Graduate School of Business Dissertation Defense Announcements

As increasing numbers of students enter schools carrying the effects of trauma, educators need learning environments that support not only academic achievement but also belonging, voice, agency, and holistic development. Guided by portraiture methodology, this qualitative study explored the experiences of four sophomore students in a human-centered Leadership classroom integrating trauma-informed pedagogy, arts-based education, and ethical AI practices. Data included interviews, observations, field notes, participant artifacts, and researcher reflections. Findings revealed that students experienced the learning environment as an interconnected ecology where relationships, psychological safety, creative expression, meaningful choice, and AI-supported learning fostered belonging, participation, voice, agency, and becoming. Students described AI as a tool that supported creativity and thinking while preserving authenticity. This study contributes empirical insight into how intentionally designed, human-centered learning environments may support students' holistic development and offers implications for ethically integrating trauma-informed practices, arts-based learning, and AI in education.