USM Center for Academic Innovation

Transforming Teaching & Learning: Kirwan Center Impact Stories

admin-jennifer — Thu, 17 Sep 2026 19:08:05 +0000

What does it take to rethink a course, break down barriers to learning, or partner with students in new ways? The Kirwan Center’s Impact Blog Series highlights the experiences of faculty and staff leading innovative projects across the USM. Through honest reflections on OER development, digital accessibility, and SoTL research, these stories celebrate the collective effort to shape more engaging, equitable, and accessible learning environments.

Jump to:

The Stories Behind Our Impact

September 2026

Jennifer E. Potter, Ph.D., Associate Director, Kirwan Center for Academic Innovatoin, ��Ƶ

Jennifer Potter served as a faculty member and department chair at Towson university for 15 years before joining the Kirwan Center in 2024. Her work focuses on faculty development initiatives in digital accessibility, generative AI pedagogy, and alternative credentials.

For many years, my colleagues and I have been talking about the challenges facing our public speaking program. We had a clear idea of what changes we wanted to make to the program, but we also recognized that we didn’t have the time or resources to make the changes. Then we saw the announcement for Maryland Open-Source Textbook (M.O.S.T.) OER grants from the Kirwan Center for Academic Innovation, and suddenly, a project that had felt aspirational seemed possible.

At the time, I was a longtime faculty member and department chair at Towson University (TU). Our department offered more than 50 sections of public speaking each year, many taught by adjunct faculty. The COVID-19 pandemic had made the disconnection within this large, multi-section course especially visible. Our instructors cared deeply about their students, but they did not have a shared set of teaching resources or a strong community through which they could learn from one another. Students’ experiences varied considerably from one section to another, including differences in assignments, expectations, and the number and length of speeches. Students were also paying for a commercial textbook and online platform that many did not find particularly useful. During the disruption and financial uncertainty of the pandemic, that student cost became even harder to justify. Melanie Morris, Assistant Teaching Professor & Public Speaking Program Director, and I knew we wanted to do more than replace an expensive textbook with a free one; we wanted to redesign the entire course experience.

A M.O.S.T. institutional grant allowed us to create a comprehensive collection of resources for instructors, including lesson plans, activities, quizzes, rubrics, presentation materials, and a shared course structure. Faculty members retained the flexibility to personalize their courses, but they no longer had to begin entirely from scratch. That was particularly valuable for adjunct instructors teaching the course for the first time. The funding also helped us bring our students into the work and expand the project.

Through TU’s Public Communication Center (PCC) and our use of undergraduate learning assistants (ULAs), we knew the distinctive power of peer mentorship. We often shared stories about how students often heard guidance differently when it came from another student. As our OER project developed, we worked with PCC mentors to record model speeches, offered students the opportunity to annotate the textbook, and engaged students to contribute their perspectives to the materials we were creating. Adjunct faculty also helped shape and co-author content. Most significantly for me, I worked with my undergraduate student and peer mentor, Olivia Kuehner, to co-author a workbook on public speaking apprehension and to build a class presentation module available to all faculty across the campus.

Working with Olivia required me to step out of “expert mode.” I had to become comfortable sharing unfinished writing, receiving her edits, and treating her not simply as a student but as a genuine partner. Once I learned to let go of some control, the collaboration became one of the most rewarding experiences of my faculty career. Our work eventually became the foundation for an article co-authored with Olivia and my faculty colleague Melanie Morris, “From Students to Pedagogical Partners: Collaborative Development of Public Speaking Open Educational Resources.”

The Kirwan Center’s contribution extended well beyond the grant funding. The project came with a timeline and accountability, but it also came with people who helped us see new possibilities. Conversations with Nancy O’Neill and Annika Many always gave us something new to consider. In fact, the idea of inviting students to annotate the textbook emerged from one of those conversations. The Kirwan Center also connected us with faculty doing related work, helping our individual project become part of a broader community. My experience with the Kirwan Center didn’t just change the course—it also was the beginning of a change in my professional trajectory.

