Category Archives: Uncategorized

Predictive Analytics in Student Performance: AI Tools for Students and Educators

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Session Description

Abstract
The rapid advancement of artificial intelligence (AI) technologies presents unprecedented opportunities to transform higher education, particularly in the realm of online learning. As educators, we continuously analyze student data, provide real-time interventions, and assess student progress, reducing administrative burdens and focusing on personalized support for students. Predictive analytics, powered by AI, offer the potential to revolutionize how educators identify and support at-risk students, personalize learning experiences, and make data-driven decisions.

Objectives

  1. Discuss the integration of AI-powered predictive analytical tools into existing university online learning platforms.
  2. Present new AI platform examples and their ease of use.
  3. Discuss a short list of ethical considerations and guidelines for responsible AI implementation.

Expected Outcomes/Goals

  • Demonstrate an understanding of the impact of AI tools on faculty workload and student-teacher relationships through session evaluation (interactive multiple-choice responses).
  • List the discussed benefits and challenges of implementing AI-powered systems for educators.
  • Identify the ethical considerations of implementing AI-driven analytics in higher education (interactive participation).
  • Understand the practical considerations for AI implementation in participant institutions.
  • Demonstrate an awareness of how AI can improve student outcomes while allowing educators time to focus on personalized student evaluations and timely feedback.

Benefit, Application of Knowledge

  1. New learning, utilizing some examples of online platforms (applied at the workplace)
  2. Instructor feedback in real-time (benefit)
  3. Reveal ethical barriers specific to AI-generated higher education learning platforms. (Benefit: new knowledge and understanding)

Presenter(s)

Pamayla Darbyshire
University of Phoenix, AZ, USA

Dr. Pamayla E. Darbyshire is a Center for Educational and Instructional Technology Research (CEITR) research fellow, a long-time member of Sigma Theta Tau International Honour Society of Nursing, and a peer reviewer for numerous international scientific journals, including The Qualitative Report and The AORN Journal. She also mentors doctoral students. Dr. Darbyshire is a member of the Association of periOperative Registered Nurses (AORN) National Research Committee, involved in grant approvals. She is an active Case Management Society of America (CMSA) member and a core Diversity, Equity, Inclusion, and Belonging (DEIB) committee member. Her research focus is case management and chronic diseases, and she has presented at conferences with an international audience. Dr. Darbyshire has co-authored for Phoenix Scholar, The AORN Journal, and other peer-reviewed journals.

Carl Beitsayadeh
University of Phoenix, AZ, USA

Carl Beitsayadeh leverages his over 20 years of university-level teaching experience to serve as a faculty member at the University of Phoenix since 2002. Beyond academia, Carl also acquired 20 years of experience in an engineering capacity and holds patents in food industry technology. His academic engagement extends beyond the classroom, as he serves as a Research Fellow in the University of Phoenix's Center for Educational and Instructional Technology Research (CEITR). His research interests include memory consolidation, epistemologies of adult learning, metacognitive skill development, and the effectiveness of interleaved learning strategies. Through his research, he aims to develop innovative teaching methods and learning tools to further enhance the process of learning.

Navigating the Ethical Frontier: Leveraging AI to Transform Learning in the Online Classroom

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Session Description

Artificial intelligence (AI) is reshaping the educational landscape, offering innovative solutions to personalize learning, enhance engagement, and streamline teaching practices (Holmes, Bialik, & Fadel, 2019). Tools like ChatGPT and Bard can help instructors craft customized assignments, design dynamic class activities, and make learning more interactive and enjoyable. However, the integration of AI also raises ethical concerns, including bias, academic integrity, and the potential over-reliance on technology (Selwyn, 2019).

This presentation explores the dual nature of AI in education through a structured debate format. Each pro-AI argument, such as fostering creativity, improving access, and enhancing efficiency, will be countered by addressing challenges like ethical dilemmas, data privacy, and concerns about student autonomy. Participants will critically engage with both perspectives, gaining a nuanced understanding of how to responsibly integrate AI into their teaching practices (Luckin et al., 2016).

By the end of the session, attendees will leave with practical strategies to maximize AI’s benefits while mitigating its risks, ensuring AI enhances rather than undermines core educational principles.

