Initiatives: Generative AI Pedagogy

Generative AI Initiatives

Generative AI Pedagogy Fellows Program

The Generative AI Pedagogy Fellows Program is a comprehensive year-long initiative launched by the Kirwan Center and funded by the Maryland Center for Computing Education (MCCE) for the 2025-2026 academic year. This program selected 1-2 faculty members from each of our 12 USM campuses to become champions for integrating Generative AI into teaching and learning practices. Fellows participate in a structured curriculum during September and October, 2025, followed by an in-person session in November to finalize and present workshop plans. In the spring semester, fellows will offer workshops on their campuses in coordination with their Centers for Teaching and Learning. The program covers essential topics such as utilizing AI in course design, lesson planning, rubric development, student feedback and bot building for teaching and learning. 

Our 2025-2026 fellows were nominated by their provosts and have tremendous experience using Generative AI in their own classrooms. We anticipate deep collaboration and new research projects stemming from this fellowship program, in addition to enhanced peer-to-peer workshops for faculy interested in Generative AI in their teaching practices at each of our campuses.

AI, Unscripted Podcast Limited Series

AI, Unscripted is a podcast limited series co-sponsored by the USM Kirwan Center for Academic Innovation, the USM Council of University System Faculty, and MarylandOnline, produced as part of the University of Maryland, Baltimore's Moving the Needle podcast. The series features converesations with innovative educators from diverse disciplines and insitutions across Maryland who share their journeys from being AI-curious to AI-confident. Each episode provides detailed explanations of classroom implementations, student feedback, and practical strategies that faculty cam implement immediately in their teaching.

Hosted by Mary Crowley-Farrell (UMGC), Michael Mills (Montgomery College), and Jennifer Potter (USM Kirwan Center), the podcast showcases faculty discussing practical applications of AI that deliver tangible improvements to teaching, including time-saving grading approaches, increased student engagement, personalized feedback, simplified creation of case studies, and enhanced critical thinking exercises. The first episode launches on August 25, with new episodes released bi-weekly through December 15 on Apple Podcasts and Spotify. The series aims to meet faculty where they are in their AI journey, whether just beginning to explore these tools or already building confidence in their application. 

To learn more about this project, visit the AI, Unscripted Podcast Limited Series page.

Our Work in Generative AI Pedagogy

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July 18, 2014

Understanding Innovation at the System and School Levels

The following interview is with MJ Bishop, director of the Center for Academic Innovation with the University System of Maryland. Innovation is top of mind for administrators across the higher education space, but in the public system, the roles of systems and institutions in achieving this change become a little cloudier. In this interview, Bishop shared her thoughts on where their respective roles and responsibilities lie, and discusses the similarities in the innovative vision of both institutions and systems.

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July 10, 2014

Interactive Online Learning on Campus: Testing MOOCs and Other Platforms in Hybrid Formats in the University System of Maryland
Online Learning

Ithaka S+R collaborated with the University System of Maryland to test the use of interactive online learning platforms in seventeen courses across seven universities. Fourteen of these tests used Massively Open Online Courses (MOOCs) on the Coursera platform, almost all embedded in hybrid course formats, and three used courses from the Open Learning Initiative at Carnegie Mellon University (OLI). We conducted seven side-by-side comparisons to evaluate outcomes of students in hybrid sections with those of students in traditionally taught courses, controlling for student background characteristics. In addition, we conducted ten case studies using MOOCs in smaller courses using a range of approaches. For all tests we collected detailed data on the time it took for local instructors to plan and deliver their courses.

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April 8, 2014

Salisbury University’s Living Learning Communities
High-Impact Practices

Living Learning Communities (LLC) and specialized living options offer first year students the opportunity to live with other first year students who have a similar interest. LLC students have the opportunity to be part of an engaged learning community that goes beyond the traditional classroom experience.

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