I had already begun wondering what might come after many years as a department chair. I loved faculty mentoring and development, but a traditional administrative path did not feel quite right. When the Kirwan Center’s Associate Director position opened at the tail end of our work on this project, the work felt immediately familiar. OER, digital accessibility, generative AI, alternative credentials, and the scholarship of teaching and learning were all areas that connected to my own faculty experience and interests. Although leaving Towson after spending my entire career there was difficult, the opportunity to support faculty across the ��Ƶ felt like the right next chapter.

Today, I see the Kirwan Center’s impact from a different vantage point. We can count participants, dollars awarded, and satisfaction ratings, and those measures matter. But they cannot fully capture what happens after a faculty member receives support. They do not show the redesigned course, the adjunct instructor who no longer must start alone, the student whose voice becomes part of a textbook, the relationships formed, or the unexpected professional path that opens.

That is why we are beginning this series. In the coming months, faculty and staff will share stories from their projects and programs supported by the Kirwan Center. My story is only one example of how the Kirwan Center’s work travels outward through people, classrooms, programs, and campuses. Together, these stories will show not simply what the Kirwan Center supports, but what that support makes possible. We hope you’ll come along with us and our participants, as we share our journeys, insights, and continued possibilities in academic innovation.

Cross Post:

Story

Call for Abstracts: Generative AI Pedagogy in Practice

admin-jennifer — Tue, 08 Sep 2026 16:36:12 +0000

The USM Kirwan Center for Academic Innovation invites Maryland faculty and instructional educators to contribute to Generative AI Pedagogy in Practice: Evidence-Informed Teaching Cases from Maryland Higher Education.

We're seeking evidence-informed teaching cases that showcase how educators are thoughtfully integrating or responding to generative AI in their courses.

Abstracts due: November 6, 2026
Optional info session: October 13, 2026, 1–2 PM ET
Publication: July 2027 as an open educational resource

View Full Call for Abstracts | Register for Info Session

Cross Post:

News

AI Amplified: Showcase Spotlights

admin-jennifer — Thu, 13 Aug 2026 16:57:59 +0000

AI Amplified: Showcase Spotlights explores innovative applications of generative AI in teaching and learning. Each session features educators pioneering thoughtful, pedagogically-grounded approaches to AI integration in their classrooms. This series is co-sponsored by the Kirwan Center for Academic Innovation, MarylandOnline, and the USM Council of University System Faculty (CUSF). The series is open to faculty and staff from accredited Maryland institutions of higher education. Each session will be recorded and the recording link shared with session registrants.

September Spotlight: LLMs in English Departments: Teaching Rhetoric as AI Literacy

Monday, September 21, 2026 | 2:00 – 3:00 PM ET

Presenter: Dr. Tanya Olson, Teaching Professor, Department of English, UMBC

About the Session: This session reframes interactions with generative AI as a rhetorical act within language-driven systems. In UMBC's ENGL 211, students apply audience, purpose, tone, and revision principles to AI interactions, learning to treat models as thinking partners rather than text generators. Participants will examine course-based assignments that position AI as a process-oriented tool, helping students critically shape and evaluate AI output across disciplines.

Register for the Virtual Event

October Spotlight: AI as a Design Thinking Partner: Enhancing Empathy and Customer Discovery in Business and Information Systems Education

Monday, October 19, 2026 | 2:00 – 3:00 PM ET

Presenter: Dr. Andrew Mangle, Associate Professor, Management Information Systems, Bowie State University

About the Session: Students often miss opportunities for deeper inquiry during interviews. This session explores a course-specific AI tool that provides structured feedback on student interviews, highlighting assumptions and missed follow-ups. Participants will learn how AI can function as a feedback partner to strengthen empathy, listening, and reflective practice across project-based courses.

