Faculty Spotlight

Making Connections
Dr. Mary Harper’s Impact on Early Childhood Education at TAMU-CC

Our February Faculty Spotlight theme is Making Connections! This month we celebrate Dr. Mary Harper, an Assistant Professor of Early Childhood Education in Curriculum Instruction and Learning Sciences at TAMU-CC.

Dr. Harper facilitates collaboration between her aspiring educator students, local families, and community organizations through community-driven initiatives like Books, Balls, and Blocks, the Read to Lead Preschool Summer Camps, and the Week of the Young Child event. These programs not only enrich learning experiences for young children, but also provide TAMU-CC students with hands-on opportunities to develop their teaching skills and interact with families. 

Books, Balls, and Blocks (BBB) is a free, interactive developmental screening event designed for families with children aged 0–5. The event is a collaboration between Success By Six (a United Way initiative), TAMU-CC’s Early Childhood Education Program, and local Independent School Districts. The event offers play-based learning activities to assess children’s developmental milestones while connecting caregivers to resources and specialists who provide personalized insights. Activities include developmental screenings, literacy and motor skills development stations, and community resource connections. TAMU-CC Early Childhood Education students gain hands-on experience as play facilitators, screening assistants, and event organizers. These roles allow students to deepen their understanding of child development, diagnostic tools, and the importance of early intervention while also learning to collaborate with families and community partners.

The Read to Lead Summer Preschool Camps empower families with preschool-aged children through engaging, play-based experiences that foster school readiness. This two-day program is a collaboration between TAMU-CC, United Way’s Success By Six, and the Nueces County Public Library. TAMU-CC Early Childhood Education students play a key role in the camps, leading interactive read-aloud sessions enhanced with singing, fingerplays, and group interactions. They design hands-on learning centers that extend book concepts, covering math, science, literacy, social-emotional skills, and creative arts. Students also engage directly with families, helping caregivers understand the educational value of the activities and offering strategies for replicating these experiences at home.

The annual Week of the Young Child is yet again a collaboration between Success By 6 and TAMU-CC’s Early Childhood Education students. The event promotes early childhood literacy in Corpus Christi by highlighting the needs of young children and their families while recognizing the programs and services that support them. The event features free, family-friendly activities such as performances, storytelling, demonstrations, games, arts and crafts, and giveaways.

Dr. Harper embodies the theme of Making Connections through her dedication to fostering meaningful relationships. Whether mentoring future educators, collaborating with local organizations, or empowering families to support their children’s development, she enhances learning and inspires others at all levels. Her work emphasizes the importance of connections among educators, students, families, and the community.

Way to go, Dr. Harper!

Mr. John Darbonne, Pioneering AI in Filmmaking

The rapid evolution of artificial intelligence is transforming industries worldwide, and a Texas A&M University-Corpus Christi instructor is among those at the forefront of this shift. This month’s Faculty Spotlight highlights Mr. John Darbonne, a filmmaker and assistant professor of Media Production, integrating AI into his courses, preparing students for the future of digital storytelling and film production.

Two years ago, Mr. Darbonne attended Adobe Max, an online conference showcasing cutting-edge advancements in digital media. Witnessing the rise of generative AI in image processing, he foresaw its inevitable expansion into video production. Since then, AI filmmaking has accelerated at an unprecedented rate, fundamentally reshaping his field. Recognizing the importance of AI literacy, Mr. Darbonne pursued certification in AI filmmaking from Curious Refuge last summer. This deep dive into AI-driven video tools cemented his belief that students who master AI will gain a competitive edge in the workforce.

One of Mr. Darbonne’s primary concerns is ensuring that AI enhances, rather than replaces, creativity. In his screenwriting courses, he encourages students to use AI as a guide rather than a creator. “I start my screenwriting sessions by telling AI not to generate content but to interview me. It asks questions to refine my ideas, keeping my voice intact,” he explained. His approach ensures that students develop their unique perspectives while leveraging AI for structure and clarity.

This semester, Mr. Darbonne launched the university’s first AI filmmaking course. While the curriculum evolves in real time due to AI’s rapid advancements, students are immersed in cutting-edge techniques, including character design with tools like Midjourney and Magnific Mystique. They create 3D models, animate characters, and integrate AI-generated assets into film projects. Beyond storytelling, AI has revolutionized post-production. Tasks that once took months—such as audio editing, color grading, and visual effects—now take weeks. “AI has increased my workflow efficiency by 300-500%,” Mr. Darbonne shared. This allows students to focus more on storytelling rather than getting bogged down by technical barriers.

Looking ahead, Mr. Darbonne envisions Texas A&M University-Corpus Christi becoming a leader in AI-driven filmmaking. With federal investments in AI technology pouring into Texas, he sees an opportunity for the university to establish itself as a hub for AI and robotics in film production. He has pitched a grant proposal to transform the Black Box Theatre into a virtual production space, mirroring the LED-screen technology used in The Mandalorian.

For faculty who may be uncertain about AI, Mr. Darbonne acknowledges the challenges of adapting to new technologies but encourages engagement, stating, “It’s important to stay informed and explore how AI can be a valuable tool rather than a replacement.” He himself had to learn Python to stay ahead, but the rewards have been immense. Whether using AI for syllabus creation, removing bias from grading tasks, or streamlining course development, AI has the potential to revolutionize education. Through his innovative teaching methods, Mr. Darbonne is equipping students with the tools they need to thrive in an AI-driven industry. “I want our Islanders to be competitive candidates when they graduate,” he affirmed. His dedication to integrating AI into filmmaking is not only preparing students for success but also positioning Texas A&M University-Corpus Christi as a pioneer in this evolving landscape.