Presenter(s)

Marsha Morgenstern
University of Phoenix
Bethel Park, PA, USA

Marsha Morgenstern is a communications professional with over 20 years of experience. She has also been an instructor since 2007, specializing in adult education and facilitating courses that empower learners to navigate complex topics such as personal branding, communication strategies, general education, and critical thinking.

With a Master’s degree in Education and a Master’s in Business Communication, Marsha blends instructional expertise with a deep understanding of strategic communication. Her passion lies in equipping adult learners with the knowledge and tools they need to thrive in their professional and personal lives.

Dr. Jason Margolis
St. Bonaventure University
South Fayette, PA, USA

Dr. Jason Margolis is a Professor of Education and Program Director of the EdD in Educational Leadership Program at St. Bonaventure University. A former New York City high school English teacher, Dr. Margolis is widely published in top-tier journals on educator professional development, school reform, and teacher leadership – including the development of the Teacher Leader Complexity Theory Framework first published in Harvard Educational Review (2020).

Jason Pietropaulo
(Former Pittsburgh Technical College and South College)
Dormont, PA, USA

Jason Pietropaulo is an innovative educational leader with 10+ years of experience in instructional design, ed-tech integration, and competency-based education. Skilled in LMS administration, curriculum development, and AI-driven learning solutions, he drives student engagement and institutional success.

Instructional Designers’ Perceptions and Use of GenAI in Higher Education Institutions

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Session Description

Since the launch of ChatGPT, generative artificial intelligence (GenAI) has been widely used in various sectors, including higher education. Researchers have reported that strategic use of GenAI in building course syllabi can be time and cost-efficient (Madunic & Sovulj, 2024) and make the traditional instructional design (ID) process effective (Ch’ng, 2023). However, little is known about the perception and application of GenAI in ID practices in higher education institutions.

This study focuses on exploring instructional designers’ perceptions of and use of GenAI in their professional practice in a comparative manner through an exploratory multiple-case study (Yin, 2014). We conducted online semi-structured interviews with three professionals in the higher education sector. The interview questions included their perceptions, attitudes, use of GenAI in overall ID phases, and institutional support or restrictions. The participants showed various reactions toward GenAI (i.e., positive, negative, and mixed). One reported concern arose from the possibility of GenAI replacing their positions and threatening the field, while two highlighted more advantages and impacts of GenAI in their ID work. They also shared various examples of applying GenAI to ID tasks, such as note-taking, brainstorming, course activity and materials idea generation, quality enhancement, assessment items and rubric development, and resource selection suggestions. They found GenAI helpful but also reported limitations due to reliability and accuracy issues and a lack of creativity or human nuance.

Gaining insights into instructional designers’ perceptions and use of AI in their professional practice can help future researchers and practitioners discover the status quo and make evidence-informed improvements. We also hope the audience in the same job position or sector gets insights into adopting GenAI in their ID tasks.

Presenter(s)

Jaesung Hur
Florida State University
Tallahassee, Florida, USA

Jaesung Hur is a graduate assistant and PhD candidate in instructional systems and learning technologies in the Department of Educational Psychology and Learning Systems at Florida State University. Her research focuses on enhancing engagement in online learning through technology integration and inclusive course design. With her knowledge and prior experiences as an instructional designer, Hur also studies instructional designers’ competencies.

Kadir Kozan
Florida State University
Tallahassee, Florida, USA

Idam Kim
Florida State University
Tallahassee, Florida, USA

Alex Barrett
Florida State University
Tallahassee, Florida, USA

Leveraging AI to Empower the Multigenerational Workforce

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Session Description

Disparities between worker and employer perceptions on career development resources represent opportunities for improvement.  While 54% of workers endorse the value of learning how to use artificial intelligence (AI) in the context of their work environment (Index®, 2024), only 18% of workers indicated their employer currently offered training on how to use AI.

Hiring managers in both the U.S. and Europe reported a preference for younger candidates because they are open to technology and willing to use AI tools (Generation, 2024). Employers are almost equally likely to interview someone with 5 years of work experience as someone with 25 years of work experience due to younger candidates’ receptive attitude toward using generative AI.

