The transition planning phase reflects a clear institutional decision and does not represent an immediate change to how courses are taught or delivered. Moodle will remain fully supported; no Spring 2026 courses are affected,�����Ի� no action is required from faculty or staff at this time.

Why now?

Over the fall semester, Teaching and Learning Technologies, in partnership with academic and IT colleagues, conducted a comprehensive review of the university’s learning management system. That process included open forums, surveys�����Ի� structured feedback from more than 125 faculty and staff members and more than 400 undergraduate and graduate students.

The evaluation highlighted the importance of adopting a learning management system to support current and evolving approaches to learning and engagement.

Beginning the transition planning now allows the university to move forward deliberately, ensuring the transition is well supported and aligned with ������Ƶ’s broader commitment to engaged learning and student success.

Why Canvas?

Canvas was selected following a careful review of faculty and student input, market analysis�����Ի� platform capabilities.

“This decision was guided by the needs and hopes of our faculty and students,” said Rebecca Kohn, provost�����Ի� vice president of academic affairs. “Our community asked for a system that is reliable and flexible; one that can adapt to diverse approaches to teaching and learning. Canvas emerged as the platform that best aligns with those priorities as we look ahead.”

What this means and what’s next

As planning moves forward, a few key points may be helpful to keep in mind:

• Moodle remains fully supported through the transition.
• No action is required from LMS users at this time.
• No change will be made to how courses are taught or delivered for Spring 2026.

Teaching and Learning Technologies will lead the transition process in close partnership with academic and IT colleagues. TLT will coordinate training, support and future communications, ensuring faculty, staff�����Ի� students have clarity and guidance well in advance of any changes.

As details take shape, including a clearer transition timeline and answers to frequently asked questions, TLT will share updates with the campus community. Additional information is expected before March.

“Transitioning to a modern, user-friendly platform like Canvas supports engaged learning and student success,” said Kelly Reimer, senior director of Teaching and Learning Technologies. “Our goal during this early phase of work is to establish a strong foundation for both the technical transition and how we will support faculty and students in ways that minimize disruption to teaching and learning.”

Faculty engagement & Next Steps

Faculty involvement remains central as the transition planning continues. Opportunities for faculty engagement, support and training will be communicated by Teaching and Learning Technologies as plans are refined.

“As a member of the LMS evaluation project team, I was grateful for the quantity and depth of feedback we received from colleagues and students,” said Eric Bauer, faculty fellow for technology and assistant professor of biology. “I’m excited to see how my colleagues creatively use the many new tools within Canvas to make their classes even more engaging and easy for students to navigate�����Ի� look forward to exploring with them the possibilities of the new LMS.”

The transition to Canvas will be implemented over time, with ongoing communication and support as the university moves through the next academic year.

That’s been the focus of Eric Bauer’s first year as faculty fellow for technology: listening to faculty, amplifying their perspectives and helping align IT services with academic needs.

An assistant professor of biology, Bauer stepped into the three-year faculty fellowship in August 2024. He serves as a liaison between faculty and the Office of Information Technology (IT), offering insight into how technology can enhance teaching, learning and student success.

“Faculty and IT bring different strengths to the table, but we’re working toward the same goal: supporting students,” Bauer said. “This role has helped me see the overlap and find new ways to collaborate more intentionally.”

Since his appointment, Bauer has conducted over two dozen one-on-one interviews with faculty in ������Ƶ College, the College of Arts and Sciences. His goal: understand how instructors are using technology, where challenges emerge and how IT can better support their work. He’s now expanding those conversations to include the Schools of Communications, Martha and Spencer Love School of Business, Dr. Jo Watts Williams School of Education, and the School of Health Sciences, creating a broader picture of instructional technology across campus.

“The goal isn’t to offer immediate answers,” Bauer said. “It’s about surfacing perspectives that can help IT better understand where technology is meeting faculty needs and where there’s room to grow.”

A focus on student learning and emerging technology

While faculty conversations remain at the heart of Bauer’s work, he’s also exploring how emerging tools—particularly AI—can extend academic support for students.

He is in the early stages of collaborating with Learning Assistance, investigating how technologies like generative AI could help students build foundational skills like time management, study strategies and information literacy.

“I’ve seen how much students struggle with basic academic habits, especially in their first year,” Bauer said. “If we can use tools like AI to help them strengthen those habits early on, it could have a real impact on their academic experience.”

Bauer is also in conversation with Teaching and Learning Technologies (TLT) and other IT teams about the evolving role of AI in platforms like Moodle 4.5. While Teaching and Learning Technologies has chosen not to enable Moodle’s generative AI features at this time, Bauer sees value in how TLT is taking a thoughtful approach to ensure alignment with ������Ƶ’s AI Principles.

His exploration of generative AI aligns with this intentional approach, as he seeks to better understand which tools support learning and where guidance can help faculty integrate them mindfully.

