people and can lead to isolation or public humiliation
  • Financial fraud: impersonating someone to gain unauthorized access or money
  • Non-consensual content: placing someone in situations they never agreed to

→ Have the scout explain in their own words. Ask: "Which of these impacts do you think is hardest to recover from, and why?"

Req 5b · If You're Impacted

5-Step Action Protocol

These steps align with Scoutly's guidance. Have the scout walk through them.

1

Do Not Stay Silent

Reach out to trusted friends, family, or counselors. You are not alone in this.

2

Document the Deepfake

Save screenshots and links to the content before it can be removed. Preserve all evidence with timestamps.

3

Report the Content

Use the platform's reporting tools. Most social media sites have policies against non-consensual manipulated media.

4

Seek Professional Help

Consult a legal professional specializing in online harassment or digital privacy. In school settings, involve administrators. If explicit content or severe distress is involved, contact law enforcement.

5

Protect Yourself Going Forward

Review privacy settings across platforms. Be thoughtful about what personal content you share online. Seek support from trusted people in your life.

If you're supporting someone else who was impacted: your most important role may simply be being present. Remind them not to blame themselves. Creating or sharing deepfakes is wrong, and the emotional impact can be significant. Encourage counseling if needed.
Counselor's Corner

How Deepfakes Actually Work

The technology behind deepfakes is worth understanding, because it is one of the clearest examples of a powerful idea in modern AI: two systems training against each other.

Picture a forger and a detective learning together. The forger creates a fake image and shows it to the detective. The detective says real or fake. The forger adjusts based on what got caught, and tries again. The detective gets better at spotting fakes. The forger gets better at making them. Repeat this millions of times, automatically, at computer speed. After enough rounds, the forger has become precise enough that most people, and even some software, cannot reliably tell the difference.

That is the actual mechanism. It has a technical name, a Generative Adversarial Network, or GAN, and the word "adversarial" just means the two systems are competing. The concept was published in 2014 and changed what AI could create.

Detection is hard for a specific reason: the system was mathematically optimized to fool detectors. It did not stumble into being convincing. That was the training objective. Researchers who build detectors look for patterns the generator leaves behind: a blink rate that is slightly off, lighting that does not match the edge of a swapped face, color values that are statistically inconsistent at seam lines. When detectors improve, generators adapt. Both sides are machine-learning systems improving on each other.

The same underlying technique, two systems training against each other, is also used for legitimate purposes. In financial services and insurance, related methods are used to generate synthetic data: realistic but entirely fictional records that preserve the statistical properties of real data without exposing any real person's information. This allows AI systems to be trained on sensitive data that could not otherwise be shared. The mechanism is the same. The application and the consent structure around it are what determine whether it serves the person or exploits them.

The broader point: every photo or video you have seen carries an assumption that it records something that actually happened. That assumption is now mathematically breakable. For your generation, verifying the authenticity of digital media is not a solved problem. It is an active area of research.

Requirement 6

Developing AI Skills

Do the following and share what you learned with your counselor: (a) Discuss the learning process for AI and its limitations. (b) Identify five methods of how to effectively communicate with AI. (c) Explain the importance of prompt engineering when using AI to create better output. (d) Demonstrate three examples of writing clear instructions for a school-related task.

Merit Badge Requirement · Scout Share-Out

Scout Presentations (6a, 6b, 6c)

Req 6a

AI Learning Process & Limitations

Scout discusses how AI learns from data and where it falls short.

→ Ask: "What's a limitation of AI you've personally run into? What caused it?"

Req 6b

5 Methods to Communicate with AI

Scout identifies five strategies for effective AI communication (clarity, context, examples, constraints, format, etc.).

→ Ask: "Which of these do you already do naturally? Which is hardest?"

Req 6c

Why Prompt Engineering Matters

Scout explains why the quality of your instructions directly determines the quality of AI output.

→ Ask: "Think of prompt engineering like giving directions. What happens if your directions are vague? Too complicated? Just right?"

In-Class Activity · Req 6d

Live Prompt Lab, 3 School-Related Tasks

Each slot shows a weak prompt and a strong prompt for a school-related task. Scouts type their own improved version in the text box, then compare with the strong example. This demonstrates the requirement to write clear instructions for school tasks.