Research indicates workforce productivity improves when companies have a mix of workers with diverse age and experience (OECD/Generation, 2023). To empower the multigenerational workforce, employers should evaluate how workers with different experience levels write different prompts, interpret AI outcomes, and achieve higher productivity.  Research suggests actionable strategies to leverage AI to empower the multigenerational workforce:

  • Employers should develop targeted training to engage experienced workers in using AI tools.
  • Workforce programs should be retooled to serve both new and experienced worker profiles.
  • Experienced workers should take the initiative in learning how AI tools can streamline work processes.
  • Training programs should integrate practical, skill-oriented activities aligned with Industry 5.0 requirements into existing curricula (Sachan et al., 2024)

Presenter(s)

Louise Underdahl
University of Phoenix
Lenora, KS, USA

Louise Underdahl, PhD, MPA, MSLS earned the BA (English Literature) at the University of California, Los Angeles (UCLA) followed by the MSLS, MPA, and PhD at the University of Southern California. She served UCLA from 1978 to 1992, UCLA Health Risk Management from 1992 to 2017, and University of Phoenix Online since 2004. She is currently Doctoral Instructor for the College of Doctoral Studies ACCESS program and also an active participant in University of Phoenix Research Hub activities. Focusing on work attitudes, she is Center for Educational and Instructional Technology Research (CEITR) Senior Research Fellow and reviewer for the CEITR Dissertation to Publication Workshop, volunteer research associate for the Global Institute of Experienced Entrepreneurship, recipient of the University of Phoenix 2024 John Sperling Distinguished Faculty Award, and leads collaborative research on promoting entrepreneurial success.

Pamayla Darbyshire
University of Phoenix
Phoenix, AZ, USA

Dr. Darbyshire has worked in nursing for over 40 years. She earned a Doctor of Health Administration from the University of Phoenix, is a member of the National Society of Leadership Success, the Golden Key International Honor Society, and is a long-time member of Sigma Theta Tau International Honor Society of Nursing. Dr. Darbyshire is a member of the Association of Perioperative Registered Nurses (AORN) National Research Committee, engaged in grant approvals and AORN guideline updates, and has contributed as a co-author for The AORN Journal.

Dr. Darbyshire volunteered as an AORN mentor for a researcher from Thailand. She is a member of the Case Management Society of America (CSMA) and the core committee, tasked with developing the mission, vision, procedures, and protocols for the committee and society.

“Coming Out” Against Cancer: Active Learning Strategies Using Technology to Increase Nurse Practitioner Students’ Awareness about Cancer among LGBTQ+

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Session Description

Cancer screening is low among those identifying as LGBTQ+ (Haviland et el., 2020; Stimpert, 2020) and is related to factors such as a lack of knowledge, discrimination, health insurance issues, provider knowledge deficit, and/or a fear of hostile treatment (Nelson et al., 2023). Healthcare providers must be aware of these disparities and effectively promote cancer screenings (Brown et al., 2020). Curricular initiatives utilizing active learning strategies and technology can help address this health inequity.

Nurse practitioner (NP) students in a graduate program at a rural public liberal arts university participated with community members in a workshop focused on knowledge, attitudes, and perceptions of barriers to cancer screenings among LGBTQ+, and used web-based research and resources to create educational materials for use in community prevention programming.

Results indicated 95% of participants reported increased knowledge about the healthcare needs of LGBTQ+ populations, understanding the differences between attraction, identity and behavior, appropriate terminology, and inclusive strategies to improve cancer screening. Over 90% of participants indicated increased comfort when discussing cancer screening and more motivation to implement workshop content. Three qualitative themes included culturally appropriate communication, increased awareness of LGBTQ+ cancer screening recommendations, and the importance of reflecting on internal biases.

Curricular initiatives that align educational content with the needs of society can promote awareness and increase knowledge of LGBTQ+ patient needs to develop a workforce that can competently care for all patients.

