Stark County Education News: Special Focus on Education

Walsh University’s Initiatives to Advance AI Education and Business Solutions – Post 1 of 3

 

There has been much written about Artificial Intelligence (AI) in the past year or more.  However, the question of how to use it still seems to be unanswered in many cases.

This three-part series of posts explains a few of the initiatives Walsh University in North Canton, Ohio has put in place for implementing AI in educational programming for students and using AI in its administrative practices.  Walsh University has developed plans for teaching AI in multiple academic disciplines through various course offerings. It has also been using AI as a business tool for managing tasks.

The first of the three posts summarizes how Walsh advances AI in the classrooms and its business practices. The second details how AI is being taught in Walsh’s classrooms through interview questions/answers from two of the university professors.  The third post explores how Walsh uses AI for functions such as virtual tutoring, assessment automation, data analysis and fostering greater collaboration among students and faculty, also through questions/answers with Vice President of Academic Affairs, Dr. Michael Dunphy.

Let’s start with a recent statement emailed from Dr. Michael Dunphy from Walsh about its efforts to advance and implement AI:

“In an era where artificial intelligence is revolutionizing industries, Walsh University stands at the forefront of this transformation, preparing students and professionals for the future of work. As a Catholic institution committed to ethical education, Walsh’s AI initiatives go beyond just technology—they focus on shaping individuals who can wield AI tools responsibly, making a positive impact in business and society.”

AI Initiatives at Walsh University

Walsh University has launched a series of forward-thinking AI initiatives designed to integrate AI education into its curriculum and provide pathways for businesses to upskill their workforce.

On the educational side and in partnership with Ohio's TechCred program, the university offers the Skilled Technical Workforce (STWF) Program focusing on empowering educators and administrators with the knowledge they need to bring AI into K-12 classrooms. This initiative provides professional development for teachers and ensures they are equipped with practical AI skills that can be implemented immediately.

Dr. Amy J. Heston, Professor of Chemistry and co-developer of the AI STWF program, emphasized the impact on local educators, “Our goal is to serve Catholic high schools first and then expand statewide throughout Ohio, ensuring that all educators have access to the skills needed to lead in an AI-driven world.”

The STWF program, recognized by the National Science Board, already issued over 1,500 technology-based credentials and continues to make waves across the state.

In addition to AI in K-12 education, Walsh University is incorporating AI into its higher education curriculum. For example, the course “Science Research Innovation Through AI Technology” offers students a hybrid learning experience combining online and in-person coursework, emphasizing how AI can be utilized in scientific research, idea generation, and collaborative projects.

In an email, Dr. Neil G. Walsh, Chair of Mathematics and Sciences and co-designer of the course, explains, “Integrating AI into our curriculum not only enhances our students’ learning experiences but also positions Walsh University as a leader in bridging the gap between emerging technologies and academic excellence.”

Transforming Administrative Operations with AI 

AI’s influence at Walsh University extends beyond the classroom and into the university’s administrative operations. The university is leveraging AI tools to improve operational efficiencies, streamline processes, and create a more seamless experience for students.

Dr. Michael Dunphy elaborated on AI’s role in transforming administrative functions, stating, “The primary positive impact AI will have on administrative operations is increased efficiencies. Generative AI tools can help speed up redundant tasks, streamline processes, and make administrative operations more effective overall. Students benefit from such efficiencies largely because their interactions with us—whether in admissions, financial aid, or classroom engagement—will be smoother, faster, and more accurate.”

AI is also transforming the academic experiences of students at Walsh University. Faculty members have started integrating generative AI tools into their teaching methods to support student learning and foster creativity.

“We’re just rolling out the experimental phase at scale, but individual faculty members are already leveraging generative AI tools like ChatGPT, Perplexity, and Microsoft Co-pilot to help students organize ideas, gather data, and assemble thoughts into writing,” explained Dr. Micheal Dunphy. “These tools are great for creating early drafts, which can be discussed and refined, helping students develop stronger papers and reports. Faculty are also using AI for analytics instruction, giving students faster, more personalized feedback.”

AI Tools like DALL-E are being used in creative fields to help students generate draft images and explore visual ideas. AI’s ability to streamline tasks like summarizing documents, editing, and organizing content allows students to focus more on critical thinking, creativity, and deeper engagement with professors.

Ethics Matter in AI

AI technology offers immense potential, but with that potential comes responsibility. As a Catholic university, Walsh is deeply committed to promoting the ethical use of AI in both education and business. This commitment is embedded in the university’s mission to provide a holistic education grounded in Catholic values.