As with all of his work, the focus is not on chasing new tools, but on identifying which technologies solve real problems and align with ������Ƶ’s values and teaching goals.

A connector between faculty and IT

Bauer’s experience as an educator and researcher informs his approach to the fellowship, as does his prior use of instructional technologies such as 3D printing, Microsoft 365 and adaptive testing platforms.

Through his role, he’s gained a deeper appreciation for the scope of IT’s work and what goes into maintaining the digital infrastructure that faculty rely on every day.

The scale and complexity of IT work has been eye-opening. Most faculty only interact with tools like Moodle or Microsoft Teams, but there’s an entire infrastructure running behind the scenes. Learning more about that has deepened my appreciation for the role IT plays in our work.

Eric Bauer, assistant professor of biology and faculty fellow for technology

“Eric brings a grounding perspective,” said Kelly Reimer, senior director of teaching and learning technologies. “He asks the kinds of questions that connect tools to real teaching challenges. That’s what we were looking for: someone who could help bridge strategy with everyday practice.”

That bridge works both ways. Bauer is helping IT teams understand faculty workflows and needs while helping faculty better understand how IT systems are built, maintained and rolled out across campus.

Looking ahead

Bauer joins a line of previous faculty fellows for technology, including Kyle Altman, associate professor of physics, who helped lead ������Ƶ’s transition to hybrid teaching during the COVID-19 pandemic. Other former fellows include:

• Todd Lee, professor of mathematics;
• Antonio Izzo, associate professor of biology
• Randy Piland, senior lecturer in communication design.

Moving forward, Bauer will continue his outreach across academic schools, contribute to professional development programming, and support conversations around responsible, student-centered technology use.

“There’s a genuine sense of collaboration across IT teams,” Bauer said. “They’ve been incredibly welcoming and open to conversation. I’m excited to keep learning—and to keep building connections that help us all do our work more effectively.”

Faculty members who are interested in connecting with Bauer about classroom technology, digital tools, or instructional support are encouraged to reach out to him. He welcomes conversations with colleagues from all disciplines and perspectives.

What to Expect

To implement these updates:

• May 29 (2–8 a.m.): Moodle will be temporarily unavailable while the upgrade is in progress.
• May 29 (8 a.m.–5 p.m.): Moodle will be available, but intermittent disruptions may occur during final testing.
• May 30: Moodle 4.5 will be fully launched, allowing all users to explore its new features.

What’s Changing in Moodle 4.5?

Moodle 4.5 introduces several refinements that enhance usability and streamline workflows, including:

• Improved course organization – A more intuitive layout and better tools for structuring content.
• Modernized text editor – A feature-rich, user-friendly, more accessible interface similar to Microsoft Word or Google Docs.
• Assessment & grading enhancements – More flexibility with bulk actions, question re-grading and quiz organization.
• Refined navigation – Updates designed to make workflows more efficient and improve overall ease of use.

Additionally, Moodle 4.5 is a Long-Term Support version, designed for long-term reliability and backed by extended expert support, with a focus on stability and security rather than frequent feature rollouts.

“This upgrade is more than new features; it enhances functionalities to support intuitive course organization,” said Dhvani Toprani, assistant director of Learning Design and Support in Teaching and Learning Technologies. “We recognize that change is challenging, so before and after the upgrade, our team is prepared and eager to guide and support our instructors through this transition with �����Ի� .”

Support and Resources

To ensure a seamless transition, Teaching and Learning Technologies (TLT) is providing:

•  before and after the upgrade (as well as before the start of fall classes) to help instructors become comfortable with the new features.
• , a dedicated space for video tutorials and highlights, feature overviews and FAQs to explore at one’s convenience.
•  for personalized support in adjusting course materials.

While Moodle 4.5 includes AI-based text and image generation features for students to submit and instructors to create assignments, TLT has chosen not to enable these AI tools at this time while their impact is being carefully evaluated. Information Technology is taking a thoughtful approach to integrating AI in Moodle, ensuring alignment with and preparing internal guidance before these features are launched.

“We’re really excited about the changes coming with Moodle 4.5,” said Kelly Reimer, senior director of Teaching and Learning Technologies. “This upgrade supports a smoother, more intuitive experience for our faculty, staff and students, and it’s one of many ways we’re working to align our digital tools with the evolving needs of teaching and learning at ������Ƶ.”

Throughout June, July, and August, Teaching and Learning Technologies (TLT) will provide ongoing support, including one-on-one and group consultations, as well as additional training, to help faculty and staff prepare for the next academic term.

“The TLT team has been attentive to building support resources and providing opportunities for engagement to learn the new features,” Toprani added. “We’re eager to engage with our community to ensure a seamless transition.”

Faculty and staff can visit the , , or . For any immediate concerns, TLT is available to assist with the transition and answer any questions.

