Belmont University Honors students are breaking new ground at the intersection of artificial intelligence, community engagement, and academic research. What began as a class project to support local non-profits has grown into conference presentations, emerging scholarship, and a new wave of ethical AI education on campus.
In Dr. Amanda Nelms’ Honors courses HON 3510 Project Planning and HON 3520 Project Research and Execution, focused on community‑engaged problem solving, students select a non-profit organization and develop a logic model or strategic plan to address a challenge identified by the organization. Last year, two students chose to investigate how generative AI (GenAI) could reduce administrative burdens for non-profits—an issue raised by several organizations during class discussions.
As they designed their project, the students recognized a gap in understanding how GenAI—particularly large language models (LLMs)—is perceived within the Belmont community. They conducted surveys of faculty and students and presented their findings at SPARK and REACT, with their REACT poster contributing to growing campus conversations about AI. The project also inspired the students to author a book chapter after identifying a lack of research on student perceptions of GenAI in higher education. They are now developing additional manuscripts that expand upon their original study.
This year’s Honors cohort has built on that foundation. Although their individual projects vary, many are informed by last year’s findings and the ongoing conversation about responsible AI use. Students are currently planning WELL Core events for the spring that will introduce peers to ethical and effective applications of tools such as EdGPT and generative adversarial networks (GANs). One student group is also drafting a manuscript for an academic journal, with plans to submit it for review by April.
The course’s evolving focus is also shaped by student experiences. Last year, many Honors students expressed fear about using or disclosing GenAI in assignments, worrying that doing so might be considered plagiarism or diminish their creativity. In response, the course introduced metacognitive reflection strategies aligned with the AAC&U Creativity VALUE Rubric to help students think critically about how, when, and why they use AI tools. These strategies proved successful and have guided instructional design this year, aligning with recent national conversations about AI and creativity—including a 2025 MIT Sloan study on whether GenAI enhances creativity in the workplace.
This year, the course has expanded beyond LLMs to include other forms of artificial neural networks (ANNs). Students completed a self-efficacy and ethics survey at the start of the semester and are now examining how AI use connects to metacognition and career readiness. Data analysis will continue over Winter Break as the class deepens its exploration of AI’s role in academic and professional environments.
Belmont’s Honors students are not only learning about emerging technologies—they are contributing to the scholarship, ethics, and community understanding of AI in ways that extend far beyond the classroom.