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What does responsible, system‑wide AI adoption look like in higher education? In this episode, we explore how a large public university system is integrating AI thoughtfully and equitably. Dr. Edmund Clark, Chief Information Officer for the California State University system, explains why CSU implemented system‑wide access to ChatGPT, how they’re balancing equity, privacy, and academic integrity, and why industry partners say critical thinking and other durable skills matter more than ever in an AI‑driven workforce.  Bio:  Dr. Edmund Clark is Chief Information Officer for the California State University Office of the Chancellor, where he leads technology strategy for the nation’s largest four-year public university system. In this role, he has helped shape CSU’s first comprehensive systemwide IT Strategic Plan, co-developed the CSU AI Strategy, advanced the AI Commons Hub and AI Workforce Acceleration Board, strengthened cybersecurity through the creation of the Cyber Fusion Center, and oversaw the largest PeopleSoft cloud migration in U.S. higher education. His leadership has also helped launch shared services that are saving more than $20 million annually for reinvestment in strategic priorities. Across a career spanning multiple universities, Dr. Clark has led digital transformation efforts that support student success, research, and institutional effectiveness. He serves on the boards of 1EdTech, CENIC, and the National Center for Teacher Residencies, teaches information systems at Cal State Fullerton, and previously was recognized as Minnesota’s nonprofit CIO of the year.

In this episode, we talk with high school English teacher and teacher-educator Casey Cuny about what it really means to teach in the age of AI. Rather than treating tools like ChatGPT and Gemini as shortcuts, Casey uses them as thought partners—to design lessons, differentiate for diverse learners, and deepen classroom dialogue. We explore why today’s students are “digital natives but not AI natives,” how intentional guardrails and AI literacy can prevent an emerging “AI divide,” and concrete ways AI can actually make learning more human, relational, and equitable, from English learners to students who have struggled for years in traditional classrooms. Bio: Casey Cuny is the 2024 California Teacher of the Year and the CEO and Founder of Whitai.app. Cuny teaches 10th grade honors English and Senior mythology and folklore at Valencia High School in Santa Clarita, California. He serves as English Department Chair and the school’s Instructional Coach. He also teaches at National University in the Masters of Education program working with teachers from all over the country, and he was recently awarded the 2025 National University Academic Excellence Delphi Award. He is also currently working with ASU’s Mary Lou Fulton School of Education as a consultant and developer for their new California Teacher Credential program. Casey’s education software—WHIT, was recently selected as a 2026 Semifinalist for the Milken-UPenn Business Competition and was also selected as a 2026 Transcend Fellow. In 2025, he spoke at the Open AI Forum as well as the Open AI Academy about the power of AI in the classroom and more broadly in education. In 2026, he delivered a keynote at Boston College about how AI can amplify UDL in STEAM. His passion lies in transforming classrooms through relationship-driven rigor, purposeful use of AI, and equity-focused instructional design. References: https://www.caseycuny.com/ https://www.whitai.app/ https://genai.calstate.edu/about/workforce-acceleration-board/casey-cuny

In this segment, Hector shares practical and thoughtful strategies for introducing artificial intelligence in the engineering classroom. He describes how he uses practical, approachable projects—such as building simple classifiers or experimenting with basic machine learning models—to make AI concepts feel accessible. By connecting AI to foundational engineering and mathematical ideas—and encouraging play, experimentation, and systems thinking—Hector suggests an approach for educators and students to meaningfully engage with this transformative technology. To listen to the full interview, visit: https://www.reflectiveteachinginadigitalage.com/criticalthinking

In this episode, Dr. Kristen DiCerbo explains how AI tools like Khan Academy’s Khanmigo are being integrated into classrooms to support both students and teachers, offering personalized feedback and assistance while streamlining educational tasks. In our discussion, Kristen emphasizes the need for ethical implementation, highlighting issues of data privacy, safety, and trust as central to responsible use. She also makes it clear that while AI is a valuable tool for enhancing education, teachers remain irreplaceable for guiding, motivating, and socially engaging students.  Bio: Dr. Kristen DiCerbo is the Chief Learning Officer at Khan Academy, a nonprofit dedicated to providing a free world class education to anyone, anywhere. In this role, she is responsible for the research-based teaching and learning strategy for Khan Academy’s offerings. She leads the content, assessment, design, product management, and community support teams. Time magazine named her one of the top 100 people influencing the future of AI in 2024. Dr. DiCerbo’s work has consistently been focused on embedding what we know from education research about how people learn into digital learning experiences. Prior to her role at Khan Academy, she was Vice-President of Learning Research and Design at Pearson, served as a research scientist supporting the Cisco Networking Academies, and worked as a school psychologist in an Arizona school district. Kristen received her Bachelor’s Degree from Hamilton College and Master’s Degree and Ph.D. in Educational Psychology at Arizona State University.