Register for the Virtual Event

November Spotlight: Designing Trustworthy AI-Supported Virtual Teaching Assistants: The JAIMIE Framework

Monday, November 16, 2026 | 2:00 – 3:00 PM ET

Presenters: Charlotte Seckman, PhD, RN, NI-BC, CNE, FAAN, Professor, University of Maryland School of Nursing, University of Maryland, Baltimore and Cory Stephens, DNP, MSN, RN, CNE, NI-BC, CPHIMS, FHIMSS, Assistant Professor, University of Maryland School of Nursing, University of Maryland, Baltimore

About the Session: How can faculty use generative AI to extend instructional support without replacing human judgment? This interactive session introduces the JAIMIE Framework, a model for designing trustworthy AI-supported virtual teaching assistants in higher education. Using JAIMIE’s evolution from a course-embedded assistant to a broader ecosystem of specialized AI personas, Cory Stephens and Charlotte Seckman will demonstrate how purpose-built assistants can be grounded in approved course materials, bounded by clear guardrails, and evaluated for educational value. Participants will see live examples of text, voice, and avatar-based interaction and consider how a similar approach could support their own courses and institutional priorities.

Register for the Virtual Event

January Spotlight: Using Generative AI to Teach Case Conceptualization Skills in Clinical Psychology

Monday, January 18, 2027 | 2:00 – 3:00 PM ET

Presenters: Dr. Amanda Draheim, Assistant Professor, Department of Psychology, Goucher College

About the Session: Case conceptualization requires synthesis, judgment, and feedback—skills that are difficult to scale. This session explores how generative AI was used to scaffold readings, simulate role‑plays, and provide structured feedback while maintaining ethical boundaries. Participants will learn adaptable strategies for positioning AI as a developmental support tool that strengthens reasoning, reflection, and professional identity across applied disciplines.

Registration Opening Soon

February Spotlight: Using Generative AI to Explore Journalism Archives: Opportunities, Limits, and Verification

Monday, February 15, 2027 | 2:00 – 3:00 PM ET

Presenters: Dr. Derek Willis, Lecturer, Data and Computational Journalism, Philip Merrill College of Journalism, University of Maryland, College Park

About the Session: This session examines how journalism students used generative AI to surface insights from large archives of local reporting while documenting AI limitations such as hallucinations and classification errors. By treating AI output as a starting point rather than an authority, students learned about transparency, verification, and responsible use. Participants will gain transferable approaches for teaching AI‑assisted analysis, documentation, and ethical disclosure in research‑based courses.

Registration Opening Soon

April Spotlight: Topic TBA

Monday, April 19, 2027 | 2:00 – 3:00 PM ET

Presenters: TBA

About the Session: TBA

Registration Details TBA

May Spotlight: Ungrading in the Age of AI: Formative Feedback as a Mechanism for Growth

Monday, May 17, 2027 | 2:00 – 3:00 PM ET

Presenters: Zia Hassan, Instructor, Anne Arundel Community College and PhD Student, School of Education, Johns Hopkins University

About the Session: Generative AI has broken the assumption that a written artifact reflects a student's own thinking, which undercuts traditional grading. Ungrading solves that problem with mastery-based feedback loops instead, and students can use this feedback to grow their skills rather than calculating how many points are needed to get an A, and potentially using AI as a “shortcut."

Registration Details TBA

Cross Post:

Event Type:

Online

Start Date:

Monday, September 21, 2026

Call for Applications: Boosting Course Accessibility Faculty Fellowships

admin-jennifer — Thu, 30 Jul 2026 17:56:49 +0000

The USM Kirwan Center for Academic Innovation is pleased to announce a call for applications for the 2026-2027 Boosting Course Accessibility Faculty Fellowship program. This initiative will support up to 12 USM faculty members in engaging in digital accessibility-related course redesign to reduce barriers and support access for all students, including students with disabilities. Each selected faculty member will receive a $1,500 stipend and participate in a collaborative professional development program, culminating in a redesigned course for Spring 2027.

Review the full Call for Appliations. Applicants should submit all required materials (as a single document) to the secure SharePoint folder linked in the call for applications, by Friday, September 11, 2026.

