Digital Teaching Fellows Cohort 2 (2023-2025)
Artificial Intelligence: Opportunities and Challenges for Inclusive Teaching and Learning
- Kelly Keane, Education Specialties
- Elizabeth Kennedy, Information Systems, Law, and Operations
- Elliott King, Communication
- Peggy O'Neill, Writing
- Nicole Reibe, Theology
- Leah Saal, Teacher Education
- Qiyu (Jason) Zang, Marketing
This Digital Teaching Fellows cohort explored the potential for artificial intelligence (AI) to provide personalized, adaptive, and creative learning experiences that cater to the diverse needs of students and promote inclusive teaching and learning environments, and considered the ethical, practical, and pedagogical issues associated with AI becoming more prevalent in higher education.
Meeting approximately every two to three weeks, we engaged in collaborative learning (e.g., reviewing best AI practices, testing AI applications), developed faculty resources for AI use, and conducted empirical research to examine how generative AI can be systematically integrated into Jesuit higher education. Our discussions were guided by the Ignatian Pedagogical Paradigm and by institutional priorities related to academic innovation and integrity.
Three deliverables were produced from this work:
Research Paper on AI in Jesuit Higher Education:
This study examined student perceptions of generative AI across disciplines. Based on student survey data (N = 96) collected in Spring 2024, our analysis found that Loyola students generally viewed AI favorably when it was formally integrated into course assignments. Quantitative results indicated two key findings: (1) students generally expressed positive attitudes toward generative AI when instructors explicitly incorporated it into teaching, and (2) AI was more effective in supporting lower-level learning goals, such as being relevant to learning, than upper-level goals, such as enhancing or deepening learning. These findings point to the need for a more structured approach to AI integration in the classroom. In response, the paper proposes using the Ignatian Pedagogical Paradigm (IPP) to guide instructional decisions about AI. It presents a conceptual model that aligns AI applications with the IPP's five dimensions: context, experience, reflection, action, and evaluation. The goal is to promote thoughtful and ethical use of AI. The manuscript has been accepted for publication in Jesuit Higher Education: A Journal.
AI On-Ramp (Faculty Guide):
This concise guide introduces faculty to key concepts, tools, and instructional applications of generative AI. It includes AI policy examples, prompt engineering tips, assignment design suggestions, and assessment strategies. Designed for faculty with varying levels of digital fluency, the guide offers a practical entry point for incorporating AI into teaching while maintaining pedagogical clarity and upholding academic integrity.
Check out the AI On-Ramp here!
Fall 2025 Teaching Enhancement Workshop (TEW):
The Fellows will lead a session at the Fall 2025 TEW to present research findings, share the On-Ramp guide, and highlight effective practices in AI-supported instruction. The session will include interactive components and structured discussion based on the committee’s research and instructional experience.