portfolio

Academic Integrity, AI, and You: Becoming an Independent Thinker in an Augmented World  

Audience: First- and Second-year College Composition students 

Responsibilities: Subject Matter Expert, Instructional design, eLearning development

Tools Used: Articulate Rise, Articulate Storyline, Articulate Review, Canva, Figma

Problem | Increased access to generative AI tools has created confusion—and temptation—among students in first-year writing courses. Many students now rely on AI to complete writing assignments, often without understanding the academic and developmental consequences. In my Winter 2025 Composition II class, 3 Students were flagged by Turnitin's AI Screening tool with a score of 80% or higher. Of these 3, 2 admitted without hesitation that they used AI to write their essays on their behalf.

This surge in misuse highlights a critical disconnect: students often view writing as a task to complete rather than a skill to build. There is an urgent need to redefine how students see themselves in relation to their work—not just as learners, but as thinkers and creators. Instructional roadblocks —such as over-reliance on AI, fear of failure, and lack of ownership—were transformed into learning opportunities in this eLearning course.

Each module encourages students to engage in honest self-reflection and build habits that strengthen both academic integrity and self-efficacy. These performance improvements are expected to support stronger writing outcomes, higher confidence, and greater student engagement and retention.

Solution | Conversations with students revealed both curiosity about AI and uncertainty about what’s allowed in academic work. At the same time, faculty identified growing concerns around plagiarism, loss of student voice, and declining writing fluency. This eLearning course addresses those needs by helping students distinguish between ethical and unethical AI use, understand the role of writing in their own personal and intellectual growth, and build integrity-focused habits that prepare them for college, career, and civic life.

The course includes ethical use guidelines, reflective self-assessments, and real-world application scenarios to promote engagement and retention.

Process | For this web-based version I created custom interactions in Storyline that were then imported into Rise for a seamless student experience.  Interactive assets support student learning around ethical decision-making and learner checkpoints support transfer of knowledge into practice. The course also incorporates Bloom’s Taxonomy to help students think metacognitively about their growth as thinkers and writers over time.

Action Map | The action map below identifies three performance goals for students that emerged from classroom observations and instructor feedback:

1. Distinguish ethical vs. unethical AI use in academic writing  
2. Articulate their role as a thinker and writer in the learning process  
3. Commit to writing practices that support long-term skill development  

Results | This eLearning course is currently in development with an expected rollout of September 2025 (pending approval). I will use the following data points and evaluation metrics to evaluate the success of the Academic Integrity, AI, and the Student as Thinker eLearning module:

1. Turnitin AI Detection Results

• % of flagged AI-generated content (FA24/WI25 vs. FA25)
• Average AI score per student
• % of assignments with >40% AI use
• Number of follow-up reviews for suspected academic dishonesty 

2. Student Retention and Success

• Attrition rate (FA24/WI25 vs. FA25)
• Withdrawal rates or incomplete assignments
• Course completion rate
• Final grade distribution shifts (e.g., increase in students passing with C or higher)

I created this interactive eLearning program to guide Freshmen College students through the initial stages of preparing Oral Presentations. 

• Audience: Freshmen College Students (F2F/ILT and CBT)
• Responsibilities: SME, Instructional design, eLearning development
• Tools used: Articulate Rise, Canva, Figma

Problem | I taught "Preparing Oral Presentations" in my face to face, synchronous classes using a combination of lecture, slide decks, and small group work.  The content needed to be adapted for a new online / asynchronous cohort. 

Solution | I created this eLearning solution to offer students a refreshing departure from standard read and respond assignments. The interactive elements would make the content more engaging and boost student recall and retention.  In an effort to replicate a small group assignment that accompanies this module in my F2F classes, I supplemented this eLearning module with a graded small group assignment and discussion in the LMS.

Process | As all of the raw content was already available, and the learning outcomes already established, I sketched the action map in Figma, then completed the text-based storyboard in my existing Pages template. The module was then created in Articulate Rise, and imported into the LMS.

Action Map | The action map below identifies the 4 stages (light yellow) students were expected to perform in preparing their oral presentations. A learning goal was identified for each stage, and an outline of the method and sub-topics covered was outline (light green). The final stage (light blue) outlines the group activity students were assigned to demonstrate skill mastery and foster collaboration among peers.

Results

All students completed the activity with a grade of B+ or higher. A submission rate of 100% is rare for most assignments, so the fact that every student participated in this module was a very positive result!  Weekly feedback sessions with students revealed that they were much more excited to learn, and engaged in the assignment, after taking this eLearning module (compared to the typical read and respond assignments given in their College classes). Students suggested that adding a gamification aspect to the course would further boost their interest and engagement in the course material.

This scenario-based eLearning experience is an adaptation of in-person training that I designed and delivered on-site for a client.

• Audience: Home Healthcare Professionals (Medical Assistants, and Physical Therapists, Physical Therapy Assistants).
• Responsibilities: Instructional design,  eLearning development
• Tools used: Articulate Rise, Canva, Figma

Problem |  Patients did not feel a personal connection to their healthcare professionals (HCPs), citing a lack of empathy as the primary cause. Feedback sessions with HCPs identified active listening as an area of interest in training and development.  An opportunity was thereby created to boost patient satisfaction by teaching new and existing HCPs how to build empathy with patients using active listening techniques.

Solution | Patient feedback clearly indicated a desire for more interpersonal communication and connection with the HCPs. Meeting with the HCPs revealed a significant knowledge gap in active listening techniques. I designed in-person training solutions, which included live scenario-based training, to teach HCPs how to connect with patients by demonstrating empathy through active listening. This web-based training project is an adaptation of the face to face, instructor-led training I implemented for my client. 

Process | Designing the initial F2F / ITL required extensive needs analyses with front line HCPs. In this early iteration of the solution, Powerpoint slides and small and large group exercises were the mainstays of the solution. The WBT you see here is a concept project created specifically for my portfolio.

Action Map | The action map below identified 3 training opportunities that could result in measurable and immediate positive changes in patient satisfaction. Performance roadblocks, gathered from needs assessments with HCPs, served as the springboard for learning solution design. HCP feedback was correlated directly to proposed business solutions that would increase patient satisfaction by 50% in 30 days. This was a very realistic goal as patients were often visited 2-3 times a week by the healthcare providers. By training HCPs immediately in active listening strategies, and mandating the practice of these strategies in the field, the client was positioned to achieve their performance goal in this relatively short timeframe. (Action map created in Figma).

Results | The client achieved a 30% increase in patient satisfaction at 30 days, and a 50% increase in patient satisfaction in 60 days. Debriefs with HCPs revealed resistance to what was perceived as a shift in company culture, and that the additional effort required to cultivate empathy with patients was considered supplemental to the job scope. Additional mentorship, leadership, and team building efforts were required to evolve these cultural beliefs and ultimately reach the business goal of a 50% increase in patient satisfaction.