I was fortunate to be part of the original Principled Innovation development team in the Mary Lou Fulton College for Teaching and Learning Innovation. With a firm framework in place, I coordinated efforts with instructors of our Educational Studies bachelor’s degree to infuse PI into all coursework, ensuring students engaged with important ethical and character-based decision-making processes as part of their learning experience.
As part of that work, along with two colleagues, I helped design a protocol called “Appreciative Tuning Protocol” to expand what we call the “bright spots” – areas in coursework where PI makes a difference and support one another to expand the bright spots to maximize the positive influence of PI on students’ learning experiences.
Currently, I have a new research project that is focused on exploring cutting-edge technology – generative AI. Particularly in education, the dust has not settled to allow us to know the opportunities and challenges posed by generative AI tools. While we are trying to figure out the potential of genAI tools to enhance learning, we know they also pose ethical questions that must be addressed. Along with fellow researchers, I’m investigating how the PI framework can help instructional designers and instructors make thoughtful decisions about integrating AI-based tools in higher education coursework. I am working on research that helps instructors consider the four domains of PI, in maximizing the benefits of AI while maintaining a strong ethical foundation for teaching and learning.