Dr. Dunphy said, “This is of critical importance as it is so easy to let generative AI do the work for you. At Walsh, we ensure students know what ethical use looks like and encourage them to champion ethical uses as they enter the workforce. Walsh’s AI curriculum includes specific coursework on AI ethics, Walsh ensures its students understand the power of AI but also its potential pitfalls.

Mission and Vision

What sets Walsh University apart in the AI education landscape is its foundation in Catholic social teaching. The university's AI initiatives are driven not just by the need to innovate but by a desire to serve the common good. This approach falls in line with the vision of the Brothers of Christian Instruction, who believed in sharing knowledge.

Walsh’s focus on ethical AI training resonates strongly with businesses looking to adopt AI in a socially responsible manner. Dr. Walsh explained, “AI is so new in education that the possibilities are endless. That is what makes this such an exciting time of discovery and sharing for faculty and students alike.”

As a Catholic Institution, Walsh integrates ethical considerations into its AI education. Dr. Heston emphasized, “In alignment with the Walsh University mission and the vision of the Brothers of Christian Instruction, Walsh ensures our graduates make responsible choices by embedding ethical principals into our courses.

Looking Ahead: The Future of AI Across Disciplines

Combining interdisciplinary learning with practical training, the university equips students and professionals with essential skills for an AI-driven world.

For businesses, Walsh offers valuable pathways to success through programs like the Skilled Technical Workforce Program, aligning skill development with ethical innovation. Walsh’s AI programs provide both cutting-edge expertise and ethical guidance, preparing the next generation of leaders to navigate this dynamic field responsibly and effectively.

Employers interested in upcoming sessions or learning more about the AI STWF Program are encouraged to contact Dr. Amy J. Heston at aheston@walsh.edu or Dr. Neil G. Walsh at nwalsh@walsh.edu.

 See below for parts 2 & 3

 

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Walsh University’s Initiatives to Advance AI Education and Business Solutions – Post 2 of 3

 

Walsh University in North Canton, Ohio has taken on the  tasks of implementing AI into its coursework for students and its administrative practices. The university has found ways to make AI a purposeful reality in education, business and the workplace. 

This is the second of three posts. The first post gave an overview of how Walsh is implementing AI in various ways throughout the campus. This post will dive into the educational prospects for students attending Walsh.

Walsh University has launched an AI-focused Skilled Technical Workforce (STWF) Program designed to equip educators and administrators with the cutting-edge skills necessary to integrate artificial intelligence (AI) into K-12 education, all while ensuring full tuition reimbursement through Ohio TechCred.

The university is also offering its first-ever AI course, “Science Research Innovation Through AI Technology,” a hybrid course designed by Drs. Heston and Walsh. Tailored for science majors and other interested students, this innovative one-credit-hour course blends in-person and online learning to accommodate busy schedules. It emphasizes the integration of AI tools in scientific research and development, covering topics such as AI-driven idea generation, prompt engineering, collaborative projects, and the ethical use of AI. Students will acquire new research strategies, enhance communication skills, and engage in technology-driven group projects.

Below is an email interview with two professors at Walsh who have stepped up to the opportunity of incorporating AI into relative classwork for students.

Dr. Neil G. Walsh, Chair, of Mathematics and Sciences and Associate Professor of Chemistry (pictured below on the right) and Dr. Amy J. Heston is a  Professor of Chemistry, Mathematics and Sciences (pictured below on the left).

 

Below are their answers to the following questions about AI.

How does the AI curriculum at Walsh University prepare students for real-world business challenges, and what feedback have you received from industry partners regarding its impact?
Walsh University has started to add AI to the curriculum to ensure our graduates are fully prepared to utilize it in their chosen vocations. There is currently one course focusing on the basics of AI offered in the Mathematics and Sciences division. As the course runs, we are learning and adapting it to meet the needs of the students. We (Amy and I) haven’t had direct feedback from persons working in industry, but we received very positive feedback from a group of high school teachers (Walsh Jesuit) regarding the Skilled Tech Workforce course we offered in August. These teachers expressed appreciation for the ideas they could implement immediately for this academic year. We look forward to collaborating with them in the future as we investigate the impact on student success in K-12.

In what ways does the AI curriculum support interdisciplinary learning, and how does this approach benefit students entering various sectors?