In this segment, Leslie Bondaryk shares practical strategies for building technological literacy, fostering critical thinking about AI and its outputs, integrating AI‑focused activities into everyday instruction, and positioning AI as a collaborative learning partner. Whether you’re just beginning to explore AI or refining your classroom approach, these highlights offer clear, actionable guidance for today’s K–12 educators. To listen to the full interview, go to: https://www.reflectiveteachinginadigitalage.com/exploring-ai-in-education

Many educators are exploring ways of teaching with AI and guiding learners in responsible use of powerful computational tools. In this episode, Dr. Héctor Rodríguez-Simmonds discusses how to make AI tools accessible and meaningful, foster student agency and critical thinking, and redefine the educator’s role in a rapidly evolving technological landscape. He also provides practical insights on understanding AI, building trust in the classroom, and empowering learners to use technology creatively and responsibly. Bio: Dr. Héctor E. Rodríguez-Simmonds is an Assistant Professor in the College of Engineering at Florida International University. He earned his B.S. in Computer Engineering from the University of Central Florida and his M.S. in Electrical and Computer Engineering and Ph.D. in Engineering Education from Purdue University. His teaching employs a human-centered lens that highlights sociotechnical aspects of engineering practice, prompting students to consider professional responsibility, historical context, and collaborative approaches to addressing complex problems. Initially trained in computer engineering, Héctor's early research focused on memory architectures in microprocessors. However, his experiences as a gay, Latino, neurodivergent engineer during graduate school sparked a shift toward understanding how our experiences and backgrounds shape learning and professional practice in engineering. His work now examines how students relate to tools like artificial intelligence in educational and professional settings, and how interdisciplinary teams navigate collaboration in human-centered design projects. Héctor's goal is to help future engineers develop technical expertise alongside critical reflection, innovation, and responsible decision-making skills that prepare them to address real-world challenges.  References:

Hands-on laboratory experience is at the core of science education, giving students the chance to explore theoretical concepts through practical experimentation. But in online settings, creating meaningful, tactile learning opportunities can be challenging. In this episode, Dr. Caitlin Runne-Janczy shares how Science Interactive is expanding access to science education by designing hands-on, virtual, and hybrid lab experiences tailored for online learners. Whether you're an educator, administrator, or simply interested in the future of science learning, this conversation offers valuable insights and actionable ideas. Bio: Dr. Runne-Janczy is the Chief Academic Officer and oversees all curriculum development and lab creation. She and her team endeavor to create the same lab experience in people’s homes which they might experience on campus as well as create digital simulations where appropriate. She and her team of PhD experts have built, from the ground up, over 450 individual labs across 11 disciplines. She is passionate about increasing access to STEM education by delivering new modalities of instruction. Dr. Runne-Janczy is a graduate of Marist College and received her PhD from the University of Iowa. References: Science Interactive Quality Matters

Effective teaching, whether online or in-person, requires instructors to treat students as whole people, value their experiences, and create an inclusive environment where learners feel respected, supported, and capable of learning. In this episode, we explore socially embedded learning, emphasizing that learning is not just an individual cognitive process but a deeply social and emotional experience. Dr. Streveler suggests strategies to build meaningful learning connections in online learning environments.  Bio: Dr. Ruth A. Streveler is Professor Emerita in the School of Engineering Education at Purdue University. Dr. Streveler has been the Principle Investigator or co-Principle Investigator of ten grants funded by the US National Science Foundation. She was JEE Associate Editor for the Journal of Engineering Education (JEE), has published articles in the JEE and the International Journal of Engineering Education, and contributed two chapters to the Cambridge Handbook of Engineering Education Research. She has presented workshops to over 500 engineering faculty on four continents. Dr. Streveler’s primary research interests are investigating students’ understanding of difficult concepts in engineering science and helping engineering faculty conduct rigorous research in engineering education.