News Type:

USM News

Areas of Focus:

Digital Accessibility

Cross Post:

News

2026-2027 Digital Accessibility Communities of Practice Co-Leads Announced

admin-jennifer — Thu, 30 Jul 2026 17:28:44 +0000

The ��Ƶ (USM) Kirwan Center for Academic Innovation is pleased to announce the appointment of four Faculty Co-Leads for the 2026-2027 Digital Accessibility Communities of Practice (CoPs). These leaders will spearhead efforts to ensure that teaching and learning across the system's 12 institutions are inclusive, equitable, and compliant with the upcoming Title II standards.

As the USM works toward the April 26, 2027, digital accessibility compliance deadline, these Co-Leads will provide the disciplinary expertise and peer mentorship necessary to transform accessibility from a technical requirement into a pedagogical strength.

Digital Accessibility in STEM Community of Practice

Dr. Sarah Bass, Associate Teaching Professor in the Department of Chemistry and Biochemistry at University of Maryland Baltimore County (UMBC), and Dr. Cyndi Wiley, Collegiate Faculty, Teaching & Learning and Associate Professor in Web/Digital Design & Virtual Reality at University of Maryland Global Campus (UMGC) will co-lead the STEM Community of Practice.

STEM disciplines often face unique hurdles in digital accessibility, from complex mathematical notation to interactive lab simulations. In their roles, these Co-Leads will conduct a landscape analysis of accessibility guidance within STEM fields and lead a cohort of 24+ faculty members in identifying and solving discipline-specific barriers. Their work will ensure that the next generation of Maryland's scientists and engineers learn in an environment designed for all students.

Digital Accessibility in Music & Arts Community of Practice

Dr. Luis Engelke, Professor of Music at Towson University (TU), and Dr. Jessica Grimmer, Co-Director, Center for Archival Futures (café) and Lecturer in the College of Information at University of Maryland (UMCP), will serve as Co-Leads for the Music & Arts Community of Practice.

Recognizing that visual and auditory arts require specialized approaches to digital inclusion, these Co-Leads will foster a collaborative environment for faculty to experiment with new pedagogical approaches. By reviewing guidance from national arts organizations and implementing WCAG 2.1 AA standards in creative contexts, they will help move the needle on how the arts are taught and experienced across the USM.

A Collaborative Path Forward

The work of these Co-Leads will begin with a system-wide Community of Practice launch on Friday, October 2, 2026. Throughout the academic year, they will partner with the Kirwan Center and the USM Digital Accessibility Working Group to co-create faculty surveys, facilitate virtual meetings, and develop practical solutions that can be scaled across the state.

The appointment of these Co-Leads underscores the USM's commitment to collaborative excellence. By drawing on leadership from across the system's institutions, the Kirwan Center fosters a robust professional network that transcends institutional boundaries, ensuring that cutting-edge accessibility practices are not just shared, but deeply integrated into the fabric of academic departments.

The Kirwan Center will begin recruiting faculty participants for both Communities of Practice in August 2026. 

To learn more about the Digital Accessibility Communities of Practice Co-Leads, visit the Kirwan Center staff page.

News Type:

USM News

Areas of Focus:

Digital Accessibility

Cross Post:

News

USM Faculty Named Generative AI Pedagogy Fellows for 2026-2027

admin-jennifer — Tue, 14 Jul 2026 13:36:24 +0000

The William E. Kirwan Center for Academic Innovation at the ��Ƶ (USM) welcomes a cohort of 14 faculty selected as 2026-2027 Generative AI Pedagogy Fellows from across our USM institutions.

The Generative AI Pedagogy Fellows program is led by USM Senior Fellow for Generative AI Dr. Casey Stratton of Salisbury University and Dr. Jennifer Potter, Associate Director of the Kirwan Center for Academic Innovation.

This initiative brings together faculty who are already advancing generative AI pedagogy in their teaching and research practices. As recognized experts in this rapidly evolving field, Fellows will serve as champions for the thoughtful integration of generative AI across the USM. The program aims to equip these faculty leaders with enhanced skills and knowledge to guide their peers through workshops and collaborative initiatives.