Assistant Professor Mustafa Akben begins his new administrative role on July 1, 2024, following a competitive internal search.

Akben will lead the integration of artificial intelligence across ������Ƶ’s academic and administrative departments, building on six core principles the university helped establish last year to guide higher education institutions with a rapidly evolving and groundbreaking technology.

“Dr. Akben’s commitment to ethical AI practices and his proven ability to translate complex AI concepts into transformative educational experiences make him uniquely qualified to advance our strategic goals in Boldly ������Ƶ,” said ������Ƶ President Connie Ledoux Book. “His leadership will mark a significant step in ������Ƶ’s commitment to serving as a global model for integrating AI into post-secondary education.”

Akben’s responsibilities as director of artificial intelligence integration include collaborating with faculty and staff members on:

• Developing and implementing a comprehensive AI strategy to enhance curriculum, teaching, research, and administrative processes
• Serving as a strategic partner to integrate AI technologies that promote ethical use and operational excellence across campus divisions
• Leading the integration of ������Ƶ’s AI principles to enhance educational outcomes, promote digital inclusion, and ensure ethical research and teaching practices
• Engaging with national and international AI experts and organizations to position ������Ƶ as a leader in ethical AI integration
• Facilitating interdisciplinary collaborations to embed AI in ways that respect ������Ƶ’s Generative AI Statement and align with the institution’s mission
• Documenting and advocating for AI best practices at ������Ƶ, shaping policies that ensure responsible AI application across the university

“I envision ������Ƶ as a thriving community where AI helps administrative functions and academic excellence, all while preserving human relationships across and beyond our campus, a trait that defines ������Ƶ’s identity,” Akben said. “I am excited to work across departments to find solutions that facilitate processes and create fresh, innovative, and welcoming experiences by partnering with faculty, staff, and students.

“More importantly, I am committed to fostering an open dialogue on AI that incorporates diverse perspectives and insights, which is essential to developing a responsible and inclusive approach to artificial intelligence.”

I envision ������Ƶ as a thriving community where AI helps administrative functions and academic excellence, all while preserving human relationships across and beyond our campus, a trait that defines ������Ƶ’s identity.

– Assistant Professor Mustafa Akben

Akben brings a wealth of expertise in deep learning, generative AI, and the ethical application of artificial intelligence. His primary research in the Martha and Spencer Love School of Business has focused on how AI can transform human cognition and workplace behaviors. Akben’s professional journey includes significant achievements such as twice winning the SIOP Machine Learning and AI Competition and publishing influential research on the role of AI in management and organizational behavior.

In coordination with colleagues over the past year, he also has helped organize multiple AI literacy workshops, conduct university-wide research, draft a white paper, and provide strategic insights to university leadership.

“The depth of Dr. Akben’s knowledge about artificial intelligence and the ways in which it influences our present as well as its capacity to affect our future is matched only by his enthusiasm for student learning,” said Rebecca Kohn, ������Ƶ’s provost and vice president of academic affairs. “I am inspired by his forward thinking pursuit of curricular innovation and potential efficiencies that will be made possible by emerging technologies that will remain a part of our lives.”

Akben holds a Ph.D. in Business Administration from Temple University and has developed a range of AI-enhanced teaching tools and methodologies.

Members of the Search Committee for the Director of Artificial Intelligence Integration

• Pat Donohue, Co-Chair, Deputy Chief Information Officer
• Paula Rosinski, Co-Chair, Professor of English and Director of Writing Across the University
• Haya Ajjan, Associate Dean of the Love School of Business and Gordon Professor of Entrepreneurship
• Jeff Carpenter, Professor of Education and Director of Teaching Fellows Program
• Ryan Mattfeld, Assistant Professor of Computer Science
• Antoinette Polito, Associate Professor of Physician Assistant Studies
• Kelli Shuman, AVP for Human Resources and Chief Human Resources Officer
• Eric Townsend, Assistant Vice President for Academic Communications
• Shannon Zenner, Assistant Professor of Communication Design

As usual, the staff from the Maker Hub made the festivities even more exciting with additional fun, like people walking around with Cheerwine-flavored nitrogen ice cream, laughter from students playing Super Mario Kart and designing their custom tee shirts, and curious conversations between guests and dozens of innovative makers.

“The energy from Maker Takeover was exciting. You could truly feel the enthusiasm from everyone,” said Dan Reis, senior instructional technologist and manager of the Maker Hub. “The Maker Hub Student Consultants loved showing off their projects to their friends. They talk about the Maker Hub all the time, so finally exhibiting their projects to the people who are important in their lives is really meaningful.”

Owen Crider ’26 is one of these students. He is a Cinema and Television Arts major on the Saws Team at the Downtown Maker Hub, and he has spent months making a unique instrument.

