2026 Fall Educational Innovation Fellows

The curriculum will integrate advanced human-AI interaction frameworks and emphasize AI literacy as a critical civic capacity. Pedagogical efforts will focus on technical upskilling and the application of Generative AI to support inclusive, student-centered learning environments.

This fellowship focuses on bringing humanities-based game studies theory together with theatre-based practices to explore the social, cultural, and theoretical role of gaming in human life and to creatively apply this knowledge in the form of game play, game design, and ludological inquiry.

This fellowship focuses on integrating game-based learning into web design to help foster student engagement. Students will be creating interactive fiction in Twine to better understand file structure, linking, typographic layout, and visual design.

Utilizing the interactive fiction platform Twine, students will write a “What If?” memoir. This choice based narrative will have students consider how small decisions could impact futures.

The fellowship will support the development of a new, studio-based course that uses game-centered pedagogy to help first-year students explore how play, creativity, and values shape the social, cultural, and technological worlds they inhabit.

The goal of this faculty fellowship is to transform students from passive users of technology into active designers of solutions for real-world public health challenges.

The goal of this fellowship is to update and improve an existing interactive contract negotiation simulation assignment with Twine and H5P education, testing, and prototyping, along with quality improvement of existing video assets.

This initiative proposes the development of an interdisciplinary course designed to transition students from informal AI use to structured, transparent, and assessable academic practice. The instructors aim to enhance students' research habits, academic integrity, and critical thinking skills.

Building on prior successful interventions in metacognitive learning strategies, this initiative focuses on using AI—specifically tools like Google Gems—to facilitate personalized exam debriefs that help students identify and address knowledge gaps.

The curriculum redesign for Intermediate Russian aims to transform the integration of generative AI from a passive, corrective tool into a robust pedagogical scaffold that enhances writing development.

The modification to the Genetics curriculum aims to elevate AI integration by transitioning from passive interaction to active system design, clinical simulation, and critical evaluation.

The initiative seeks to refine pedagogical strategies for integrating generative AI into higher education, moving beyond incidental usage toward intentional, structured collaboration.

The proposed intervention seeks to integrate generative AI as a pedagogical tool to facilitate greater student agency and ownership of the learning process, the modification aims to foster intrinsic motivation.

By implementing structured, custom-built GPT-based teaching assistant modules, the initiative aims to provide personalized support for computational thinking and problem-solving exercises throughout the semester.

Integrating applied data visualization strategies into PUBH 401: Health Promotion & Education will enhance the existing framework of health communication campaigns, fostering student competency in data storytelling and technical proficiency using tools like GIS, R, and Python.

In The Five Senses in Traditional China, students will create a podcast that investigates audio sensory experiences that carry a personally significant meaning for them. In Gastronomy in Chinese Literature, students will produce food diary videos and multimedia cookbook projects.

Reimagining some of the project based opportunities to increase student engagement with the metacognitive course materials. Students will take the lessons from this course to create materials for the benefit of other Lehigh students.

With the rise of AI rendering previous instructional methods for encouraging reading, writing, and classroom participation ineffective, the project aims to develop a modern, robust iteration of these engagement strategies.

Curriculum modifications aim to address lack of sufficient hands-on engagement by incorporating project-based learning, specifically introducing practical, inquiry-driven activities that translate theoretical concepts into tangible experiments.

Through problem-based approaches to learning, students will take part in gamified activities and XR experiences that engage with the material in a meaningful way, aiming to develop foundational knowledge and skills that will serve them throughout their time at Lehigh.

Students will produce a multimodal project which will engage them in archival research to compose a formal narrative essay and then transform it into a high-production digital rendition. This project shifts the writing process from an abstract academic task into a scaffolded, creative performance.

Students will have the opportunity to develop hands-on experience in the lab with tools and data to foster deeper understanding through transformative learning. Their studies will culminate in a multimedia project to relay their research findings to their audience.

The modification seeks to integrate hands-on spreadsheet training facilitated by expert staff, grounding the course in the synthesis of "codework"—the functional application of digital tools—and "carework"—the essential labor involved in curating and organizing data.

Teach students effective ways that AI augments their writing and critical thinking without replacing it. Collaborating with CITL staff to envision ways students can utilize prompt engineering through Gemini and other emerging tools.

Cultivate student habits of deep reading and daily writing through daily journaling, creative reading-process assignments, metacognitive writing-reflection exercises, an inquiry based scaffolded writing assignment, and a series of experiential learning/reflection activities.