AI Grant Recipients

Assistant Professor, Construction Management

Dr. An’s project explores how generative AI can assistconstruction management students in developing critical thinking skills. Students will use generative AI to learn the fundamentals of scheduling by utilizing AI as an information provider.This will require students to analyze and evaluate the material to produce a construction project schedule. 

Assistant Professor, English

Professor Berry’s project centers onthe ENG 100E, Introduction to College Writing Course, through which studentswill learn the ethical implications of using generative AI for assignmentsand will practice usinggenerative AI throughout a full paper cycle, from brainstorming to peer review. These interventions aim to enhance critical thinking, revision skills, and overall writing proficiency. 

Assistant Professor, Finance 

Dr. Bhattarai’s project will help students learn to use Large Language Models to automate data extraction from financial documents, thereby improving the efficiency and accuracy of their work. This project will simultaneously equip students with AI skills and advancetheir skills in financial analysis as AI enables them to streamline research processes and focus more on critical analysis and decision-making. 

Department Chair and Professor, Analytics and Information Systems

Dr. Blankenship’s project will integrate generative AI tools into his CIS 320: Personal Technologies with Artificial Intelligence course. Through their learning about language generation tools such as ChatGPT, students will create domain-specific chatbots and study aids to enhance their understanding of course materials as well as gain awareness of how generative AI tools are being used in the workplace. 

Professor, Counseling and Student Affairs

Dr. Burke’s project explores the use of ChatGPT-Plus to enhance student learning and writing skills. By leveraging AI tools for brainstorming, writing, and research, the goal of this study is to improve student performance in bothacademic and professional tasks. 

Professor, Analytics and Information Systems 

Dr. Ciampa’s project focuses on his CIS 205 course in which students will explore critical AI issues such as copyright violations, regulations, and the potential issue of AI taking jobs from humans.  Through this work, students will explore current issues surrounding AI and learn how to use and apply AI ethically to their WKU courses as well as in their future careers. 

Professor, Management

Dr Hatfield’s project aims to integrate generative AI into team-based activities and discussions in his MGT 417 course. This project will provide students with practical AI experience while deepening their understanding of course topics by linking theoretical concepts to real-world applications.

Associate Professor, Management

Dr. Henson’s projectwill target senior level students in MGT 473 Training in Business and Industry as well as MGT 495 HR Strategy.Through the integration of generative AI into these courses, Dr. Henson aims to enhance students’ skills in policy development and microlearning creation, better preparing them for the evolving business landscape where AI plays a crucial role.

Associate Professor, School of Teacher Education

Dr. Hulan’s graduate students in the LTCY 520 Literacy Clinic course will learn about different generative AI tools that can be used to create personalized literacy instruction for their students. They will create items for use within literacy intervention plans based on students' literacy challenges, their interests, and their goals using generative AI tools like ChatGPT, MagicSchool, Microsoft Reading Coach, and Project Read. The course will also incorporate GenAI in a summative Diagnostic Plan, within which students will include several literacy intervention tools for home and school created using GenAI. Students will evaluate the effectiveness of these tools through end-of-semester assessments. 

Professor, School of Teacher Education

Dr. Jukes' project will leverage AI tools to assistMasters of Arts in Teaching (MAT) students in designing effective unit and lesson plans that incorporate evidence-based instructional strategies. By providing AI-powered resources and support, the project aims to enhance both the MAT students' understanding of effective teaching practices and the academic achievement of their K-5 students. 

Assistant Professor, Modern Languages

Dr. Lei’s project targets advanced-level Chinese language students. Students will use API-powered tools, including ChatGPT, to assist in the development of their Chinese reading and writing skills. Achieving an advanced level of proficiency in Chinese is challenging for students, and generative AI tools may offer a promising solution to these challenges by providing additional resources, assistance, and practice opportunities for students outside of class hours, thereby allowing more time for meaningful interactions in class and ultimately improving their language proficiency.

Assistant Professor, Art & Design

Professor Moss’s project integrates generative AI into modules on Adobe Illustrator and Photoshop. Students will use AI tools within these programs to create logos and composite images, comparing hand-designed versus AI-enhanced outputs. This project aims to improve efficiency, spark creativity, and critically evaluate AI's role in design, helping students stay current with industry trends. 

Visiting Assistant Professor, School of Teacher Education

Dr. Nagel’s project aims to redesign the EDU 260 course applyingthe Backward Design model and AI integration. By incorporating AI tools into the end of course project and related assignments, students will learn to enhance assessment practices and improve productivity as well as develop an ethical foundation for the use of AI in education. 

Associate Professor, History

Dr. Olson’s project, “Human and Artificial Memory,” incorporates generative AI into the examination of oral histories. In HIST 241: US History since 1865, students will compare oral history interviews with AI-generated responses. This project will help students critically engage with oral histories and enhance their skills in working with primary sources. 

Professor, Biology

Dr. Smith’s project will be implemented in BIOL 335, Neurobiology. This course culminates with a semester-long group project in which students will use generative AI to assist in the development of their project.AI could be used to brainstorm topics, find and verify research articles, format citations, and design PowerPoint slides. Additionally, students will utilizeAI to generate quiz questions, enhance their understanding of neurobiological concepts, and deepen their engagement with the scientific method. 

Professor, School of Teacher Education

In Dr. Stobaugh’s project, current K-12 teachers will learn to utilize AI to craft a literature reviewand generate lesson plan ideas and refine those to address their teaching problem of practice. 

Associate Professor, Kinesiology, Recreation, and Sport

Dr. Stone’s project focuses on the Foundations of Kinesiology course in which students will use generative AI tools to create professional documents such as resumes and cover letters, thereby enhancing their preparedness for graduate school applications and overall professional development. The project will also explore how AI can support personalized learning and career readiness, with outcomes including improved document quality, increased confidence, and enhanced understanding of AI in academic and professional contexts. 

Assistant Professor, Political Science

Dr. Thomas’s project aims to explore the impact of generative AI on students' abilities to complete a memo writing assignment that mimics a task that public administrators complete in a professional setting. This project will help professors better understand how professors can incorporate AI into course content and to help prepare students to use AI in various tasks within their careers. 

Assistant Pedagogical Professor, Political Science

Professor Truxal’sproject centers on the development of technical writing skills with generative AI. Students will complete assignments independently and use ChatGPT to edit and proofread their work. This approach provides an opportunity to develop their technical writing skills in the context of the law, as well as improve their ability to critically analyze AI outputs. 

Associate Professor, Management

Dr. Yates’sproject focuses on students working in teams to address societal issues by using generative AI toolsfor research, stakeholder analysis, and solution development.The project will enhance students’ ability to create innovative, ethically sound solutions while critically evaluating AI's biases and limitations, culminating in a comprehensive presentation and report.