1
Task: Study Guide
✕ Weak Prompt
"Make me a study guide for biology"
✓ Strong Prompt
"Create a study guide for a 10th-grade biology exam on cellular respiration. Include: key vocabulary with definitions, a step-by-step summary of aerobic respiration, two practice questions with answers, and one common misconception to avoid. Format as a bulleted outline."
Scout writes their own improved prompt here:
Think: What subject? What grade level? What format? What's the exam covering? How long?
2
Task: Essay Outline
✕ Weak Prompt
"Help me with my essay"
✓ Strong Prompt
"I'm writing a 5-paragraph persuasive essay for 9th-grade English arguing that school start times should be later. Give me a structured outline with: a hook sentence idea, three distinct argument points with one supporting fact each, and a conclusion that calls readers to action. Do not write the essay, just the outline."
Scout writes their own improved prompt here:
Think: What's the essay about? What's your argument? What do you need, outline only, or full draft? Grade level?
3
Task: Concept Explanation
✕ Weak Prompt
"Explain photosynthesis"
✓ Strong Prompt
"Explain photosynthesis to an 8th-grade student who understands basic chemistry but has never seen the formula before. Use one real-world analogy (not a factory), explain what goes in and what comes out, and highlight the one thing students most commonly get wrong. Keep it under 150 words."
Scout writes their own improved prompt here:
Think: What concept? What do you already know? What analogy might help? How detailed? How long?
Counselor's Corner

Prompt Engineering in Professional AI Systems

The structure that makes a prompt reliable works the same way at any scale.

Role
You are a patient 10th-grade history teacher.
Task
Explain the causes of World War I in plain language, as if to a student who has not studied it before.
Format
Use three short paragraphs. No bullet points.
Constraint
Do not assume any prior knowledge. Do not exceed 200 words.

The difference between that and what a production AI system uses is output specificity. Instead of three short paragraphs, a system might require a structured format that a computer can parse without ambiguity: specific fields, specific labels, no variation permitted. The constraint is tighter because the output is not going to a person who can make a judgment call. It feeds directly into another automated process. Vague instructions produce variable outputs. Variable outputs break automated processes. The four-part structure is how you prevent both.

Requirement 7

Practical Application

Do ONE of the following: (a) Choose an AI project based on personal interest or community need. Develop a plan outlining the project's objectives, data requirements, and potential ethical considerations. Implement the project. Share your project and discuss the steps you followed and your experience. (b) Design a short lesson plan on AI and teach it to a patrol or group of Scouts. Include an AI-generated age-appropriate explanation, examples of AI in everyday life and the workplace, and an interactive demonstration. Share your development process and teaching experience.

Option A, AI Project

Project Review Checklist

Work through each section with the scout. All three plan components are required.

Objectives definedWhat problem does this project solve or explore? How will you know if it succeeded?
Data requirements identifiedWhat data does this project need? Where does it come from? Public, synthetic, or personal?
Ethical considerations addressedWho could be helped or harmed? Bias risks? How is privacy protected?
Project implemented & sharedScout demonstrates or presents what was built using appropriate AI tools, languages, or platforms.
Process & experience discussed"Walk me through the steps you followed. What surprised you? What would you do differently?"
Option B, Teaching Lesson

Lesson Plan Evaluation

Three components are specifically required by Scouting America. Verify each, then debrief.

AI-generated explanation includedScout used an AI tool (Scoutly, ChatGPT, etc.) to generate the core age-appropriate explanation, not written entirely by hand.
AI examples: everyday life AND workplaceBoth contexts present , not just one or the other.
Interactive demonstration includedThe audience did something; not just watched. Tied to school assignment, Scouting activity, or rank advancement.
Development process shared"How did you build the lesson? What decisions did you make and why?"
Teaching experience shared"What worked when you taught it? What would you change? How did your audience respond?"
Note: The AI-generated explanation requirement is intentional, Scouting America wants scouts to use AI as a creation tool, not just describe it. This also connects directly back to Requirement 6 (communicating effectively with AI).
Requirement 8

Career Exploration

Do ONE of the following: (a) Identify three career opportunities using AI/automation skills. Pick one and research training, education, certification requirements, experience, expenses, employment prospects, starting salary, advancement opportunities, and career goals. Discuss what you learned and whether you might be interested in this career. (b) Interview an AI or automation professional. Learn about their day-to-day work, the challenges they face, and their vision for the future. Inquire about training, education, certification requirements, experience, and expenses associated with entering the field. Share what you learned.

Counselor-Led · Framework

Three Questions That Shape Every Career in AI

Before researching a specific career, scouts should understand that "AI jobs" is not one thing. Every career in this space sits at the intersection of three distinct dimensions. Defining all three changes what you search for and what you find.

Field

Your area of specialization: what you study and become expert in.

  • Machine learning
  • Natural language processing
  • Computer vision
  • Data science
  • AI ethics / policy
  • Robotics / automation
Industry

The domain where you apply your expertise. Most AI work happens inside an industry, not in "AI" as a standalone sector.

  • Insurance / financial services
  • Healthcare / life sciences
  • Defense / government
  • Entertainment / media
  • Agriculture / logistics
  • Education / research
Role

What you are actually hired to do day-to-day.

