2025 AI Summit – Session Descriptions
Featured Sessions
Keynote
Designing More Effective and Ethical Learning Experiences with AI
David Wiley, Chief Academic Officer, Lumen Learning
Auditorium, 2nd Floor
featured Plenary
Unstoppable AI: Where are We Headed?
Michael Carlin, Vice Chancellor for OneIT, CIO, and Chief University Innovation and Process Officer
Auditorium, 2nd Floor
Featured Panels
Insights from University Leaders, Industry Experts, and Faculty Innovators
Leading the AI Transformation – Campus Leaders on Strategy & What’s Next
Auditorium, 2nd Floor
Artificial intelligence is reshaping higher education, from research and instruction to campus operations and student success. In this engaging panel discussion, UNC Charlotte leaders will share their insights on how the university is strategically embracing AI to drive innovation, enhance learning, and prepare for the future, while considering both the opportunities and challenges AI presents across academic, technological, and administrative domains.
Moderator
J. Garvey Pyke, Executive Director of The Center for Teaching and Learning
Panelists
Jennifer Troyer
Provost and Vice Chancellor for Academic Affairs
Mike Carlin
Vice Chancellor for OneIT, CIO, and Chief University Innovation and Process Officer
Deb Thomas
Associate Vice Chancellor for Research
George Banks
Co-Director of Charlotte AI Summit
Katharina Findlater Business Affairs Operations Manager
From Classroom to Career – Navigating AI Skills for the Next Generation Workforce
Auditorium, 2nd Floor
As AI transforms industries, what skills will the next generation workforce need to thrive? This dynamic panel brings together industry leaders to explore how AI is reshaping career pathways and what higher education must do to prepare students for success. Join James Boling (Microsoft), Eric Wood (Apple), Booshra Ahmed (Bank of America), and David Wiley (Lumen Learning) as they discuss emerging AI competencies, the evolving job market, and strategies for bridging the gap between classroom learning and real-world application.
Moderator
Patrick Madsen, Associate Dean for Advising & Experiential Learning and Executive Director of the Career Center, Office of Undergraduate Education
Panelists
James Bolling
Charlotte Campus Director and Principal Group Engineering Manager, Microsoft
Apple, Inc.
Higher Education Leadership Executive, Apple
Booshra Ahmed
Senior Vice President, Bank of America
David Wiley
Chief Academic Officer, Lumen Learning
AI Faculty Task Force Recommendations
Auditorium, 2nd Floor
How should universities integrate AI into teaching, research, and operations? UNC Charlotte’s AI Faculty Taskforce has been exploring this question, developing key recommendations to guide the institution’s AI strategy. In this panel, task force members will share their insights on AI adoption, ethical considerations, and best practices for leveraging AI in higher education.
Moderator
Manuel Pérez-Quiñones, AI Task Force Co-Chair, Professor, CCI
Taskforce Member Panelists
Mohsen Dorodchi
Teaching Professor, CCI
Daniel Maxwell
University Supervisor/Lecturer, COED
Qiang Zhu
Associate Professor, COE
Justin Cary
Senior Lecturer, CHESS
Sam Suptela
Associate Teaching Professor, COS
Beth Caruso
Digital Pedagogy & Emerging Technologies Librarian, Atkins Library
AI Across the Curriculum – Use Case Story Segments
Introducing the AI Faculty Fellows and the AI Use Case Project
Auditorium, 2nd Floor
Moderator:
Justin Cary, AI Faculty Fellow, Senior Lecturer, CHESS
Session 1
Anexact Architectures: Embracing AI’s Imprecision in Design Pedagogy
Kyle Spence, Assistant Professor, COA+A
My journey with AI in architectural education embraces its “anexact” nature. Through hybrid digital collage and AI tools like Stable Diffusion, students transform hand-drawn perspectives into culturally rich visualizations. We explore AI’s role not as a perfect renderer, but as a collaborative partner, fostering improvisation and critical evaluation. This symbiosis empowers students, leveling the skill gap and amplifying their design voices through collective computational expression, reframing familiar spaces with new meaning.
