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Image from Little Women: The Broadway Musical (February 27-28, March 1, 2025)
No full texthttps://digitalcommons.lindenwood.edu/st_2024-2025_littlewomen/1020/thumbnail.jp
Image from Little Women: The Broadway Musical (February 27-28, March 1, 2025)
No full texthttps://digitalcommons.lindenwood.edu/st_2024-2025_littlewomen/1021/thumbnail.jp
Image from Little Women: The Broadway Musical (February 27-28, March 1, 2025)
No full texthttps://digitalcommons.lindenwood.edu/st_2024-2025_littlewomen/1025/thumbnail.jp
Image from Little Women: The Broadway Musical (February 27-28, March 1, 2025)
No full texthttps://digitalcommons.lindenwood.edu/st_2024-2025_littlewomen/1026/thumbnail.jp
Image from Till You\u27ve Lost It (April 9-12, 2025)
No full texthttps://digitalcommons.lindenwood.edu/st_2024-2025_lost/1015/thumbnail.jp
Cultivating Identity, Workforce Readiness, and Heutagogical Lifelong Learning: The Case for Student-Trained AI Agents in Postsecondary Education
Full text linkThe accelerated integration of human-centered artificial intelligence and human-computer intelligent interaction (HCII) into postsecondary education has inaugurated a paradigm shift in how learners develop cognitive, socio emotional, and professional competencies. This article argues that requiring students to iteratively build and refine custom AI agents—digital “clones” or GPTs trained on their evolving beliefs, knowledge, values, and interests addresses three pressing challenges facing contemporary higher education. First, the process of self-modeling via agent training compels deep self-reflection, fostering socio-economic development and identity formation during the critical neurodevelopmental period that extends into the mid-twenties. Second, as industry trends increasingly prioritize the creation of personal skill and knowledge agents to automate routine tasks and augment human productivity, students who graduate with a mature agent clone are directly prepared for workforce demands in knowledge-intensive sectors. Third, the longitudinal, reflective construction of these agents naturally embeds heutagogical and metacognitive practices, equipping learners with cognitive flexibility, resilience, and the adaptive self-regulation necessary for lifelong learning in a volatile labor market. Drawing on empirical findings from collaborative AI literacy and metacognition research, as well as recent advances in HCII and distributed agent design, this article outlines a transformative educational model that aligns identity work, career preparedness, and adaptive expertise. Such an approach not only individualizes learning but also democratizes access to scalable, context sensitive cognitive support for a diverse student population
The Virgin of Guadalupe and the Liminality of Pregnancy
Full text linkThis thesis suggests that the image of the Virgin of Guadalupe, during the Colonial Period, provided the diverse population of colonial New Spain (and, in particular, Mexico City/Tenochtitlán) with an image that functioned to unify even some of the most seemingly disparate belief systems, those of Christian Spaniards and Indigenous Nahuatl traditions. More specifically, this thesis argues that this unification was achieved because the image of the Virgin of Guadalupe in the 16th and 17th centuries was likely understood as representing a divine pregnant woman to many colonial viewers—a state that bound viewers, both Spanish and Indigenous alike, to shared thoughts about what pregnancy meant. Pregnancy is itself a liminal state of change and transformation, and the Spanish would have connected the liminality of the Virgin’s pregnancy with the significance of the Incarnation. The Mexica worldview was rooted in core beliefs of duality and the power of states of transition and flux, which would have been mirrored in the liminality of pregnancy. This thesis argues that the liminality of the state of pregnancy can be understood to connect the tumultuous state of flux and change following the Spanish conquest of the Mexica, the Christian theological concept of the Incarnation, and Mexica concepts of ambiguity and transformation which were linked with sacred acts. The thesis will do so by exploring how both cultures understood pregnancy, from conception to childbirth, as well as analyzing contemporary images of pregnancy from the early modern period. The goal of this thesis is to provide a new lens for interpretation for an image that has been studied for centuries using the cultural and theological understanding of pregnancy from both the colonial Spanish and the Indigenous Mexica societies
From Displacement to Design: Reframing Work, Skills, and Education for the AI-Transformed Economy A Review
Full text linkBetween 2023 and 2025, the U.S. labor market entered a period of accelerated restructuring driven by generative artificial intelligence (AI) and automation. Routine, entry-level cognitive roles—particularly in clerical, customer service, and junior technical positions—contracted sharply as intelligent systems assumed high-volume, rules-based tasks. While these displacements echo past automation cycles, the present transformation is distinct in its scope, affecting both knowledge work and creative functions, and in its speed, amplified by enterprise-scale adoption. Simultaneously, demand has surged for specialized AI-related positions, interdisciplinary roles blending domain expertise with AI fluency, and ―durable skills‖ that remain resistant to automation. Drawing on labor market data, workforce surveys, and educational research, this article frames the transition as a shift from task replacement to role redesign, with implications for workforce upskilling, educational programming, and policy intervention. Building on previous models for integrating durable skills into AI-enhanced learning, it proposes a workforce strategy anchored in three pillars: (1) skills-first hiring and AI-augmented apprenticeships to rebuild entry pathways; (2) education systems that embed technical AI literacy alongside communication, critical thinking, adaptability, and collaboration; and (3) policy mechanisms that incentivize lifelong learning and credential portability. The article concludes with a roadmap for employers, educators, and policymakers to align talent development with the evolving demands of the 2030 economy—ensuring workers can thrive in roles that complement, govern, and innovate with the technology rather than compete against it
Lindenwood Digest, October 8, 2025
Full text linkThe Lindenwood Digest has been a digital employee newsletter since 2009
Project Harvest
No full textProject Harvest is a first-person psychological-horror roguelite about how we treat the people we control. Each run through a shifting corn maze is framed as an experiment run by an evil scientist, but the deeper subject is the player’s relationship to their avatar: how easily we risk, reset, and rationalize harm when the body isn’t “ours.” Notes scattered through the maze—from past subjects and from the primary antagonist—push this idea from different angles: mirror shards that ask you to reassemble a self, “watching stones” that demand you declare what defines you, a whispering well that tempts you to throw identity tokens away. The promise of an exit, the threat that there isn’t one, and fourth-wall breaking notes are used as instruments to make the choice to play and complicity it involves visible.
The project starts from a simple belief: we learn from play. With that, the developer accepts responsibility to do more than entertain—to hold up a mirror and offer room to grow without preaching. The maze rearranges each run, but the question stays put: if we condemn the scientist for treating a subject as disposable, what does it mean when we do the same to our character in the name of “gameplay”? Built in Godot, Project Harvest uses repetition to teach self-reflection, asking the player to finish with more than a win state