AI Curricular Innovation 'Spark' Grants

College Composition II (ENG-102) 

This project integrated multiple generative AI tools into a first-year writing course through a structured, semester-long sequence focused on the research and writing process. Students were introduced to Microsoft Copilot, Google Gemini, and Perplexity AI and used them for specific academic tasks including developing thesis statements, locating and evaluating sources, creating annotated bibliographies, revising drafts, exploring multiple perspectives on research topics, and preparing multimodal presentations. Rather than using AI to generate written compositions, students engaged with AI as a research assistant, feedback provider, brainstorming partner, and revision tool. The project emphasized intentional, purpose-driven use of AI through guided prompts, re-prompts, reflection activities, and explicit instruction on ethical and responsible AI use within academic writing. A structured implementation plan mapped AI-supported activities across multiple stages of the writing process while preserving student authorship of all major written work

US History 1 (HIS-105) 

This project integrated a custom GPT-based historical interview assignment into U.S. History I courses. Students interacted with a custom AI persona modeled on Olaudah Equiano, the formerly enslaved abolitionist and author whose writings were studied in the course. After completing assigned readings and viewing course materials related to Equiano's life, students developed interview questions and conducted AI-generated conversations with the historical figure. Students saved transcripts of their interviews and compared the AI-generated responses against primary and secondary source materials, using the exercise to examine how AI represents historical perspectives and narratives. The project combined historical inquiry, source analysis, and AI literacy through an interactive simulation that allowed students to engage directly with course content in a conversational format. 

Java Programming (CSC-117) 

This project integrated artificial intelligence into an introductory Java programming course through a series of structured, AI-supported programming assignments. After learning foundational Java concepts, students used AI tools such as ChatGPT to explain code functionality, identify and correct errors, improve program efficiency, modify existing code, and explore alternative programming solutions. To document the learning process, students submitted screenshots of their AI interactions along with written reflections describing their prompts, evaluating AI-generated responses, and explaining how the interactions informed their understanding of programming concepts. The project was designed to position AI as a learning assistant within the coding process while emphasizing responsible use, critical evaluation, and transparency.

Introduction to Computers & Computing (CSC-100) 

This project integrated artificial intelligence into CSC-100: Introduction to Computers & Computing by introducing students to productivity-focused AI tools, including Microsoft Copilot, ChatGPT, Canva AI, and Claude. The project consisted of three connected activities: an introductory discussion on emerging technologies and responsible AI use, a project-planning exercise where students selected an AI tool and defined a project, and a final AI Creation Project paired with an ethical reflection. Students used AI tools to generate professional and workplace-oriented products such as résumés, flyers, presentations, business cards, logos, menus, and instructional guides. The project was designed to help students explore practical applications of AI while connecting emerging technologies to the Microsoft Office and digital productivity skills already embedded within the course curriculum. 

Business Communication (ENG-211) 

This project integrated a series of customized AI personas into a Business Communication course to enhance the research, writing, presentation, and defense of a long-form business report. Students conducted a multi-year analysis of a career or industry trend and interacted with AI "Thinking Partners" designed with distinct personalities and communication styles. The primary AI persona, a skeptical executive-level "CEO," challenged students' research, assumptions, and recommendations through simulated professional questioning. Additional AI personas provided alternative forms of feedback, ranging from supportive and encouraging to balanced and Socratic. Throughout the semester, students used these AI interactions to refine their reports, test arguments, prepare presentations, and engage in simulated executive-level question-and-answer sessions, transforming a traditional written assignment into an iterative, dialogue-driven professional communication experience. 

ESL Pathway II (ESL-017) 

This collaborative project integrated AI literacy, writing support, and grammar practice into ESL Pathway 2 courses for multilingual learners. Students were introduced to responsible AI use through structured classroom activities that emphasized AI as a learning support tool rather than a substitute for independent work. The project combined AI-assisted writing revision, guided feedback on student-generated essays, and interactive grammar activities, including a customizable choose-your-own-adventure grammar game powered by ChatGPT. Students learned how to use AI to review grammar, clarify vocabulary, and strengthen writing while maintaining ownership of their ideas and language development. Through carefully scaffolded instruction and prompt-based activities, the project provided students with practical experience using AI ethically and effectively as part of the language-learning process. 

Precalculus (MAT-110) 

This project developed and implemented a custom GPT-powered learning assistant to support students through a multi-phase mathematical modeling unit in Precalculus. Students used functions to model real-world data, compare different model types, interpret parameters, and evaluate model limitations through a structured workflow that integrated Canvas, Nearpod, Desmos, and a custom AI assistant. After creating data visualizations and testing models in Desmos, students interacted with the custom GPT, which was designed to function as a modeling coach by asking guiding questions, providing hints, and prompting deeper analysis rather than generating solutions. The project combined data analysis, mathematical modeling, and AI-supported reflection within a guided learning sequence that emphasized reasoning, interpretation, and model selection. 

ESL Reading III & Academic Discussion III (ESL 043/063) 

This project integrated AI literacy into ESL Reading III and Academic Discussion III through a semester-long student research and peer-teaching experience. Students explored AI concepts, evaluated AI tools designed to support language learning, and selected a tool aligned with a specific language skill they wished to strengthen. Throughout the semester, students tested their chosen tools, documented their experiences, and prepared presentations for an "AI Fair," where they shared findings with classmates and facilitated discussion about the opportunities and limitations of AI in language learning. The project combined language development, digital literacy, and critical evaluation through structured exploration of real-world AI applications. 

Principles of Accounting I (ACC-121) 

This project integrated artificial intelligence into an Excel-based accounting cycle assignment within Principles of Accounting. Students completed a comprehensive accounting project that included preparing journal entries, posting transactions to the general ledger, creating trial balances, recording adjusting entries, preparing financial statements, and completing closing entries. AI was incorporated as a learning support tool that students could use to obtain explanations, verify calculations, identify potential errors, and deepen their understanding of accounting concepts. Throughout the project, students documented their AI interactions, evaluated AI-generated responses, and explained how AI contributed to their work. Faculty-guided instruction remained central to the experience, with AI serving as a supplemental resource within a structured, real-world accounting workflow. 

Academic Foundations: Basic Writing II (ENG-102) / Basic Reading II (RDG-072) 

This project explored the use of a custom-designed GPT as a writing assistant, tutor, and mentor within a developmental English course. The faculty member developed a CustomGPT with built-in guardrails intended to support student writing while promoting academic honesty and independent thinking. Students first completed a major academic essay and then participated in a focused instructional unit on artificial intelligence, responsible use, and academic integrity. Using the CustomGPT, students revisited, revised, and expanded their original essays while learning how large language models function and how AI can be used as a structured writing support tool. The project centered on creating a guided AI environment that supported the writing process while helping students engage with emerging technologies in an educational context.