AI, Meet Résumé: A Crash Course in Career Prep
Jennifer Adelhardt, Adjunct Faculty, COB
This speak-up story explores how generative AI was integrated into a career readiness exercise, enhancing students’ skills in résumé refinement and interview preparation. Through an iterative trial-and-error process of AI prompt crafting, students discovered the value of precise communication and critical inquiry. This discussion highlights key takeaways on AI literacy, professional development, and pedagogical strategy, emphasizing the shift from AI as an answer-provider to AI as a thought partner.
Session 2
In the Shadow of AI Fictions: Correcting and Collaborating with AI Mythologies
Jessi Morton, Lecturer, CHESS
This speak-up story explains how I work with ChatGPT as a co-worker or teaching assistant to develop scaffolded materials, such as assignment instructions, explanations of assignment goals, and grading criteria explanations. Along the way, I also discuss the tone that ChatGPT employs when responding to me and attempt to connect that tone to my overall approach to conversations with generative AI tools more broadly.
The “AI Moment” in Civil and Environmental Engineering
Glenn Moglen, Professor and Chair, COE
In Fall 2024, we introduced the “AI Moment,” a 10–15 minute segment in Civil and Environmental Engineering faculty meetings. Faculty members were invited to share their AI experiences with the larger group. It provided a low-pressure space for presentations, bridging gaps in usage and expertise with AI tools – and became the most enjoyed part of our monthly meetings. The diverse presentations and ensuing discussions fostered connection and lowered barriers for others to explore AI tools independently.
Active Workshops
Exploratory and Interactive Practice with AI Tools
ROOM 1101
AI Lab for Beginners
Daniel Maxwell
Skill Level: Beginner
ROOM 901/902
AI for Curriculum Lab
Justin Cary
Skill Level: Intermediate
ROOM 1102
AI for Computing Lab
Mohamed Shehab, Mohsen Dorodchi and Sandra Wiktor
Skill Level: Beginner
ROOM 1103
Responsible AI Lab
Booshra Ahmed
Skill Level: Beginner
ROOM 1104
AI for Work Productivity Lab
Beth Rugg, Assistant Vice Chancellor for Client Engagement, Office of OneIT
Skill Level: Beginner
Lightning sessions
Short Presentations with Q&A
Session 1
ROOM 1101
AI Disciplinary Use-Cases
A Meaningful Midterm? Ai, AI, Captain!!
Sandra Watts, Teaching Professor, CHESS
This presentation will provide an example of incorporating Generative AI into a formal assessment in order to assess three types of learning
objectives developed in the preceding modules: disciplinary critical thinking, specific AI skill development, and accessibility. We will view examples of scaffolding assignments for these objectives as well as how they are built into a midterm assessment that requires the effective creation and analysis of AI-produced images.
ROOM 1102
AI Disciplinary Use-Cases
Bridging Learning and Feedback: Integrating LLMs into Code Review for Programming Education
Nadia Najjar, Associate Teaching Professor, CCI
Large Language Models (LLMs) open new opportunities for enhancing programming education by providing automated, context-aware feedback on student code. By offering real-time suggestions and explanations, LLMs can help students refine their coding skills while easing the instructor’s workload. In this presentation, I will share my experience integrating LLM-based code review into a classroom setting, discussing its potential to support student learning, improve code quality, and create a more efficient and engaging feedback process.
ROOM 1103
AI Disciplinary Use-Cases
In the Shadow of AI Fictions: Correcting and Collaborating with AI Mythologies
Jessi Morton, Lecturer, CHESS
This lightning talk explores ways to leverage popular and literary depictions of AI to engage more deeply with AI mythologies. I discuss two fictional AI companions: M3gan from the horror comedy film M3GAN (2022) and Klara from Kazuo Ishiguro’s Klara and the Sun (2021). Though they diverge dramatically over the course of their narratives, the ways in which these AI-companions fail offer opportunities to discuss our own engagement with real life generative AI tools.
