I am an Academic Skills Advisor at the University of Birmingham and a part-time PhD researcher exploring the cognitive and ethical implications of integrating Generative AI tools in higher education. My research focuses on student perceptions of authorship, autonomy, and the boundaries between human and AI contributions, with particular interest in extended cognition and the evolving role of writing and thinking in an AI-enhanced academic environment.
As part of wider initiatives supporting the ethical use of AI in university study and research, I co-develop resources for students and staff that encourage the responsible use of Generative AI tools - to enhance, rather than replace, learning, critical thinking, and academic integrity.
In my day-to-day role, I work closely with undergraduate and postgraduate students across disciplines to help them develop the core skills needed for effective study, research, and communication. This includes guidance on critical thinking, academic writing, argumentation, time management, and reflective practice.
More broadly, I am interested in the collaborative potential of AI tools. I explore how students and researchers can work with AI as a cognitive partner, and how institutions might adapt to the rapid transformations now underway across teaching, assessment, and research.
As part of wider initiatives supporting the ethical use of AI in university study and research, I co-develop resources for students and staff that encourage the responsible use of Generative AI tools - to enhance, rather than replace, learning, critical thinking, and academic integrity.
In my day-to-day role, I work closely with undergraduate and postgraduate students across disciplines to help them develop the core skills needed for effective study, research, and communication. This includes guidance on critical thinking, academic writing, argumentation, time management, and reflective practice.
More broadly, I am interested in the collaborative potential of AI tools. I explore how students and researchers can work with AI as a cognitive partner, and how institutions might adapt to the rapid transformations now underway across teaching, assessment, and research.
