IAAAI community directory

Ben Alexander, Theatre

• AI Integrated workflows for Stage Managers. AI Creative Content development for Theatre Design.

Yuly Asencion Delaney, Global Languages and Cultures

• Use of AI when teaching writing, developing teaching materials and to practice languages.

Karen Bromsoe, Global Languages and Cultures

• I’m currently in the process of researching for my capstone about AI use in education. I want to create a program to train educators and collect data about its effectiveness. It will be open to educators from the entirety of Arizona state.

Evan Donahue, Comparative Cultural Studies/Computer Science

• I am interested in all things AI, especially anything associated with language and large language models.

Erika Konrad, English

• I teach a class: “AI for Workplace Writers” ENG 599/399. Writing and AI, Workplace uses of AI especially for writing and editing.

Alana Kulhman, English- Interdisciplinary Writing Program

• Advancing Ethical AI Literacy Through Writing Center Innovation.

Tove Larsson, English

• Ethics and GenAI.

Sebastian Leal-Arenas, Global Languages and Cultures

• Apart from preparing myself and my students to use AI responsibly, I am interested in two main areas: one is AI detection, not for the sake of detection or to ‘catch’ people using AI, rather on the linguistic phenomena that distinguish human from AI language. Second area is perceptions on AI use.

Kent Linthicum, Comparative Cultural Studies

• As an energy studies scholar, I am interested in the relationship between artificial intelligence, energy, infrastructure, and the environment. The growth of A.I. depends on physical infrastructure, but the development and construction of that infrastructure will only happen with public license.

Becky Pratt-Sturges, Comparative Cultural Studies

• I am interested in how emerging technologies such as AI shape storytelling, cultural knowledge, and public engagement while emphasizing ethics, authorship, accessibility, and representation in the field of Museum Studies.

David Van Ness, Art + Design

• AI is a tool, particularly in the Arts. Most of my students hate it due to AI Slop dominating media and the discussion around it. While I do use it, I will push back against the prompt artist. I do find it useful to make connections, research, clean my writing, and coding due to my own dyslexia.

Ying Zhang, English

• My AI areas of interest include: (1) Teaching: using GenAI for lesson planning and designing class activities, the role of assessment in the age of AI (2) Research: the potential effectiveness of GenAI in second language learning and teaching, the importance of AI literacy in higher education.

Buck Blankenship, First Year Seminar

• I am interested in the use of AI with research, professional development, within my teaching and curriculum design. I am also partnering with Natalie Papini, from Health Sciences, to explore a AI chatbot in the UCAN program as part of the TRAIL grant program in 2026 and 2027.

Blue Brazelton, Educational Leadership/CCHE

• Institutional AI governance and policy diffusion; AI-assisted research methodology, including LLM coder reliability across model versions; faculty and student emotional dynamics of AI adoption; equitable AI governance design; AI as productivity infrastructure for academic work.

Marie-Christine Goodworth, First Year Seminar

• I need to share with our program and make sure our students are equipped.

Jacob Lesandri, First Year Seminar

• I “wish to engage with a broad community of colleagues navigating the integration of AI into teaching, scholarship, and research.” I consider myself a strong advocate for students and also a cognitive protectionist. The absence of critical voices on the IAAAI does not serve students or NAU.

Gretchen McAllister, Teaching and Learning

• I direct our doctoral program and am highly interested in the use of AI in the publishing and academic writing context. I also am looking and using it to find ways to effectively support future teachers.

Catharyn Shelton, Educational Specialties

• AI in teaching and learning; Critical approaches to AI.

Chih-Hsiung Tu, Educational Specialties

• My research examines social presence and human connection in AI-mediated learning, including relational and affective dimensions of human-AI interaction, trust, and the development of the SP-AI instrument. I also explore human-centered integration of AI in teaching and learning.

Mikhail Baltushkin, Mathematics and Statistics

• Developing an AI Mathematics Grading Agent for Enhanced Student Feedback and Instructional Efficiency.

Ye Chen, Mathematics and Statistics

• My interests include AI applications in Bayesian inference, state-space modeling, epidemiological forecasting, scientific computing, and graph-based machine learning. I am also interested in AI-assisted mathematics education, particularly the reliability of AI-generated reasoning and feedback.