“I love playing the banjo, and I wanted a version that I could beat up, paint, and not take too seriously, so I made this Guitanjagon,” Crider said. “It’s a guitar because of its acoustic body composition, a banjo because of the strings, and it’s my favorite shape — hexagonal. I used the Maker Hub’s saws and laser engraver to cut and design the instrument, I learned new and simple ways to paint, and I’m excited to use all these new skills for future projects.”

The 2023-2024 Kickbox recipients also displayed the projects they researched, prototyped, built, and revised throughout the spring.

First-year Computer Science major Murilo Lopes ’27 utilized the Kickbox program and the Maker Hub’s resources to combine artificial intelligence, computer science, and world languages to make a robot that can teach American Sign Language.

“Right now, we’ve completed the first step and have the initial prototype for the hand, showing off the hardware, the flexibility, and how it moves,” Lopes said. “Eventually, we’ll combine it with machine learning to see if the person interacting with the robot is signing correctly; if they are, they’ll move on to the next stage, but if not, they can try again or try a different word. There are lots of opportunities for us to build on the foundation we’re laying.”

Two senior students, Sofia Balance ’24 and Emma Farrell ’24, teamed up to pursue their entrepreneurial dreams, starting with stylized hats. “We realized there was a lack of diversity in the hat market, and we wanted to do something for women that’s unique, dynamic, and sophisticated,” Balance said.

“One of my professors, Ben Hannam, recommended Kickbox, and I thought it would be awesome since it offers funding, is a guided process, and is a perfect option to start a process for something bigger,” Farrell said. “We tried reaching out to third-party vendors for help, but we ended up doing all the work ourselves, designing, making, and applying heat-activated vinyl, which we could only do because of the Maker Hub.”

Visit the Maker Hub website for more information about the Hub’s happenings, the Kickbox program and project updates, and more. For a closer look, follow the Maker Hub on Instagram or visit one of their two locations in the Colonnades E building or downtown above Pandora’s Pies.

“We’re thrilled to launch and pilot Poll Everywhere here at ������Ƶ because it’s an opportunity to connect with each other deeper and more efficiently,” said Dhvani Toprani, assistant director of learning design and support at ������Ƶ. “Whether instructors want to further engage students in class, staff members and student leaders strive for clearer understandings from various audiences, or students aim to upgrade class presentations, Poll Everywhere aims to support and reinforce numerous endeavors.”

All faculty and staff members can now access a Poll Everywhere enterprise presenter license via their ������Ƶ email. Students can also access an enterprise license but will initially be added as participants by default. They can request a presenter account by contacting Teaching and Learning Technologies (TLT).

TLT is hosting a virtual training session on Jan. 16 to explain the various ways faculty, staff, and students can utilize Poll Everywhere most effectively to find further success in their teaching and working environments. Interested participants , and more training sessions are expected this February. A pilot program focused on testing the platform is planned for the spring semester.

Additionally, all faculty and staff are invited to join the Poll Everywhere User Group, a collective effort to increase campus participation and support educational technology initiatives. During the pilot phase, the user group will drive the decision-making process for acquiring and integrating an enterprise license beyond the pilot phase. Faculty and staff interested in participating in the User Group can indicate their interest , and a TLT staff member will reach out with more information.

To get started, users should go to and enter their ������Ƶ email ID. Click on “Log in with ������Ƶ” and follow the steps to log in via the university’s single sign-on page.

Eating nitrogen ice cream, learning to lasso a wooden steer and playing retro arcade games are just a few of the recreational events ������Ƶ students, faculty and staff could partake in at this year’s Maker Takeover. The event showcased projects that students have been working on for months in the Maker Hub.

“This couldn’t have been possible without the help of the students,” said Dan Reis, senior instruction technologist and co-founder of the Maker Hub. “I’m not the only one who’s excited. I think the student staff are so excited to actually see it and be here, so I get to share that excitement with them.”

Maker Takeover is the Maker Hub’s largest annual celebration that brings students, staff, and faculty together to showcase their creative projects.

Reis said with this being the second in-person Maker Takeover event since the���䰿�ձ���-19 pandemic, students and faculty at the Maker Hub are beginning to get back into the routine and spirit of the annual event. Reis hopes that the event will serve as a reminder for students to continue creating whatever it is that they’re passionate about.

“I hope they’re proud of what they made, and I hope it encourages them to keep exploring and keep digging into those ideas,” Reis said.

Walt Pierce ’24, a statistics major, saw the Maker Hub as a place to tap into his interest in geography in a creative way. Pierce created a 3D-printed topographic map of the United States mounted in a wooden frame, and painted with biome and water features.

“I was like, ‘This seems like a fun project, why not,’” Pierce explained. “It was right at the skill level where it wasn’t too much, but also fun. I’ve been working on it for probably two months now.”

