While the days of Socratic methodology continue to linger in all types of educational institutions, there has been a growing trend to move away from a teacher-centered learning methodology for many years. In fact, many universities have been shifting towards a more progressive and liberal student-centered learning approach but connecting the dots has been challenging. One key issue for educators has been to determine strategies which will bring together both educators and students to constructively co-create more engagement and empowerment for today’s learners, who make up the next generational workforce. Additional concerns surround the design and development of student-centered learning activities, as educators have struggled to discern which methods help or hinder adult learners from achieving their personal career goals, instead of simply reading material, doing rote assignments, and taking exams to achieve academic credit. Given the ongoing innovation and refinement of student-centered learning, this paper can be classed as a “Work in Progress.” This classification also holds given the impact of the introduction of Artificial Intelligence (AI) in today’s online learning environments, which has presented yet another challenge for instructors who may need additional training on how to “harness the power” of AI for teaching and learning activities. Thus, this paper will explore possible constructions for developing better learning activities for student-centered learning with the use of AI in creating various real-world projects for students in a team setting to promote a more collaborative learning experience, along with developing their AI skill sets and knowledge over the course of their team project. The use of a Team Charter matrix will help the teams to set up roles and functions to handle each phase of the real-world applications selected by the team. Further, the teacher will assume the role of a team facilitator to help students to identify issues and challenges, while working with them to develop possible solutions and identify potential AI tools that can be utilized during their team collaboration. This process will help the students to gain a “sense of ownership” over their final project, which is one key element of student-centered learning. It should be noted that with the introduction of more AI tools and applications, not all educational institutions will have the available budgets for additional materials, which is also a dilemma in the real-world workplace. Consequently, this “Work in Progress” paper will explore and examine ways of assessing student skills sets and “mindsets” throughout this student project, as well as providing “milestones” in which both the students and educator will be able to monitor their progress and help to adjust along the way. Thus, this paper will help to connect both education, technology, and adult learning into a practical learning activity that will produce both a work for academic credit and an artifact for each student to add to their career portfolios to share with future employers.

Keywords: Engagement, student-centered learning, artificial intelligence, empowerment.