IUP AI Summit

Event Information

Date: November 10, 2026

The fall 2026 IUP AI Summit will provide an opportunity for members of the university community to learn, share experiences, discuss responsible AI use, and explore the implications of AI for higher education and the workforce. The theme is “From Exploration to Impact: Advancing AI Across the IUP Community.”

The summit will be a hybrid conference, offering both face-to-face and online options for presenters and participants.

Summit Focus

Summit content will be organized around the four pathways of the Artificial Intelligence Strategic Priority. The four AI Summit tracks are:

• AI Literacy Across All Constituents
• AI in the Classroom: Best Practices and Governance for Teaching, Learning, and Student Engagement
• AI Tools for Operational Efficiency and Decision-Making
• AI in the Curriculum

The committee especially encourages: 

• Interdisciplinary proposals that bring together diverse perspectives and fields
• Collaborative presentations featuring copresenters from different groups or areas of the university.
• Proposals that highlight innovative, practical, or emerging applications of AI

Who Should Attend?

The summit is intended for members of the IUP community at every level of experience, including those who:

• Are new to AI
• Want to understand available tools
• Are considering AI in a course or academic program
• Are exploring a work-related use case
• Have concerns about AI risks
• Want to share an experience or project
• Are interested in contributing to IUP’s strategic priority

Registration for the Fall 2026 AI Summit is Open

Register for the Fall 2026 AI Summit

Agenda

Poster Presentations

• AI-supported Reading Instruction in PreK-12 Classrooms: A Systematic Scoping Review of Implementation Strategies, Benefits, and Challenges- Farheen Mahmood, Chin-Yi Huang & Dalia SeifAllah
• Old Ships and New Tech: Finding Great Lakes Shipwrecks with Machine Learning- Caden Croft
• Field and Value Extraction from Heterogeneous Paperwork Using a Large Language Model- Isabella Johnson
• AI Fashion Stylist- Katherine Powell
• Old Ships and New Tech: Finding Great Lakes Shipwrecks with Machine Learning- Ira Sickles
• Unsupervised Learning for Handwriting Identification- Jacob Vanluven
• Plant Disease Classification Using Machine Learning and Image Transformation Techniques- Shahd Abulaila
• Detecting Malicious Network Activity Through Packet-Level Traffic Analysis- Layne Baum
• Deep Learning Based Plant Disease Detection and Classification- Domingo Benavidez
• Detecting Misinformation Online Using Machine Learning- Dalton Boden
• SecureCode Analyzer- Ryan Brady
• Using Artificial Intelligence to Support Early Alzheimer’s Detection Through Brain Imaging and Cognitive Assessment Scores- Liam Gray
• Using Machine Learning to Detect Dark Patterns in Digital Interface Language- Joshua Kanezo
• Evaluating the Impact of Data Quality on Model Performance in Deep Learning Systems- Rheia LaRose
• Early Dementia Risk Prediction Using Interpretable Machine Learning Models- Mukhammed Mamatysaev
• Deep Learning for RNA Secondary Structure Prediction Using Contact Map Modeling- Logan Mitchell
• Anomaly Detection in Network Traffic Using Deep Learning- Ethan Shaw
• Evaluating TurboQuant KV-Cache Compression for More Efficient Long-Context Large Language Models- Jason Westrick

Presenter Biographies

• Paul Blaschko

• Todd Cunningham serves as Chief Information Officer at Indiana University of Pennsylvania (IUP), where he provides leadership for enterprise technology, cybersecurity, digital transformation, artificial intelligence initiatives, academic technology, and IT strategy. He works closely with campus stakeholders to align technology investments with institutional priorities and student success goals. Todd has led initiatives involving AI governance, Microsoft 365 innovation, cybersecurity resilience, and technology planning in higher education, with a focus on practical, people-centered solutions that improve teaching, learning, and operations.

• Dana Lynn Driscoll, PhD, is a Professor of Writing and is the Founding Director of the Center for Scholarly Communication at IUP. She teaches doctoral courses in writing for publication, research methods (quantitative and qualitative), and dissertation writing. She has published widely on writing for publication, learning theory, writing transfer, expertise, and supporting advanced writers in disciplinary fields. She has offered keynotes, trainings, and workshops on writing for publication, teaching writing, AI support for writing, and creating writing centers around the globe, including across North America, in the Czech Republic, Turkey, Oman, Bangladesh, Indonesia, and more.

• Jen Eichenmiller is a special education teacher at Boiling Springs High School and a former instructional designer at Penn State Harrisburg. She holds master’s degrees in special education and instructional design and is pursuing an DEd in Curriculum and Instruction at IUP. Her experience spans K-12 and higher education, emphasizing inclusive instructional design, Universal Design for Learning, and educational technology. She has led professional development for educators, supported faculty in technology integration, and co-led the virtual reality initiative at Penn State Harrisburg. Current interests include AI integration that expands access to learning while preserving opportunities for meaningful student engagement.

