Twenty eight students from China’s Hunan Normal University (HNNU) arrived on Hawk Hill in August. While it may have been some of the graduate students’ first time visiting the U.S., it wasn’t their first introduction to Saint Joseph’s University; the cohort (the program's second) are in their second year of a joint master’s in early childhood education program between SJU and HNNU, which launched in 2022.

The 1+1 program stems from a nearly decades-long partnership with HNNU, which began with the sponsorship of exchange students and visiting delegations from each institution. In fact, Saint Joseph’s celebrated over 25 years of collaboration with China this year, which was commemorated in March with a visit from Consul General Huang Ping from the Consulate General of the People’s Republic of China in New York.

“Collaborating with our Chinese strategic partners, particularly esteemed institutions like HNNU, not only strengthens SJU’s global presence but also positions the University as a leader in U.S.-China educational collaboration,” says Julie Yu, PhD, assistant provost of China initiatives. “The presence of Chinese students enriches our diverse and inclusive campus, perfectly aligning with SJU’s mission to cultivate socially responsible, globally aware leaders. This partnership marks a significant milestone in our efforts to attract more high-caliber international students, and we are actively developing further initiatives to expand SJU’s engagement in China.”

Here’s a look back at how Saint Joseph’s and China have deepened their educational ties this past year.

Can artificial intelligence and higher education coexist? The gift of an anonymous donor has made seeking the answer to that exigent question possible.

This past summer, 75 faculty members were selected to participate in the first phase of a donor-supported, two-year faculty-development program. The undertaking is co-led by Aubrey H. Wang, PhD, the interim director of Saint Joseph’s University’s Office of Teaching and Learning, and Peter C. Norberg, PhD, senior associate provost for academic and faculty support.

“The goal [of phase one] was to develop a large group of discipline-specific faculty experts who are educated in the use and have an understanding of ethical implications of artificial intelligence in the classroom,” says Wang. “I would say that goal was met.”

The key first step, Wang explains, was for faculty members to be taught the basics of how AI functions; what are the limitations and strengths of AI? From there, they explored ways to engage with their students and get feedback on how they are already using AI systems. Creating this dialogue allows faculty to assess their curriculum and decide if their exams, projects and assignments need to be reimagined with AI in mind. 

“Our faculty are excited,” says Vana M. Zervanos, EdD, MBA, associate dean in the Haub School of Business. “They have more agency because they are informed. It doesn't mean all the answers are there, but they see that AI and intellectualism can coexist.”

Zervanos provides an example. Students taking decisions and system sciences courses may be asked to design an algorithm that could be used in supply chain management. To avoid students passing off an AI’s work as their own, the professor could instead ask students to use AI to design a version of the algorithm and then ask students to design their own version. What are the differences? Why might they exist? How could the algorithm be improved?

“This is a way to get students to think critically,” Zervanos concludes. “AI is not meant to be a substitute for critical thinking. In fact, our hope is that AI can be additive thinking.”

Both Wang and Zervanos agree that this approach hinges on AI literacy.

“The true fear,” Wang explains, “is that without AI literacy, faculty and students could very easily inadvertently consume AI in a way that increases inequity, compromises academic integrity, perpetuates bias, and violates privacy and data security.”

A common example of this is when students are assigned papers on controversial topics. Data and content found on the internet is the lifeblood of AI systems, and it is often tainted with misinformation and biases. Relying on an AI chatbot to provide background information for the paper can occasionally result in false or misleading information making its way into the final project, thereby perpetuating its bias and errors.

AI literacy is a rising tide that lifts all boats, but it especially benefits students. 

“We are very much interested in student impact,” Zervanos says. “This starts with faculty. Do they have conceptual understandings around how AI has impacted our society and education? Let’s make sure that in the classroom and outside the classroom, faculty will do their due diligence and not take this lightly, because there are potentials for abuses and misunderstandings.” 

AI provides opportunities in education, and it presents dangers. That is why having a strong foundational understanding of the basics is the jumping off point. Phase two of the program, which will take place in the summer of 2025, will take the next step. Faculty members who participated in phase one will be invited to deeply investigate the impact and use of AI within their specific academic discipline.

The constant drumbeat of learn, apply, analyze is, according to Wang and Zervanos, non-negotiable. At the end of the day, AI is not going away but it can be safeguarded through evaluation and vigilance. 

“The future of AI is not inevitable,” Wang says, reciting a popular refrain from ed-tech expert Melanie Mitchell. “But it is ours to create.”

Biomedical sciences major Eric Lalu, BS ’25, was shadowing an oncologist as a sophomore when he met a patient with stage-four triple negative breast cancer (TNBC). Lalu explains that the patient’s cancer had metastasized to her spine, leaving her with mere years, if not months, to live. 

Because of the aggressive nature of TNBC, traditional treatment options are limited and often come with adverse side effects that, in Lalu’s words, would’ve been “brutal” for the patient. It was an eye-opening encounter that not only changed his “why” for becoming a physician, but also for conducting research.