Presenter(s)

Tracy George
Francis Marion University
Florence, SC, USA

Tracy George is an Associate Professor of Nursing, the J.L. Mason Endowed Chair in Health Sciences, and the Coordinator of the Bachelor of General Studies Program at Francis Marion University in Florence, SC. Since 2012, Tracy has taught undergraduate and graduate nursing courses at Francis Marion University. Tracy has worked as a family nurse practitioner since 1999. Tracy continues to work one day per week as a nurse practitioner. She has presented statewide and nationally on nursing and nursing education topics.

Sarah H. Kershner, PhD
Francis Marion University School of Health Sciences
Florence, SC, USA

Prior to her role at Francis Marion, Sarah worked at Fact Forward (formerly SC Campaign to Prevent Teen Pregnancy) for over nine years where she managed a federal research study supporting the implementation of a reproductive health curricula in South Carolina middle schools aimed at reducing the teen birth rate statewide. Sarah has authored several peer-reviewed articles, presented dozens of presentations nationwide and has been involved on review teams and panels with Mathematica Policy Research, Cornell University and ETR Associates.

Claire DeCristofaro, MD
Medical University of South Carolina
Charleston, SC, USA

Claire DeCristofaro, MD is a graduate of Hunter College of CUNY, where she was a Thomas Hunter Honors Scholar, and received her MD degree from Albert Einstein College of Medicine. Her family practice has been in urban (inner city) New York City, rural TN, and rural SC in the HRSA/free clinic settings, and she has been faculty at healthcare and behavioral health programs and has served as clinical preceptor for medical, pharmacy, FNP and PA students. Currently, she teaches at the Medical University of SC in the graduate division of the College of Nursing, with courses in advanced pathophysiology and advanced pharmacology. She authors continuing education courses with a focus on Controlled Substance prescribing, is a federal grant reviewer for SAMHSA , IHS, and DHHS (OASH Office of Population Affairs and OASH Office of Women’s Health). She has received several teaching awards, and has published on the scholarship of teaching and learning as well as clinical topics. Book chapters have included psychopharmacology for integrated behavioral health practice and use of mobile technology in nursing education. Education conference presentations include student engagement in the online discussion board, peer review of online teaching, assessment of online courses, online communities in graduate nursing education, online resources for adult arts education, the flipped classroom, service learning, health literacy, collegial collaboration, & mobile technology in teaching. She enjoys stressing the practical aspects of advances in basic science as they apply to clinical therapeutics.

HyFlex Models: Transforming Education through Flexible Teaching Practices

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Session Description

As educational landscapes evolve, HyFlex teaching practices emerge as a powerful approach to accommodate diverse learning preferences and needs. This presentation will delve into the principles and implementation of HyFlex models, which allow students to choose between in-person, remote, or hybrid participation in real-time classes.

Participants will gain a comprehensive understanding of the HyFlex framework, including its benefits, challenges, and best practices for effective implementation. We will explore practical strategies for designing engaging course materials that cater to both in-person and online learners, ensuring that all students receive equitable learning experiences.

Through real-world case studies from educators who have successfully adopted HyFlex methodologies, attendees will learn how to create inclusive environments that foster student engagement and collaboration. Additionally, we will address the technological tools and resources essential for facilitating seamless transitions between learning modes.

By attending this session, educators will leave equipped with actionable insights to implement HyFlex practices in their own classrooms. They will understand how to leverage this flexible model to enhance student agency, improve retention rates, and meet the diverse needs of their learners.

Join us to explore the transformative potential of HyFlex teaching and discover how to create a more inclusive and adaptable learning environment for all students.

Presenter(s)

Carla Ghanem
Maricopa County Community College District
Tempe, AZ, USA

Dr. Ghanem has over 20 years of teaching experience in a variety of disciplines, on various levels, and at various institutions. She has worked with curriculum and course design in all modalities for 18+ years and has supervised and trained instructors of all levels. She has designed and implemented interdisciplinary, learner-centered courses/projects. Dr. Ghanem has facilitated professional development for community college and university faculty in a variety of topics, such as learner-centered practices, assessment, technology, DEI, and design frameworks (e.g. Universal Design for Learning, Backward Design, etc.). Her expertise allows her to apply her knowledge when working with faculty and staff. She is a mentor to probationary faculty.