Fellows will further develop their expertise in generative AI applications while establishing a cross-institutional community of practice dedicated to collaborative research and innovation in AI pedagogy. Through this network, they will create, test, and disseminate evidence-based approaches that address the unique challenges and opportunities of AI in higher education. By working together on research projects and sharing their findings, Fellows will help establish the USM as a leader in generative AI pedagogy.

As generative AI rapidly transforms higher education, many institutions struggle with fragmented approaches to faculty development and inconsistent access to AI tools. Our cross-institutional fellows program addresses these challenges by creating collaborative communities where faculty share resources, expertise, and advocacy strategies, ultimately enhancing teaching and learning experiences across the entire ��Ƶ.

The 2026-2027 USM Generative AI Pedagogy Fellows are:

Mayyada Al Hammoshi, Collegiate Faculty, Assessment and Evaluation, and Associate Professor, Cyber Technology, University of Maryland Global Campus

Michelle Antero, Assistant Teaching Professor, Department of Information Systems, University of Maryland Baltimore County

Molly Barra, Information Literacy Instruction Coordinator and Librarian II, Frostburg State University

John Beyers, Portfolio Director and Professor, Mathematics & Statistics, University of Maryland Global Campus

Renee Foose, Professor, Department of Educational Studies and Leadership, Bowie State University

Michael Geuss, Assistant Professor, Department of Psychology, Bowie State University

Yuanyuan Liu, Adjunct Professor, Chinese Languages, University of Maryland Baltimore County

Cynthia McGinnis, Associate Professor, Mathematics & Computer Science, University of Maryland Global Campus Asia

Neeraja Murali, Assistant Professor, Department of Emergency Medicine, University of Maryland School of Medicine, University of Maryland Baltimore

James Parris, Instructor, Department of Media and Communication Studies, University of Maryland Baltimore County

Michelle Pittman, Portfolio Director and Collegiate Associate Professor, Web & Digital Design, Department of Information Technology, University of Maryland Global Campus

Wendy Post, Assistant Professor, Department of Nursing, Bowie State University

Nate Sinnott, Associate Professor, Department of Theatre, University of Maryland Baltimore County

Shuling Yang, Assistant Professor, Department of Education, University of Maryland Baltimore County

News Type:

USM News

Cross Post:

News

USM Announces 26-27 Senior Fellows to Drive Academic Innovation

admin-jennifer — Tue, 30 Jun 2026 13:25:40 +0000

The ��Ƶ (USM) Kirwan Center for Academic Innovation is pleased to announce the appointment of three Senior Fellows for the 2026-2027 academic year. These faculty leaders will play a pivotal role in advancing the Kirwan Center’s mission to foster excellence in teaching, learning, and scholarship across the system’s 12 institutions.

As higher education continues to evolve, these Senior Fellows will provide the expertise and mentorship necessary to support faculty in navigating emerging technologies, conducting rigorous educational research, and measuring the impact of innovative pedagogical practices.

Senior Fellow in Generative AI Pedagogy

Dr. Casey Stratton, Assistant Professor in Communication at Salisbury University, has been named the Senior Fellow in Generative AI Pedagogy.

As Generative AI continues to transform the landscape of higher education, the Kirwan Center is committed to ensuring USM faculty are leaders in the ethical and effective integration of these tools. In this role, Dr. Stratton will partner with Kirwan Center staff to co-lead a series of workshops throughout the fall semester, guiding a cohort of faculty fellows in exploring innovative AI pedagogies and best practices. Dr. Stratton will then mentor these fellows as they design and develop their own faculty training workshops, which they will deliver across the USM system in the spring. This cascading model of professional development ensures that cutting-edge generative AI practices reach faculty at all 12 institutions, fostering a system-wide culture of innovation and ethical AI integration.