Pierce said that working on this project has made him understand the importance of patience. On a technical process such as a project in the Maker Hub, something as similar as being patient in the 3D printing process can make the difference in a product not turning out exactly the way it was supposed to.

“Some of the prints took two hours, while others took ten hours,” Pierce claimed. “One of them I printed five times, because it kept on not working, so it was definitely a process of trial and error.”

Along with the numerous student creations, the event had various recreational activities, including a student-created escape room, “Welcome to Camp ������Ƶ,” retro-arcade games, mini-corn hole, a power tool petting zoo and ice cream made with liquid nitrogen by ������Ƶ Dining.

For the Maker Takeover, Jay Bennett ’23 created wood-carved pronoun pins. Bennett’s journey into the Maker Hub began with simple sketches in ProCreate that were then transferred onto the wood-carved pins. Created with a gothic sense of design, Bennett believes that this style is a shared aesthetic in the punk/metal scene that other members of the LGBTQIA community are a part of and appreciate. A lot of time, creativity, and design thinking went into the formation of these pins.

“I had the day off yesterday, so I spent ten hours in the Maker Hub,” Bennett said. “It sounds belaboring, but I enjoy it.”

After graduation, Bennett plans to live in either Chapel Hill or Durham and hopes to return to the Maker Hub over the summer.

“I’m bummed because I’m a senior and I’m graduating,” Bennett explained. “But I don’t think we lose access to the Maker Hub, fortunately, so I can still come back and steal some hours in there.”

Be sure to visit the Maker Hub website for more information about the Maker Takeover event, the Kick Box program and more!

As part of its end-of-the-year awards ceremony, the School of Communications celebrated several faculty and staff for their outstanding contributions during the past academic year. This year’s event, held April 20 in Turner Theatre, was highlighted by the inaugural presentation of the school’s Excellence in Diversity Award, as well as heartfelt farewells shared with retiring colleagues Glenn Scott and Jeff James.

Kenn Gaither, interim dean of the School of Communications, presented the following awards at the conclusion of the 90-minute ceremony. “Today, we recognize our faculty and staff members who are all outstanding. But each year there are those who rise a bit above,” Gaither said in his introduction.

Photos are available on the school’s .

Excellence in Leadership Award
Kelly Furnas

The award recognizes a member of the School of Communications who richly contributes to the betterment and reputation of the school and the discipline.

In his introduction, Gaither commended Furnas’ work in scholastic journalism that has elevated ������Ƶ and left an indelible mark on countless aspiring journalists.

“Kelly is a leader in and out of the classroom,” Gaither said. “He is a highly regarded and well-liked colleague, and in the classroom he has few peers.”

Students consistently rate Furnas on teaching evaluations among the highest in the school. And his impact is felt in numerous places, teaching Media Writing, Multimedia Journalism, Editing and Design, Web and Mobile Communications or one of his many other courses.

According to Gaither, colleagues rave about Furnas’ ability to help students “chart their own course but (he) helps them remain on track.” Another colleague called Furnas the “personification of what a leader should be.”

In recent years, Furnas has partnered with Instructor in Journalism Colin Donohue to successfully launch the school’s Emerging Journalists Program, an immersive experience for high school students interested in journalism. He also serves as an adviser for ������Ƶ’s chapter of the Society of Professional Journalists and faculty mentor of ������Ƶ News Network. Under Kelly’s leadership and mentorship, ENN won 58 statewide, regional and national awards in 2022.

Additionally, Furnas’ list of service is significant. He is treasurer of the national Student Press Law Center and serves as global engagement director for the Journalism Education Association. He judges competitions and teaches and presents at conferences across the state and elsewhere. In fact, he is director of contests for JEA China.

“Kelly Furnas is the consummate professional and ultimate teacher-scholar-mentor,” Gaither said. “He leads with exemplary work ethic, raw talent, and an unwavering commitment to our students and his profession. Everything he touches and does is marked by quality.”

Excellence in Scholarship Award
Jenny Jiang

This award recognizes a faculty member whose scholarly and creative work is of high quality and brings distinction to ������Ƶ.

Gaither marveled at Jiang’s strong record as a teacher, noting her creativity and accessibility, and added that she is a “prolific researcher.”

In 2022, she published three first-author, peer-reviewed articles in leading journals, had two presentations at the AEJMC annual conference, and won a top paper award. She also served as editor for the special issues of Frontiers in Research Metrics and Analytics, and Frontiers in Communication, while also serving as an associate editor for the Journal of Contemporary East Asia.

In collaboration with Associate Professor Brian Walsh, she received a grant from ������Ƶ for an open educational resource textbook titled, “Media Analytics with R.” The book introduces communication students to R, a free software package for statistical computing and graphics. The book is nearing completion.