ROOM 1104
AI Research
Rapid Knowledge Co-Creation with AI
Alex Litovchenko, Undergraduate Student, CHESS
This session showcases AI-human co-creation for rapid knowledge acquisition and research design. I will demonstrate how to integrate creative thinking with AI tools to gain initial subject-matter expertise and develop a foundation for a new research project in an unfamiliar field within the presentation timeframe. Educators will observe how this approach fosters deep learning, critical thinking, and responsible AI use. It addresses concerns about cheating in open-AI exam settings while motivating learners to take responsibility for exploring the unknown.
ROOM 1106
AI Ethics
Human-Centric, Ethically Aligned, Reliable, and Trustworthy Artificial Intelligence Education for 21st Century Society
Roslyn Mickelson, Chancellor’s Professor, CHESS
At this moment in human history, we are witness to the intersection of two dangerous worldwide trends. The first is the resurgence of neo-authoritarianism; the second is the rapid development and dissemination of unregulated AI across institutions and nations such that every sector of the economy and society are or will be affected by AI. The two movements are relatively independent of each other as of this writing. However, the movements’ are unlikely to remain independent. The resurgence of authoritarianism highlights the need for careful consideration of the impact of AI technologies on politics, economies, and societies. We argue that social institutions must harness the
opportunities AI offers for human progress while mitigating the dangers the technology poses. Specifically, we discuss the position of higher education to advance literacy in human-centric, ethically aligned, reliable, and trustworthy AI for undergraduates and graduate students who are the next generation of AI developers and users.
Session 2
ROOM 1101
AI Disciplinary Use-Cases
Designing AI-Integrated Personalized Learning Experiences
Ji Yae Bong, Assistant Professor, COED
Beth Oyarzun, Clinical Associate Professor, COED
Terry Shirley, Associate Chair, CHESS
Courtnie Edwards, Graduate Student, COED
As generative AI tools gain widespread popularity, the current discussion focuses on adapting teaching and assessment methods to integrate this new reality. The Learning Design and Technology (LDT) program keeps students up-to-date with the latest technologies through engaging online courses. This presentation shares course activities that allow students to explore diverse generative AI tools and
their applications to enhance personalized learning in K-12, higher education, and corporate settings in a newly developed graduate-level LDT course.
ROOM 1102
AI Disciplinary Use-Cases
The Vitruvian Turn: AI Prompting and Descriptive Geometry in Architecture
Sabri Gökmen, Assistant Professor, COA+A
The advent of AI-driven design marks a return to a Vitruvian paradigm—where text, not images, defines architecture. Just as
Vitruvius articulated ideal forms through language, computational designers now craft precise prompts to generate images, models, and
algorithms. This talk explores how AI shifts architectural thinking, requiring designers to engineer prompts as a new form of descriptive
geometry, translating textual intent into computational outcomes that shape the built environment.
ROOM 1103
AI Disciplinary Use-Cases
Engaging in Challenging Dialogues Using Sway Beta AI
Carrie Wells, Associate Teaching Professor, COS
The integration of Sway Beta AI in BIOL 4244/5244 Conservation Biology enhances student engagement, argumentation, and advocacy skills in an asynchronous online setting. This AI-driven tool facilitates structured discussions, providing immediate feedback and fostering critical thinking. Ethical considerations such as data privacy, accessibility, and AI bias are addressed throughout the course. By leveraging AI for conservation discourse, this initiative prepares students for careers in research, policy, and advocacy while improving learning outcomes and interaction.