Senior Fellow for Scholarship of Teaching and Learning (SoTL)

Dr. Karen Chen, Associate Professor in Data Science at UMBC, will serve as the Senior Fellow for the Scholarship of Teaching and Learning (SoTL).

The SoTL fellowship bridges the gap between classroom practice and systematic inquiry. Dr. Chen will lead the 2026-2027 SoTL Fellows cohort, providing expert guidance on refining research questions, selecting methodologies, and navigating the IRB process. Throughout the year, Dr. Chen will mentor faculty through the lifecycle of their research, from initial data collection to the preparation of manuscripts for peer-reviewed publication. This leadership ensures that USM faculty continue to contribute significantly to the global conversation on evidence-based teaching.

Senior Fellow for Assessment & Evaluation

Dr. Luciana Zuest, Professor in Kinesiology at Towson University, has been selected as the Senior Fellow for Assessment & Evaluation.

Understanding the effectiveness of educational initiatives is essential for sustainable innovation. Dr. Zuest will lead the design and implementation of evaluation strategies for various Kirwan Center programs. By collecting and analyzing both quantitative and qualitative data, Dr. Zuest will develop data visualizations and reporting materials that communicate program impact to internal and external stakeholders. This role is vital for ensuring that the Kirwan Center’s initiatives remain data-driven and responsive to the evolving needs of faculty across all USM campuses.

A System-Wide Impact

The appointment of these three distinguished faculty members underscores the USM’s commitment to faculty-led innovation. By partnering with faculty leaders from Salisbury University, UMBC, and Towson University, the Kirwan Center ensures that cutting-edge pedagogical research and practices are shared and implemented across our institutions. This collaborative approach allows us to scale student and faculty success initiatives that meet the unique needs of our campus constituents and benefit the entire state.

To learn more about Dr. Stratton, Dr. Chen, and Dr. Zuest, visit the Kirwan Center staff page.

News Type:

USM News

Cross Post:

News

Call for Proposals: 2026-27 Elkins SoTL Fellows Program

admin-nancy — Tue, 24 Mar 2026 17:19:35 +0000

The Call for Proposals for the 2026-2027 Elkins SoTL Fellows Program is now open!

Up to 10 Elkins SoTL Fellowships of $1,000 each will be awarded for 2026-2027 (May 22, 2026-June 30, 2027). The Elkins SoTL Fellowships are open to USM faculty of any rank or appointment interested in undertaking a research project focused on the Scholarship of Teaching and Learning. A faculty member should serve as principal investigator (PI) on the project; a staff person may serve as co-PI provided the project originates with the faculty member. At present, we are not considering graduate students for this fellowship but may do so in future cycles.

Join Kirwan Center staff on Monday, April 13, 2026, from 1:00 to 2:00 pm ET for a virtual Information Session to learn more about the Fellowship requirements and expectations. We will also answer questions about the program at that time. Register for the Information Session. Registering will ensure you receive a link to the session recording, even if you can’t attend live.

Proposals are due by 11:59 pm on Friday, May 8, 2026, for work to take place over the subsequent academic year. More details can be found in the Call for Proposals.

Areas of Focus:

Leading Academic Change

Cross Post:

News

17 Faculty Selected for Boosting Course Accessibility Mini Grant Program

admin-jennifer — Mon, 22 Sep 2025 18:39:59 +0000

The William E. Kirwan Center for Academic Innovation is pleased to announce that 17 faculty members have been selected to participate in the Boosting Course Accessibility mini grant program. This initiative aims to enhance the digital accessibility of courses across USM institutions and help ensure that all students have equitable access to course materials.

The selected faculty will receive funding and support to redesign their courses with accessibility in mind, including implementing universal design principles that benefit all learners. Participants will work closely with Kirwan Center staff to identify and address barriers in their course materials, learning activities, and assessments.

Through this initiative, we expect to see immediate improvements in course accessibility while building long-term capacity for inclusive design across departments. The selected faculty span the System and represent diverse disciplines, resulting in accessibility course models across science, technology, engineering, and mathematics; social sciences; humanities; business; education; and health professions.

