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A native of North Carolina, Demetrice Smith-Mutegi, Ed.D., is an assistant professor in the Department of Teaching and Learning. A former K-12 educator in North Carolina and Maryland, she also trained fellow educators in Indiana. Now, Dr. Smith-Mutegi teaches graduate students at Old à£à£Ö±²¥Ðã University.

The role of AI and technology continues to shape conversations in higher education. Later this month, the ODU community will gather for Monday Meet-Ups, a campus-wide book discussion held each spring. This year, participants will discuss Teaching with AI: A Practical Guide to a New Era of Human Learning by José A. Bowen and C. Edward Watson.

Dr. Smith-Mutegi believes that access to current and emerging technologies is essential for students and faculty alike. While technology should be embraced, it is equally important to establish parameters that allow students to explore AI responsibly. She recently shared her research interests in an interview with the Center for Faculty Development.

Please describe your teaching philosophy.

In my role as a teacher educator, I strive to create a classroom that reflects the needs of my students. I aim to create an environment where students feel motivated to learn and succeed. I utilize my past and current experiences as the framework for how I envision pre-service educators learn, blending the ideals of pedagogy and andragogy to motivate them best with a focus on three ideas:

Students learn through group and peer interactions (Blumenfeld et al., 1996). It has been demonstrated that group learning and peer collaboration enhance student learning. In my virtual classes, I start each class by giving the students a chance to share and reflect. I then introduced the new subject, followed by time for students to develop their understanding through individual and group activities. Breakout rooms are typically used for group experiences in the classroom. The breakout sessions have online interactive whiteboards where participants may share iterations of their thinking about ideas, discussions, and outcomes.

Instead of deficiencies, emphasize diversity and opportunity (Milner, 2010). In my capacity as an instructor of teaching and learning, I am committed to preparing teachers to challenge the meritocratic view of achievement, particularly in STEM education. We achieve this by emphasizing diversity and the opportunities each student has to learn. The diversity and opportunity conceptual framework proposed by Rich Milner (2010) encourages teachers to recognize and overcome low expectations and deficit mindsets.

Reflection and feedback are essential to growth (Oakley et al., 2014). As I teach, I continually reflect and provide opportunities for my students to reflect on their understanding and experiences. Reflections can occur in whole-group settings, individually, or in other shared venues such as discussion boards and journal submissions. There is formal and informal feedback, anonymous and public. It is necessary that we learn from each other through this balance of reflection and feedback to create an environment conducive to teaching and learning.

How can STEM educators effectively integrate AI into their courses?

STEM educators should first determine the specific need that AI will address before incorporating it into their courses. Researchers have classified AI integration into three categories: AI-directed, AI-supported, and AI-empowered (Ouyang & Jiao, 2021 in Smith-Mutegi et al., in press). The AI-directed paradigm represents a typical implementation where AI guides students. This format can be beneficial when addressing needs that can be satisfied by personalized or intelligent tutoring systems. The AI-supported paradigm embraces a more constructivist approach, fostering collaboration between students and AI. The AI-empowered paradigm is linked to sophisticated applications utilizing machine learning and deep learning techniques. As a result, STEM educators can incorporate AI tools in various ways in their classrooms.

After determining how educators need AI to be involved, it’s appropriate to develop guidelines for use and model them for students. This approach ensures that AI tools are used effectively and responsibly, providing students with clear expectations and a structured framework for integrating AI into their learning experience. My advice is to take it slow. To start with one key tool, introduce it, model it, and get feedback from students. Discuss the benefits of the tool and the potential shortcomings. Further, STEM educators should determine how the integration of AI tools might impact their future assessments and proactively plan to address students who may use outputs verbatims or only rely on AI without critical examination.

What inspired you to transition from being a STEM educator in K-12 public schools to teaching and mentoring preservice teachers in higher education?

My transition into higher education was unexpected. I never planned to leave the K-12 environment entirely. In my role as a K-12 educator, I was given the opportunity to teach adjunct education courses at a local university. Over the years, I worked as an adjunct professor and eventually earned a full-time coordinator position at the same university. During this time, I continued my doctoral studies and collaborated on various research projects. Eventually, I was offered a role as an assistant professor. Again, this transition was not planned, but it was an excellent fit for my personal life and professional skills. Mentoring and supporting preservice teachers in higher education is incredibly rewarding, allowing me to extend my impact to many more students.

How can you help students use AI ethically?

Modeling best practices is essential to ensuring students use AI ethically (Smith-Mutegi & Crisden, 2025). Additionally, instructors should provide opportunities for students to engage with AI within existing classroom guidelines. I value the support from ODU’s CFD office regarding syllabus statements. In classes where AI tools are permitted, I stress to my students the importance of citing the tools they use and describing how they incorporated these sources. Aside from obtaining content from AI devices, it is also vital that students are aware of the potential dangers of sharing personal information and private data. Ethics necessitate regular, open, and honest communication as the limits and accessibility of AI continue to expand.

Beyond AI, what other digital transformation tools can enhance classroom learning?

As we embark on a future-focused movement to educate students in K-12 and postsecondary spaces, we should expect to engage our students with emerging technologies that lead to transformation. I am grateful for the guidance of colleagues at ODU’s Virginia Digital Maritime Center for partnering with me on a project aimed at enhancing STEM learning with a focus on digital transformation technology. It is through them that I was first introduced to this concept. Digital tools include applications of sensors, robotics, machine learning, and virtual reality. Implementing these tools in the classroom provides students with learning experiences that prepare them to tackle real-world challenges in industry, their neighborhoods, and beyond.

What aspects of the ODU learner do you find most rewarding or enjoyable?

Throughout my time at ODU, I've had the privilege of working with reflective, thoughtful, and resilient students. These characteristics make teaching and learning a rewarding and enjoyable experience for me. I take pleasure in engaging with students and offering them the support and guidance they need to achieve their future aspirations. Likewise, I gain valuable insights from my students as well. Frequently, they share their challenges, solutions, and experiences from K12 settings in our classroom discussions. This exchange enriches my own learning, allowing me to remain connected to the challenges of K-12 education while serving as a higher education faculty member.