Paul Dijkstra, Biological Sciences, Center for Ecosystem Science and Society

• Working on AI involvement in analyzing metatranscriptome datasets.

Dana Ernst, Mathematics and Statistics

• General productivity; AI-assisted grading; General research assistant; Tool to assist in translating technical mathematics into Lean ( open-source programming language and proof assistant that enables correct, maintainable, and formally verified code.

Angie Hodge-Zickerman, Mathematics & Statistics; Educational Specialties

• My research examines AI in STEMathematics teaching and learning. I work with faculty to meaningfully integrate AI into instruction and assessment. I emphasize reasoning, problem solving, and critique of AI-generated work in mathematics-intensive fields.

Jeff Hovermill, Mathematics and Statistics

• Teaching – how to communicate AI expectations with students and support them in leveraging AI in support of learning.  Research and scholarship – AI in support of teacher planning and AI is support of data science practice.  Synergy between both areas since I’m involved in teacher education.

Deborah Huntzinger, Earth and Sustainability; Center for STEM Teaching and Learning

• Data processing, coding, improvements and efficiency in workflow. How to integrate AI literacy into courses in hands on way.

Darrell Kaufman, Earth and Sustainability

• I use AI to accelerate data analysis in my research and to boost student engagement in my undergraduate and graduate teaching. I’m concerned about the impact of AI on student learning and I’m fascinated with how rapidly this technology is reshaping education, research, and the world at large.

Monika Keindl, Mathematics and Statistics

• My AI interest focuses on automating administrative tasks such as attendance and grade tracking, streamlining grading, and assisting with mathematical and statistical coding. Delegating these duties to AI reclaims vital time to increase classroom engagement and student-teacher interaction.

Minah Kim, Mathematics and Statistics

• I’m interested broadly the use of AI in mathematics education. More specifically, I am researching how pre-service mathematics teachers engage in AI-augmented sense-making and reasoning, reflect in authority, and develop teacher identity. Looking forward to expanding to postsecondary math education.

Jaechoul Lee, Mathematics and Statistics

• My interests focus on integrating AI/ML with statistical science, including hybrid statistical-deep learning methods, explainable and trustworthy AI/ML, causal machine learning, AI/ML for climate, environmental, and health applications, and Arizona data science education and curriculum innovation.

Ben Lucas, Mathematics and Statistics

• A Foundational Mathematical Sequence for the AI Era.

Adam Polinka, Forestry

• Applications of AI in scientific research, quantitative modeling, data analysis, agent-based simulation, and decision support. Specific interests include autonomous agents, reproducible computational workflows, and integrating AI with established scientific workflow.

Nandor Sieben, Mathematics and Statistics

• Data processing, coding, improvements and efficiency in workflow. How to integrate AI literacy into courses in hands on way.

Bonnie Sumner, Biological Sciences

• I would like to learn tips to speed up my internship administration work. Also would like to be able to prevent students cheating with AI. And potentially would be open to using it as a learning tool as long as it doesn’t replace actual hands on learning that most students need to learn anatomy

Derek Uhey, Forestry

• I am interested in using AI in both the classroom and conservation. I won a TRAIL award to build AI content into my environmental conservation course where we explored using AI to simulate dialogs with famous conservationists and also explored the ethical considerations of using AI in conservation.

Ian Williams, Mathematics and Statistics

• A Foundational Mathematical Sequence for the AI Era.

Xiangming Wu, Mathematics and Statistics

• I am interested in AI applications in undergraduate math education, particularly calculus teaching and learning. My interests include AI-assisted instructional design, personalized student feedback, and critically evaluating AI-generated solutions to enhance students’ mathematical reasoning.

Miriam Espinoza, Nursing

• Efficiency and creative learning methods.

Andrea Kemp, Nursing

• AI in psychiatric nurse practitioner education: curriculum and course design, simulation-based clinical learning, psychopharmacology teaching resources, and responsible AI use in clinical reasoning and documentation for graduate nursing students.

Anthony Dallesandro, Pima Community College- Communication and Writing

• I am interested in the intersection of communication, media studies, rhetoric, and writing, and I am increasingly interested in how AI will affect student learning and faculty instruction in these areas. I teach and oversee CMN 209, Introduction to Communication and Technology.