At the basic level, this first course has allowed students an opportunity to ‘test drive’ many AI platforms. They have been given numerous examples and have explored many applications, providing some experience in utilizing AI. As for interdisciplinary learning, the possibilities are endless. We foresee students having many opportunities to use AI to help solve questions, both discipline-specific and interdisciplinary.

Have any local teachers participated in Walsh University’s AI Skilled Technical Workforce program, and if so, can you share how many and which school districts are involved?
Near the end of summer, Walsh University’s Skilled Technical Workforce partnered with us (Amy and Neil) and invited local Catholic high schools to attend our AI Workshop. Only Walsh Jesuit High School in Stow was able to attend the first one on Aug. 8. Five of their teachers spent the day with us, completed the course, and received 1.6 continuing education credits. We felt that by starting with Catholic high schools, we aligned with the mission of Walsh University. Moreover, our goal was centered around the vision of the Brothers of Christian Instruction to share knowledge in service to others.

From your perspective, how is AI education being integrated into K-12 schools, colleges, and tech schools both locally and across the U.S., and how does Walsh University fit into this broader educational landscape?
Currently, some AI tools have been adopted in K-12 schools to assist teachers with lesson planning and designing learning activities in accordance with state standards. They are in the beginning stages along with other types of institutions in higher education. AI for course design strategies is one of the most popular uses of AI in higher education right now. Some colleges are moving faster in AI implementation than others.

How are AI courses at Walsh University tailored to meet the needs of both traditional students and professionals looking to upskill in a rapidly changing job market?
Walsh University is starting to incorporate AI into some courses with varying degrees of emphasis. In Walsh’s first AI course that we designed this summer, we focused on science, which is our area of expertise. In the course so far, we have explored many AI tools and demonstrated their application and effectiveness through real-life examples. We receive feedback from students about their needs and work with them to find ways to utilize AI to its fullest potential.

What innovations in AI education at Walsh University are you most excited about, and how do you see these innovations impacting the business community?
AI is so new in education that the possibilities are endless. That is what is exciting—a time of discovery and sharing. The faculty are each individually exploring AI and sharing their experiences. With respect to faculty, this can be a very exciting time for all involved. We are fortunate to be on the leading edge of AI in education at Walsh. The impact on the business community is still unfolding, but it is clear that employees will have to work with AI tools in the future and be prepared to adapt as technology and AI advances.

Educators and administrators interested in enrolling in upcoming sessions or learning more about the STWF Program are encouraged to contact Dr. Amy J. Heston at aheston@walsh.edu or Dr. Neil G. Walsh at nwalsh@walsh.edu.

See above for Part 1 and see below for part 3 

 

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Walsh University’s Initiatives to Advance AI Education and Business Solutions – Post 3 of 3

Last January, Walsh University established the “Task Force Reviews – AI” under the leadership of Dr. Mike Dunphy, Vice President for Academic Affairs. The task force is focused on creating a comprehensive AI integration plan with two primary objectives: educating the university community about AI and developing a strategy for the ethical and responsible adoption of AI tools across campus.

This is the third in a three-part series of posts delving into the different aspects of how Walsh University in North Canton, Ohio is taking on the advancements of AI. The first post provides a summary of the educational courses and the practical implementations of AI at Walsh. The second post explored the coursework developed to date for students studying at the university.

This post will provide a look at the task force Walsh put together to determine the best practices and planning for using AI and the practical ways AI is being used at Walsh such as prioritizing academic initiatives, including the development of educational videos for incoming students and regular professional development sessions on AI facilitated by the Center for Academic and Professional Excellence (CAPE).

“AI is here to stay,” said Dr. Dunphy. “Walsh University is actively learning from early adopters and collaborating with other institutions to harness the benefits of AI in enhancing learning, research, and administrative efficiencies.”

According to Dunphy, the AI task force at Walsh has identified key areas where AI can improve administrative efficiency and productivity, such as virtual tutoring, assessment automation, data analysis, and personalized student experiences. AI-powered tools like ChatGPT 4 omni, Scribe, Gemini, Perplexity, ResearchRabbit, Scholarcy, and Elicit are among those being explored to create content and curricula, interactive learning experiences, automate tasks, and foster greater collaboration among students and faculty.

“As we move forward, we remain committed to continuously evaluating and adapting to evolving technologies,” added Dr. Dunphy. “Our phased approach anticipates not only cost savings and efficiency gains but also an enhanced student experience through personalized learning and strategic decision-making.”

