Artificial Intelligence (AI) is no longer a distant future idea; it is actively transforming and disrupting traditional media newsgathering conventions. Many in Western society, particularly here in the US, are heavily immersed in the era of Artificial Narrow Intelligence (ANI)—the practical aspect of AI that is already deeply woven into communications and publishing. While the science and institution of AI is steadily evolving, ANI is already improving institutional efficiencies and cutting costs, which is also significantly increasing productivity and raising industry standards in content quality.

When integrating these digital concepts within classroom lectures and workshops, I understand the importance of giving my students technological skills that improve their professional abilities. As a former TV news correspondent, I have witnessed the power and convenience of ANI platforms that can generate multiple versions of a news story in seconds. More importantly, the burgeoning technology has the power to amplify voices of different populations, supporting diverse storytelling from various sources.

My commitment to this AI-driven future stems from my own academic journey at Shippensburg University as a Frederick Douglass Teaching Scholar and Fellow. While teaching “Introduction to Communication Studies” and “Special Topics” courses, I have connected deeply with students and have shared my research regarding the evolution of AI and its implementation. Beyond the technology, however, the Ship community has inspired me to grow by fostering meaningful connections between students and scholastic material instead of relying solely on performative communication. This experience has helped me to realize that to truly make an impact, I must meet my students where they are.

I’ve found that the most effective way to connect with students is through storytelling that highlights the often very personal and nuanced human experience. Like many people, students respond well to shared experiences spoken through relatable anecdotes. I share my own experiences about speaking in front of the camera, writing and re-writing scripts, rehearsing my material when preparing for live shots, and dealing with occasional moments of self-doubt. I explain that certain nervous behaviors are natural but that we can learn to manage them through practice and centering our confidence.

This focus on the human experience expressed through self-anecdotal expression is especially important when addressing the psychological challenges of communication. At the start of the semester, we discuss glossophobia—the fear of public speaking. Some students are surprised to learn that many people rank the fear of speaking before an audience right alongside thanatophobia, the fear of dying. To help overcome this, we examine anxiety-inducing triggers and we practice together. I demonstrate how the extemporaneous delivery method is similar to delivering a live news report where the phrasing is clear, but the overall content can be influenced by the immediate environment.

By combining personal narratives with practical drills, students often become more comfortable over time. While adapting to a new skill takes time, one of the most rewarding parts of teaching is watching the confidence students develop by the end of the semester compared to where we started.

Ultimately, growth like this only happens when you’re in a place that truly supports you. I’ve been incredibly fortunate to have an advisor, a mentor, and a department that made me feel at home from day one as a Frederick Douglass Teaching Scholar. Whether it’s a quick conversation with a colleague between classes or the positive campus atmosphere, the sense of community is what makes exploring new areas—like AI—so inspiring and achievable for a philomathic scholar such as myself.