Beyond Binary Instructional Modalities: Establishing the High Impact of Technology-Enhanced Blended Course Design

Project Goals

The goal of this project was to develop and refine blended instruction models that integrate technology-enhanced learning with in-person teaching to better support student engagement and flexibility.

Project Activities

Pollet and Nusnbaum created outreach materials, workshops, and course readiness surveys help ease faculty transition into blended teaching, reduce barriers to developing courses in a new format, and provide faculty with actionable insights on student strengths and challenges. 

Artifacts created: 

  • Course readiness survey 
  • Outreach materials and workshops 
  • Three courses developed and piloted 
  • Analysis of student performance and experience as a function of modality 
  • Suggestions for updates to CIOS questions based on course modality 

Student Impact

320 students were enrolled in the 3 pilot courses.

Project Dissemination

This project was shared through a paper and poster presentations.

College

College of Sciences

Course Names

CHEM 2311 Organic Chemistry 1, NEUR 2000 Principles of Neuroscience for Nonmajors, and PSYCH 1101 General Psychology

Faculty Cohort

2024-2025 Provost Teaching and Learning Initiatives

Pamela Pollet and Matthew Nusnbaum

Pamela Pollet
Matthew Nusnbaum

Integrating Generative AI in Quantitative Courses

Project Goals

The goal of the project was to strategically integrate GenAI to enhance student proficiency in analytics, decision-making, and data communication.

Project Activities

Students in MGT 2250 were taught to harness AI as an analytical partner, building personalized GPT agents and using them alongside Excel to tackle real-world business problems. The Navigating AI in Research in Higher Education Symposium featured speakers who shared their innovative applications of AI in higher education. 

Artifacts created: 

  • A set of weekly homework assignments on advanced business topics that compared Excel and ChatGPT  
  • Asynchronous assignments solving specific business problems 
  • Canvas Handouts and Videos   
  • Case: EcoDrive Auto, AI Mini-Capstone Project  
  • Introduction to ChatGPT lecture  
  • Guest lecture from Pricewaterhowse Coopers about use of GenAI in their context  
  • Gen AI essay about steps for data visualization   

Student Impact

255 students took MGT 2250.

Project Dissemination

This project was shared via the USG Teaching and Learning Conference session on Generative AI-based Teaching and Projects in Quantitative Classes, a workshop on the Transformative Potential of AI for Student Well-being and Personalized Learning at the 2025 Well-Being and Innovation in Higher Education Conference, a presentation at the Navigating Teaching and Research in the Era of AI symposium, and a poster at Celebrating Teaching Day.

College

Scheller College of Business

Course Name

MGT 2250 Management Statistics

Faculty Cohort

2024-2025 Provost Teaching and Learning Initiatives

Tatiana Rudchenko

Tatiana Rudchenko

“‘The Teaching and Research in the Era of AI’ symposium offered a timely and essential forum for exploring how artificial intelligence is reshaping the core practices of teaching and research across disciplines.” 

– Anne Fuller, Senior Lecturer

“I can see AI helping to shape the future of education by offering instructions and making lessons easier to understand for students struggling. I can see it offering examples and creating practice problems for students to utilize when studying, helping for a deeper education and understanding than what might normally be able to be given out.”

– MGT 2250 Student Participant

Reflective Teaching Practices to Promote Students’ Rightful Presence

Project Goals

The goal of the project was to promote all students’ inherent right to belong in the classroom.

Project Activities

Through collective and individual reflection, GT1000/2000 instructors participating in a faculty learning community about students’ rightful presence articulated teaching philosophies and identified practices that elevate students lived experiences, enhance student belonging, and help transfer students acclimate to the GT campus. 

This project produced 6 artifacts, including:  

  • Rightful Presence Workshop 
  • Rightful Presence Course Workbook 
  • Course Canvas site with digital resources 
  • Series of 5 asynchronous written reflection prompts 
  • A document with co-created Rightful Presence practices and considerations for GT 2000 instructors 
  • Brief class reflection protocol to assess class climate and culture in future GT 1000/2000 courses

Student Impact

100 students taking GT 1000/2000 courses taught by participants in this faculty learning community benefited from this initiative.

Project Dissemination

A poster was shared at Celebrating Teaching Day.

College

College of Lifetime Learning

Course Name

Faculty Learning Community for GT 1000/2000 instructors

Faculty Cohort

2024-2025 Provost Teaching and Learning Initiatives

Meltem Alemdar, Justina Jackson, Jayma Koval, and Katie Boice King

Top: Meltem Alemdar, Justina Jackson. Bottom: Jayma Koval, Katie King

TechWrites: Developing Writing Pedagogy Across Campus to Enhance the Undergraduate Experience

Project Goals

The goal of this project was to enhance undergraduate writing at Georgia Tech by assessing current writing culture and providing faculty development in writing pedagogy.

