Presenters
William Rawe
William C. Rawe, PhD, is an accomplished educator, researcher, and the visionary founder and CEO of Rawe Leadership Solutions. With a doctorate in Industrial and Organizational Psychology, Dr. Rawe specializes in integrating constructive development into leadership development programs, fostering growth in both students and professionals. A passionate advocate for self-authorship, he empowers college instructors and leaders through innovative workshops and evidence-based strategies. Through Rawe Leadership Solutions, Dr. Rawe collaborates with academic and organizational communities to transform teaching and leadership, drawing on his extensive expertise and dedication to excellence.
Unlock the future of teaching at this dynamic 45-minute session designed for college instructors! Discover how Artificial Intelligence (AI) and Constructive Development Theory can transform your classroom and ignite student success. Perfect for instructors new to AI or seasoned professionals, this session offers a fresh lens on preparing students for a complex world. Expect interactive polls, real-world examples, and a Q&A to spark your ideas.
Isac Artzi
Dr. Isac Artzi is an educator and researcher with a passion for integrating artificial intelligence, virtual reality, and data science into education and mental healthcare. As an Associate Professor and Graduate Program Lead at Grand Canyon University, he has had the opportunity to develop and teach courses in AI, game development, and computational sciences. With experience spanning academia and industry, he has contributed to research projects, curriculum development, and mentorship while also working on AI-driven applications. Multilingual and having visited or worked in 23 countries, he values cross-cultural collaboration and diverse perspectives in technology and education. His education includes a BS in Mathematics and Computer Science, MS in Computer Science, MS in Clinical Mental Health Counseling, and PhD in Instructional Design and Educational Systems Development.
This presentation examines how AI can enhance university teaching and research while preserving the unique value of human insight. It highlights practical examples in teaching, assessment, research, and innovative uses, emphasizing AI as a tool to support—not replace—human creativity and critical thinking.
Lynn Long
Lynn Long is the Senior Education and Learning Specialist with the Conflict Management Office (CMO) at the University of Waterloo. Her work focuses on informal responses to conflict and educational initiatives aimed at building competency and capacity for effective conflict resolution. With over 20 years of experience in adult education and several education-focused degrees (B.Sc., B.Ed., MAIS, PhD candidate), Lynn is passionate about exploring new and effective ways to support faculty, staff, and students in establishing and maintaining strong relationships. Throughout her career, Lynn has regularly taught online courses and engaged in research projects investigating emerging educational technologies. In 2018, her focus shifted to immersive technologies, and in 2023, she began exploring the intersection of XR and AI in education.
This presentation explores the development of the AI Human Rights Impact Assessment for Educators (AIHRIAE) and the AI Human Rights Impact Assessment for Students (AIHRIAS). These tools were inspired by the “Human Rights Impact Assessment for AI” released by the Ontario Human Rights Commission and the Law Society of Ontario in November 2024. The AIHRIAE takes educators step-by-step through the process of identifying benefits and risks associated with an AI application, developing risk mitigation strategies, and creating a plan for optimizing learning moving forward. The AIHRIAS is a parallel tool for students considering using AI applications in their coursework.
The presentation discusses the events and thought processes that shaped the development of these guides, their structure and purpose, and the feedback received to date.
Dr. Cathryn Warren
Dr. Cathryn Warren is an educator specializing in special education, IEP leadership, and behavior management. She serves in the George County School District and is a professor at Liberty University and Grand Canyon University. Dr. Warren was honored with the 2023 College of Education Online Adjunct Award from GCU and serves as a Faculty Mentor with the Faculty Training and Development team, as well as a Social Presence Literacy Explorer with GCU’s Social Presence Literacy Lab. She holds a Doctorate from Liberty University and a Master’s degree from the University of Southern Mississippi. Dr. Warren is dedicated to fostering inclusive education and supporting students with diverse learning needs.