Dr. Ghanem has been an instructional designer at Maricopa County Community College District (MCCCD) for over five years. She is currently an instructional designer at the Maricopa Center for Learning and Innovation (MCLI). Before coming to MCLI, she worked as an instructional designer in the Center for Teaching and Learning at GateWay Community College. Carla Ghanem came to MCCCD from Arizona State University, where she was faculty and program director and coordinator. She is currently the Quality Matters Coordinator for the District.

Dr. Carla Ghanem received her Ph.D. in Interdisciplinary Applied Linguistics & Cultural Studies from The University of Texas at Austin where her dissertation focused on instructors' identities and teaching practices, specifically with regard to teaching culture. She has three M.A.s in American Studies, Applied Linguistics, and German, an M.Ed, and an M.S. in Mathematics.

Makerspaces in STEAM Education: Designing Human-Centered STEAM Makerspaces for Applied Learning

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Session Description

Makerspaces are collaborative environments where individuals come together to share resources, knowledge, and tools for hands-on learning and creative endeavors. Equipped with advanced tools such as 3D printers, laser cutters, and electronic devices—often inaccessible for personal ownership due to cost or specialization—makerspaces play a crucial role in promoting innovation. This paper explores the development of human-centered makerspaces within the framework of STEAM (Science, Technology, Engineering, Arts, and Mathematics) education. With a growing emphasis on fostering creativity and experiential learning in educational settings, makerspaces are emerging as essential platforms for collaboration and innovation. The study focuses on the challenges faced by Bangladesh’s community schools in delivering accessible and affordable STEAM education, particularly in resource-constrained regions. Using a human-centered design approach, the research proposes strategies for creating inclusive makerspaces that enhance students' creativity and critical thinking abilities. The findings emphasize the positive effects of makerspaces on student engagement and learning outcomes, providing actionable recommendations for educators and policymakers.

Presenter(s)

Luthfun Nesa Sonam
Asian University for Women
Chattogram, Bangladesh

Luthfun Nesa Sonam is a Master of Arts in Education student at the Asian University for Women (AUW) in Chattogram, Bangladesh, where she also serves as a pre-undergraduate instructor. Her academic and professional journey reflects a deep commitment to equity in education, especially in the areas of STEM and educational technology.

Sonam will present her course project on an affordable, human-centered makerspace, developed through a design thinking approach. The project addresses the challenges of accessibility and innovation in STEM education, with a focus on marginalized and under-resourced communities.

Beyond her current roles, Sonam has served as a training facilitator and research assistant in AUW’s MA in Education program. She also interned with the Sajida Foundation as an education research intern, where she contributed to the planning and localization of Khan Academy Bangla for government secondary schools in Bangladesh. Her early teaching experience includes working at Chittagong Grammar School as an assistant teacher, which sparked her long-term interest in inclusive and transformative education.

Sonam is passionate about making STEM education and educational technology more affordable, accessible, and inclusive. She believes in the power of learner-centered environments and collaborative innovation to drive social change. Her work is rooted in the belief that education should not only inform but also empower.

Hanan Sayed
Asian University for Women
Chattogram, Bangladesh

From Victim to Victor: Empowering Faculty against Online Student Harassment

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Session Description

The topic of online bullying has been extensively studied in a student-to-student context. Comparatively less has been investigated about bullying of online faculty by online students. The goal of this presentation is to share empowerment strategies with online faculty regarding professional and proactive responses to online student bullying. Trigger factors unique to the online classroom will be identified, as well as strategies that online faculty can employ to re-establish beneficial lines of communication with disgruntled students while also positively modeling for them more effective approaches to problem solving - thereby also empowering their students. Audience members will be encouraged to share their own experiences and strategies for maintaining a positive communication environment while addressing student concerns.

Presenter(s)

Mary Dereshiwsky
Northern Arizona University
Flagstaff, AZ, USA

AI-Enhanced Allyship: Empowering Inclusive Educators

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Session Description

This 25-minute presentation will explore how AI tools can be leveraged to enhance allyship in educational settings, focusing on supporting LGBTQIA2S+ students. The session is designed for academics, instructors, and educational professionals committed to creating inclusive classrooms.

