Journals@UC (University of Cincinnati)
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Assessment in the Age of AI: A writing-based approach in a Psychology Research Methods course
Full text linkThis personal narratives reflects on how the availability of generative AI has prompted a reevaluation of assessment strategies in my undergraduate research methods course. Traditionally, the course focused on developing students’ ability to read and synthesize primary-source research using a series of article summaries. I suspected, though, that some students were submitting articulate, but AI-generated summaries without engaging with the source material. To address this, I piloted a new strategy: integrating open-ended, application-based questions that asked students to connect course concepts to the specific journal articles they had chosen. Given that I was piloting this approach during the Spring 2025 semester, I introduced these questions as extra-credit prompts rather than prompts scored for test credit.
The responses fell into three clear patterns: students who left the questions blank, those who provided surface-level answers, and those who demonstrated deep, thoughtful application of course content. This approach highlighted for me the limitation of traditional article summary assignments in the AI era; however, it also highlighted the potential of applied assessments to encourage students to encourage with research literature. Encouraged by the insights this approach provided, I now plan to integrate similar prompts into standard assessments and class activities, using both shared and student-selected articles to scaffold research literacy. This narrative emphasizes the emotional and pedagogical impact of this small assessment change in my course. It argues that the goal is not to “detect” AI use, but to design learning experiences that motivate students to engage with research literature
Reimagining Beginner-Level Japanese Courses: Generative AI as a speaking aid
Full text linkThis personal essay explores the evolving role of generative AI as a speaking assistant in a beginner-level Japanese course. Reflecting on the challenges of providing effective speaking practice in a traditional classroom, such as limited contact hours and the shortcomings of language assistants, I describe my journey of integrating a customized AI chatbot, “Sato,” into my teaching. Drawing on classroom observations, student feedback, and recent research, I discuss the strategies used to introduce AI as a tool for language learning, the adaptations made to assignments and classroom activities, and the ongoing process of supporting students as they navigate this technology. While AI offered clear advantages, including flexible, personalized, and low-pressure speaking practice, its limitations, such as technical barriers and the lack of truly natural conversation, also became apparent. Ultimately, this experience has transformed my approach to inclusive teaching: rather than viewing AI as a threat, I now see its potential to empower students when used thoughtfully and in tandem with human guidance.
From Talos to ChatGPT: Teaching AI Through Transmedia Storytelling
Full text linkThis personal reflection describes the integration of generative AI (GenAI) in courses in interactive media through a pedagogical lens heavily focused on combining experiential learning, critical analysis, and creative exploration. Drawing from my experience working in the video games industry, I detail a four-pronged approach I’ve developed to promote AI literacy in my classes. This model includes the introduction of foundational concepts related to AI, the exploration of real-world case studies, hands-on projects, and the ethics and critical issues related to the proliferation and use of GenAI. A case study on a final group project focused on creating a transmedia story world is described, whereby students collaborated and used GenAI tools to create these multi-platform concepts. These activities demonstrated how human creativity, and computational creation can lead to new aesthetic, genre, and narrative possibilities. Reflecting on broader cultural and historical contexts, from Greek mythology to contemporary media like Black Mirror and Detroit: Become Human, this essay positions AI literacy as a necessary component of media education today. Educators must keep pace with technological change and work with students to critically and creatively navigate the evolving landscape of GenAI and the rise of agentic and artificial co-intelligence.
From Curiosity to Collaborations: Planning teacher education classes with AI
Full text linkIn this personal narrative, the author reflects on their experiences using generative artificial intelligence (AI), specifically ChatGPT to enhance their class preparations and planning for their college courses in early childhood teacher education. Using three personal vignettes, they describe their iterative process working with AI to infuse creativity and content. They capture their own emotions through this journey as well as the reactions of their students. The author concludes by acknowledging the enticing power of collaborating with AI and share future plans to explore students’ prompts as a form of assessment of learning and teaching
Student Perceptions of Virtual Exchanges for L2 Practice: A Comparison of Two Platforms
No full textWhile comprehensible input is the focus of most current approaches to language acquisition, gradually aiding the students to push themselves to produce oral language is also critical. Whereas children learning their first language and learners in immersion settings have constant opportunities to test their hypotheses about the language via output, students in a second language (L2) classroom have very limited exposure to input and even more limited oral practice opportunities. In addition, many oral activities, even those that supposedly require creative speech and a negotiation of meaning, fail to provide learners with authentic, spontaneous, and extended speaking practice. This study will compare two of the more popular conversation services, discuss the advantages of using them for a variety of classes and levels, share specific pre and post speaking assignments designed to target all 5 Cs, and report findings from class surveys on student perceptions regarding the benefits of using partner chat services for improving oral proficiency and overall communicative competence.