This session explores how AI can enhance online college education by connecting scripture with character development. Using generative AI, educators can help students relate biblical teachings to traits like integrity, kindness, and responsibility. The presentation will demonstrate AI-driven personalization for scripture-based learning, while addressing ethical considerations, ensuring AI supports—rather than replaces—human mentorship in character education.
Dr. Michael Siverston
Dr. Michael Sivertson has been an educational leader for 34 years, serving in a variety of roles. His career includes positions as a social studies teacher, department chair, high school and college coach, athletic director, assistant principal, district director of athletics and operations, and high school principal. Throughout his career, Dr. Sivertson has been committed to student success and community building at the various school communities he has served. Dr. Sivertson has led teams, developed programs, and fostered a culture of excellence in the various roles he has held. He is currently the principal of Youngker High School in Buckeye, Arizona, a designated A+-Rated school by the Arizona State Board of Education for the past two years.
This presentation focuses on how schools and organizations can nurture leadership skills and a strong sense of community by embedding faith-based principles and character education into their culture. Educators and administrators will discover practical strategies to inspire school communities to lead with integrity, collaborate effectively, and contribute positively to their school and beyond. By fostering values such as community, pride, innovation, diversity, leadership, communication, and character, this session provides actionable insights to create a supportive and impactful learning environment focused on developing a culture of excellence.
Dr. Lucia Jacobs
Dr. Lucia K. Jacobs, an Associate Adjunct Professor at GCU, has dedicated over 30 years to education as a practitioner and advocate. She has served as a secondary school administrator, program coordinator/manager, and teacher evaluator, bringing extensive expertise in curriculum and instruction, best teaching practices, and technology integration. Dr. Jacobs earned a Bachelor of Science in Physics from South Carolina State University, a Master’s in Educational Leadership from the University of South Carolina, and a Doctorate in Curriculum and Instruction from Gardner-Webb University. She is a Master Teacher in a South Carolina urban/suburban school district, where she serves as a science teacher and leadership team member. Additionally, she volunteers as a mentor for pre-service teachers at the University of South Carolina.
This session explores how Quizizz leverages AI to enhance personalized learning and assessment in college classrooms. As a professor, you may seek ways to make assessments more engaging while providing meaningful feedback. Quizizz offers a flexible, gamified approach that enables students to complete quizzes at their own pace, fostering an interactive and low-stress learning experience.
Kari Marks
Kari Marks has been involved in higher education for over 20 years. After earning her Masters Degree at the University of Phoenix, she was invited to teach at Sanford Brown College in Phoenix, a vocational healthcare focused school. From there, she rose through the ranks to become Assistant Director of Education, an Associate Dean at IIT Technical Institute, a CPR Instructor at Brookline college, and Director of Education at UEI off the I-17 and Dunlap. Not happy to be away from working directly with students, she became employed with GCU where she has been working for the past 10 years, earning a second Master’s degree and an ABD in Organizational Leadership. At GCU, in 2014, she began in Faculty Training and Development for the Nursing College, earning an “All Star Team” Award in 2017 from President Mueller. She functioned as a graduation captain for several years, along with acting as VP of the GCU American Legion, before requesting to get back to the students by becoming an Online Full-time Faculty member, where she has been ever since.
This session will review the use of Grok (AI tool) as a teaching tool for students. A 2025 study noted that nearly 1 in 4 tech jobs posted in 2025 so far requires AI experience (Whitney, 2025). Students can be instructed to use AI as a tool to help complete their assignments in school, crediting AI, along with a discussion about how AI is only being as good as the instructions first provided by the student.
Examples of this work will be provided. Ethics will be discussed.
The analogy of surfing will be used. Teachers must obtain their surfboard, wax it well to prepare the waves, and wade into the water. AI software is updating on the daily (much like Apple phones do, only faster). Teachers should not be afraid to get into the water and get wet. They should be encouraged to catch a wave when they see a good one. Competitors may come by and steal a wave but that’s OK – catch the next one. Just don’t get left on the shore.
