In a Master's-level online educational research course, I began using an AI-integrated assignment that guides students to use AI feedback in developing a research question to be used throughout the course. This presentation will compare the quality of research questions developed in the AI-integrated assignment to previous semesters without AI-integration. Further, details about the process of developing and implementing the assignment will be provided.
Many, if not all, faculty invest significant time and effort in providing students with meaningful pedagogical touchpoints in online courses. This collaborative project introduces faculty-instructional technologist efforts in repurposing existing text-based lecture notes into audio podcasts as an alternative student-content touchpoint. Guided by the faculty member’s pedagogical beliefs, needs, and goals, the project highlights faculty preferences and collaboration timeline, iterative evaluation over time, and navigating affordances of an AI tool; NotebookLM, when converting/integrating audio podcasts into a graduate level online course delivered through the Canvas learning management system.
AI tools are increasingly used by researchers to support literature reviews, yet many faculty and graduate students lack guidance on how to use these tools critically and responsibly. This poster presents a case study on the use of Elicit as an instructional tool for teaching systematic and structured literature review practices. The poster highlights how Elicit can support early-stage searching, screening, and sense-making when paired with human judgment and traditional research methods. The goal is to demonstrate how AI can be taught as a research support tool, in alignment with the existing traditional practices for information discovery. #AILiteracy #Litreview #AItools
Collection Development Librarian, Saint Paul University
Marta Samokishyn, (she/her) is a Collection Development and Liaison Librarian at Saint Paul University, and a Ph.D. student in Digital Transformation and Innovation program at the University of Ottawa. Her research interests include AI literacy in academic libraries, educational technologies... Read More →
Most AI Literacy research focuses on students’ self-perception of generalized AI literacy. Few assess students' AI literacy skills in the context of information literacy. A survey of 10 multiple choice questions was developed to test student’s knowledge of AI in information literacy skills aligned to the five criteria described in the AAC&U Information Literacy VALUE Rubric. The gaps identified in this study are the first step in assessing how to integrate AI into institutional curricula and creating relevant learning opportunities for students in an AI assisted world. (#Information Literacy, #AI Literacy, #Assessment)
I am an AI Librarian interested in the intersection of AI and information literacy. My research is: Does teaching AI skills improve information literacy skills as assessed on the AAC&U Information Literacy VALUE rubric. The pilot study says "yes, it does, by a full grade letter... Read More →
The Study Abroad experience can be amplified to provide a student with an enhanced enriching experience through the use of available AI tools. These AI tools help the student with academic activities, pre-planning for the experience, and cultural diversity awareness. AI tools can enhance the course's academic activities by offering additional explanations on the covered topics, exploration of career opportunities abroad, generation of own images, and applicable skill mapping. AI tools are useful for pre-planning activities that include using chat bots for exploring visa/documentation checks for assigned country, alternative feasible itineraries, planning "free time", trip budgets, live maps, and route plans for ease of access while in the host country. A student's awareness of cultural diversity is heightened by the use of AI tools to learn and communicate key phrases in another language (i.e. Duolingo, Google Lens, etc.), exposure to cultural norms, and local safety alerts. (#studyabroadtools)
As institutions rethink general education for an era defined by uncertainty, faculty face the challenge of redesigning courses that emphasize coherence, relevance, and transferable skills. This presentation demonstrates how AI tools can support each stage of general education reform—from brainstorming enduring questions to designing scaffolded, skills-based assignments and assessments, from rethinking the first day to creating skill-based rubrics. Drawing on a recent campus-wide Gen Ed transformation, the session offers practical strategies for using AI to streamline curriculum design while strengthening critical thinking, information literacy, and integrative learning.#AIinPedagogy #CurriculumDesign #GeneralEducation