• Andy Lim Jing Han is head of the Department for Character and Citizenship Education at Fuchun Primary School, Singapore, and is currently participating in the Fulbright Distinguished Awards in Teaching Program at Indiana University of Pennsylvania. A former Senior 21st Century Competencies (21CC) Officer at Singapore’s Ministry of Education headquarters, he has contributed to national policy development and teacher professional learning. His work focuses on integrating 21CC into the total curriculum and exploring how AI can support intentional pedagogy, meaningful feedback, reflection, and student agency.

• Ragia H. Hassan is a Digital Education Consultant at Instranova UK Ltd. She holds a DEd in Curriculum and Instruction from Indiana University of Pennsylvania. She received the 2024–2025 Teaching Excellence Award from IUP. Her expertise spans AI in education, immersive learning, and inclusive digital pedagogy. Her doctoral research explored faculty perceptions of the metaverse as an instructional format. Through research, publications, and teacher professional development, she supports educators translating emerging technologies into meaningful, accessible learning experiences.

• Chin-Yi Huang is a doctoral candidate in Curriculum and Instruction and a Teaching Associate at Indiana University of Pennsylvania (IUP). Her research focuses on technological pedagogical content knowledge (TPACK), integrating educational technology, and AI-supported teaching and learning. She has experience in secondary and higher education and serves as Director of Student Services for the Eastern Educational Research Association (EERA). Her scholarly work explores how educators integrate technology into instructional practices. At the 2026 AI Summit, she co-presents a systematic scoping review examining implementation strategies, benefits, and challenges of AI-supported reading instruction in PreK–12 classrooms.

• Christina Huhn is a Professor of Spanish Education and Spanish Education Program Coordinator at Indiana University of Pennsylvania. She holds a PhD in Foreign Language Education with a minor in Educational Technology from Purdue University and specializes in language teacher preparation, program assessment, proficiency-based instruction, and instructional design. She actively serves in several professional language organizations, serves as a program reviewer, and currently co-edits the PSMLA Language Forum. Technology in language learning has long been an area of exploration, and the rapid evolution of AI has renewed her interest in how AI can support student learning and educator effectiveness.

• Jesper Solheim Johansen is a psychologist and user researcher at Keenious. His work focuses on how students and researchers search for and evaluate literature, and on turning those findings into product decisions. In this talk, he will share insights into how user behavior changed when Keenious redesigned the way search results are displayed.

• Crystal Machado is a professor in the Department of Professional Studies in Education at Indiana University of Pennsylvania. She holds an EdD in Educational Leadership and specializes in teacher preparation, educational technology, and mentoring emerging scholars. In 2026, she received the COHS Research Excellence Award and CTE Mentoring Award. She coauthored Making Effective Presentations at Professional Conferences and is currently coediting Mentoring and Modeling Responsible AI Use in College Classrooms. Over the past four years, she has integrated AI into her teaching, exploring how it can support learning while strengthening students’ judgment.

• Farheen Mahmood is a teaching associate and doctoral candidate in the Department of Professional Studies in Education at Indiana University of Pennsylvania. Her work focuses on teacher preparation, field-based supervision, educational technology, children's literature, and reading development. She teaches and supports preservice teachers in early childhood and elementary education programs while conducting research on the use of generative AI tools in higher education. Her current scholarship explores the educational applications, effectiveness, and ethical implications of AI technologies, including Microsoft Copilot and Google Gemini, in teaching and learning.

• Benjamin Martin, PhD, MSN, RN, is an Associate Professor of Nursing at Indiana University of Pennsylvania and a practicing registered nurse. Drawing on experience in nursing education, clinical leadership, and behavioral health, he emphasizes clinical judgment and patient-centered care in preparing students for professional practice. Recognizing the growing role of artificial intelligence in healthcare, he works with senior-level nursing students to explore real-world applications of generative AI, particularly in developing patient education materials. His teaching emphasizes clinical verification, responsible technology use, and the nurse’s essential role in evaluating AI-generated information.

• Jacqueline McGinty, PhD, is a professor in the Department of Professional Studies in Education at Indiana University of Pennsylvania. Dr. McGinty is the Associate Director of Instructional Design with IUP’s Center for Teaching Excellence. In this role, she coordinates and develops faculty training on instructional design, instructional technologies, and effective facilitation methods. Dr. McGinty is passionate about promoting digital literacy, critical digital pedagogy, and inclusive education. Her scholarship focuses on AI and ethics, accessibility, learning sciences, digital literacy, and faculty development.

• Melinda L. McIsaac, MEd, MA, CEC, CCE, FMP, has been an instructor at IUP’s Academy of Culinary Arts since 2016. She is passionate about incorporating innovative teaching strategies that promote student engagement, critical thinking, and independent learning. In June 2026, she presented her poster, Blending Tradition with Technology: AI-Enhanced Teaching Practices, at the Teaching with AI Conference in Orlando, Florida. Her recent interests focus on integrating artificial intelligence into higher education, particularly how AI can enhance learning while encouraging students to develop their own knowledge and skills.

• Amar Mmoud is a doctoral student in IUP’s D.Ed. in Curriculum and Instruction program and a teaching associate in the Department of Student Success, Student Affairs, and Disability Access. In his classes, Amar and his students explore how AI can impact academic development and career readiness.