As technology continues to advance, professionals in engineering, science, and other disciplines must develop computational skills to address complex problems, analyze data, and create innovative solutions. In this episode, Dr. Alejandra Magana emphasizes the need for a systematic approach to integrating computational methods into engineering and STEM education with a focus on student-centered, supportive teaching. She also introduces her new book, Learning through Computation, Modeling, and Simulation Practices in STEM. Additionally, Dr. Magana provides actionable strategies for practitioners to incorporate into their educational practices.  Bio: Dr. Alejandra J. Magana is the W.C. Furnas Professor in Enterprise Excellence in the Department of Computer and Information Technology and Professor in the School of Engineering Education at Purdue University. Dr. Magana holds a B.E. in Information Systems and an M.S. in Technology, both from Tec de Monterrey, and an M.S. in Educational Technology and a Ph.D. in Engineering Education, both from Purdue University. Her research program investigates how model-based cognition in Science, Technology, Engineering, and Mathematics (STEM) can be better supported by means of expert tools and disciplinary practices such as data science computation, modeling, and simulation. In 2015, Dr. Magana received the National Science Foundation’s Faculty Early Career Development (CAREER) Award for investigating modeling and simulation practices in undergraduate engineering education. In 2016, she was conferred the status of Purdue Faculty Scholar for being on an accelerated path toward academic research distinction, and in 2022, she was inducted into the Purdue University Teaching Academy, recognizing her excellence in teaching.  References: Teaching and Learning in STEM with Computation, Modeling, and Simulation Practices

Active participation in scientific practice through engagement in meaningful learning experiences provides opportunities for students to develop a conceptual understanding of complex topics. To make learning effective, teachers need to have a roadmap for ways to support their students in the learning process. The Full Option Science System (FOSS) curriculum is a research-based and classroom tested methodology that provides guidance and materials for engaging students in scientific and engineering practices. In this episode, Jessica Penchos will talk to us about the core principles of the FOSS curriculum, how it addresses students’ engagement, motivation, and learning, and ways that teachers can effectively integrate this approach into their classrooms. Bio: Jessica Penchos is the Associate Director of the Full Option Science System (FOSS) Project at the Lawrence Hall of Science at University of California, Berkeley. She is an experienced curriculum developer and was a lead author for the FOSS Next Generation Edition (2018) for grades 6-8 and a contributing author for FOSS Pathways Edition (2024) modules for grades TK-5. Her contributions focus on implementing research-based pedagogical practices and developing NGSS-aligned science instructional materials and assessment items centered around equitable access for all learners. Before joining FOSS, Jessica taught 8th grade science in Boston Public Schools and served as a teacher leader in the district. Jessica has an undergraduate degree with honors from Dartmouth College in Cognitive Science and a master’s degree in education from Harvard Graduate School of Education where she focused on cognitive frameworks for curriculum, evaluation of educational programs, and technology for students with disabilities.

Helping teams learn how to collaborate effectively is a challenging task in educational and workplace settings. Meaningful collaboration requires sustained support, trust building, and continuous reflection by team members on their problem-solving progress. In this episode, Elizabeth Porter shares with us her extensive knowledge of ways to support collaboration that include time-tested pedagogical approaches and cutting-edge technologies, such as the Riff Analytics platform, to create an inclusive learning environment to support effective collaborative knowledge building. Bio: Elizabeth Porter is a highly accomplished technology professional with experience in multiple verticals, as well as an industry leading expert in EdTech. With a career spanning 30 years, she dedicates herself to designing, developing and promoting cutting-edge products and leading innovation initiatives in startups and global Enterprises alike. As a team and organizational leader, she has built and grown high-performing teams, cultivating a culture of intelligence and conviction. Beth is currently the Head of Studio for C10 Labs, a Cambridge-based venture fund focused on AI-first, applied AI, high impact early stage startups. Previously, she led the Tech Diplomacy Academy at Krach Institute for Tech Diplomacy at Purdue University.  She teaches at Boston University Questrom School of Business in the IT department, pioneering new courses such as Project-Based Consulting in Data Analytics. She also serves as a Course Leader in AI Venture Studio at the MIT Media Lab. Formerly, she was the CEO at Riff Analytics, an AI-powered  collaboration and communications platform out of MIT, and the COO and then CEO at Esme Learning Solutions, where she transformed global workforces using AI and led a revolution in collaborative online learning.  Beth served as the CTO for Adit EdTech, an NYSE-listed blank check company dedicated to effecting a business combination with one or more businesses targeting the education, training, and EdTech industries. Beth has run her own EdTech consultancy for the last 9 years, helping universities, corporations and state governments implement technology solutions for online learning and professional development. Beth's skill set includes a wide array of competencies, including E-Learning & Education Technologies, Business Transformation, Technical Leadership, Leadership Development, Project & Program Management, and more.