“Her bleeding-edge work is firmly positioned in the seemingly boundless universe of communications in the digital age, and of note is her collaborative spirit,” Gaither said. “In addition to working with colleagues and other researchers across the globe to build disciplinary knowledge, she works with our students.”

Jiang collaborated with Ashleigh Afromsky ’22 and Professor Qian Xu to examine the job descriptions of nearly 35,000 positions related to media analytics following the COVID-19 pandemic. Their findings were published in the March edition of Journalism & Mass Communication Educator.

“Jenny Jiang’s work has impact and represents high quality by any measure,” Gaither said. “Her scholarly visibility and prominence advance ������Ƶ and our students in meaningful ways, and she is a most deserving winner of the 2023 Award for Excellence in Scholarship.”

Excellence in Teaching Award
David Bockino

The award recognizes a faculty member who is outstanding in the classroom, current in the discipline, a quality academic adviser, and committed to student learning at the highest level.

In his introduction, Gaither commended Bockino’s contributions as both an associate professor in the Sport Management Department, as well as director of the Communications Fellows program, which has enjoyed continual growth and success.

“Looking at David Bockino through the lens, we see a gifted teacher who brings his professional experience into the classroom and continually challenges students in innovative ways,” the dean said.

Gaither said he admires Bockino’s “tireless work ethic,” noting that he planned four separate Communications Fellows trips during the 2021-22 academic year. This included two trips to Florida, as well as excursions to Atlanta and Washington, D.C. “Planning one experience – let alone several – is a tremendous undertaking,” Gaither said. “Yet, Dave did it with aplomb and wanted to ensure all our Fellows, including those affected by COVID, had an experience. This drive and motivation for our students is also embedded in his teaching.”

As a teacher, Bockino has been lauded for his versatility. In the past year alone, he has taught in the Communications Core, Media Analytics program, and Sport Management Department. During Winter Term, he also led 19 students to Argentina and Uruguay for his Through the Lens of ESPN course.

According to Gaither, colleagues celebrate Bockino’s ability to teach introductory courses and upper-level courses effectively, challenging students with rigorous coursework, all while showing empathy for them when they need his help.

Excellence in Diversity Award
Karen Lindsey

The award recognizes a faculty member who provides exceptional leadership in diversity, equity and inclusion and enhances DEI initiatives across the school through action-oriented outcomes.

In his remarks, Gaither commended the school for its DEI work, but charged that “we must continue to do more.” With that in mind, he applauded Lindsey’s continued commitment to DEI work, noting that she frequently attends seminars on challenging and important topics such as race and racial equity and gender pronouns. She is a member of the university’s Advancing Equity Requirement, or AER, committee and was a co-architect of the school’s new COM 2000 Inclusive Communications course, where she focused on the course title, content and student learning outcomes.

Lindsey has been active on campus and is a highly sought after speaker for insights into leadership, public relations, corporate communications and DEI. She was a keynote speaker for the Isabella Cannon Leadership Fellows Forum, a featured speaker at the ������Ƶ 2022 Black Solidarity Forum, and at regional and national Public Relations Society of American functions.

Along with Professor Lee Bush, Lindsey recently secured a contract with the Routledge–Taylor & Francis Group for a book tentatively titled, “Diversity, Equity and Inclusion in Strategic Communications: Becoming Culturally Proficient Communicators.”

Lindsey is also a Leadership Education Scholar at ������Ƶ and renowned as a dynamic teacher. “Her classrooms are known for spirited discussions, where high academic standards meet high student engagement,” Gaither said.

Outstanding Staff Member Award
Happy Kerns

The award recognizes a staff member of the School of Communications who contributes to the betterment and reputation of the school and its initiatives.

Following the dean’s introduction of Happy Kerns, the Turner Theatre audience erupted in applause celebrating her immeasurable contributions to the school, faculty, staff and students.

Gaither called Kerns “simply indispensable to the School of Communications,” acknowledging that “she exemplifies what the spirit of our school is and ought to be.”

From handling payments to managing finances to organizing school events and activities, Kerns oversees numerous projects, tasks and responsibilities.

“You will not find a better colleague,” Gaither said. “You will not find a more respected professional at ������Ƶ. You will not find a better person to work with than Happy Kerns. She is a rock of stability and truly lives up to her nickname.”

Special Recognitions

At the conclusion of the awards ceremony, Gaither celebrated the upcoming retirements of Jeff James and Glenn Scott, two long-time fixtures of the School of Communications.

Dean’s Award for Exemplary Service
Jeff James

While James, the university’s chief engineer, is housed in Teaching and Learning Technologies, he lives in the School of Communications.

In his 22 years at ������Ƶ, James has helped guide the tremendous growth in the School of Communications, overseeing changes in the school’s television studios and control rooms. He was recognized as Staff Member of the Year in 2017 and played a critical, behind-the-scenes role in the studios going to HD in 2011.

