Skip to main content

Is ChatGPT EDU Right For You? A Q&A With Craig Maher: How He Adopted AI In His Work

  • published: 2026/01/27
  • contact: UNO Division of Innovative and Learning-Centric Initiatives (ILCI)
  • email: innovate@unomaha.edu
Craig Maher, professor in the School of Public Administration, smiles while wearing a dark blazer and light blue shirt against a dark background.

For many, considering how to use artificial intelligence in their work can feel overwhelming and confusing. You may use ChatGPT every once in a while to ask a question or check a piece of work, yet you can’t see a clear, easy way to include it in your rhythms.

In collaboration with OpenAI, UNO is granted access to the EDU version of ChatGPT for up to 1,600 users (at no cost to the user), allowing for innovative uses of ChatGPT in the classroom and across campus. This means university support and help in implementing AI in whatever ways you can brainstorm.

The Interview

Hear from one participant, Craig Maher, Ph.D., from the School of Public Administration, to learn how he uses AI in his work.

Why did you choose to participate in ChatGPT EDU?

I have been using generative AI tools, ChatGPT specifically, for the past two years and have quickly learned their value. Participating in ChatGPT EDU gives me access to experts and other colleagues, as well as access to a tool that I can use in the classroom.

How do you use generative AI?

ChatGPT has become helpful in most facets of my professional life. As a researcher, the tool can help review drafts, help me think about the paper’s structure, and ensure the format is consistent with journal requirements. Pedagogically, it helps me ensure that I am developing materials that meet students’ needs. For instance, I teach a course on research design and data analysis. When revising instructional material on hypothesis formulation and model interpretation, I used ChatGPT to generate multiple versions of explanations aimed at novice researchers. Comparing these versions helped me identify where my original explanations assumed prior methodological knowledge. I then revised lectures and written guidance to more explicitly connect theory, hypotheses, and empirical models—improving students’ ability to justify analytic choices rather than merely execute them.

How has AI helped you in your work?

AI has helped me be more effective in my work by supporting research-related organization and writing, as well as pedagogical design in my courses. In particular, it has been useful for structuring complex ideas, refining instructional materials, and improving clarity in assignment prompts and assessment frameworks. Using custom GPTs within ChatGPT EDU has allowed me to tailor the tool to my specific disciplinary and instructional needs in a more controlled environment, helping ensure consistency, appropriate scope, and alignment with course learning objectives.

How has the AI Learning Lab supported you during your implementation of artificial intelligence?

The AI Learning Lab has provided practical support. Its resources and guidance were particularly valuable in moving from experimentation to intentional use aligned with teaching and research goals. I am not sure I would have been confident enough to incorporate ChatGPT into my research design and data analysis course were it not for the Lab’s support, including granting students access to ChatGPT EDU throughout the semester.

How would you advise others interested in AI but hesitant about knowing where to start?

Engage with the AI Learning Lab early. This may sound strange but begin with using ChatGPT prompts – the more specific the better – to help you better understand how it can be effectively used.

Learn more about UNO's AI Learning Lab and ChatGPT EDU.