- Campus:
- IU
Can you tell me a bit about your role at IU and how AI has become part of your day-to-day work?
I’ve been at Indiana University for more than 22 years and have held a variety of roles during that time. For the past nine years, I’ve worked in Learning Technologies, primarily in instructional design and leadership roles. My work has recently expanded to include efforts related to Unizin, a consortium IU helped found that focuses on learning technologies, analytics, accessibility, faculty development, accessibility, app development, and affordable content across 16 higher education institutions.
My entry into AI came through my leadership role, when I was given access to Microsoft Copilot. That initial exposure—particularly its ability to handle meeting notes—opened the door for me to explore how AI could support workflow, communication, and strategic work.
What prompted you to start using AI tools more intentionally in your work?
As a leader, I realized how often women end up taking meeting notes and how that can pull attention away from being fully present in conversations. Using AI to capture notes allowed me to focus on reading the room, listening carefully, and making stronger connections during meetings. Beyond that, I discovered I could query those notes afterward to create job aids, prepare for future meetings, or translate discussions into actionable next steps, which made AI immediately valuable in my daily work.
I currently use several IU-vetted tools, including Copilot, Gemini, and ChatGPT, depending on the task. I’ve used AI to create presentation visuals, develop strategic plans, summarize committee work, generate reports, and explore topics such as learning analytics.
How have you developed your skills in using AI more effectively?
Completing IU’s GenAI 101 course was a great foundation, especially for learning how to structure prompts using context, output, result, and examples. I’ve also gained insights from attending conferences and learning how others are approaching AI in higher education. Being intentional about prompting—especially to ensure diverse and inclusive representation in generated content—has been an important part of refining how I use these tools.
What advice would you give to colleagues who are hesitant to start using AI?
I recommend starting with tools that are vetted by your institution, particularly those with clear privacy and data protections. Begin small and use AI for low-stakes tasks like drafting emails, summarizing notes, or brainstorming ideas. Pre-built prompts can help build confidence, and it’s essential to review and edit AI-generated content to ensure it reflects your voice and judgment. Staying informed, balanced, and cautious—while remaining open-minded—goes a long way.
Looking ahead, what excites you most about AI’s potential at IU?
AI has the potential to enhance learning experiences by supporting creativity, reflection, and personalized learning for students, while also reducing repetitive tasks for faculty and staff. By offloading routine work, AI allows people to focus more on connection, innovation, and meaningful engagement. I’m also excited that AI pushes all of us toward continuous learning—encouraging growth, adaptability, and new career pathways throughout our professional lives.