CTL Faculty Fellows on Generative AI
The 2025 ai fellows charge
In response to the need for tangible AI use cases across the UNC Charlotte curriculum, the 2025 CTL AI Faculty Fellows are working with faculty across colleges to curate a repository of real AI use cases that highlight how faculty and students are integrating AI into teaching and learning. These stories will serve as a resource for educators across disciplines, showcasing effective, innovative, and replicable AI applications that enhance student engagement and success.
FACULTY FELLOWS ON AI (Spring 2025 COHORT)
DANIEL MAXWELL
University Supervisor/Lecturer
Department: School & Community Partnerships/Department of Middle, Secondary, and K-12 Education
Email: dmaxwel8@charlotte.edu
“The onset of Generative AI creates an unprecedented opportunity for educators to support student growth and achievement in innovative and effective ways, but GenAI also presents unique challenges that must be critically considered and addressed across disciplines. I believe that by listening, learning, and growing together as a community, UNC Charlotte can rise to the challenges and opportunities AI presents, emerging as a leader in the integration of AI for teaching and learning.”
JUSTIN CARY
Senior Lecturer
Department: Writing, Rhetoric, and Digital Studies
Email: jcary1@charlotte.edu
“Developing interdisciplinary, AI-collaboration skills may be a new area of emerging expertise. These tangible skills of critical collaboration, ideation, process, curation, prompting, AI Literacy, and more could very well become the most sought after and marketable skills in the age of AI. AI needs expert human collaborators with exceptional skills in critical thinking, communicating, writing, and researching. Collaborating with AI, in the most ethical and responsible ways possible, and working with students and colleagues on how best to empower our teaching and learning with AI is a truly exciting space to grow.”
SABRI GöKMEN
Assistant Professor
Department: Architecture
“The integration of AI into computational workflows is transforming art, design, and architecture, making it essential to critically assess its role in training the next generation of architects and designers. As AI becomes a powerful tool for exploration and ideation, fostering computational thinking must go hand in hand with questioning its impact on creativity, ethics, and design methodologies. By embedding AI into design education, we can empower students to engage critically, leveraging AI as both a collaborator and a subject of inquiry in shaping the future of creative practice.”
JESSI MORTON
Lecturer
Department: Writing, Rhetoric, and Digital Studies
“Generative AI isn’t just a tool—it’s a collaborator. Training students to work with AI ethically and effectively is a pressing challenge, but also a rare opportunity. Right now, we have the power to shape AI’s role not just in education, but across society. Future-focused, interdisciplinary partnerships—between humans, AI, and even environmental intelligences—must be a priority for educators and policymakers in the age of artificial intelligence.“
AYMAN HAJJA
Teaching Associate Professor
Department: Computer Science
MATTHEW METZGAR
Clinical Professor
Department: Economics
“The integration of artificial intelligence into business education is reshaping how future leaders analyze market trends, optimize decision-making, and harness data-driven strategies in real-time. This evolution can enrich the learning experience, but it also challenges traditional curricula. Business schools have the opportunity to cultivate a new generation of professionals adept at utilizing AI in the world of work.”
TONYA ANDERSON
Advanced Clinical Nursing Coordinator, Clinical Assistant Professor
Department: School of Nursing
“AI is reshaping higher education and nursing by streamlining learning, enhancing critical thinking, and equipping healthcare professionals with advanced tools to improve patient outcomes. Through adaptive learning platforms, AI personalizes education, helping nursing students grasp complex concepts more effectively. In clinical settings, AI-driven decision support tools aid nurses in making faster, evidence-based assessments, ultimately improving patient care.”
AMIR GHASEMI
Assistant Professor
Department: Mechanical Engineering and Engineering Science
“The future of engineering education lies in adaptability. By integrating intelligent learning systems that evolve with student needs, we can enhance comprehension and tackle the critical issue of retention. Innovation in pedagogy is not just about technology; it’s about empowering every learner to succeed.”
BETH OYARZUN
Clinical Associate Professor and Program Director of LDT M.Ed. and Grad Certs
Department: Educational Leadership, Learning Design and Technology
“Gen AI is the most disruptive educational technology released since the internet and it presents both opportunities and challenges for faculty and students. Adapting teaching and learning practices, particularly assessment methods, is essential to prepare students for the jobs of the future. We need to remind ourselves that technology, including GenAI, is a tool that can be used in collaboration with faculty and students to be most effective. Tools cannot replace the human mind.”
JACOB HORGER
Teaching Associate Professor
Department: Chemistry
FACULTY FELLOWS ON AI (Spring 2024 COHORT)
MEREDITH TROUTMAN-JORDAN
Professor, Systems Coordinator
Department: School of Nursing, Gerontology
Email: meredithtroutman@charlotte.edu
“As educators, we cannot afford to be left behind (our students certainly are not going to be!). I see generative AI as an invaluable tool for enhancing education and giving life to topics that students may find difficult or boring.”
MOHAMED SHEHAB
Professor, Director of Lab of Information Integration Security and Privacy
Department: Software and Information Systems
Email: mshehab@charlotte.edu
“I am committed to creating an environment that is not only technologically advanced but also adaptable and inclusive, encouraging deeper learning and innovation in all academic disciplines.”