Key Outcomes:

  • Understand the role of allyship in supporting LGBTQIA2S+ students within educational settings.
  • Learn how to use AI tools to practice and refine techniques for handling challenging conversations with LGBTQIA2S+ students.
  • Apply strategies for fostering an inclusive classroom environment that supports LGBTQIA2S+ students effectively.

This presentation aims to equip educators with practical skills and strategies to foster an inclusive environment, ensuring that LGBTQIA2S+ students feel seen, respected, and supported. Educators can practice and refine their allyship techniques by utilizing AI tools, leading to more effective and empathetic student interactions.

Presenter(s)

Stephen Velky
Purdue Global
West Lafayette, Indiana , USA

Stephen (they/them) is an experienced instructional and multimedia designer who creates inclusive, engaging learning experiences for adult learners. Their work focuses on accessibility, clarity, and real-world application, developing content that delivers immediate value and helps learners apply what they’ve learned immediately. Stephen has led innovations in adaptive and AI-enhanced learning and is the creator of QueerEd. This training series helps allies to become more informed and supportive of the LGBTQIA2S+ community. They are committed to building learning that supports growth, belonging, and real change.

Melissa Bahle
Professor, English & Rhetoric Department at Purdue University Global

Professor Melissa Bahle (she/her) is a full-time faculty member in the English & Rhetoric Department at Purdue University Global. She holds an M. Ed in English Language Learning from Western Governors University. In addition to her teaching career, she is a published poet and the Poetry Editor of The Gauge Literary Journal. Committed to community service, Mrs. Bahle founded Project Empathy, an initiative that provides food and clothing to the homeless through Blessing Boxes and seasonal donation drives. Her diverse skill set spans instructional technology, editorial work, and community engagement, reflecting her unwavering commitment to education, creativity, and social impact.

The Education-Based Entrepreneur: A Case Study on Combining Instructional Design, Game-Based Learning, and Artificial Intelligence to Build an Education Business

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Session Description

In this dynamic session, discover how an innovative member of the National Association for the Advancement of Small Business Innovation (NAASBI) successfully launched a game design and publishing business rooted in STEAM (Science, Technology, Engineering, Arts, and Math) education. This case study will explore how instructional design principles, game-based learning strategies, and artificial intelligence technologies converged to create a scalable, impactful education business. Attendees will gain insights into how these tools enhance learner engagement and improve educational outcomes while driving entrepreneurial success.

Participants will also engage in interactive activities designed to simulate the challenges and opportunities faced by education entrepreneurs. These activities will demonstrate practical applications of AI, gamification, and STEAM methodologies, providing attendees with actionable strategies for their own educational initiatives.

Whether you’re an educator, instructional designer, or aspiring entrepreneur, this session offers valuable lessons on blending pedagogy/andragogy with innovation to meet modern learners’ needs and establish a thriving business.

Presenter(s)

Timothy D. Craggette
NAASBI
Rockville, MD, USA

Timothy D. Craggette is an entrepreneur with over 15+ years as an educator and consultant for small business entrepreneurship, public relations, and marketing. He has trained budding business owners within the Washington, DC Metro Area as well as globally through his online coaching, training programs, live events, private masterminds, and “The Swift Kick Show” on WERA 96.7 FM..DC’s #1 Radio Show for Online Small Business. As the Executive Producer for “The Swift Kick Show”, Timothy invites today’s industry leaders in small business and discusses their unique business models. For close to four years, he’s aired his show to over 291,000,000 people with more than 12,000 hours on-air. The show can be heard in over 116 countries worldwide. As a member of the National Business Educators Association, he has spoken at the University of Maryland, the National Institutes of Health, the Food and Drug Administration, and on stages nationally on the topics of online business and health. As the Chairman for the Entrepreneurship Committee for The Yleana Leadership Foundation, he serves as an advisor for entrepreneurship curriculum and mentorship to teenagers in underserved communities. Timothy also serves as the Founder and Chief Education Officer for the small business association, NAASBI – The National Association for the Advancement of Small Business Innovation. He is also a 6x award-winning, best-selling information product creator and audio engineer/recordist with over nine figures in sales. He is currently pursuing his Doctorate in Education.