The main objective of this round-table discussion, "Generative AI and Academic Writing: Upholding Ethics in Higher Education" is to explore the ethical implications of integrating generative AI tools into academic writing practices and to consider how these impact issues of equity (Dobrin, 2023; Rivas et al., 2023; Putwain et al., 2020; Mollick & Mollick, 2023; Eaton, 2021). While the possibility for AI to ameliorate issues related to social inequities in higher education is exciting (Owusu-Ansah, 2023; Gupta et al., 2024; Hao, 202; Nobel, 2018), there remain legitimate concerns about its potential to exacerbate these same inequities. This presentation is inspired by Dr. Reid’s work with teaching preservice teachers strategies for equity and inclusion, and Professor Lima’s most recent academic writing courses, which focus on investigating the ethical uses of generative AI in higher education in a post-plagiarism era (Eaton, 2023). Employing a variety of pedagogical approaches to engage students, these courses utilize team-based, project-based, and inquiry-based learning strategies to foster collaboration and critical thinking (Lee & Galindo, 2021; Barron & Darling-Hammond, 2017). These methodologies not only encourage diverse learners to collaboratively investigate real-world issues, but they also are key to creating more equitable and inclusive learning environments.

Drawing on our combined pedagogical experiences in a) engaging students in ethical AI writing strategies; and b) implementing equitable and inclusive classroom practices, our discussion will explore how educators can employ best practices for responsibly implementing AI in their curricula, enhancing AI literacy among students, and creating an equitable learning environment. We hope to engage participants in collaborative discussion to identify challenges such as plagiarism, authorship, and academic integrity, and how these may be impacted by equity issues. By fostering a critical dialogue on ethical considerations, the presentation aims to empower educators to navigate these complexities in the evolving landscape of higher education.

Transformative Learning Theory explores how changes in practice for educators are linked to changes in personal and professional perspectives. Romano (2022, p755-756) writes,

‘[T]ransformative learning can support bringing awareness to the perspectives that teachers hold about education so that they might critically reflect on and shift aspects of their practice that are not in the best interest of all students’ ( p755-756).

How can transformative learning build educators’ skills to recognize and challenge inequalities, such as the “no problem here” discourse (Davidson, 2018), while fostering discussions on privilege, decolonizing the curriculum, and epistemological justice?

And how can it build awareness of educator’s positionality as agents of political-pedagogical action, as defined by Govender (2023, p. 236):

‘All teacherly decisions (from classroom practice to curriculum design) are inherently bound to issues of power. From this position, teachers might make pedagogical choices in more socially just ways that empower themselves and students to deconstruct and reconstruct teaching and learning in more equitable ways.’

A recent evaluation of the co-constructed national Building Racial Literacy programme in Scotland (Chefeke et al., 2024) found that participants’ personal and professional perspectives are transformed through critical reflection within ‘braver, safer learning spaces’ (p5): “My confidence has grown allowing me to voice my opinion on racist perspectives when in the past I may have stayed quiet.”

However, those who undergo this transformation often face the burden of being seen as the “anti-racism expert,” with one participant explaining (p.23), “I do this because it is the right thing to do, but it is exhausting and unsustainable.” This roundtable discussion will explore these challenges and examine the role of professional learning in developing educators who are less race-evasive and willing to engage in difficult conversations “rather than shying away and worrying about judgment from colleagues” (p. 21).

Aligned with the strand "Promoting Equity and Inclusion through Effective Partnerships with Schools," this work examines the pivotal role of school-university partnerships in promoting inclusive educational practices. Drawing from the "Schools as Clinics" model of the University of Connecticut (UConn) and integrating efforts from Sam Houston State University (SHSU) and Saginaw Valley State University (SVSU), it highlights how clinical partnerships can better prepare teachers to address the needs of diverse student populations. Teacher candidates are embedded within urban, rural, and suburban school districts, providing exposure to diverse student needs and ensuring a focus on social justice, inclusion, and equity in practice. Through these partnerships, teacher candidates link theory to practice, develop culturally responsive teaching strategies, and reflect on their roles in promoting equity. Tools such as the Promising Practices Observation Tool and other evaluation methods guide candidates in recognizing effective inclusive teaching strategies, enhancing their ability to support all students. The reciprocal nature of these partnerships enables both universities and schools to benefit from shared expertise, creating environments that promote the success of marginalized students. Efforts at SHSU emphasize field-based learning early in students’ academic careers, while SVSU similarly focuses on clinical experiences that place teacher candidates directly into diverse classroom settings. Additionally, UConn employs an Early College Experience program to engage diverse high school students in education-focused coursework, creating a pathway to teacher preparation programs and fostering a more diverse teaching workforce. Current literature on clinical partnerships supports the ability to foster equitable outcomes in teacher preparation. By engaging teacher candidates in hands-on experiences that emphasize diversity, this model aligns with contemporary calls for justice-oriented teacher education (Anderson & Stillman, 2019; Sleeter, 2020). This research contributes to ongoing discussions about how effective partnerships between schools and universities can advance equity and inclusion in education.