The analogy is that AI is here to stay and is inevitable, coming faster than any prior devices known to human existence. We must either embrace the waves or get left behind on the shore. Teachers can use AI effectively within their classrooms rather than avoiding it, responsibly and with integrity.
Morgan McNaughton
Morgan McNaughton is the Program Director of the Center for Innovation in Research on Teaching (CIRT) at Grand Canyon University, where she leads faculty development initiatives focused on the Scholarship of Teaching and Learning (SoTL). With more than 15 years in higher education, Morgan specializes in helping faculty turn their everyday teaching practices into meaningful, publishable research—without losing the creativity, care, or human touch that makes teaching transformative. Her work centers on supporting faculty as both scholars and practitioners, offering tools and guidance to navigate SoTL research while staying grounded in empathy, curiosity, and the evolving realities of the classroom. Morgan is particularly passionate about exploring how educators can embrace AI and emerging technologies without compromising authenticity, connection, or pedagogical purpose.
A faculty development session presented by the Center for Innovation in Research on Teaching (CIRT) at Grand Canyon University. This program explores how the Scholarship of Teaching and Learning (SoTL) elevates bothteaching and researchby providing a framework for evaluating and improving instructional practices based on evidence. Faculty will learn how to move from experimentation with trends—like AI and emerging tech—to rigorous inquiry that enhances student learning and contributes to scholarly knowledge. With support from CIRT through research tutorials, live and asynchronous research tools, and project development, faculty are empowered to design, assess, and publish impactful work that transforms both classrooms and the academic community.
Dr. Jean Mandernach
B. Jean Mandernach, Ph.D. is Executive Director of the Center for Innovation in Research on Teaching at Grand Canyon University. Her research focuses on enhancing student learning experiences in the online classroom through innovative instructional and assessment strategies. She explores strategies for integrating efficient online instruction in a manner that maximizes student learning, satisfaction, and engagement. In addition, she has interests in artificial intelligence, innovative faculty development and evaluation models, teaching and learning analytics, emergent instructional technology, and faculty workload considerations. Jean is an active researcher, author, presenter, and consultant in the field of online and technology-enhanced education.
A faculty development session presented by the Center for Innovation in Research on Teaching (CIRT) at Grand Canyon University. This program explores how the Scholarship of Teaching and Learning (SoTL) elevates bothteaching and researchby providing a framework for evaluating and improving instructional practices based on evidence. Faculty will learn how to move from experimentation with trends—like AI and emerging tech—to rigorous inquiry that enhances student learning and contributes to scholarly knowledge. With support from CIRT through research tutorials, live and asynchronous research tools, and project development, faculty are empowered to design, assess, and publish impactful work that transforms both classrooms and the academic community.
Gwendolyn Dooley
Dr. Gwendolyn C. Dooley is a retired academic leader with over 30 years of experience in higher education, having served as faculty, administrator, and mentor. She supports adult learners in for-profit institutions and is a faculty coach and trainer in research mentoring and integrating innovative technologies, including AI. Dr. Dooley has taught graduate courses, chaired dissertations, and led faculty development initiatives. Her work focuses on equipping educators to use AI thoughtfully to enhance feedback, support doctoral research, and enrich the mentoring experience.
Learn how to use AI (ChatGPT) as a supportive tool in doctoral research mentoring. This session offers practical strategies for enhancing feedback, guiding dissertation structure, and streamlining student communication—while preserving academic rigor and the essential human element of faculty-led mentorship.
Dr. Andrew Zutell
Dr. Andrew Zutell is an Instructional Designer and Technologist at the Center for Excellence and Innovation in Teaching, Learning, and Distance Education (CEITL & DE). A passionate, life-long educator, Dr. Zutell also teaches a variety of classes with the Zucker Family School of Education, including “Adolescent Development” and “Emerging Technologies in Education.” Prior to joining The Citadel, he served as a K-12 teacher, department head, and administrator—in the US and abroad. He holds an M.A.T. in English and a Ph.D. in Curriculum & Instruction from the University of New Orleans, and he earned B.A.s in Philosophy and English at Tulane University. Outside of work, Andrew enjoys the performing arts and practicing yoga.