Below Dunphy provides answers to a number of important questions about what Walsh has done, plans to do and plans for measuring the results in the future.

Who is serving on the AI Task Force at Walsh University?
We had a cross-enterprise selection of faculty, staff, and coaches serving on Task Force Reviews - AI. Members were selected based on referrals from Deans and VPs, and some were chosen because of their expertise or interest in the topic. We had 26 people altogether, each asked to contribute their view, some objective research they may have done, and to suggest options for us.

How is Walsh University's AI task force positioning the institution to stay competitive in the rapidly evolving higher education landscape, particularly regarding workforce preparedness?
The task force focused on two areas for action items. First was helping to educate the entire campus regarding generative AI and its applications. As a result, we are offering regular learning opportunities for all faculty, staff, and coaches through our Center for Academic and Professional Enrichment (CAPE). We offer face-to-face and Zoom-based seminars at least monthly on AI. We realize that students will need to understand or at least work with generative AI in the workplace once they graduate, so we are creating videos for all incoming students to affirm our commitment to helping them understand these tools and use them ethically and competently. Secondly, we want our faculty, staff, and coaches to experiment with AI tools to understand what is possible, helping us stay on the leading edge of use so we can remain competitive and competent.

What role do you see AI playing in transforming administrative operations at Walsh University?
The primary positive impact AI will initially have on administrative operations will be increased efficiencies. Generative AI tools can help speed up redundant tasks, increase the speed of processes "from start to finish," and help administrative operations become more effective overall. Students benefit from such efficiencies largely because their interactions with us will be smoother, faster, and more accurate in admissions, financial aid, classroom engagement, and more.

Can you share specific examples of how AI has been integrated into the university's strategy to support student success and enhance academic experiences?
We are just now rolling out the experimental phase at scale, but individual faculty members have been leveraging generative AI for several purposes. First, when used properly, generative AI tools like ChatGPT, 4omni, Gemini, Perplexity, and others are excellent for learning how to organize ideas, gather data, and assemble thoughts into writing. Generative AI is great for creating an early draft, which can be discussed and used to help students write their own papers and reports. In addition, faculty are using these tools as well as Microsoft Co-Pilot to teach analytics skills faster and with more feedback. DALL-E is a great tool for helping students generate draft images and artwork for consideration as they create their own work. Generative AI can also create lists of content to consider as traits or components for ideas in scientific experimental design, summarize published material in PDF documents, or edit documents quickly once written. All of this creates efficiencies, giving students more time to be creative, focus on critical thinking, and engage more with professors.

What is the importance of ethical AI education and how Walsh is ensuring students understand the ethical implications of AI in business and other fields?
This is critically important as it is easy for students to let generative AI do the work for them, which is neither helpful nor ethical. First, we are creating a set of videos discussing the ethical use of AI so all of our students will view these during their first term at Walsh. Then, all faculty will reinforce this idea in classes (face-to-face or online) so that students know we care about ethical use and understand what ethical use looks like. Further, we want our students to graduate with habits grounded in ethical AI use (really for everything) so that as they enter the workforce, they are sensitized to what is not ethical and champion ethical use. AI tools are being integrated into virtually every sector of our economy, so having people trained for competent ethical use is critical for our nation and economy. We are at the forefront of this.

Is Walsh University planning to offer a dedicated degree or certification program in AI, or will AI education be integrated into existing programs such as science, technology, or other disciplines?
Our current plan is integration into our courses and majors. We are offering several courses focused on AI Literacy and AI for Educators to help educate our students and the community, especially educators in high schools and grade schools. AI tools are being used everywhere in America (and worldwide), and the pace of use is increasing. Soon, Agentic AI tools will be commonplace, and we will see even greater applications as systems gain more autonomy and learn from our habits.

Has Walsh University gathered or reported any measurable results from its AI implementation?
We will have data by the end of the 2024-25 academic year. We have just started the process of implementation formally. What we do know is that proper education is critical. People are less fearful of AI once they understand what it is and what it can and cannot do. Getting folks using the tools, working out their own applications, sharing best practices, researching what others are doing at other universities and staying positive about what can be achieved is vital.

What are your thoughts on the future of AI?
AI is here to stay, and it is up to us to learn to be competent with it. It will continue to evolve very quickly. As I mentioned earlier, Agentic AI will soon be integrated, and current tools will keep upgrading with better features, stronger LLM data, and improved interfaces. Walsh intends to be at the forefront as an advocate of ethical AI use and a resource for strong competency in applications and generative AI use.