Use of AI in education is rapidly growing along with concerns about ways it might impact learning. There is a lot of responsibility on educators to help students understand how AI technology works, how it generates information, and the ways users can analyze results for correctness and bias. In this episode, Leslie talks to us about the potential uses for AI in STEM education, approaches educators can take when discussing AI use in their disciplines, and how they can help students learn empowerment and become interested in thinking about creative ways to use this technology. Bio: Leslie Bondaryk is the Chief Technology Officer at the Concord Consortium in Concord, MA, and a 2024 EdSafe AI Fellow. Her career has been spent introducing new technologies to educational research and publishing projects across computer science, mathematics, engineering and sciences, including the first Web Calculus text, The Analytical Engine Online (PWS Publishing, 1998), and Schaum’s Interactive Outline Series (McGraw Hill, 1994-2000). She is the author of papers, articles and book chapters on technology adoption in classrooms, citizen science, and more recently on collaborative technologies in STEM software. Her research interests include AI to support learning, data visualization, physical experimentation in classrooms, collaborative learning technologies, and novel interfaces to communicate modeling concepts. She is also the former owner of Wackenhammer's Clockwork Arcade, a STEAM entertainment venue that tried to teach concepts in math and physics while playing games. References: Andy Zucker and Penny Noyce on Spotting Scientific Misinformation Concord Consortium's course on AI and how it works (Gr 8-12 appropriate) Article about integrating AI into a language arts curriculum

Educational technology can provide opportunities for creative problem solving where users can build projects that are meaningful to them. Using technology as a tool for expressing one’s ideas is a powerful approach for helping learners become digital creators rather than just consumers. In this conversation, Dr. Natalie Rusk shares reflections about her work on the Scratch programming language, the Computer Clubhouse, and most recently the OctoStudio mobile program. Bio: Natalie Rusk, PhD, is a Research Scientist at the MIT Media Lab and is one of the lead creators of the Scratch programming language and the Computer Clubhouse after-school program. She currently leads the development of OctoStudio, a new mobile app that makes creating with code more accessible for children, families, and educators around the world. Her research focuses on young people’s interests as motivate learning. She is lead author of the Scratch Coding Cards and editor of the book, Start Making! A Guide to Engaging Young People in Maker Activities. She earned a PhD in child development from Tufts University and a Master's in Technology in Education from Harvard Graduate School of Education.

Making a positive impact on the community through project-based work provides students with valuable experience in developing conceptual knowledge in science and engineering as well as building important experience in teamwork competencies. In this conversation, Bill shares his extensive knowledge in building engaging STEAM learning environments and ways of helping students learn to identify problems and solutions relevant to their community through the engineering design process. Bio: Bill Church works at the intersection of creativity, education, and the STEAM fields (Science, Technology, Engineering, Arts, and Math). He is a lifelong maker and former public school physics teacher with academic training in science, engineering, and education. Bill has used computer science, engineering design challenges, inquiry, and technology toolsets in education settings for over twenty five years.  Bill has presented his work on project-based learning at many national and international conferences and co-authored a book of classroom activities entitled, Physics with Robotics.  In 2013, Bill founded White Mountain Science, a non-profit STEM outreach and curriculum development organization in Northern New Hampshire.  Currently, Bill is starting a new venture focused on connecting the public with research in Climate STEM topics. Bill and the WMSI team are regular collaborators with STEM education innovators near and far.

Engineering design is a technical as well as a social process. Developing an awareness of factors affecting groups’ dynamics during the decision-making process can help improve team-based engineering experiences. In this conversation, Drs. Robin Fowler and Trevion Henderson share their research and practical knowledge about ways of supporting equitable collaboration among students who identify with historically marginalized groups. Bios: Dr. Robin Fowler is a Teaching Professor in Technical Communication and an Engineering Education researcher at the University of Michigan. Her teaching is primarily in team-based engineering courses, and her research focuses on equity in communication and collaboration as well as in group design decision making (judgment) under uncertainty. She is especially interested in how power relationships and rhetorical strategies affect group judgment in engineering design; one goal of this work is to understand factors that inhibit full participation of students who identify with historically marginalized groups and investigate evidence-based strategies for mitigating these inequities. In addition, she is interested in technology and how specific affordances can change the ways we collaborate, learn, read, and write. Teaching engineering communication allows her to apply this work as she coaches students through collaboration, design thinking, and design communication. She is part of a team of faculty innovators who originated Tandem (tandem.ai.umich.edu), a tool designed to help facilitate equitable and inclusive teamwork environments. Dr. Trevion Henderson (he/him/his) is an Assistant Professor of Mechanical Engineering at Tufts University. He earned his Ph.D. in Higher Education from the University of Michigan, as well as his M.A. in Higher Education and Student Affairs and his B.S. in Computer Science and Engineering from The Ohio State University. Dr. Henderson holds secondary appointments in the STEM Education program in the Department of Education, and he serves on Steering Committee for the Institute for Research on Learning and Instruction (IRLI) at Tufts University. Dr. Henderson’s research is broadly concerned with how students’ in- and out-of-classroom experiences affect their learning, focusing particularly on the ways that students’ socio-academic relationships shapes their learning in engineering education. Dr. Henderson uses both qualitative and quantitative methodological approaches to student the interactional dynamics that shape students’ learning, focusing particularly on teamwork