Effectiveness of an Online Psychology Career Course on Undergraduates’ Career Decision Self-Efficacy, Self-Perceived Career Knowledge and Career-Related Knowledge
Full text linkMany universities have established career courses in psychology, with such goals as increasing students’ knowledge of career opportunities, alleviating anxiety about and increasing students’ confidence in the career decision-making process, and helping students learn to identify and articulate their competencies related to the workforce and/or graduate programs. The purpose of the current study was to evaluate the effectiveness of a structured career course in psychology/neuroscience recently moved to the online modality and extended to a full semester. One hundred and seventy-eight students enrolled in a career planning course required for undergraduate psychology and neuroscience majors completed assessments at the beginning and end of the semester. Results showed students’ career decision self-efficacy and self-perceived knowledge of career opportunities increased significantly from the beginning to the end of the course. Additionally, students displayed significantly more accurate career related knowledge at the end compared to the beginning of the semester. Gender differences were found, with women scoring lower than men on career decision self-efficacy and self-perceived knowledge of career opportunities at the beginning of the semester; these differences disappeared by the end of the semester. The results of this study provide further support for the effectiveness of career courses, the online modality, and the need for additional universities, as well as majors, to incorporate career courses in their curriculum
Self-Cleaning Leather: A New Methodology for Photocatalyst Immobilization on Bovine Leather
No full textThis work evaluated the use of polycarboxylic acids as chemical binders to immobilize TiO2 to produce “crust” vegetable-tanned leather with self-cleaning properties. A methodology was developed with immersion of leather samples in a solution of polycarboxylic acids, followed by curing of the binder. Subsequently, photocatalyst deposition was performed through immersion, followed by a second curing process. Additionally, the samples were subjected to a wind tunnel to remove TiO2 layers overlapping the chemically bonded layer on the surface. To evaluate photocatalytic activity, a methylene blue photocatalyst activity indicator ink (PAII) was applied on the leather surface, being reduced by UV light. Photodegradation was registered through digital images and evaluated by RGB spectra. This methodology has never been used before for leather samples. Results showed that polycarboxylic acids acts like binder to collagen fibers through esterification reaction. Furthermore, it was found that increasing the photocatalyst cure temperature enhances the bonding between the carboxylic groups of succinic acid and TiO2, thereby increasing the photocatalytic activity. However, there is a temperature limit (60°C) above which the leather loses its properties.
These results demonstrated that the methodology was efficient, being able to produce self-cleaning vegetable-tanned leather with photocatalytic activity and good reproducibility
Hexavalent Chromium Adsorption by Tannin Immobilized Goat Hair
No full textBiomaterial based sorbents have been increasingly interesting for heavy metal removal in aqueous solutions. Waste goat hair from tanneries was utilized as matrix for immobilizing tannins, and a sorbent based on mimosa tannins and goat hair was prepared. The adsorption behavior of the sorbent to hexavalent chromium was investigated. The experimental results indicated that the optimal pH for the adsorption of Cr(VI) was found to be 2.0~3.0. The time for attaining adsorption equilibrium was 200 min. The adsorption isotherms of the sorbent to Cr(VI) could be well described by the Freundlich model, indicating the adsorption can processed easily. The adsorption capacity of Cr(VI) on the sorbents was 117.3 mg/g at 313 K. The adsorption kinetic data of Cr(VI) fitted the pseudo- second-order model, illustrating that the Cr(VI) can diffuse into the interior of the sorbents during the adsorption process. Competitive adsorption studies revealed that the sorbent exhibits ability of selective adsorption to Cr(VI) in mixture solutions of metal ions, and proved that Cr(VI) could be well removed by adjusting the solution pH from 2.0 to 6.0
Experimental Investigations on Accelerated Solar Evaporation for Management of Concentrated Saline Liquor
No full textSolar energy is an important energy sector that plays a crucial role in reducing greenhouse emission in different industrial sectors, including the leather sector, to control the pollution. Stringent environmental regulations of Zero Liquid Discharge (ZLD) in Indian tanneries are implemented as directed by regulatory authorities. The ZLD system resulted in the generation of saline rejected from membrane systems being evaporated by spending considerable energy. In this paper, the potential of solar energyfor evaporation of reject from ZLD in a closed accelerated solar dryer has been investigated. In this study, the evaporation of reject/ saline water using a solar dryer with different volumes has been experimented and the volume reduction and increase in Total Dissolved Solids (TDS) are monitored during the drying period. It is evident that the closed accelerated solar dryer has shown an increase in evaporation rate with reduction in the volume of water in a given area. The outcome of this study would lead to avoidance of mechanical evaporators in case of smaller capacity ZLD plants and also reduce the amount of water to be evaporated in the Multiple Effect Evaporator (MEE) in case of larger ZLD plants. By the application of the accelerated solar dryer for the evaporator, the potential CO2 emission reduction due to replacement of different fuels used for evaporation of reject has been estimated to reduce the carbon footprint and to ensure the sustainability of the leather industry