In addition, James served on the School of Communications’ Technology Committee for many years and has played a key role in the planning, renovation, and implementation of the control rooms and studios when McEwen was renovated and Schar Hall was built. He helped to develop the plans for the renovated television studios, including the addition of a second control room.

“Jeff’s tireless work on the back end made the front end look good,” Gaither said. “Whether conducting research, exploring new equipment and technical options, identifying needs, working with vendors, training student engineers and others on these new facilities, and ensuring that the new facilities were operational, James was instrumental in making ������Ƶ, well, ������Ƶ.”

Additionally, he has supervised numerous student staff who have “entered the industry armed with practical skills, technological acumen, the problem-solving mindset and ������Ƶ values Jeff espouses,” Gaither added.

Retirement Recognition
Glenn Scott

In his farewell to Scott, Gaither congratulated the professor for 19 years of exemplary service and for setting the “gold standard” for a teacher-scholar-mentor.

At ������Ƶ, Scott used his two decades of experience as a reporter, editor and columnist to educate and instruct students in immeasurable ways. He served as faculty adviser to The Pendulum, spent two years as faculty-in-residence in ������Ƶ’s Global Neighborhood, coordinated the school’s involvement with the Pulitzer Center Campus Consortium, and taught courses ranging from Reporting for the Public Good to Sports Information to the Great Ideas senior seminar.

“I could spend another 30 minutes listing all the contributions Glenn has made to the school, our students, and the university,” Gaither said.

The dean added, “What I’ll miss most about Glenn is not his stellar professionalism or extraordinary talent. It’s his character. He is a throwback, not as a journalist but as a person. His integrity and comportment elevate those around him. He has served as a backbone for the school through his leadership, visibility and selfless commitment to our students.”

With 50 faculty and staff in attendance to learn and share ideas surrounding “The Wave of Artificial Intelligence,” participants asked thought-provoking questions and offered nuanced viewpoints on how this technology might be used at ������Ƶ and across the country.

The goals of this session included:

• increasing our knowledge about AI and ChatGPT
• brainstorming opportunities for partnerships with ChatGPT during the learning process
• reflecting on strategies for how we can support students with navigating the use of AI in higher education
• building a community for further exploration of topics related to AI and ChatGPT

The session was structured so that each participating office could share information on how ChatGPT relates to their specific discipline, including potential ways to partner with the tool, and any potential issues that could arise from its use. Dhvani Toprani, assistant director of learning design and support in TLT opened the session by giving some basic information about what ChatGPT is, guiding the group through a brief overview of the ChatGPT system, looking closely at the acronym “GPT” and delving further into how the system learns. Kate Moss, Instructional Technologist in TLT then gave some important context on privacy and data security relating to ChatGPT.

Several librarians then placed ChatGPT in the context of libraries and information science. Jesse Akman, health and life sciences librarian, and Ellen Cline, engineering and physical sciences librarian, discussed how ChatGPT might impact information literacy, copyright, research support and citations. Attendees raised several perceptive questions, such as “does ChatGPT cite its sources” and “can ChatGPT be used as a research tool to direct students to other sources?” The short answer to these questions with the way ChatGPT currently operates is no, but these are important questions to think about when considering how students will use this tool and how it might be integrated into the classroom.

Research naturally segues into writing, which brought Paula Rosinski, director of Writing Across the University, into the discussion. Rosinski discussed the many ways that writing is affected by these new technologies, giving meaningful suggestions for how to work with these tools. Rosinski encouraged attendees to assess their own comfort with AI text generators and establish boundaries with students around these tools, to focus on best practices in writing instruction, and to focus on writing as a process. These focal points value student participation, help students learn, and discourage plagiarism and misuse of AI text generators.

Jill McSweeney, assistant director of CATL, and Jen Uno, Associate Director of CATL later responded to an attendee’s question regarding how we can use ChatGPT to amplify engaged learning. McSweeney gave examples of how students can debate with ChatGPT to locate flaws or gaps in its argument, and to grade an essay that was written by ChatGPT. They also discussed some ways that new technologies like ChatGPT can enhance teaching. McSweeney stressed the importance of supporting students’ academic integrity, defining ChatGPT’s presence in the classroom, and the need for contextualized assessments.

In closing, attendees were reminded that:

• AI can support and augment the learning process
• we should have clear and honest conversations with students and be transparent about AI use in the learning process
• we should continue using intentional, authentic, and student-centric assessments

Conversations around ChatGPT and AI will be ongoing as the technology advances further and becomes more prevalent. We plan to provide more space later this spring to continue these important conversations, and to continue building a community around further exploration into these topics.

For more information, check out these resources:

Bali, M. (Feb 3, 2023). . Reflecting Allowed. [Blog].

Bjork, C. (Feb 9, 2023). . The Conversation.

CESE NSW. (2023). .

Cummings, L. (2023). .