As AI rapidly reshapes higher education, institutions must equip faculty with the knowledge and tools to navigate both its challenges and opportunities. At The Citadel, our approach to faculty development focuses on demystifying AI, mitigating risks, and exploring positive use cases to promote responsible, ethical, and effective integration of AI in teaching and learning. In this presentation, we will share how our Center for Excellence and Innovation in Teaching, Learning, and Distance Education has designed and delivered AI literacy-focused professional development tailored to faculty needs. Our initiatives include department-specific trainings, such as sessions for the School of Business, which address discipline-specific AI applications. We have also collaborated with academic leaders and our institution’s honor board to foster discussions on academic integrity in the age of AI, guiding policy and practice. Beyond workshops, we have cultivated faculty engagement through AI-focused book clubs, featuring works like ‘Teaching with AI’ and ‘The Opposite of Cheating’, fostering critical conversations about AI’s role in pedagogy. Our model prioritizes practical, hands-on experiences that empower faculty to integrate AI tools thoughtfully while preparing students for an AI-augmented future. Join us to explore best practices, lessons learned, and key takeaways from our ongoing faculty development initiatives. Whether you are launching AI training on your campus or refining existing efforts, this session will provide actionable insights to support faculty, safeguard academic integrity, and enhance student learning in an AI-driven world.
Dr. Jessica Higdon
Dr. Jessica Higdon is the Director of the Center for Excellence and Innovation in Teaching, Learning, and Distance Education (CEITL & DE) and the Assistant Provost for Teaching and Learning. Before joining the Citadel Dr. Higdon was a high school social studies teacher in South Carolina and New Jersey for almost 20 years. Dr. Higdon has an Ed.D. in Curriculum and Instruction from Liberty University, an Ed.S. in Learning Technology and Design with a focus on Technology in Schools from the University of Missouri (Columbia), an Online Graduate Certificate in Online Education, from the University of Missouri (Columbia), a M.A.T. in Secondary Education, and a B.A . in History both from Fairleigh Dickinson University (Madison).
As AI rapidly reshapes higher education, institutions must equip faculty with the knowledge and tools to navigate both its challenges and opportunities. At The Citadel, our approach to faculty development focuses on demystifying AI, mitigating risks, and exploring positive use cases to promote responsible, ethical, and effective integration of AI in teaching and learning. In this presentation, we will share how our Center for Excellence and Innovation in Teaching, Learning, and Distance Education has designed and delivered AI literacy-focused professional development tailored to faculty needs. Our initiatives include department-specific trainings, such as sessions for the School of Business, which address discipline-specific AI applications. We have also collaborated with academic leaders and our institution’s honor board to foster discussions on academic integrity in the age of AI, guiding policy and practice. Beyond workshops, we have cultivated faculty engagement through AI-focused book clubs, featuring works like ‘Teaching with AI’ and ‘The Opposite of Cheating’, fostering critical conversations about AI’s role in pedagogy. Our model prioritizes practical, hands-on experiences that empower faculty to integrate AI tools thoughtfully while preparing students for an AI-augmented future. Join us to explore best practices, lessons learned, and key takeaways from our ongoing faculty development initiatives. Whether you are launching AI training on your campus or refining existing efforts, this session will provide actionable insights to support faculty, safeguard academic integrity, and enhance student learning in an AI-driven world.
Dr. Melissa Galica
Dr. Melissa Galica is a licensed professional counselor and educator who brings a unique interdisciplinary perspective to the mental health field. With a PhD in Counselor Education, a master’s degree in sociology, and a certificate in Women and Gender Studies, she combines clinical expertise with a deep understanding of social systems and gender dynamics. She currently serves as faculty in the counseling department at Grand Canyon University while maintaining a private practice in Texas. She is dedicated to both advancing the field and providing direct client care. Her research interests focus on innovative approaches in counseling, particularly the integration of artificial intelligence into therapeutic practices, as well as specialized work in grief and death studies.
