Society for Information Technology and Teacher Education: 2025 Orlando Conference

Me presenting a paper I wrote alongside my dissertation chair, Dr. Warren, examining whether generative AI is useful for rapidly prototyping educational media, drawing on an NIH-funded science education graphic novel for 8th–10th graders about environmental toxins. Using DALL-E and Gemini to generate comic panels through an iterative workflow of standards alignment, storyboarding, and team review, the project found that generative AI sped up media creation but struggled with persistent character inconsistency requiring time-consuming Photoshop edits. The presentation concluded that GenAI works well for brainstorming and single images but is not yet reliable for complex media like graphic novels, with future work focused on supplying standard character models to improve consistency.​​

The Impact of Generative AI on Teaching and Assessment in Higher Education

Association for Educational Communications and Technology: 2025 Las Vegas Conference

This study surveyed 150 faculty members across more than 100 U.S. institutions to examine how higher education faculty are adopting generative AI (GenAI) in teaching and assessment. Most faculty were actively incorporating GenAI and held positive attitudes toward its use in teaching, but were noticeably less positive about assessment, citing concerns such as plagiarism, overreliance, and loss of critical thinking. While most expressed willingness to adjust their teaching content and methods, they were more hesitant to change assessments, with many favoring authentic, project-based approaches that emphasize higher-order thinking. The study concludes that faculty are broadly open to evolving their practices to accommodate GenAI, though some reluctance remains around assessment redesign.​​

Improving middle grade STEM interest and increased learning using GN and DOC

NIH Science Education: 2024 Salt Lake City Conference​​ - Round Table Discussion.




Holian, A., Jones, P., Burg, R., Holian, G., Warren, S., & Taylor Schlitz, I. (2024). Improving middle grade STEM interest and increased learning using GN and DOC. In L. Stark & K. Bass (Eds.), Broadening Participation (pp. 23–23). National Institutes of Health: Science Education