The mini grant program aligns with USM’s commitment to creating inclusive learning environments where all students can succeed regardless of disability status. We look forward to sharing the outcomes and best practices developed through this program across the System and beyond.

Please join us in congratulating the faculty members who have been selected for this mini grant program:

Dr. Haitham Alkhateeb, Professor of Mathematics, Yale Gordon College of Arts and Sciences, University of Baltimore

Prof. Ellen Anderson, Clinical Associate Professor, School of Social Work, Salisbury University

Dr. Katryna Andrusik, Assistant Clinical Professor, Counseling, Higher Education, Special Education, University of Maryland, College Park

Dr. Maria Joao Lobo Antunes, Associate Professor, Department of Sociology, Anthropology and Criminal Justice, Towson University

Dr. Amina Ayodeji-Ogundiran, Assistant Professor & Program Coordinator, Management, Marketing and Public Administration, Bowie State University

Dr. Thomas Cadenazzi, Assistant Professor and Program Coordinator, Engineering and Sustainable Technologies, Frostburg State University

Dr. Sarah Gunning, Associate Professor & Director, M.S. Professional Writing, English, Towson University

Dr. Ahalya Hejmadi, Collegiate Professor, Social & Behavioral Sciences & Gerontology, University of Maryland Global Campus

Dr. Nicole Hollywood, Interim Director of Assessment and Professor of Management, Office of Accreditation and Assessment, University of Maryland Eastern Shore

Dr. Yewon Lee, Associate Clinical Professor, Counseling, Higher Education, and Special Education, University of Maryland, College Park

Dr. Isabell May, Associate Professor, Health Sciences/Science Communication, University of Maryland, Baltimore

Dr. Laura Rose, Associate Teaching Professor and Psychology Program Director at UMBC Shady Grove, University of Maryland, Baltimore County

Prof. Sherida Morrison Santiago, Instructor, Management and Marketing, College of Business, Coppin State University

Dr. Ellen Schaefer-Salins, Associate Professor of Social Work, School of Social Work, Salisbury University

Dr. Hany F. Sobhi, Professor of Organic Chemistry, Natural Sciences, Coppin State University

Dr. Wendy Whitner, Clinical Associate Professor & Allied Health Program Coordinator, Department of Health Sciences, Towson University

Dr. Ming Xie, Assistant Professor, Department of Emergency and Disaster Health Systems, University of Maryland, Baltimore County

News Type:

USM News

Areas of Focus:

Digital Accessibility

Cross Post:

News

AI, Unscripted Podcast Limited Series

admin-jennifer — Fri, 15 Aug 2025 19:43:02 +0000

AI, Unscripted: From AI-Curious to AI-Confident

Your Journey to Practical AI Implementation in Teaching

The "AI, Unscripted" podcast limited series guides faculty from curiosity to confidence in using artificial intelligence for teaching and learning. Co-sponsored by the USM Kirwan Center for Academic Innovation, the USM Council of University System Faculty, and MarylandOnline, this University of Maryland, Baltimore's Moving the Needle podcast features conversations with Maryland educators who started exactly where you might be now--interested but uncertain about AI's place in higher education.

Each 30-minute episode offers concrete examples, manageable first steps, and practical advice for faculty at all comfort levels with AI technology.

Encore Series

Building on the success of our limited series, the Encore Series goes deeper on critical questions around ethics and environmental responsibility while showcasing innovative ways educators are using AI to support both students and faculty.