Are you ready to navigate the AI revolution in higher education? Does it make you AI-curious or AI-anxious? Through the lens of a unique collaboration with an AI assistant, this engaging lightning talk explores practical strategies for faculty development and AI literacy across disciplines. Drawing from real experiences and current research, discover how educators can effectively leverage AI tools to enhance teaching and learning while addressing crucial ethical considerations.
Moriah Kent
Moriah Kent is an Instructional Designer and AI Integration Specialist at Auburn University who blends cutting-edge technology with effective learning strategies. She has contributed to multiple AI education initiatives, including badged microlearning, tailored AI trainings, and building a thriving technology community at Auburn. Her work reflects a unique combination of AI expertise, instructional design skills, and industry collaboration, driving innovation in higher education.
Looking to provide employees with a safe, supportive environment to explore artificial intelligence? This session details how Auburn University built a thriving technology community around Microsoft 365 Copilot and other emerging technologies to support responsible innovation and shape modern work for all employees. Learn how we leverage internal and external partnerships, create a supportive and active technology community, and collaborate for employee success.
Patty Lester
Patty Lester is a results-driven procurement leader, adjunct professor and emerging scholar. As Head of Procurement at Circle, a leading cryptocurrency financial institution, she drives strategic value through optimized processes and strong vendor partnerships. Her career spans leadership roles in Vendor Management at Cash App and Wells Fargo, highlighting her ability to lead cross-functional teams and implement impactful solutions. In addition to her corporate work, Ms. Lester teaches Diagnostic and Descriptive Analytics to MBA students at Grand Canyon University. She holds a Bachelor’s from the University of Minnesota, a master’s certificate in IT from Augsburg College, and an MBA from Bethel University. She is currently pursuing a Doctor of Business Administration (DBA) in Corporate Innovation and Entrepreneurship at GCU.
This session helps faculty ethically and effectively integrate generative AI tools like ChatGPT into everyday teaching. Instead of resisting AI, educators will examine how to use it to enhance learning, promote critical thinking, and build students’ AI literacy. Participants will learn practical strategies, such as using ChatGPT to generate prompts for online minute papers, support real-time reflection activities in class, or to ask reflective questions in online classrooms.
Susan Leigh Purrington
Susan Purrington, Ph.D., CTRS is an innovative educator and researcher in the field of therapeutic recreation. She is an Associate Teaching Professor at Northern Arizona University, owns a business (SuPurr Innovations, LLC), and is the Executive Director of the nonprofit, welcomed here. She created NAU’s first AI literacy course for first year students, “AI and the Future of Fun,” and is passionate about helping faculty, students, and practitioners harness Generative AI tools for inclusive and practical applications. Purrington has an extensive background in higher education, having previously held faculty/instructor positions at SUNY Cortland, Douglas College, Indiana University, and California State University, Chico. She has taught and developed a wide range of face-to-face and online courses related to recreation, leisure studies, and therapeutic recreation, and launched a Graduate Certificate in Recreational Therapy at NAU. Her commitment to teaching excellence is evident through her continual professional development presenting and publishing in the field.
Experience how custom-designed AI chatbots can transform online education by providing students with realistic, 24/7 practice environments for complex interpersonal skills. Dr. Purrington will demonstrate three specialized chatbots that simulate role-playing experiences such as client interactions, allowing students to practice, receive feedback, and retry different approaches in a low stake setting. Participants will leave with practical strategies to implement similar innovations across diverse educational contexts, regardless of discipline.
Dr. Ken Sherman
Dr. Kenneth Sherman joined GCU in 2017, and currently serves as a Dissertation Program Chair for Research Consulting Services in the College of Doctoral Studies. With over 35 years of management experience, he specializes in strategic development, business process redesign, and marketing management, particularly within the educational content industry.