• Jeff Montgomery is the Senior Coordinator of Enterprise Applications and Project Management in IUP IT Services, bringing 29 years of experience leading enterprise applications, institutional data solutions, and IT projects at IUP. He leads the team responsible for IUP’s Student Information System and related licensed products and previously led a decade-long Pennsylvania State System data warehouse initiative. A graduate of IUP with a degree in computer science, Montgomery leads IUP’s AI Strategy for AI Tools for Operational Efficiency and Decision-Making, emphasizing the responsible development and use of institutional data to support AI innovation.

• Edward Pavlosky, MSN, MHS, RN, is a nursing faculty member at Indiana University of Pennsylvania, teaching students from sophomore through senior level. Utilizing experience in nursing education, critical care, and medical surgical nursing, he emphasizes critical thinking while providing high-quality care during the management of multiple patients. As artificial intelligence becomes more prevalent in healthcare, he recognizes the importance of helping future nurses develop the skills to use it thoughtfully and effectively. Working closely with Dr. Benjamin Martin, he has helped design and pilot senior-level clinical assignments that introduce students to practical uses of generative AI in patient education.

• Tina Pineiro holds a master’s degree in Instructional Design and Learning Technologies and is a doctoral student in Curriculum and Instruction at Indiana University of Pennsylvania. Her work focuses on designing engaging, learner-centered educational experiences that integrate instructional design principles, educational technology, and emerging tools.

• Anders Rapp is co-founder and COO of Keenious, a research tool used by universities in 15 countries. He started the company in 2017 to address the learner’s paradox, where students struggle to search for literature without already knowing its specialized vocabulary. He writes on "zero-click research," warning that generative AI summaries risk replacing source reading entirely, preventing students from developing good scientific practice, epistemic agency, and academic confidence. Writing in Khrono (July 2026), he argues that AI question-and-answer interfaces reduce students to passive consumers of knowledge, replacing the active cognitive struggle required for true learning.

• Anna Romance is a doctoral student in the D.Ed. Program in Curriculum and Instruction at Indiana University of Pennsylvania and a graduate assistant to Dr. Jacqueline McGinty. She also works as a part-time instructional designer at IUP, where she contributes to the development of the FLY course for first-year students. She earned her Master of Arts in Instructional Design and Learning Technologies from IUP in 2025. Her interests include alternative learning methods, digital pedagogy, and Universal Design for Learning.

• Madeleine Rosa is the Founding Associate Director of the Center for Scholarly Communication (CSC) at Indiana University of Pennsylvania, where she is a doctoral candidate in Composition and Applied Linguistics and teaches in the Language, Literature, and Writing department. She is writing her dissertation, “Storying Experiences of Neurodivergent Writers in the First-Year Writing Classroom,” to explore the cognitive traits of neurodivergent writers. She designed and now leads IUP’s first Neurodivergent Writers’ Group for doctoral students. With these two influences, she explores how neurodivergent writers can benefit from creative AI collaboration in their planning, decision making, and socialization in college.

• Dalia SeifAllah is a temporary faculty member in the Department of English at Indiana University of Pennsylvania and a Ph.D. candidate in the Composition and Applied Linguistics program. She holds a MA in TESOL from IUP and brings more than 12 years of K-12 teaching experience across Egypt, Saudi Arabia, and the United States. Her research explores digital identity, writing pedagogy, AI and composition, new media, gender and Islamic studies, and the experiences of Muslim women academics in online spaces. Informed by her work with international students and her engagement with evolving digital platforms in academic life, her scholarship examines digital writing and literacy practices, particularly within higher education. Her broader interests include digital, algorithmic, and visibility literacies, inclusive writing pedagogies, AI in writing instruction, and Muslim women’s experiences in digital and academic environments.

• Dan Wang is Lambert Family Professor of Social Enterprise at Columbia Business School. His research examines how social networks drive economic transformation through immigration, activism, innovation, and entrepreneurship and has served as an associate editor at various top journals in the field of strategic management. He is an award-winning teacher of MBA, Executive Education, and PhD courses in strategy, technology, and organizational theory, and comments in the media on technology, business, and society. He is also the co-creator of CAiSEY, a voice-based AI tool that helps thousands of students at dozens of universities learn through conversation. He earned his BA at Columbia and his PhD in Sociology at Stanford.

• Elise Wang is an assistant professor of medieval studies at California State University, Fullerton. She works on the long afterlife of medieval ideas. Most recently, she was a Carnegie Fellow and worked on a book on the medieval origins of modern conspiracy theories. Her current project with a team of machine learning specialists and medievalists built a handwritten text recognition model to read medieval manuscripts and transcribed the entire repository of English legal history, some 11 million documents.

• Daniel J. Weinstein, Associate Professor of English and Director of the Kathleen Jones White Writing Center at Indiana University of Pennsylvania, holds a PhD in English Literature with a concentration in Composition Theory from the State University of New York at Buffalo with a special interest in online and contemplative writing pedagogy. In 1993, Dan taught the first online English Composition class offered by UB's Millard Fillmore College; he has been enthusiastically blending high technology and human interaction in educational settings ever since. His current projects include vibe coding tools that help students learn more about writing and editing.