Teaching and Learning with AI Conference

As artificial intelligence becomes increasingly present in K–12 classrooms, mentors in teacher preparation programs must help preservice teachers navigate emerging technologies with confidence, purpose, and responsibility. This 30-minute session shares practical approaches for using AI to increase mentoring efficiency, provide high-quality instructional feedback, and empower mentors supporting preservice teachers. Rather than centering on tools alone, the session focuses on mentoring practices that leverage AI to streamline coaching tasks, enhance engagement, and support reflective teaching practice. Participants will leave with actionable strategies that can be applied immediately across teacher preparation contexts.

Significant learning produces lasting, transformative changes in how individuals think, act, and view themselves (Fink, 2013). We developed a Learn-Change-Grow critical reflection strategy based on Borton's (1970) What? So What? Now What? model. This strategy guided doctoral students (N = 32) through weekly critical reflections of their genAI use for the semester-long authentic course project and for their genAI use in academic and workplace environments. Qualitative analysis of over 100,000 words of student reflections showed evidence of growth across all six categories of significant learning. This session shares the reflection strategy and implementation guidance attendees can adapt for their own teaching. #critical-reflection #significant-learning

Many professors encourage students to use AI in their research/writing process, then struggle when students ask exactly how many AI-generated ideas/how much AI generated prose can appear in their academic writing. Too often the rule becomes: if the writing fails the professor's AI sniff test, it’s a problem. This session offers a rhetorically grounded framework for defining “meaningful human contribution.” Participants will leave with a lesson plan on the pitfalls of generic prose, an "updated annotated bibliography” assignment that uses Notebook LM to synthesize research, and a process-based, collaborative assessment strategy. #AIWriting #Assessment 

Cheating with AI has become one of the leading reasons why faculty have to transform their evaluations. Learn how to use conversational voice-based AI agents to effectively design and implement AI voicebots that simulate phone calls and evaluate students´ skills in real time, reducing cheating probabilities, adapting  the evaluation to the student’s proposal, and developing practical skills (e.g., strategic framing, argumentation, adaptability, executive communication, etc.).

Generative AI brings longstanding tensions around authorship, derivation, and creative agency into sharp focus across higher education. This presentation offers a cross-disciplinary framework for addressing these issues, developed through the lens of music education, where questions of ownership, influence, and style have long been contested. Drawing on technology integration research, contemporary copyright law, and Creative Commons models, we examine how generative AI complicates existing understandings of authorship. We propose a creative-rights approach that emphasizes transparency, ethical decision-making, and risk management, positioning students as active agents navigating AI-assisted creative work. #authorship #creative-rights #creative-agency

Should educators tell students if they’re using AI for course materials? Drawing from empirical research on AI disclosure and source credibility (Powers, Johnson & Killian, 2023), this session examines how transparency about AI-assisted course development impacts instructor credibility and student trust. Research findings in the aforementioned study reveal disclosure reduces perceived trustworthiness, suggesting tension between transparency and pedagogical effectiveness. Participants will explore when, how, and whether to disclose AI use in their own teaching materials. #AIethics #facultydevelopment #transparency

Can we build an AI tutor structurally incapable of academic dishonesty? While many focus on detection, this session offers a proactive alternative: The General, from The Citadel, Military College of South Carolina. Drawing on nearly two decades of teaching, this calculus agent uses a Strategic Socratic Method that refuses to give solutions. It offers one‑step guidance, requires students to explain their reasoning, and flags misconceptions without resolving them. Introduced transparently, it shifts students from answer‑seeking to genuine explanation, mirroring effective one‑on‑one tutoring. Attendees will experience live demos, real student interactions, and a replicable framework for supporting critical thinking across disciplines. #AcademicIntegrity #PromptEngineering #AITutorAgent

This presentation demonstrates a strategic AI-assisted workflow for developing culturally inclusive multimodal OER for language education that centers global communities beyond traditional French-centric narratives. Given persistent Internet and algorithm bias towards European French perspectives, creating truly diverse materials requires intentional intervention; "Francophone diversity" will not emerge accidentally from standard searches or AI queries. By leveraging carefully prompted AI tools for HTML-based visual content creation, contextualized audio scripts, and culturally grounded vocabulary materials, faculty can efficiently produce high-quality resources representing diverse regional voices. The session shares a replicable design process that positions AI as a collaborative tool requiring critical oversight and exxplicit AI literacy to democratize the cultures appearing in educational materials.

As generative AI becomes common in the workplace, coursework must evolve to prepare students for professional expectations. For many faculty, the focus has been addressing AI misuse rather than on how appropriate AI use can support learning and workforce readiness. This session reframes the challenge by showing how small, intentional changes to assessment design can shift that dynamic. Using examples drawn from curriculum alignment and assessment review work, such as adding a brief decision reflection or process checkpoint to an existing assignment, participants will see how AI-resilient design can support ethical and creative AI use while maintaining clarity, rigor, and accessibility without relying on surveillance tools or AI detection software. #assessmentdesign #academicintegrity #aipedagogy

This presentation focuses on helping instructors identify ways to provide a basic foundation of AI skills to a wide range of students. During the session, the presenter will share experiences developing a transferrable shell of training material for several hundred adult learners with some work experience exploring (on a high-level) the benefits, threats, and barriers to AI use before integrating generative AI into their work. The session will cover examples of key materials, methods for adapting to AI fast changes, suggestions on integrating AI into coursework for students and workforce development, and other practical applications.