ROOM 1104
AI Research
Generative AI in Higher Ed: Unveiling Trends from Systematic Reviews on Faculty Practices to Enhance Student Learning
Ayesha Sadaf, Associate Professor, COED
Katherine Ren, Graduate Student, COED
This presentation will share a review of systematic reviews on faculty use of Generative AI (GenAI) to enhance student learning in higher education. It explores AI applications in curriculum design, assessment, and pedagogy, highlighting benefits like automated feedback and personalized learning. Despite these advantages, challenges such as AI biases, ethical concerns, and the need for professional development persist. The review calls for evidence-based frameworks to support As we train students to use generative AI, or as we advocate for AI literacy, it is critical that they become aware of what some prominent ethical issues surrounding its use are and how one might approach them. This session offers a high-level overview of some significant issues around generative AI use, with a goal of developing a basic vocabulary and awareness. We will focus on four: source transparency, representation, hallucination, and copyright.effective and ethical GenAI integration in teaching.
ROOM 1106
AI Ethics
Ethical Issues in Generative AI
Gordon Hull, Professor, CHESS
As we train students to use generative AI, or as we advocate for AI literacy, it is critical that they become aware of what some prominent ethical issues surrounding its use are and how one might approach them. This session offers a high-level overview of some significant issues around generative AI use, with a goal of developing a basic vocabulary and awareness. We will focus on four: source transparency, representation, hallucination, and copyright.
Session 3
ROOM 1101
AI Disciplinary Use-Cases
AI, CUREs, and the Future of STEM Learning: A Case Study in Course Redesign
Alex Dornburg, Assistant Professor, CCI
Kristin Davin, Professor, COED
The integration of AI in STEM education can transform undergraduate research engagement. This talk presents the redesign of Bioinformatics 1101, UNC Charlotte’s largest general education course, into a Course-Based Undergraduate Research Experience (CURE). By integrating AI-driven inquiry with student-driven research topics, students are empowered to not only participate in authentic research experiences, but also gain proficiency in AI usage, ethics, and critical evaluation of model outputs. This case study highlights how AI can create cost-effective, scalable research opportunities that enhance STEM education and workforce readiness.
ROOM 1102
AI Disciplinary Use-Cases
On Coding, AI, and the Future of Computer Science Education
Razvan Bunesco, Associate Professor, CCI
The field of Computer Science (CS) is foundational for AI, and research in CS has been instrumental for decades of advances in AI. At the same time, CS programs have prepared generations of software developers, whose skills have been widely sought after in many domains where computer-based solutions have driven substantial increases in productivity. However, the emergence of Large Foundation Models (LFMs) that can automate coding tasks with increasing complexity begs the question of whether it is time to reevaluate the role of CS in training software developers, in particular the necessity of learning to code. In this talk, I will address the impact of LFMs on the value of teaching coding skills and provide some speculative thoughts on the future of CS education.
ROOM 1103
AI Disciplinary Use-Cases
Structured Conversational AI for Manufacturing Education: Narrative Templates for Adaptive Retrieval Generation Across Expertise Levels
Mahmoud Dinar, Assistant Professor, COE
LLMs are implicitly structured to find answers to many questions a learner might ask. However, learning in STEM fields requires an explicit structure of how topics relate to and precede one another. We propose a narrative template to simulate various chains of thought for manufacturing education in a conversational chatbot. Stored narratives reduce the need for energy-intensive querying of LLMs, and can be fine-tuned to produce responses appropriate for different learners from children to experts.
ROOM 1104
AI Research
Demographic Differences in Student Perceived Readiness, Benefits, and Challenges Using Generative AI
Daniel Maxwell, University Supervisor/ Lecturer, COED
Beth Oyarzun, Clinical Associate Professor, COED
Stella Kim, Associate Professor, COED
Ji Yae Bong, Assistant Professor, COED
This survey research study identified demographic differences in higher education student’s perceived readiness, benefits and challenges in using genAI for learning. The results highlight differences in the subscales of GenAI Comprehension, GenAI Utilization and Proficiency, impact of GenAI; GenAI Empowerment and Negative Impact of GenAI, GenAI Limitation across student classification, enrollment status, and institution types. Findings highlight the need for AI literacy training.