Meet Your Hosts

Mary Crowley-Farrell, Collegiate Associate Professor in Communication, Journalism, & Speech at UMGC and CUSF member and chair of the CUSF Education Policy committee
Jennifer Potter, Associate Director, Kirwan Center for Academic Innovation at the ��Ƶ
Ron Hansen, Director of Instructional Systems in Innovation, Learning, and Effectiveness, Chesapeake College and member of the board, MarylandOnline
Sam Collins, Professor, Department of Sociology, Anthropology and Criminal Justice, Towson University

Episode Lineup

From Policy to Participation: Co-Creating AI Guidelines with Students with Yasmine Kotturi (Assistant Professor of Information Systems, UMBC)
Beyond the Podium: AI-Powered Speech Coaching at the Community College with Zach Runge (Assistant Professor of Communication Studies, Harford Community College)
How We Say It Matters: AI for Thoughtful Faculty Communication with David Leasure (Director of Faculty and Professor, First-Year Experience, UMGC)
Sustainable AI: Balancing Innovation with Environmental Responsibility with Burch Fisher (Associate Research Scientist, University of Maryland Center for Environmental Science)
Teaching the Teachers: Preparing Pre-Service Educators for an AI Future with Kris McGee (Professor, Department of Educational Professions, Frostburg State University)
Data Privacy, Student Rights, and the Real Cost of "Free" AI Tools with Virgina Byrne, Associate Professor, Higher Education & Student Affairs, Morgan State University)
Encore Series Wrap Up with cohosts Mary Crowley Farrell, Jennifer Potter, and Moving the Needle host Scott Riley.

Limited Series

Our original seven-episode limited series features faculty from diverse disciplines and institutions who understand the caution many faculty (and students) feel about AI.

Hosts

Mary Crowley-Farrell, Collegiate Associate Professor in Communication, Journalism, & Speech at UMGC and CUSF member and chair of the CUSF Education Policy committee
Michael Mills, Associate Senior Vice President of Equitable Access and Student Success at Montgomery College and chair of the board, MarylandOnline
Jennifer Potter, Associate Director, Kirwan Center for Academic Innovation at the ��Ƶ

Episode Lineup

Our carefully curated lineup features faculty from diverse disciplines and institutions who understand the caution many faculty (and students) feel about AI:

Host Handover with Moving the Needle Host Scott Riley and Ai, Unscripted co-hosts, Mary Crowley-Farrell, Michael Mills, and Jennifer Potter
AI & Information Literacy: Teaching Students to Think Critically with Ben Shaw (Teaching and Learning Librarian, University of Maryland, College Park)
Ask the AI: Business Assignments That Boost Engagement with Bill Carter (Associate Professor, University of Baltimore Merrick School of Business)
Therapy Bots & Ethical Practice: AI in Mental Health Education with Amanda Draheim (Assistant Professor of Psychology, Goucher College)
Truth, Data, and AI: Journalism's Role in Uncertain Times with Derek Willis (Lecturer in Journalism, University of Maryland, College Park)
Writing with Machines: AI in the English Classroom with Eleanor Welsh (Professor of English, Chesapeake College)
Clinical Judgment Meets AI: Teaching for Nursing Practice with Denyce Watties-Daniels (Associate Professor in Nursing, Coppin State University)
AI as a Critical Friend: Supporting Reflection in Graduate Learning with Liyan Song (Professor, Learning Technologies, Design & School Library Media, Towson University)
Ask Us Anything Series Wrap-Up with co-hosts Mary Crowley-Farrell, Michael Mills, and Jennifer Potter and Moving the Needle host Scott Riley

Common Concerns Addressed

Throughout both series, our guests address questions like:

"Will AI make academic dishonesty easier?"
"How do I maintain rigor when using AI tools?"
"What if I don't have technical expertise?"
"How do I help students use AI ethically?"
"Will AI replace critical thinking skills?"

Your Next Step

Each episode concludes with our guests answering the question: "What do you recommend to faculty who are just getting started and want to try using AI in their teaching and learning?" Their answers provide concrete, manageable first steps for your own AI journey.

How to Listen

Subscribe to Moving the Needle on Apple Podcasts and Spotify or listen directly on the Moving the Needle website.

Share Your Journey

We'll be posting on LinkedIn through the William E. Kirwan Center for Academic Innovation page and the MarylandOnline page, so follow us now! We invite you to share your own path from AI-curious to AI-confident using #AIUnscripted on LinkedIn or email us at aiunscripted@usmd.edu.

Cross Post:

Story