Everyone says they want humans “in the loop" when it comes to AI. But where should humans be in that loop? Circling around an AI nexus in the center, or sitting in the center ourselves? In this presentation, I argue for the latter. I explain how TCSG's and AI-ALOE's collaborative work in AI research is leading with a people-first approach that improves existing practices rather than disrupting them unnecessarily. This presentation discusses AI technologies developed in collaboration between TCSG professors and AI-ALOE's NSF-funded researchers and sets up our students and teachers alike for success, not stress, in the AI-powered future.
Could badging for AI skills be possible at your institution? Learn how we began, evolved, and scaled our AI badging program to help students develop important perspectives and skills while maintaining a sustainable workflow and ultimately including broader faculty participation and buy-in. We'll share our method for combining the power of our learning management system, BoodleBox, and Padlet to deliver a synchronous learning experience that results in the awarding of the badge. Hear the real truth about the ups and downs and lessons learned along the way, and what's next for our program.
When students need sources, many go straight to AI, and it's easy to see why. It summarizes, it cites, and it always sounds like it knows what it's talking about. The problem is not that students are using AI for research. The problem is that they often don't know how to push back on it. Instead of asking whether students should use AI for research, this session asks how we teach them to do it thoughtfully. Through Mike Caulfield's SIFT method applied directly to AI-generated content, we'll explore practical critical AI literacy strategies that help students use these tools to find and evaluate sources while recognizing misinformation and avoiding over-reliance on text that may sound authoritative but can't always be trusted. Grounded in English composition but adaptable across disciplines, this session offers a framework, a few open questions, and materials you can take back to your own classroom or library. #InformationLiteracy #CriticalAIUse #Writing
Broader adoption of chat reference tools has led to increased access to unstructured data, revealing patron needs and question trends. To utilize this information to the fullest requires careful analysis of the transcripts - from navigating privacy concerns to identifying user themes. This workshop will walk through the process of how we developed a custom-built, offline, AI-powered tool to help with transcript analysis. We begin by comparing our solution to a baseline, human analysis of our text followed by a side by side comparison to pre-built LLMs such as Gemini, to determine which method was most effective.
While generative AI rapidly expands its educational reach, writing instructors remain the most cautious and at times resistant adopters, due to concerns about authorship, plagiarism, and cognitive offloading. In response, the AI Literacy module was designed for the English 102 Composition course to frame generative AI tools as process-oriented research partners rather than a text-producing shortcut. NotebookLM is used as a constrained research environment for a research workflow in which students' original thinking precedes AI interaction. The framework demonstrates pedagogically grounded AI use that supports transparency, metacognition, and ethical research practices, thereby strengthening rhetorical awareness, ensuring authorial control, and minimizing plagiarism (#AI-Literacy #AI-assisted-research #metacognition).
When faculty share their values about AI, they make learning goals explicit, reduce anxiety, and model reflective thinking. When students articulate their own AI values, they develop metacognitive awareness and ownership of their learning. In this interactive session, participants will explore the concept of an AI Value Statement: a brief reflection that helps articulate how AI supports (or challenges) meaningful learning. Through guided reflection, a values-based card-sorting activity, peer dialogue, and a scaffolded writing exercise, participants will draft their own AI Value Statement and examine how the same framework can be used with students, including as an early-course or Day 1 activity. #FacultyDevelopment #AIEthics #StudentEngagement
Associate Director for CTLE, Embry-Riddle Aeronautical University
Dr. Chad Rohrbacher is an Associate Director for the Center of Teaching and Learning Excellence at ERAU. Dr. Rohrbacher provides support to faculty through competitive teaching and learning grants, faculty development programs, awareness workshops, and individual consultations, CTLE... Read More →
Associate Director, Center for Teaching & Learning Excellence, Embry Riddle Aeronautical University
I’m an Associate Director at the Center for Excellence in Teaching & Learning at Embry-Riddle Aeronautical University, where I lead initiatives at the intersection of AI, immersive learning, and faculty development. My work focuses on helping educators not just adopt new technologies... Read More →