ROOM 1106
AI Ethics
On the Ethical Implications of Generative AI: What LLMs and GPTs Do (and What They Don’t)
Damien Williams, Assistant Professor, CHESS/CCI
This talk will critically examine several types of so-called artificial intelligence. I will highlight questions of the human values present in “AI,”
the environmental costs of its use and production, and new research into its impacts on cognition, critical thinking, and the building of foundational skills. It will end with a call to reframe “AI Literacy” as educating about how “AI” actually works, and what it does and doesn’t, and can and cannot, do.
Session 4
ROOM 1101
AI Disciplinary Use-Cases
AI and Authentic Assessment
Matthew Metzgar, Clinical Professor, BCOB
AI is reshaping education by making traditional exams and rote memorization obsolete. Instead of testing isolated knowledge, educators
should integrate AI into assessments, encouraging critical thinking, ethical decision-making, and problem-solving. Authentic assessments using real-world scenarios help students adapt and engage meaningfully with AI. Rather than banning AI, instructors must teach responsible use, ensuring learning remains relevant. This session explores embedding AI in education to prepare students for an AI-driven world.
ROOM 1102
AI Disciplinary Use-Cases
Enhancing Students’ Learning Outcomes through Targeted Interventions in an Adaptive Learning Platform
Amir Ghasemi, Assistant Professor, COE
This presentation highlights the development and implementation of an adaptive learning platform for Dynamics 2, a junior-level mechanical engineering course at UNC Charlotte, aimed at improving student performance and engagement through personalized interventions. The platform enabled tailored messages and support strategies, such as offers of help, motivational encouragement, and the provision of sample problem solutions. These interventions addressed the specific needs of different student groups, including high performers, students who were struggling, those in the middle, and the entire class. Using the platform’s data tracking capabilities, the study assessed the impact of these interventions on submission rates, grades, engagement levels, and overall satisfaction. This initiative demonstrates the potential of adaptive learning technologies to foster inclusive, impactful, and student-centered teaching practices,
aligning with the track theme of Student Success & Wellness.
ROOM 1103
AI Disciplinary Use-Cases
Seeing Through AI: How Ekphrasis Transformed Our Understanding of AI and Creativity
Justin Cary, Senior Lecturer, CHESS
Lily Ahdieh, Undergraduate Student, CHESS
In this lightning talk, Lily and Justin invite participants to learn about and discover how AI platforms like Gemini ‘see’ images. This session will guide participants through an assignment in WRDS 3140 that asked students to explore the rhetorical concept of Ekphrasis (how we use language to describe and evoke images) and how one student in this course applied AI tools to think about this assignment in new and exciting ways by investigating how Ekphrasis, and the way humans and AI write about images, can lead to improved outcomes for writers. We will explain the assignment, demonstrate how Lily went about constructing her concept for this work, explore key findings around human/AI collaborations for ‘arguing with images’ and Lily will discuss some of the conclusions she reached about the potential for AI to help improve human writing.
ROOM 1104
AI Research
AI Literacy as a Core Component of AI Education
Yash Tadimalla, Doctoral Candidate, CCI
As AI becomes more integrated into society and education, AI literacy must balance technical and non-technical learning. Traditional AI education focuses on technical mastery, while non-technical aspects are often limited. AI Literacy for All introduces a four-pillar framework—technical, usage, ethical, and social—to create a well-rounded curriculum. This approach adapts AI education for diverse learners, from CS majors to non-CS students, workforce training, and the public, fostering critical socio-technical understanding.
ROOM 1106
AI Ethics
Trusting Students in the Age of AI: Conversations, Ethics, and Learning Together
Aileen Benedict, Visiting Lecturer, CCI
As AI becomes more integrated into education, discussions often focus on enforcement. But what happens when we trust students instead? This talk explores open conversations on AI use, ethics, and co-creating classroom policies that foster responsibility rather than resistance. Drawing from firsthand experiences, I’ll share insights from student-led discussions on AI, ethical dilemmas, and learning strategies—showing how educators can learn from students while guiding them in critical thinking and ethical decision-making.