This practical session introduces college leaders and faculty to the fundamentals of AI Skills Labs as resources that support both teaching excellence and student research. Drawing from the College of Doctoral Studies successful AI Skills lab model, we’ll explore straightforward approaches to implementing these digital learning environments.
The presentation breaks down the essential components effective AI Skills Lab needs: basic tutorials, clear ethical guidelines, and simple discussion platforms. You’ll see how these elements create spaces where faculty can build confidence with AI tools while students gain practical research assistance.
We’ll examine specific examples of how research accelerators help students with common research challenges like literature reviews and data collection, while maintaining academic integrity. The session highlights cost-effective ways to develop these resources using existing institutional infrastructure.
College leaders will learn about scalable implementation approaches. Faculty will discover how participating in these labs can enhance teaching methods without requiring extensive technical expertise.
By focusing on concrete benefits and straightforward implementation strategies, this presentation provides administrators and educators with the foundational knowledge needed to evaluate whether an AI Skills Lab would benefit their programs and how to take initial steps toward creating one that addresses their specific institutional needs.
Cat Lena
Cat Lena’s GCU story spans more than a decade, beginning when she arrived on campus as a soccer recruit from Tucson in 2010. During her student-athlete days, Cat captained the women’s soccer team for three years.
After graduating, Cat joined the GCU staff full-time in 2014, where she helped build the university’s Help Center (support.gcu.edu) from the ground up. Today, as Program Manager of IT and Assessment in the College of Doctoral Studies, she combines her passion for technology with her commitment to student success.
Cat brings expertise in project management, data analytics, IT business solutions, and product management to her role setting the strategic vision for the DC Network. Her innovative approach continues to enhance the experience of GCU’s doctoral learners, faculty, and staff while embodying the university’s mission.
This practical session introduces college leaders and faculty to the fundamentals of AI Skills Labs as resources that support both teaching excellence and student research. Drawing from the College of Doctoral Studies successful AI Skills lab model, we’ll explore straightforward approaches to implementing these digital learning environments.
The presentation breaks down the essential components effective AI Skills Lab needs: basic tutorials, clear ethical guidelines, and simple discussion platforms. You’ll see how these elements create spaces where faculty can build confidence with AI tools while students gain practical research assistance.
We’ll examine specific examples of how research accelerators help students with common research challenges like literature reviews and data collection, while maintaining academic integrity. The session highlights cost-effective ways to develop these resources using existing institutional infrastructure.
College leaders will learn about scalable implementation approaches. Faculty will discover how participating in these labs can enhance teaching methods without requiring extensive technical expertise.
By focusing on concrete benefits and straightforward implementation strategies, this presentation provides administrators and educators with the foundational knowledge needed to evaluate whether an AI Skills Lab would benefit their programs and how to take initial steps toward creating one that addresses their specific institutional needs.
Alexis Chontos
Alexis Chontos received a Master of Arts in Teaching from the University of Pittsburgh, and a Bachelor of Science in Education from Pennsylvania State University, as well as an Associate of Science in Computer Science from Community College of Allegheny County.
As artificial intelligence (AI) continues to reshape higher education, its potential to enhance online teaching and learning is profound. However, the integration of AI presents both ethical and practical challenges that must be addressed to ensure it strengthens, rather than diminishes, the learning experience. This session will explore how generative AI can be applied in the online classroom, focusing on its ethical implications and its ability to create engaging, personalized learning experiences.
Practical AI applications will be highlighted. Applications in the online environment, such as content generation, personalized learning, student self-assessment, and student self-tutoring. Faculty will gain insight into how AI tools can save time, personalize learning, and improve student engagement and outcomes.