A significant challenge to supporting student learning in the age of AI is miscommunication between instructors and students about appropriate use in a variety of contexts. To help with that challenge, our teaching center designed the Student GAI Use Scale. This session will share that student-centered scale as a resource for others along with feedback from instructors and students who have used it in their classes. Attendees will also be invited to share and brainstorm other key approaches and tools for effective communication between instructors and students to enhance the development of critical GAI literacies in learning environments.(Communication, AI Literacies, Ethical Use)
As generative AI becomes widely available to students, faculty across disciplines face a common challenge: how to use AI to support learning without turning it into an answer engine that replaces student thinking. This interactive session presents a practical instructional framework that positions AI as a cognitive partner to support student planning, monitoring, and reflection during problem solving. Using a hands-on coding workshop as a concrete example, participants will examine structured AI prompting strategies, “explain-first” guardrails, and guided exploration techniques that preserve student ownership of reasoning. Attendees will leave with transferable design patterns they can adapt to their own courses, regardless of discipline or modality.#TeachWithAI #Metacognition #FacultyDevelopment
Discover how spiraled assignment design can guide deeper learning and intentional AI integration across any course. This session introduces a spiral design framework that helps faculty scaffold skills, promote metacognition, and embed generative AI at key points for exploration, reflection, and progression through increasingly complex skills. Participants will learn how to design assignments into a spiraling curriculum that intentionally incorporates generative AI to reinforce learning objectives over time. #SpiralLearningNotYourself #AiAssistedLearning
Instructional Designer, Florida Atlantic University
Aubry, instructional designer, specializes in online learning, digital pedagogy, and faculty collaboration. Their current work centers on empowering faculty to rethink teaching strategies and align course elements for deeper student engagement and authentic learning outcomes, and... Read More →
Friday June 12, 2026 11:00am - 11:30am EDT Desoto 4
This session introduces an adaptable documentation and reflection framework designed to preserve core writing skills while integrating ethical AI assistance. Attendees receive access to a Writing Processing Hub that uses structured prompts to guide both AI-users and non-users through metacognitive reflection of their writing process. Guided documentation strategies help students engage their critical thinking while supporting academic integrity and intentionally crafted prompting templates teach students how to use AI as an editing tool rather than a content generator. The session will share insights into implementation successes, challenges, and next steps for writing-intensive courses like Research Methods. #AIPedagogy #AIInWriting #TeachingTransparency
False accusations of cheating based on unreliable AI-detection tools can erode trust, undermining constructive faculty-student relationships. Caution regarding GenAI’s impact on learning integrity is warranted, but a policing mindset contributes to student anxiety and negates the emotional dimensions of learning. Drawing on student experiences that highlight faculty’s central role in shaping students’ AI-adoption, this session proposes a mentoring mindset as a human-centric approach to academic integrity. Mentoring shifts the cat-and-mouse dynamic. Faculty become guides through intentional learning frameworks that invite honest discussion. Participants will examine opportunities and pedagogical challenges of a mentoring-mindset and crowdsource interdisciplinary-practices that position faculty as approachable mentors. #mentor #intentional-AI #human-centric-AI
What if we redesigned learning architecture rather than automating existing models? The University of Illinois Gies College Business prototypes "Learning 3.0" where faculty define outcomes and standards while AI personalizes pathways to shared competencies. See AI avatars and dynamic content in action. Learn how to preserve human judgment where it matters while achieving personalization at scale; increasing rigor, relevance, and efficiency simultaneously. Leave with practical artifacts for piloting adaptive learning in your context. #AdaptiveLearning #HumanAI-Collaboration #PersonalizationAtScale
Manager of Academic Innovation, University of Illinois Urbana-Champaign
Julia Sabin is Senior Associate Manager of Academic Innovation at the Gies College of Business, University of Illinois Urbana-Champaign. She leads pilots of emerging educational technologies, including AI-assisted grading and feedback systems, learning analytics, and scalable instructional... Read More →
After launching BoodleBox at over 100 colleges and universities, clear patterns have emerged—what accelerates meaningful adoption, what stalls it, and what surprises everyone. This session shares candid lessons from the founder's perspective: which institutional strategies drive faculty buy-in, how students actually use AI when given structured access, why some implementations thrive while others falter, and the role of leadership in setting AI culture. We'll examine common pitfalls, unexpected wins, and the critical questions institutions should be asking now to prepare for what comes next in AI-enabled education. Come ready for an honest, forward-looking conversation.