Project Activities

The project included institutional research, faculty workshops, an intensive teaching institute, and expert talks to support writing instruction across disciplines. 

Artifacts created: 

  • Faculty survey on perceptions of student writing 

Student Impact

5,250 students took courses courses taught by the 35 writing faculty who attended the workshops.

College

Ivan Allen College of Liberal Arts

Course Name

N/A

Faculty Cohort

2024-2025 Provost Teaching and Learning Initiatives

Melissa Ianetta and Caitlin Kelly

Melissa Ianetta
Caitlin Kelly

Integrating AI Literacy into GT Writing and Communication Courses

Project Goals

The goal of the project was to navigate the rapidly changing landscape of generative AI in the classroom.

Project Activities

The community of practice (CoP) engaged with scholarship and hands-on activities to explore policies, assignments, and ethical concerns. The CoP then applied those insights through pilot curricula and faculty workshops. 

Artifacts created: 

  • Set of guidelines for faculty seeking to integrate AI literacy into their writing and communication courses  
  • Four courses designed during the Fall CoP  
  • A student survey about AI literacy and analysis of results  
  • Four workshops:
    • Confronting the ‘Yes Man’: Teaching Critical Engagement with ChatGPT, developed and facilitated by Sarah Fredericks and Kelli Gill
    • AI Tools in the Classroom: Research Methods to Active Learning, developed and facilitated by Moinak Choudhury and Luke Rodewald) 
    • Generative AI and Academic Writing: Benefits, Challenges, and a Literacy Framework, developed by Moinak Choudhury and Sarah Fredericks
    • AI Refusal Holding Space for the Conscientious Objector, developed and facilitated by Kelli Gill and Luke Rodewald

Student Impact

1,637 students enrolled in courses taught by the 22 faculty members who participated in the Community of Practice.

Project Dissemination

This project was shared via a Celebrating Teaching Day poster and a presentation at the Conference for College Composition and Communication.

College

Ivan Allen College of Liberal Arts

Course Name

ENG 1102 and LMC 3403

Faculty Cohort

2024-2025 Provost Teaching and Learning Initiatives 

Andy Frazee and Dori Coblentz

Andy Frazee
Dori Coblentz

“The project positioned the Writing and Communication Program as a leader in forward-looking, technology oriented pedagogy.”

-Frazee and Coblentz

Cornerstone to Capstone Design: Peer Mentorship in Engineering Design Education

Project Goals

The goal of the project was to strengthen the engineering design sequence curriculum with a peer mentorship program.

Project Activities

The peer mentorship program connects students from ME1670 Freshman design class and the senior year ME4182 Capstone design class. In addition, the Certified Engineering Mentor for Cornerstone to Capstone program incentivizes graduate students to participate, track participation, and serve as bridges between the first year and final year students. 

Artifacts created: 

  • Certified Engineering Mentor for Cornerstone to Capstone (CEMC2) program,  
  • Pre and post-activity prompts to assess: 
  • Student background 
  • Draw student awareness to the progression of their capabilities  
  • Document the impact on core competencies due to curricular intervention strategies,  
  • Thematic analysis of open-ended questions

Student Impact

Over 1,400 students were impacted by this project.

Project Dissemination

This project was shared via an ASEE annual conference paper and a Celebrating Teaching Day poster.

College

College of Engineering

Course Name

ME 1670: Freshman Design Class and ME 4182: Capstone Design Class

Faculty Cohort

2024-2025 Provost Teaching and Learning Initiatives

Raghuram Pucha, Amit Jariwala, and Jonathan Gaines

Raghu Pucha
Amit Jariwala
Jonathan Gaines

The Cornerstone to Capstone collaboration allowed us to not only get feedback on our ideas but also interact with other capstone students to learn about their design journey. These interactions were beneficial in supporting our success both in this class and as future engineers.”

– ME 4182 Student Participant

Subjective Well-Being in Design Education

Project Goals

This project supported students’ subjective well-being by positioning them as both designers and users of their own projects.

Project Activities

The experience offers a replicable, research-informed strategy for embedding well-being into design pedagogy and provides a model that other schools can adapt to foster human-centered innovation in design education. 

Artifacts created: 

  • Faculty survey 
  • 2 participatory course assignment design workshops 
  • Piloted graduate course, “Design for Emotion and Subjective Well-being.”  
  • Pre/post surveys 
  • Student focus group 
  • Guidebook with suggested teaching practices 

Student Impact

23 students were impacted by this project.

    Project Dissemination

    This project has been shared via a Celebrating Teaching Day poster, a journal manuscript, and a presentation at the Design Research Society conference.