Helen Teague
Helen Teague, Assistant Adjunct Faculty, began teaching for Grand Canyon University in 2018. Service in public education includes 15 years as a high school teacher (core courses and CTE), Vocational Education supervisor. Helen has worked in all 50 states and six countries as a Professional Development Specialist for 10-Rep Learning, Classroom Connect, and Houghton-Mifflin-Harcourt. She served as National Faculty/SME for PBS TeacherLine/PBS Learning Media. Helen’s dissertation centered on original research on the instructional practices of online graduate faculty. While obtaining her doctorate, Dr. Teague worked as a Research Associate and Teacher Project Leader for an NSF-funded research grant in mathematics education for Pepperdine University. Dr. Teague earned Master’s in Curriculum and Instruction and Educational Administration, and a BBA in Business Management.
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Dr. Tetyana Escoto
With 25 years of international teaching experience, I am a passionate educator committed to shaping meaningful learning experiences through collaboration and innovation. My pursuit of understanding the evolving landscape of education led me to earn a Doctorate Degree, deepening my knowledge of the impact of teaching and learning practices.
Throughout my career, I have worked in diverse educational settings-including language support programs in Sweden and online instruction at Grand Canyon University. I have actively contributed to international initiatives focused on curriculum evaluation and alternative assessment guidelines. Fluent in five languages, I bring a global perspective-rooted in international experience and informed by my work in the International Baccalaureate-across private, charter, public, and virtual school settings. As a member of the Director Network, I was honored to be recognized for my contributions to the Children’s Forum, further affirming my commitment to student-centered education on a global scale.
An honorary member of Kappa Delta Pi (KDP), the International Honor Society in Education, I remain committed to upholding the values of educational excellence and lifelong learning.
This presentation explores the transformative role of generative AI in curriculum design. It highlights how AI tools can assist educators in creating personalized learning experiences, streamlining lesson planning, enhancing content creation, and supporting differentiated instruction. Attendees will gain insights into practical applications, ethical considerations, and the future of AI-powered education.
Dr. Lessina Cline
Dr. Lessina Cline is a distinguished healthcare leader and public health expert with extensive experience in global health initiatives, healthcare management, and innovative educational programming. She has three advanced degrees: a Ph.D. in Healthcare Administration and Management from the University of Alberta, a Doctor of Health Administration (D.H.A.) from the University of Phoenix, and a Master of Public Health from Emory University. Dr. Cline brings exceptional academic credentials to her work in healthcare transformation.
This presentation examines the effectiveness of AI-powered personalized learning tools in higher education as generative AI transforms educational technologies. Despite significant advancements, evaluations of these systems remain inconsistent across various university contexts. The focus is on research employing mixed methods approaches that combine quantitative performance data with qualitative insights from faculty and students, addressing gaps in understanding AI functionality in real-world learning environments.
As universities increasingly adopt AI-driven systems, this paper offers insights into their optimal selection, implementation, and evaluation to enhance human-centered educational practices.
Categorizing existing AI personalization tools based on adaptive capabilities, pedagogical flexibility, data usage, and accessibility. It highlights five case studies showcasing different implementations and employs diverse data collection methods, including analytics, faculty interviews, and student surveys.
Dr. Ayad Saknee
Dr. Ayad Saknee has been serving as an adjunct faculty member at the Colangelo College of Business at Grand Canyon University since 2018. She also works as CIS Residential Faculty in the Business/IT Division at Paradise Valley Community College. Prior to moving to the United States in 2014, she worked for the Iraqi government, serving in IT and as a facilitator for the SENSE (SENSE simulates the resource allocation challenges confronting national and international decision-makers) program at the American Institute of Peace. She holds a Bachelor of Science in Computer Science, a Master of Information Systems (earned in May 2017), and a Doctor of Business Administration with an emphasis in Data Analytics.
This session explores how Generative AI can revolutionize curriculum design in higher education. We will learn how AI-powered tools can assist in lesson planning, Rubric generation, and enhancing student engagement. The session will cover real-world best practices for integrating AI into curriculum development that I have used in my classes.