France Hoang is the Founder and CEO of BoodleBox, a collaborative AI platform selected by over 100 colleges and universities and more than 120 companies to bridge the gap between education and the workforce. A West Point graduate, Distinguished Visiting Lecturer at the U.S. Military... Read More →
Students form impressions about our courses long before the first assignment. This session explores how AI can help us design stronger first-day experiences, from clearer framing and enhanced syllabi to engaging activities that spark curiosity and peer interaction. We’ll use AI to create syllabi that go way beyond course policies and deadlines, and we’ll brainstorm first-day strategies that’ll capture students’ attention and build belonging. Instead of routine syllabi read-throughs, we’ll see how AI can help us elevate our first day of class and show students how our course works and why it matters from the very start. #AI-enhanced-syllabi #teaching-with-AI
The University of North Texas at Dallas proposes the development of a Justice-Applied Artificial Intelligence minor embedded within its Bachelor’s degree in Criminal Justice. This 15–18 credit hour interdisciplinary minor is designed to equip future justice professionals with essential AI literacy while examining the ethical, legal, and operational implications of artificial intelligence in policing, courts, corrections, and policy analysis. The presentation will outline curriculum design, workforce relevance, and governance considerations, highlighting how applied AI education can responsibly enhance decision-making, transparency, and accountability across the criminal justice system.
Artificial Intelligence (AI) is emerging as a transformative tool in healthcare education, offering innovative approaches to enhance clinical decision-making and learner engagement. This study explores the development and integration of “BOTs,” AI-driven educational models designed to support neonatal advanced practice education. By simulating neonatal scenarios, BOTs provide interactive that reinforce evidence-based practice and critical thinking. The presentation examines the pedagogical framework, technological design, and potential implications for competency-based education in neonatal care. Findings suggest that AI-enabled tools can augment traditional teaching methods, improve learner confidence, and foster a more personalized educational environment for advanced practice providers.
As generative AI becomes embedded in students’ everyday workflows, instructors are challenged to decide not whether AI belongs in the classroom, but how it should be positioned within learning itself. This session presents an instructional design approach that integrates a TA-like AI assistant directly alongside course materials to harness the benefits of AI while mitigating common concerns around misuse and shallow engagement.Rather than treating AI as an external tool students access independently, the model places AI support within readings, practice activities, and capstone preparation. This design leverages AI’s strengths for clarification, iteration, and reflection, while encouraging students to engage with a trusted, course-aligned assistant that reinforces instructional intent. The result is not simply AI adoption, but a restructuring of where and how AI supports learning.The presentation focuses on design decisions instructors can apply across disciplines and modalities to increase learning touchpoints, reinforce repetition, and guide productive AI use without banning tools or relying on enforcement. Participants will leave with practical ideas for integrating AI in ways that are both pedagogically intentional and adaptable to their own teaching contexts.
As generative artificial intelligence (GenAI) tools become increasingly accessible, teacher preparation programs face urgent questions about how preservice teachers are actually using these tools and what they perceive as appropriate, ethical, and useful practice. This session presents findings from a mixed-methods study examining preservice teachers’ use and perceptions of GenAI within special education coursework at a public university. Using the Technology Acceptance Model as a guiding framework, the study explored how teacher candidates engaged with GenAI across different assignment types, their perceived usefulness and ease of use, and the alignment (or misalignment) between use and trust.Results indicate that while most candidates used GenAI for brainstorming and editing, they expressed uncertainty about ethical boundaries, instructional reliability, and GenAI’s appropriateness for supporting students with disabilities. Participants reported a clear need for explicit guidance, ethical instruction, and modeling of responsible classroom integration.This session will share key findings and translate them into actionable implications for teacher educators, focusing on assignment design, policy clarity, and instructional supports that promote responsible, equity-centered GenAI use in teacher preparation programs.