Research has shown that integrating educational technology into schools can help reduce the achievement gap, particularly in underserved communities (Marx & Kim, 2019). Among these technologies, Geographic Information Systems (GIS) is particularly underutilized tool in addressing social equity within educational settings. This project explores how introducing GIS through geology workshops can empower STEM teachers in Title I schools, expanding access to advanced technological education and fostering greater equity. This initiative aims to promote social justice, providing students with skills and resources typically out of reach for marginalized populations.

Grounded in social justice and educational equity theories, the study emphasizes the importance of providing equal educational opportunities, particularly for underserved populations. By integrating cutting-edge technology into the curriculum, the project aligns with frameworks aimed at reducing the STEM opportunity gap and fostering inclusive education.

A series of week-long summer workshops were held, offering geology-based STEM lab activities across various STEM disciplines to equip teachers, especially from Title I schools, with hands-on GIS training. Ongoing support ensured successful classroom integration. Data from surveys, interviews, and classroom observations were collected to evaluate the workshops' effectiveness on both educators and students.

The results showed a significant increase in teachers' confidence and proficiency with GIS technology, enabling them to incorporate GIS into their curricula. As a result, hundreds of students gained exposure to state-of-the-art GIS applications, which not only deepened their understanding of geology and spatial analysis but also sparked greater interest in STEM careers.

By leveraging technology to close the educational gap in Title I schools, the project highlights how targeted interventions can promote equity and social justice. The introduction of GIS in these underserved schools serves as a model for using technology to create more inclusive, empowering learning environments, contributing to a more equitable society.

There is ample research that shows the value of early field experiences (EFEs) for teacher preparation (Huling, 1998, Johnston & Wetherill, 2002, Borich & Cooper, 2004), however EFEs can be challenging to incorporate due to scheduling demands, coursework requirements, and logistical barriers. As a means of overcoming this challenge, this study seeks to incorporate the use of avatar simulations as an EFE for pre-service elementary teachers. We seek to gain a better understanding of the ways in which immersive technology can facilitate PSTs’ learning and development as novice teachers through meaningful rehearsals of simulated teaching. As such, in this study, we ask In what ways do avatar-based simulations support PST’s understanding and growth as elementary teachers of literacy?

This study, designed as a collaborative self-study, began with the three authors engaging in critical discussion and reflection aligned with Self-Study of Teacher Education Practices (S-STEP) research. As a team, we recognized the need for additional EFEs to adequately prepare PSTs for the internship experience and beyond. Various sources of data were collected to study the inclusion of the avatar simulations as EFEs in coursework, including assignment documents, avatar-based simulation recordings, observation protocols (completed by peers and instructor), and instructor and student reflections on immersive experiences. These data were analyzed through an iterative coding process in order to identify overarching themes.

Overall, PSTs highlighted the benefits of the avatar simulation experiences, noting that it helped to 1) build their confidence and take on the professional disposition of “teacher”; 2) become more familiar with their content in order to “translate” for parents and families; and 3) connect coursework to classroom practice. This study underscores the importance of exploring how existing immersive simulations, used as EFEs, can be used to enhance the learning and growth of PSTs.

Recently, The Chronicle of Higher Education dubbed this the “Age of Interims” (Lu, 2024). At our university, several interim appointments illustrated Lu’s claim, so three of us collaborated for a self-study of leadership learnings during our pre-limited year of service. The social-justice minded vision/mission of our urban, commuter, minority/Hispanic-serving institution (US designations) inspired us to consider our interim placements as concentrated pathways to innovative service. In an academic college of public service/urban education and an administrative department providing student success supports, we leveraged our roles as interims to bring clarity of purpose and equity of implementation to the teaching of of historically underserved, first-generation students—strong and determined future changemakers for their communities. At the outset, we knew that our leadership would be short-lived; nevertheless, we aimed to set the table for the leaders who will come after us to serve those changemakers with innovation and integrity. Moreover, our students, a beautiful mosaic of dreamers and doers, contextualized our work.

During our interim service year, we met regularly to reflect upon our work within Ward’s (2023) “keys to effective interim leadership” and how those developed for us within Woods et al.’s (2020) “interim assignment cycle.” Our data collection consisted of informal empathy-based discussions, formal agenda-based Zoom meetings, and individual prompt-based journaling. Artifacts from data sources were thematically coded for analysis. Specifically, we considered our work through the lens of urban education, as two of us served in the college that houses that discipline. Our third author supports students’ academic progress through diverse wraparound supports, work that is foundationally relevant to students’ success. Therefore, much of our work was conceived and implemented within the spaces of teacher education and community/school partnerships. Our findings, while rooted in the context of urban education, have implications for interim leaders in multiple disciplines and settings.