    College

    College of Design

    Course Name

    ID 8803: Design for Emotion and Subjective Well-being

    Faculty Cohort

    2024-2025 Provost Teaching and Learning Initiatives

    Leandro Miletto Tonetto

    Leandro Miletto Tonetto

    “This initiative influenced how well-being is framed in course design. Rather than treating it as an ambient or secondary consideration, the project treated Subjective Well-Being as a legitimate learning outcome–equally as important as creativity, empathy, and iteration.” – Leandro Miletto Tonetto

    “I learned a lot not only about my own well-being from applying theory to our own projects but also seeing what approaches people were taking to improve their own.” – ID 8803 Student Participant

    “The way this class feels, I was immediately like okay, this is a place where I can put my guard down.” – ID 8803 Student Participant

    Redesign of 3D Modeling and Rendering Core Courses in the ID Curriculum

    Project Goals

    The goal of this project was to identify more effective approaches to teaching skills or technique-based courses.

    Project Activities

    Accessing course content on demand, such as demonstration videos, and converting classes to a lecture/lab format improves student learning and engagement. 

    Artifacts created: 

    • 3 student surveys  
    • Evaluation of ID programs with 3D modeling and rendering courses  
    • New course content for new lecture/lab course format 

    Student Impact

    95 students were impacted.

      Project Dissemination

      This project was presented during the 2025 Celebrating Teaching Day poster session.

      College

      College of Design

      Course Name

      ID 2101: Digital Design Methods and ID 2102: 3D Modeling

      Faculty Cohort

      2024-2025 Provost Teaching and Learning Initiatives

      Tim Purdy

      Tim Purdy

      Integrating AI-Driven Collaborative Learning Tools in High Enrollment Computer Science Courses

      Project Goal

      The goal of Integrating AI-Driven Collaborative Learning Tools in High Enrollment Computer Science Courses was to provide students with personalized feedback through a new GenAI-powered learning platform.

      Project Activities

      Roy and Borela created a new GenAI-powered learning platform that includes features targeted to address instructional challenges identified by computing faculty. This work demonstrates how AI in education can be most effective when it is grounded in local pedagogy and offers a blueprint for other schools aiming to build their own content-aware GenAI tools.

      Artifacts created: 

      • Interview analysis 
      • The GenAI-powered learning environment 
      • Error identification feature 
      • Tailored feedback feature  
      • Inferring student knowledge feature using a Deep Knowledge Tracing model 
      • Problem recommendation feature using a Dueling Deep Q-Learning model and inferred mastery profiles 
      • Data analytics dashboards for faculty to monitor student engagement and identify struggling students  
      • Data analytics dashboards for students to support self assessment  
      • Piloting the learning environment in a large CS curse in Spring 2025, Tech Fee proposal 

      Student Impact

      970 students were impacted by the project.

        Project Dissemination

        This project was shared via a full paper submitted to ACM Learning @Scale conference, another paper submitted to the ICER conference, 3 posters submitted to ITiCSE and ICER, and a poster presented at Celebrating Teaching Day.

         

        College

        College of Computing

        Course Name

        BrainBoost VIP and CS 1301 Introduction to Computing

        Faculty Cohort

        Provost Teaching and Learning Initiatives

        Nimisha Roy and Rodrigo Borela Valente

        Nimisha Roy
        Rodrigo Borela

        Online Simulated Leadership Case Studies

        Project Goals

        Develop an online case study that relates to various Georgia Tech priorities such as the Lead by Example Strategic Plan, the Creating the Next in Education – Initiative 1, and Leadership Education and Development. By the end of the simulated case study, students should be able to understand the theory of adaptive leadership as well as their own style of adaptive leadership, distinguish between adaptive vs. technical challenges in order to determin appropriate problems to solve, explore dimensions of adaptive leadership and how they can be utilized in addressing problems in their own context, develop and conduct an action step on one or more of the dimensions that they are seeking to improve, and self-assess and receive feedback from others on the different dimensions of adaptive leadership (pre-and-post simulation).

        Project Activities

        Across the course of the project we researched various online platform options, developed a storyboard for one leadership case study where adaptive leadership is present, developed a script that walked the student through selecting an adaptive challenge as well as the decisions that needed to be made along the way and questions that explore various dimensions of adaptive leadership, built out the case study within the platform, tested simulated case study with a small group of students, made adjustments based on user feedback, and packaged simulated case student for deployment in 2021 Fall Semester PUBP 4140 Foundations of Leadership.

        Student Impact

        The final Simulated Case Study provided students with the ability to understand the process of adaptive leadership and what their own style is to how they view themselves and how others view them based on the six dimensions of adaptive leadership around them as well as the student’s own style and their growth within the six dimensions of adaptive leadership.

        Project Dissemination

        N/A

        College

        Other

        Course Name

        PUBP 4140 – Foundations of Leadership

        Faculty Cohort

        Teaching with Technology Partnerships

        Stacey Doremus

        Headshot of Stacey Doremus

        N/A