Stephanie Del Giorgio, Office of the Provost; Office of Graduate and Professional Studies

• My primary interest in advancing AI at NAU is to improve financial oversight and budget management, increasing efficiency and effectiveness. I’m also interested in how AI can elevate NAU’s position in higher education, driving innovation, growth, and broader institutional impact.

Jordan Garcia, Teaching & Learning Center- Instructional Designer

• I am extremely interested in the intersection between AI and education. I am a daily user of LLMs including ChatGPT, Claude, and Perplexity. I love hearing about the unique ways that faculty are incorporating AI into their courses so that I can share some of their ideas with other faculty.

Jerry Gile, Teaching & Learning Center- Instructional Design and Support

• I am interested in helping faculty support students’ learning, engagement and appropriate usage of AI for their coursework and also to prepare for their future careers and employment.

Wally Nolan, Teaching & Learning Center- Instructional Designer

• Student learning Instruction creation, Student success tracking, learning pathway creation.

Ashish Amresh, Informatics, Computing, and Cyber Systems

• I am working on building AI agents that help students improve their CS skills across the CS curriculum and am interested in exploring tools and other models that the community is building to help students with their course materials.

Mayank Bakshi, Informatics, Computing, and Cyber Systems

• Research: Trustworthy federated and decentralized learning – Robust fine-tuning of foundation models – Adversary detection and model validation – AI for network operations – Foundations of distributed and high-dimensional learning Teaching: – Foundations of Intelligent Systems (EE 443).

Jarrett Jay Barber, Informatics, Computing, and Cyber Systems

• As a Statistician whose theory and methods underpin AI, I bring a principled perspective lost in the democratization of AI. I teach graduate predictive ML, linking regression to RF, boosting, and neural networks, and I have explored generative AI to enhance student learning and job readiness.

Jared Duval, Informatics, Computing, and Cyber Systems

• I design AI-powered health games and telehealth tools that center under-served communities. My work blends HCI, social computing, and play to make AI feel human—improving outcomes while keeping people, not algorithms, at the heart of care.

Veera Surya Bhaskar Gali,  Informatics, Computing, and Cyber Systems

• I am interested in experimenting with different AI tools to assess the feasibility of developing controlled AI-powered lab environments for undergraduate students.

Marco Gerosa, Informatics, Computing, and Cyber Systems

• Human-centered AI for software engineering, open source, and computing education, including GenAI for developer support, AI-assisted learning, conversational agents, and empirical studies of collaboration in AI-enabled software work.

Volodymyr Saruta, Informatics, Computing, and Cyber Systems

• AI readiness and responsible adoption; LLM-integrated teaching and curriculum design; AI-supported learning tools; evaluation of AI use in education; and applied AI for large-scale data, software workflows, and environmental/scientific modeling.

John Tingerthal, Civil Engineering, Construction Management and Environmental Engineering

• Educational practices, professional applications and improving efficiency in daily processes

Mariya Vizireanu, Informatics, Computing, and Cyber Systems

• I’m an industry mixed-method researcher (in tech & entertainment) & NAU games research instructor. At this point, AI use is a “must”/competitive advantage in my field, not an option. I want to understand/contribute to how NAU navigates its responsible integration in academic research.

Lan Zhang, Informatics, Computing, and Cyber Systems

• AI Security, Adversarial Machine Learning, Robust AI, AI for Cybersecurity, and AI in Education, with a focus on malware detection, adversarial evasion, concept drift, and trustworthy AI.

Samantha Clifford, Anthropology

• My background as an instructional designer and educator has made me interested in examining equity in AI policies, use and access. I have been involved in groups to navigate appropriate AI use, strengthening learning integrity and Integrating UDL and AI to enhance Inclusive Teaching and Learning.

Amy Dryden, Strategic Communication

• Productivity/Overwork when implementing AI. Using AI to streamline workflows to mirror what is being done in the professional advertising community. Helping students understand and learn the difference between generative and agentic AI tools and recognize when/if to use either one.

Steven Gehrke, Geography, Planning, and Recreation

• Application of AI/ML techniques to improve transportation data, travel and activity behavior modeling, spatial analytics, and decision-support tools that advance sustainable mobility options and resilient multimodal transportation systems.