  • Data / ML scientist
  • ML / AI engineer
  • AI product manager
  • Solutions architect
  • Domain expert using AI tools (underwriter, analyst, clinician)
  • AI ethicist / compliance

A data scientist (role) specializing in NLP (field) at a hospital (industry) has a different job, salary range, and career trajectory than the same role and field at an ad-tech company. When scouts research careers for this requirement, they should specify all three dimensions. Generic searches for "AI jobs" produce results that span entirely incomparable situations.

Option A · Career Research

9 Required Research Items

Scout presents research on one chosen career. All 9 items below are required by Scouting America.

#Research Item
1Training required to enter this career
2Education requirements (degree, bootcamp, self-taught?)
3Certification requirements (if any)
4Experience typically needed for entry-level roles
5 Expenses to enter the field
The advertised price is not necessarily what students pay. The sticker price, tuition per credit, per semester, or total program cost, is a ceiling. What you actually pay depends on financial aid, merit scholarships, institutional grants, and funding structures specific to your field and degree level.
At the graduate level in quantitative fields, statistics, computer science, applied math, economics, fully funded positions are common. A PhD student at a research university may receive complete tuition coverage plus a living stipend in exchange for teaching or research work. Master's students may be supported by fellowships. The program's listed cost and the student's actual out-of-pocket cost can be radically different numbers.
Funding paths to research: FAFSA and institutional need-based aid, departmental merit scholarships, NSF Graduate Research Fellowships, teaching and research assistantships, employer tuition reimbursement, and military education benefits (GI Bill, ROTC) for eligible students. Ask programs directly: "What percentage of your students receive funding?" That answer is more useful than the published tuition rate.
6 Employment prospects (growing, stable, declining?)
Start with primary sources, not news headlines. Media coverage of AI and employment skews toward dramatic predictions in both directions. Use data sources that publish methodology:
Bureau of Labor Statistics Occupational Outlook Handbook (bls.gov/ooh), federally maintained projections for hundreds of occupations, updated every two years. Search "data scientists," "computer and information research scientists," "software developers." These are the numbers hiring managers and HR departments use.
ADP Research Institute, which tracks workforce analytics derived from actual payroll data across millions of employers, not surveys. LinkedIn Economic Graph and Lightcast track real-time job posting volume and required skills by occupation and geography.
Important distinction: AI exposure (AI can do some of your tasks more efficiently) is not the same as AI replacement (AI does your entire job). Research separates these carefully. Headlines frequently do not. Also remember that the same field, industry, and role combination will have significantly different prospects depending on geography, company size, and economic cycle.
7Starting salary, with specific ranges by region and role
8Advancement opportunities (where can this career go?)
9Career goals typical in this path
Required Closing Discussion

"Having researched this career, is it something you might be interested in pursuing? Why or why not?"

Option B, Professional Interview

Interview Question Bank

8 required topic areas. Toggle each open to see suggested questions. Mark as covered during the conversation.

Counselor's Corner

One Path Into AI, Many Ways In

There is no single required path into AI. Here's mine:

US Army Aviator
Active Duty & Civilian Flight
Operational foundation. Decision-making under pressure with incomplete information, accountability for outcomes in environments with narrow margins for error, leading teams where individual judgment and collective reliability both matter. These are not technical skills. They are the structural prerequisites for leading technical work where failures have real consequences.
MS Quantitative Economics
University of Connecticut · Economic Research with Yale, GMU, Boise State
The formal quantitative framework, econometrics, probability theory, statistical inference, causal reasoning, built through graduate training and applied through original research. This is the lens through which everything that followed was interpreted. The research questions were about education policy and economic behavior. The methods were the same ones that underlie production machine learning.
Data Scientist
Boise Analytics (startup) · Pratt & Whitney
First sustained contact between the statistical framework and real operational data. In aerospace aftermarket supply chain: logistics optimization, vendor and contract management, regulatory constraints including export controls, and the gap between a model that performs well in development and one that survives contact with a production environment and real organizational constraints.
Senior Data Scientist, Director, GenAI Factory Lead
The Hartford, Claims Data Science & Commercial Lines AI
The inference problems of commercial insurance, predicting which cases escalate, reading unstructured documents at scale, routing decisions across high-volume workflows, turned out to match the quantitative toolkit well. The novelty was the substrate: language models, large-scale document processing, enterprise GenAI strategy. The mathematics was familiar. The accountability structures in a regulated environment were a different order of complexity than research or commercial analytics.
AVP, AI & Automation Engineering
Arch Capital Services
Enterprise AI architecture and production standards: building systems that have to work, not systems that demonstrate they could work. The combination of quantitative depth, domain expertise, and operational experience that most teams either have partially or are trying to assemble.
The throughline across every phase is not a set of tools or technologies. Those changed with every role. It is a consistent commitment to reasoning carefully under uncertainty: understanding where a model's conclusions are valid, where they degrade, and what it actually takes to build something that holds up when it encounters conditions the development environment did not anticipate. The communication, explaining technical work to people who make decisions about it, is how that commitment becomes useful to an organization. It is the method. The work is the identity.

