By David Patent, David Lind, Amy Walker, Olga Oganesyan, Jeff Jiang, Haley Berl, Tara Manion & Kelsey Gillette
Educational Action Research, Connecting Research and Practice for Professionals and Communities, August 2026
Abstract
Generative AI (GenAI) adoption in English language programs (ELPs) has outpaced training and institutional support. This practitioner action research (AR) study investigates how eight professionals in a university-based ELP navigated GenAI integration through structured inquiry within a Community of Practice (CoP) framework. Following Burns’s (2010) cyclical AR model and Whitehead and McNiff’s (2006) living theory approach, participants engaged in an AR cycle (January 2025-April 2026). Data comprised transcriptions of three recorded meetings and four researcher journals, analyzed using reflexive thematic analysis. Five themes were identified: implications of GenAI on professional practices, personal and professional identity, efficiency versus deskilling, ethics of GenAI use, and policies around GenAI use. Participants discussed instrumental, task-level problems alongside existential questions about authenticity, human relevance, and professional identity. The CoP developed shared repertoires, including commitments to transparency, verification as professional responsibility, and platform agnosticism, while individual trajectories ranged from systematic integration to persistent resistance. The study shifts research focus from individual perceptions to collective sense-making, extends the professional community beyond instructors, and demonstrates that GenAI integration in ELPs is not merely a technical challenge but an identity and ethical one benefiting from systematic collaborative inquiry through AR.
Local Economy: The Journal of the Local Economy Policy Unit, August 2026
Abstract
Cities worldwide continue to experiment with urban technology solutions to address urban problems. Smart city projects have recently emerged in North America, including Canada, but their governance implications on cities and communities remains not fully understood. This article is based on a post-hoc analysis of a pan-Canadian government-driven technology and innovation competition called the Smart Cities Challenge (SCC). The research explored the impact of the SCC across three areas: (1) municipal innovation and governance, (2) collaboration among public, private, and community networks, and (3) policy implementation within local government structures. The findings indicate that public smart city competitions do succeed in fostering strategic planning and community engagement in municipal governments, however local governments struggle to advance technology-oriented projects to the implementation stage without greater investment. For those that did, sustaining successes without further investment and capacity building. The study’s key contribution lies in revealing how the competition stimulated new governance processes, strategic planning efforts, and collaborative networks, while also exposing significant implementation challenges rooted in fiscal constraints, limited technical capacity, and the short-lived nature of competition-based incentives. The research highlights the promise and limits of government-led smart city competitions as tools for advancing municipal innovation in today’s constrained fiscal context.
Journal of the American Planning Association, August 2026
Abstract
Artificial intelligence (AI) data centers impose the same externalities on local communities that hydraulic fracturing did a decade ago: massive water consumption, continuous noise, construction road damage, thin permanent employment, and fiscal mismatches that leave municipalities bearing infrastructure costs while states capture revenue through tax abatements.
Drawing on field work with municipal planners across five Marcellus Shale states, I argue in this Viewpoint that planners should treat data centers as heavy industrial uses and apply the targeted regulatory tools that fracking communities developed through hard experience. Outright bans invite state preemption; targeted regulation has proved durable. The analogy has limits, but the governance playbook transfers.
For Shayne Turo ’26, community and education are synonymous. As a nontraditional student balancing work and school, choosing a part-time path at Syracuse University meant staying committed to a goal while navigating real life.
Along the way, it was the support from family, friends, mentors, and classmates that made the difference. Those connections provided encouragement during tough moments, accountability when it mattered most, and a sense of belonging that kept everything moving forward. In the end, this experience wasn’t just about earning a degree, it was about being lifted by community, growing in confidence, and realizing that you don’t have to do it alone to succeed.
In this Q&A, Turo shares how purpose, meaningful connections, and a strong sense of community shaped his educational journey.
Driven by Purpose: Balancing Work, Education, and Long-Term Goals
What motivated you to pursue your degree as a part-time student?
Having just graduated from Onondaga Community College, I knew I wanted to continue my education. However, as a nontraditional student having to maintain a full-time job, I knew going to school part-time was my only option. It was always a goal of mine to enroll at Syracuse University, so when I learned about the part-time opportunity, I took advantage of it.
How did your degree program and academic pathway reshape what you thought was possible for your education and career?
Being able to successfully navigate the path to my bachelor’s degree through its ups and downs has given me the confidence to pursue a master’s degree.
Being an African American Studies major allowed me to not just learn about my history and culture, but it allowed me to feel grounded. I feel grounded in the fact that even though I am still learning who I am, I have a deep understanding of where I come from.
What would you say to someone who’s interested but unsure whether an online and/or part‑time program is right for them?
Going part-time gives the flexibility you need to pursue your academic goals while being able to navigate life at the same time.
Finding Connection in a Nontraditional Path
How did community show up for you during your part-time journey?
My support system is second to none! With God first, I knew all things were possible. My family and friends were truly there for me when times got hard and “life got to life-ing” as they say. Without them, I am not sure I would be standing where I am today.
How did peer relationships impact your academic success?
I found it important, and almost necessary, to create study groups. Being able to connect with classmates and build a sense of community allows your learning to soar exponentially.
What role did faculty or advisors play in building that sense of community?
My advisors and professors truly helped me to navigate the academic journey. This journey felt like a roller coaster, but with the guidance of Mr. Wright and Dr. O’Reilly, I was able to stay on track.
Advocate, Connect, Succeed: Why Flexible Learning Makes Education Possible
What advice would you give to future online/part-time students?
Always, and I mean always, advocate for yourself.
Lastly, it is important to meet with all your professors during their office hours within the first two weeks of class. This gives you a chance to let them know who you are, how you take your education seriously, and that you are dedicated to your goals.
Why would you recommend your degree program and academic pathway as a part-time student?
I would recommend my journey because it made me who I am. I am an intelligent, educated, strong, confident Black man with integrity. My African American Studies degree program allowed me to see and understand the importance of being just who I am today: an intelligent, educated, strong, confident Black man. It is for these reasons and more that I would not only recommend my degree program, but the journey I took as well.
Ready to take the next step? Explore part-time learning and create a path that fits your life.