D’Agostino, S., (Jan 31, 2023). . Inside Higher Ed.

Hardman, P. (Jan 26, 2023). . The Learning Science Newsletter.

University of Michigan. (2023). .

Van Dis. E. et al. (Feb 3, 2023). . Nature.

Watkins, R. (2022). . Medium.

It’s safe to attribute these improvements to a $50,000 grant from the ������Ƶ Student Government Association to increase the use of (OER) in courses throughout campus.

With the goal of creating a test bank, VanKrevelen and his colleagues can pair the test bank with available free resources and help students save money. “That’s been one of the really important things for us. The more sections we can get using these free resources the better,” VanKrevelen said.

VanKrevelen estimates that students in the Intro to Stats course have saved students over $15,000 in textbook costs. These qualitative and quantitative improvements are more than enough reasons to justify the use of OERs campus-wide. OERs are teaching, learning and research materials in any medium that reside in the public domain and have been released under an open license that permits access, use, repurposing, reuse and redistribution by others with no or limited restrictions.

“Open means no monetary costs to the user, and at least some of the rights that we reserved through traditional publishing, traditional copyright, we forego. So, those usually relate to what we call our big four — the right to reproduce, redistribute, remix or reuse something,” said Jesse Akman, health and life sciences librarian with Belk Library.

The Academic Technology Committee has been instrumental in the implementation of the OERs. Assistant Professor of English Travis Maynard is the current chair of the committee and acts as the point of contact for faculty and the liaison between applicants and the committee.

The initial push to include OERs at ������Ƶ began before Maynard was committee chair. Akman and Assistant Librarian Betty Garrison were involved heavily as they adapted OER grant guidelines from the University of Kansas for use at ������Ƶ. Once the SGA passed the legislation funding the grant, the Academic Technology Committee was selected as the “best entity on campus to provide some infrastructure for the grants,” Maynard said.

As part of that process, the committee wrote the grant’s documentation and application forms, designated three “tiers” of grants for faculty adopting, adapting or creating OERs, worked on developing assessment criteria for applications, and publicized the grant via the Academic Technology Committee website.

Maynard said the grants the committee has approved live up to SGA’s vision for the program and the materials will save ������Ƶ students thousands of dollars in the long run. More than that, they allow faculty to have more flexible curriculums while the committee continues to adapt the materials as course outcomes or disciplinary knowledge evolves.

“Thinking beyond ������Ƶ, the broader trend of OERs and open access publishing is not only an avenue for reducing costs for students but can also help democratize access to academic research that has traditionally been kept behind very expensive paywalls,” Maynard said. “I am excited to see what the future holds for more OERs here on campus.”

The SGA officially approved the $50,000 grant in February 2020, with the funding to be distributed over four years. This grant will be awarded to projects proposing adopting, adapting, or creating OER for courses open to undergraduate students. Some of the grant funding is still available and interested faculty can visit the SGA-OER grant webpage for more information on how to apply.

Departments on campus, such as Belk Library and Teaching and Learning Technologies, are continuing discussions on how to further this initiative through other university sources.

‘”This is something that merits more funding and should be a more permanent fixture,” Akman said.

Kate Moss, an instructional technologist within Teaching and Learning Technologies, echoed these sentiments saying that the work is not finished with implementing OERs on a wider scale at ������Ƶ. While the benefits of OERs are almost self-explanatory for students, the advantages are just as fruitful for faculty who implement them in their courses.

“When we are able to provide that funding to the faculty members, it does incentivize them to use it. They think, ‘I can rationalize it in my day because there are funds to make it happen,” Moss said. “We can often see more creative work when there’s grant funding.”

Heather Barker, assistant professor of mathematics and statistics, worked alongside VanKrevelen, Assistant Professor of Statistics Mark Weaver and three other adjunct instructors in the Mathematics & Statistics department to create the OER open test bank for the Intro to Stats course. The faculty created the test bank as a way to create their own homework assignments pivoting from the homework software linked to the previous textbook they used. The advantages of the OER test bank and the previous textbook were night and day.

“I had zero students complain about the homework, whereas I always got complaints about the traditional homework grading system that we had used before,” Barker said.

The $50,000 grant has funded 11 projects with about 20 faculty members included in those. OERs have been implemented in 1000, 2000 and 3000-level courses. Although it proves challenging to include OERs in some upper-level curriculums, those involved understand that this process will take time.

Time those involved are more than willing to take.

“We are certainly nowhere near done,” Moss said.

More information about OERs, the SGA and Academic Technology Committee grant process and resources available will be discussed in a joint workshop on Monday, March 6 and Tuesday, March 7 at 12:30 p.m. in 205 Belk Library.

To register for a preferred date, fill out this form. If you have any questions, please contact Jesse Akman (jakman2@elon.edu) or Kate Moss (kmoss3@elon.edu).