Stay tuned for further developments as AI continues to shape the future of digital storytelling at TAMU-CC!

Advancing Counselor Education: Faculty and DLAI Collaborate on Fully Online Program - Featuring Dr. Jamie Ho and Dr. Chris Leeth

Counseling and Educational Psychology faculty Dr. Adrienne Backer, Dr. Jamie Ho, Dr. Chris Leeth, and Dr. Wannigar Ratanavivan, in collaboration with their leadership — Dr. Joshua Watson and Dr. Michelle Hunnicutt-Hollenbaugh, are currently working alongside DLAI to develop a fully online program. This program is designed to equip students with the essential skills to serve their clients effectively while also providing a flexible, virtual learning format that accommodates different schedules and needs of potential students. The department’s faculty saw an opportunity to develop a curriculum that prepares students for real-world counseling. Student interest and the potential for positive community impact reinforced the need for this program.

For our spotlight this month, DLAI interviewed Dr. Jamie Ho and Dr. Chris Leeth whose courses will be the first to go live for this program in Fall 2025.  

As part of the program development with DLAI, the Counseling and Educational Psychology faculty:

• Earned the Quality Matters Applying the Quality Matters Rubric (APPQMR) Certificate of Completion. 
• Actively participated in the day-long “Kickoff” workshop lead by DLAI covering extended course development and digital teaching best practices.
• Are developing a “course map” - a structured outline of the alignment between what students will learn, how they will demonstrate their learning, and how they will prepare to demonstrate their learning.
• Are designing & developing their courses within a special canvas template which aligns with Quality Matters Standards.

To support course development, the Counseling and Educational Psychology faculty also organized a series of 'Online Course Development Parties.' Despite the name, these were informal working sessions where faculty collaborated with the DLAI instructional design team. These gatherings provided a space for faculty to share progress, exchange ideas, and seek guidance from both colleagues and instructional designers.

With the support of their department and DLAI, Dr. Ho and Dr. Leeth have reached the next major milestone of their course development – having 50% of their courses mapped and built in Canvas.

Course development came with its challenges, but also valuable learning experiences. Dr. Leeth reflected, “This is a very detail-oriented process.” He shared that the experience made him recognize the importance of consistency and taking a more deliberate approach to developing new content.

Dr. Ho also reflected on the experience, noting the Counseling team’s enthusiasm for learning about Quality Matters. She shared that they were excited to apply these concepts not only to their online courses but also to enhance their In-Person programs. She added, 'Y’all are passionate about what you do, and I think that really also helps to energize us,' highlighting the positive impact of the DLAI team’s support throughout the development process.

For faculty considering course development for online programs, collaboration and the expertise of instructional design professionals are invaluable. “Lean into DLAI and make use of their expertise and help,” Dr. Leeth said, as he encouraged colleagues to take full advantage of available resources at TAMU-CC.

Dr. Frances Johnson Embraces AI to Cultivate Critical Thinking in Writing

This month, Digital Learning & Academic Innovation proudly features Dr. Frances Johnson, a longtime educator who is boldly integrating AI into her curriculum to develop students' critical thinking, reflection, and digital literacy. As a fully remote instructor based outside San Antonio, Dr. Johnson has become a leading voice in ensuring technology supports students in developing stronger writing skills.

Dr. Johnson teaches technical composition courses and is committed to preparing freshman students for the digital demands of the 21st century. Her recent innovations involve integrating AI tools such as Google Gemini and ChatGPT into writing assignments to spark inquiry, promote reflection, and explore the boundaries between machine and human reasoning.

For example, in her technical writing course, students begin by using AI to research communication practices within their future careers. “Rather than have them blindly search the internet,” she explains, “I encourage them to ask the AI specific questions to retrieve career-relevant information. But that’s just the starting point.” Students then compare AI-generated results with real-world examples, identifying discrepancies, validating sources, and evaluating credibility. The culminating assignment asks students to reflect on whether AI truly met the expectations of their field—or if human oversight was essential.

This scaffolding leads students to recognize that AI isn’t foolproof. In fact, Dr. Johnson recounts that some students mistakenly submitted AI-generated APA citations filled with incorrect formatting, such as including the program’s asterisks instead of italicizing in citations. “That was a teachable moment,” she recalls. “They learned that AI still needs human judgment—and that’s where their thinking becomes vital.” Because AI outputs must be reviewed for accuracy, students are pushed to evaluate, cross-check, and reflect on the reliability of the information, deepening their critical thinking skills in the process.

Beyond citation and research, she is already imagining next steps. In her fall freshman course, she plans to incorporate AI to generate a list of sources, followed by structured activities where students check for accuracy and authenticity, distinguishing between websites, journal articles, and magazines. Additional assignments may include prompting AI to generate a resume or visual content, then reflecting on how well it serves a particular audience or goal.

Her students’ responses have been overwhelmingly positive. “They’re excited about using AI,” she says. “Not just because it’s new, but because they get to evaluate it. They’re learning how to question it—and how to learn from it.”

Dr. Johnson’s pedagogy is grounded in critical reflection. She incorporates the Driscoll Method of Reflection, guiding students to ask, “What did I learn? What will I do with it?” When students are evaluating the information produce by the AI and revising their own writing, she reminds students that reflection and iteration are key life skills.

Her advice to fellow faculty members considering AI in the classroom is simple yet powerful: “Don’t be afraid to say, ‘I’m learning too.’ Let your students be part of the process. You help them, they help you—and everyone grows together.”

Through her work, Dr. Johnson demonstrates that integrating AI doesn’t diminish the human element of teaching—it amplifies it. Her teaching is not only responsive to technological change but also deeply human, preparing students to think, question, and lead in an evolving digital world.