Stojanka Berry

Over the past year, I have investigated AI’s implications across institutional, educational, and professional contexts. I examined AI’s business applications and institutional policy responses to emerging technologies. I produced over 20,000 words of public commentary sharing insights from my findings on AI’s impact on education, workforce preparation, and the future of work. I also submitted formal policy review requests to educational leaders, documenting contradictions between public commitments and classroom practice, grounded in state legislative requirements and global workforce data. Additionally, I engaged directly with regional, state, and federal institutions and elected officials regarding AI-related policy development. I am currently preparing to retrurn to graduate school to and conducting independent research at the intersection of Artificial Intelligence, education, the future of work, and democratic governance of emerging technologies. My focus is on examining how AI literacy gaps shape outcomes for ordinary people across institutional, civic, and professional contexts.

Created and released the Artificial Intelligence Citation Standard (AICS), an evidence-based framework for citing transparent and ethical human-AI collaboration in education and professional settings. Attended the University of Pennsylvania’s inaugural AI Governance Workshop. Conducted hands-on technical experiments using dozens of AI tools. Developed skills including prompt engineering, chain prompting, AI management, Large Language Model evaluation, Quality Analysis, and AI-assisted coding for application prototyping.

I supported faculty by developing and designing full eLearning experiences in support of strategic grant objectives. I used institutional data and insights to inform conclusions about which types of training would be useful and used this information to support my decision-making. I helped to improve online instruction and provided Professional Development opportunities to assist with building institutional resiliency. I was responsible for leading multiple initiatives supporting the creation of five new degree pathways centered on highly supportive and equitable teaching practices to create a positive learning climate that encourages participation, collaboration, community-building, and improves student success rates, while also decreasing barriers to enrollment and completion.

I developed learning assets that simplified complex concepts and created instructional materials to create meaningful, engaging, and effective learning experiences for middle and high school students in Reading, English, and Language Arts classes. I also designed and facilitated professional development opportunities for other educators to help them teach essay writing and learn how to effectively integrate technology into the classroom. I was responsible for upholding a strict code of ethics and managing a variety of viewpoints from parents, students, and campus leadership to build consensus and create positive outcomes for all parties.