Conference ProposalTeaching and Learning with AI Conference 2026Proposed Session TitleKeeping Up Without Burning Out: Using AI to Move from Evidence to AssessmentPreferred FormatPrimary: 10-Minute TAI Talk | Secondary: Poster SessionSession TrackAI Fluency and Faculty DevelopmentAbstractIn evidence-based fields, the research never stops moving. New guidelines drop, recommendations change, and suddenly last semester's lecture needs an overhaul. Most faculty don't have time to keep up, let alone redesign their courses every time the evidence shifts.This session presents a practical, five-step workflow for using AI to move from new evidence to polished assessments without burning out in the process. The workflow includes: synthesizing new research and guidelines, designing effective presentations, creating engaging learning activities, developing student study guides, and transforming assessment questions from memorization-based to application-focused.Drawing from two years of studying AI in education and one semester of intensive implementation in a graduate nursing program, this session offers concrete strategies any faculty member can adapt, regardless of discipline. Participants will leave with a repeatable framework for keeping courses current while protecting their time and sanity.Learning Objectives / TakeawaysParticipants will be able to:1. Apply AI tools to efficiently synthesize new research, guidelines, or other source material for course content2. Use AI to design visually effective presentations without graphic design expertise3. Generate engaging learning activities such as case studies, discussion prompts, and interactive exercises4. Create student study guides that align with course objectives5. Transform existing assessment questions from recall-based to application-based using AI assistanceCross-Disciplinary AppealWhile examples will be drawn from health sciences education, the five-step workflow applies to any discipline where content evolves, including sciences, policy, law, business, and technology fields. The framework focuses on process rather than discipline-specific tools, making it immediately adaptable for diverse faculty audiences.Presenter BioJ'Laine Proctor, DNP, FNP, PMHNP-BCJ'Laine Proctor is a Clinical Professor at the University of Wyoming's Fay W. Whitney School of Nursing, where she co-developed the Psychiatric Mental Health Nurse Practitioner (PMHNP) curriculum, course work, taught across both didactic and clinical courses in the program. She also maintains clinical practice as a dual-certified Family Nurse Practitioner and PMHNP at Albany Community Health Clinic, where she advocates for integrated behavioral health and primary care. A self-described practitioner of "cowgirl medicine," J'Laine has spent the past two years studying AI applications in higher education; attending every talk she can find, reading widely, and experimenting in her own courses. She's particularly interested in how AI can help faculty keep pace with rapidly changing evidence while still having time for what matters: teaching students to think like providers.Contact InformationJ'Laine Proctor DNP, FNP, PMHNPClinical ProfessorFay W. Whitney School of Nursing (Dept. 3065)Psychiatric Mental Health Nurse PractitionerUniversity of Wyoming436 Health Sciences Center Laramie, WY 82071-2000 Main Office 307-766-4312 Direct 307-766-6571Fax 307-766-4294
[email protected] ● https://www.uwyo.edu/nursing