Reading the Labor Market with Primary Sources

A March 2026 Washington Post interactive analysis, worth bookmarking and having scouts explore directly, examined over 350 occupations for AI exposure and worker adaptability. A few findings worth discussing:

  • Jobs in computer programming, marketing, financial analysis, and customer service show high overlap with current AI capabilities. But many workers in those fields also have the skills and flexibility to adapt, including higher education, varied experience, and access to strong job markets. Exposure does not automatically mean replacement.
  • The most at-risk group identified: approximately 6 million clerical and administrative workers who are both highly exposed to automation and have fewer pathways to transition. This skews heavily toward female-dominated occupations, a dimension of AI's labor market impact that rarely makes the headline summaries.
  • Previous predictions that ATMs would eliminate bank tellers, that early AI would decimate radiologists, and that a specific 2013 study's estimate that nearly half of jobs could be automated by computers would all have led scouts to make poor career decisions. Economists consistently note: "We do not have a good track record of predicting how technological change will play out in the labor market."
  • As of the analysis date, there was no measurable evidence that AI is putting Americans as a whole out of work. That does not mean the transition will be painless, but it does mean that sensational headlines in either direction should be evaluated against the primary data, not accepted at face value.
Source
washingtonpost.com/technology/interactive/2026/jobs-most-affected-ai-automation
Session Complete

Badge Wrap-Up


Completion Checklist

All 8 Requirements

Confirm each requirement has been met before closing the session.

Req 1, Defined and shared all 16 key termsAI, AI agents, automation, basic programming, bots, data, databases, digital workers, general AI, ML, narrow AI, superintelligent AI, tasks, triggers, workflows, variables
Req 2, AI Basics complete (2a, 2b, 2c, 2d, 2e)10 everyday, 5 workplace, 5 school examples; 10 rounds of "AI or Not?" with discussion; AI timeline
Req 3, Automation Basics complete (3a–3e)10 everyday, 5 workplace, 5 school examples; explanation of repetitive tasks, error reduction, resource optimization; automation timeline
Req 4, Ethics in AI complete (4a, 4b, 4c, 4d)Ethics research shared; 5 "What Would You Do?" scenarios played and discussed; personal ethical guidelines presented; Turing Test explained
Req 5, Deepfakes complete (5a, 5b)Deepfake explained and impact described; action steps for being impacted presented
Req 6, Developing AI Skills complete (6a–6d)AI learning process and limitations discussed; 5 communication methods identified; prompt engineering explained; 3 school-related prompt examples demonstrated
Req 7, Practical Application complete (Option A or B)Project plan reviewed (objectives, data, ethics) OR lesson plan verified (AI-generated explanation, dual examples, interactive demo)
Req 8, Career Exploration complete (Option A or B)Career research (all 9 items) discussed OR professional interview topics covered (day-to-day, challenges, vision, training, education, certs, experience, expenses)
Counselor's Corner, What's Next

If You Want to Go Deeper

fast.ai

Practical deep learning for coders. Free, excellent, designed for people who want to build things, not just understand theory.

fast.ai →

Kaggle

Free datasets, notebooks, and competitions. Start with the Titanic dataset. Build something real.

kaggle.com →

Hugging Face

The GitHub of AI models. Explore thousands of free, open-source models and run them in your browser.

huggingface.co →

CS50 AI

Harvard's free Introduction to AI with Python. Rigorous, well-produced, and completely free on edX.

cs50.harvard.edu/ai →

PyPI / GitHub

Look at real AI packages. My open-source work is on GitHub and PyPI, real tools built for real problems.

pypi.org →

quantchris.com

Posts on applied AI, automation engineering, and lessons learned building production AI systems.

quantchris.com →
Reveal: The Opening Hook

At the start of this session, the guide said: "AI generated part of this presentation."

The answer: this guide was built collaboratively between a human (your counselor) and an AI assistant (Claude by Anthropic). The structure, all official requirement content, the game scenarios, the ethical guidelines framework, and the professional examples were developed through an iterative dialogue, the counselor providing domain expertise, the AI helping structure and build the interactive elements.

Could you tell? That question, what was human, what was AI, and does it matter?, is exactly the kind of thinking this merit badge is designed to develop.