Lalu’s experience was a springboard for his research career at Saint Joseph’s University. This summer, under the direction of his mentor Bela Peethambaran, PhD, associate professor of biology, he’s been researching the mechanism that causes TNBC to proliferate as a Saint Joseph’s Summer Scholar.

For 30 years, the Summer Scholars Program has engaged undergraduates in cutting-edge research as early as their first year of college. The program, originally funded by a Howard Hughes Medical Institute grant in 1994, pairs approximately 70 students with faculty mentors each year to engage in scholarly exploration and publicly present their work.

“In conducting faculty-led research, students are learning skills that they otherwise would not easily gain in the classroom or even course-based labs,” says Summer Scholars Co-Chair Julia Lee-Soety, PhD, associate professor of biology and co-director of the Center for Undergraduate Research. 

SJU News caught up with some of this year’s Summer Scholars and their mentors to learn more about their research.

Getting to the Root Cause of Why Breast Cancer Spreads

Student: Eric Lalu, BS ’25, biomedical sciences major

Mentor: Bela Peethambaran, PhD, associate professor of biology

Project Synopsis: “We focus on drug development in general, and the basis of drug development is finding out the mechanism of how cancer actually progresses and proliferates.” - Lalu

End Goal: “To look into alternative options, or complementary options, to the conventional drugs that we have in the market. In triple negative breast cancer patients, the treatment options are extremely limited, and the ones that we have are very aggressive and have severe side effects.” - Peethambaran

Most Interesting Aspect of Research: “Using what I learned in classes like Genetics or Biochemistry and applying that to practical research.” - Lalu

How Working with Students Has Impacted Your Work: “I have been incredibly lucky to have had a wonderful set of students who aren’t here just to check the box but rather are interested in this world of research. That's the reason that in my laboratory, we have had about 12 papers with undergraduate authors, which is so rare.” - Peethambaran

Ameliorating Neurodegeneration

Student: Kaitlyn Dixon, BS ’25, neuroscience major

Mentor: Adeboye Adejare, PhD, professor of pharmacology and toxicology

Project Synopsis: “We’re looking at Alzheimer’s disease and evaluating compounds on C elegans (basically microscopic worms) against standards that are already in the field. For example, we'll test our compounds against Memantine, which is an FDA-approved drug already on the market for treatment of Alzheimer's disease. When we're doing our experiments, we’re able to evaluate behaviorally and biologically if our compound has similar effects and the ability to ameliorate or reverse neurodegeneration.” - Dixon

End Goal: “The eventual goal is we learn something about Alzheimer's disease drug discovery. As a scientific community, you contribute to the literature and to the learning. What would be great — outstanding — is to have a compound that we discover reach clinical trials. We have not reached that level yet.” - Adejare

Most Interesting Research Experience: “We did an assay with a DAPI stain that binds to the C elegans’ DNA, and it’s a great way to see if neurodegeneration is present. In our control group there was high fluorescence (indicating the presence of nuclei or DNA), whereas in the neurotoxin group, it was very dark. It was fascinating to be able to see what we knew was occurring.” - Dixon

Why You Collaborate with Students in Your Lab: “The experience really helps them grow, whether they are looking for jobs or want to go to graduate school. In some cases, we've had students with publications and we've had students who have gone on to do presentations within scientific meetings. It's part of what I see as my duties as a professor to help the students shine.” - Adejare

Saint Joseph’s commitment to a forward-thinking education drives the creation of new, specialized programs that equip students with the knowledge and skills to excel in today’s evolving professional landscapes. 

Sampling of New Programs Launched This Year

• A first-of-its-kind online museum-education program headlines these innovative educational offerings. The program, developed in partnership with the Barnes Foundation, offers an MA in museum education and a museum-education certificate. Building on the educational affiliation between the Barnes and Saint Joseph’s, which began in 2018 to further the common missions of both institutions, the program is designed to equip future museum educators with the skills and knowledge to engage diverse audiences in various museum settings.
• Graduates of the new MS in deaf and hard of hearing education PK-12 will gain state certification and the specialized skills to create inclusive learning environments for students with hearing loss.
• Students in the MA in science writing program will master the art of translating complex scientific concepts into compelling narratives focused on addressing pressing global issues.
• The industry-driven graduate certificate in agribusiness, designed by experienced food-industry professionals, will provide students with real-world insights, valuable networking and a pathway to advanced degrees related to agribusiness and the broader food supply chain.
• The concentration in intensive structured literacy with Wilson Literacy Certification meets the growing demand for specialized reading instruction across school districts by preparing teachers to transform students into confident, independent learners.
• Addressing critical healthcare disparities, the interdisciplinary minor in health, equity and social justice will prepare future healthcare leaders and researchers to implement meaningful changes in healthcare delivery, fostering equity for local and global populations.