Carlos Castaneda, Psychology, Behavioral and Social Sciences
PSYC 4349: Neurodevelopmental Differences: Exploring Autism & ADHD & PSYC 3340: Counseling & Guidance
Monica Cicciarelli, Mathematics, Natural Sciences
St. Edward's Math Lab Tutor Training
Amy Concilio, Environmental Science & Policy, Behavioral and Social Sciences
ENSP 4349: Civic Ecology Practicum
Marcus Folkes, Counseling, Behavioral and Social Sciences
CNSL 6366-03: Expressive Arts
Jamie Hinojosa, Writing and Rhetoric, Arts and Humanities
WRIT 4345/4349: Cross-Listed: Senior Project and Grant Proposal Writing
Christine Staab, Mathematics, Natural Sciences
MATH 0104: Support for Success in Statistics
Katherine Trevino, Psychology, Behavioral and Social Sciences
PSYC/SOCW 3333: Addiction Counseling Ethics and Practice 1
Mary Zadnik, Occupational Therapy, School of Health Sciences
HSYS 3321: Current Issues in Healthcare
PSYC 4349; PSYC 3340: Neurodevelopmental Differences: Exploring Autism & ADHD; Counseling & Guidance
Area of Focus: Generative AI Skills and Literacies
This project integrates Generative AI (GAI) skills and literacies into Neurodevelopmental Differences: Exploring Autism & ADHD and Counseling & Guidance to prepare undergraduate students for AI’s growing role in mental health care. By incorporating AI-driven case studies, ethical debates, and role-playing simulations, students will develop critical thinking, technological literacy, and clinical preparedness for real-world applications.
As AI continues to shape counseling and social services, this project ensures students engage with AI responsibly, understanding both its potential benefits and ethical concerns. By bridging technology and counseling education, this initiative enhances experiential learning, strengthens career readiness, and contributes to the broader conversation on AI’s role in healthcare and human services fields.
St. Edward's Math Lab Tutor Training
Area of Focus: Advanced Experiential Learning
This project aims to redesign the St. Edward's Math Lab tutor training to foster a more reflective, growth-driven experience for student tutors. By incorporating goal setting, regular check-ins, and structured reflections throughout the academic year, the project strives to help tutors develop not only their tutoring skills but also valuable professional abilities like communication, leadership, and problem-solving. This approach transforms tutoring from a transactional role into an experiential learning opportunity, empowering tutors to see their work as part of a larger personal and career development journey.
ENSP 4349: Civic Ecology Practicum (New topics course)
Area of Focus: Advanced Experiential Learning
As a 2025 Innovation Fellow, I will design a new advanced experiential learning course in Environmental Science and Policy entitled “Civic Ecology Practicum”. Students in the course will collectively work with one another and with groups and individuals across campus and in the greater Austin community to put into practice on-the-ground projects that advance social-ecological resilience in our community. The participatory action and project-based learning approach to the class promises to motivate and engage students from a variety of majors and backgrounds by allowing them to apply their diverse skills and knowledge to address a pressing issue, empowering them in their learning process, and helping them to make connections between academic scholarship and coursework and its relevance to society. The course will also provide students with an opportunity to practice and demonstrate collaboration, teamwork, and stakeholder engagement- all of which are needed for success in a variety of careers.
CNSL 6366-03: Expressive Arts
Area of Focus: Advanced Experiential Learning
This project aims to strengthen and enhance an expressive arts course that integrates innovative methodologies to promote courageous teaching and transformative learning at St. Edward’s University. By fostering creativity, critical thinking, and empathy, the course seeks to empower students to engage meaningfully with complex issues, preparing them for diverse academic and professional challenges. This initiative aligns with the university’s mission of cultivating compassionate global citizens and supports its strategic goals of inclusivity, sustainability, and ethical leadership.
WRIT 4345/4349: Cross-Listed: Senior Project and Grant Proposal Writing
Area of Focus: Advanced Experiential Learning, Generative AI Skills and Literacies
In this course revision, I propose to integrate GAI to transform our existing curriculum and amplify experiential learning. By incorporating AI tools throughout the grant writing process, we can streamline brainstorming, research, and revision stages, enabling students to devote more time to refining the argumentation and critical aspects of their projects. This shift not only aligns with the specific demands of grant proposal standards but also deepens the integration of off-campus partnerships, connecting students with working professionals and organization. This course revision will allow me to provide individualized attention, ensuring students master essential writing skills while leveraging AI to maximize their creative and analytical potential. This innovative approach meets the evolving needs of both the academic and professional realms, preparing our students for success in diverse career paths.
MATH 0104: Support for Success in Statistics
Area of Focus: Generative AI Skills and Literacies
The redesign of MATH 0104 focuses on integrating technology, specifically generative AI, into the learning process. Students will gain practical experience using generative AI to optimize data analysis, processing, and visualization. The course will cover how AI can streamline time-consuming tasks like data cleaning, pattern identification, and dataset standardization, allowing students to focus on deeper analysis and insights. Through hands-on exercises, students will learn to create compelling visualizations and predictive models that communicate complex data stories effectively, enabling better decision-making. This approach ensures that students are not only familiar with essential data analysis techniques but also gain valuable skills in utilizing AI to improve efficiency and impact. By the end of the course, students will be equipped with the technical expertise necessary for navigating the growing role of AI in data analysis across various industries, preparing them to be adaptable and valuable assets in a data-driven world.
PSYC/SOCW 3333: Addiction Counseling Ethics and Practice 1
Area of Focus: Advanced Experiential Learning
I seek the Innovation Fellowship to refresh my Addiction Counseling Ethics and Practice I course, PSYC/SOCW 3333. This course is required for students enrolled in the Certificate of Evidence-Based Addictions Counseling, but also serves as a higher-level elective for students not able to join the certificate. The Innovation Fellowship would allow me the time, resources, and encouragement to improve the advanced field experience in the course. Currently there is a field experience that requires students to learn about evidenced-based interventions, and design their own 45-minute intervention on a topic having to do with the provision of substance use disorder therapy or psychoeducation. My plan is to provide and integrate consulting skills into the project to engage Austin based substance use organizations/treatment centers to provide interventions that can improve the real-world needs of their clientele.
HSYS 3321 : Current Issues in Healthcare
Area of Focus: Creating Safe Spaces for Challenging Conversations, Innovative ways to connect students to Lifelong learning
The HSYS 3321 Current Issues in Healthcare course is intended to focus on providing the students with a foundation in healthcare and understand their potential role as an administrator. The title and content will focus on connecting students to current events and help them understand the impact of them on healthcare in general. Current issues in government, reimbursement and cultural climate will be important in their learning as well so there is a need to be innovative; content needs to be current and fluid and include OER materials. My goal is to give them a basic understanding of health care structures and then to share with them all the internal and external influences on it. We will look to connect them with resources so they can remain informed and find the drive to be lifelong learners. The goal is to help them see where they can start as an administrator and then where they can grow and how.