Robert Goodman, Psychological Sciences

• A Bidirectional Bridge Between Agentic AI and Existing Neuroscience Infrastructure.

Ronda Jenson, Human Development

• I am interested in expanding my knowledge of the capacity of AI to advance research and instruction, ethical considerations for use of AI, and the development of AI policy to protect integrity and confidentiality and to uphold trust in community partnerships.

Chris S. Johnson, Visual Communication

• AI as a creative partner in animation and visual storytelling; exploring authorship, iteration, and new forms of cultural production. Interested in how AI reshapes process, perception, and public engagement with media.

Sara Kien, Psychological Sciences

• AI integration in teaching and research, including a TRAIL-funded Socratic chatbot for critical thinking about research methods. Graduate degree in AI/deep learning (UC Berkeley). Creator of “Data Science and AI in Psychology” course as well as a “Data Science and AI in Psychology” OER textbook.

Kurt Lancaster, Creative Media and Film

• Using AI as a research assistant, shaping perspective for creative projects and research projects. I use AI in class lessons, reading and in-class worksheets development for students, using Musey 4.0 for the Science of Storytelling for students to help gain perspective on their work as a comparison.

Jermaine Martinez, Communication

• The perils and benefits of AI and AI generated content/infrastructure as an environment. Pedagogy and AI innovations for cultivating meaningful learning. LLMs and semiotics. Trade-offs between the use of AI and the offloading of human cognitive processing.

Mark Neumann, Communication

• Using AI to research historical images where there is very little or nonexistent contextual information that identifies subjects in the images being investigated.

Janice Sweeter, Strategic Communication

• Help students navigate AI in the classroom and strategic communication workplace. Presented research collaboration at 2025 AEJMC conference.

Viktoria Tidikis, Psychological Sciences

• My interests include AI ethics and responsible use; effective ways to educate students about AI literacy, verification, transparency, and critical evaluation; and AI’s effects on the mind, including cognitive functioning, learning, creativity, decision-making, well-being, and mental health.

Carla Wilson, Women’s and Gender Studies

• I study the ethical use of AI in feminist/queer humanities, applying AI-assisted analysis to the Women’s Studies Radical Sketchbook Project archive, and extending that work (via a TRAIL-funded seminar) into a CURE-grant redesign of WGS 191 for broader undergraduate research training.

C. Chad Woodruff, Psychological Sciences

• I use AI on a daily basis, mostly for the purpose of learning in minutes what might take me many hours of reading. This informs my teaching and has supercharged my research. I recently had Claude write a results section for me. It was wonderful to relieve myself of that tedium.

Zhan Xu, Communication

• My research examines human–AI communication, including how prompt framing shapes AI-generated cues and user evaluations in health contexts. I also develop AI-supported community health advocacy interventions to strengthen marginalized youths’ communication and agency.

Xin Yi, Creative Media and Film

• Filmmaking with AI.

Kristin Greenwalt, Management, Marketing, and Information Systems Management

• In partnership with RQlab, I have been implementing a customized AI agent into the graduate business analytics capstone. We have been validating and deploying a governed, transcript-driven AI–human learning system designed to improve decision-making, communication, and career readiness.

Darwin Mann, Hotel and Restaurant Management

• Innovative tech in hospitality ed means more than new tools — it builds critical thinkers. From AI drafting to live dashboards and VR site tours, technology becomes the vehicle for developing sharper, more adaptive hospitality professionals.

Linda Miller, Management

• My AI experience and interests bridge academia and industry through generative AI, AI-enabled learning, workforce development, business communication, responsible AI governance, and enterprise transformation. I leverage AI to enhance student success, innovation, decision-making, and outcomes.

Landi Morris, Accounting, Economics, and Finance

• I am interested in leveraging AI to create meaningful, real-world learning experiences for accounting students that would otherwise be difficult to replicate in the classroom, while ensuring they develop the skills and judgment needed to thrive in the evolving profession.

Susan K. Williams, Management, Marketing, and Information Systems Management

• My primary interest is helping to prepare our students for their careers with AI. What skills do they need? What jobs will be available to them? Secondly, I’m interested in incorporating AI into my own workflows. Third, as an associate editor, how is AI affecting the review process?