This poster examines how educators can integrate traditional pedagogy with AI-enhanced teaching to cultivate inclusive, engaging, and ethically informed learning environments. Grounded in research on faculty AI readiness (Mah & Groß, 2024), ethical frameworks (Swindell et al., 2024), engagement outcomes (Gada & Chudasama, 2024), and assessment innovation (Madwe et al., 2025), it presents a human-centered model linking constructivist teaching with emerging AI tools. Key elements include faculty AI literacy, ethical guardrails, and practical applications for adaptive instruction, empowering attendees to apply an evidence-based instructional framework across disciplines.This poster examines how educators can integrate traditional pedagogy with AI-enhanced teaching to cultivate inclusive, engaging, and ethically informed learning environments. Grounded in research on faculty AI readiness (Mah & Groß, 2024), ethical frameworks (Swindell et al., 2024), engagement outcomes (Gada & Chudasama, 2024), and assessment innovation (Madwe et al., 2025), it presents a human-centered model linking constructivist teaching with emerging AI tools. Key elements include faculty AI literacy, ethical guardrails, and practical applications for adaptive instruction, empowering attendees to apply an evidence-based instructional framework across disciplines.This poster examines how educators can integrate traditional pedagogy with AI-enhanced teaching to cultivate inclusive, engaging, and ethically informed learning environments. Grounded in research on faculty AI readiness (Mah & Groß, 2024), ethical frameworks (Swindell et al., 2024), engagement outcomes (Gada & Chudasama, 2024), and assessment innovation (Madwe et al., 2025), it presents a human-centered model linking constructivist teaching with emerging AI tools. Key elements include faculty AI literacy, ethical guardrails, and practical applications for adaptive instruction, empowering attendees to apply an evidence-based instructional framework across disciplines.
This presentation introduces AI-powered Linguistics Research Assistants developed using ChatGPT, Claude, and Perplexity. Designed for academic research, these tools streamline data collection and analysis for both qualitative and quantitative investigations. One of such tools is the Subject Pronoun Variation AI Research Assistant. We demonstrate specifically with this custom-made AI tool how tailored prompts and workflows support real-world research projects in linguistics, language pedagogy, and related fields of inquiry. The session will showcase live examples of data extraction and coding. The session will also offer guidance on designing discipline-specific assistants. While grounded in linguistics, the approach is transferable across academic fields.#AITools #ResearchSupport #Humanities
Beginning and experienced teachers often report insufficient confidence and competencies when addressing challenging classroom behaviour, which may lead to frustration and professional dissatisfaction. This study shows that large language models (LLMs) can reliably classify pedagogical intervention strategies in case studies of challenging behaviour at a level comparable to trained teachers and researchers (Cohen’s κ = 0.64). Building on this finding, we introduce Edustories, a reflective, research-informed platform that enables teachers to analyse real classroom situations and explore alternative solutions. By combining human-centred reflection with LLM-supported analysis, Edustories supports professional learning, pedagogical confidence, and the development of positive classroom climate.
Microbiology faculty navigate a unique operational load, balancing complex theory with intensive laboratory logistics. Generative AI (GenAI) offers a transformative solution to increase instructional efficiency while deepening student engagement. This session provides a practical playbook for integrating GenAI through two frameworks: streamlining course design (instructor-focused) and fostering active learning (student-focused). From generating custom visuals and lab supply lists to "interviewing" pathogens through role-play, attendees will gain concrete prompts and strategies. Join us to learn how to lead the AI transition while safeguarding scientific reasoning and building essential AI literacy. #Pedagogy #GenerativeAI #ActiveLearning
AI proliferation outpaces training: leaving students unprepared and faculty under-supported and pressured. We implemented a professional learning community (PLC) to accelerate cross-disciplinary AI fluency through workflow-embedded training, shared tools, and weekly peer accountability meetings. Trainings included bot-building and assignment creation using Boodlebox, CoPilot-based course material development, image-based bias analysis, Adobe-integrations for visual creation, and an Information Literacy framework to evaluate AI output and support instructional design. Participants reported concrete plans to revise courses, sustained motivation through supportive weekly engagement, and measurable progress from novice to expert. Attendees will leave with templates and a replication guide. #AI-fluency #faculty-development #professional learning communities.
Zach Kinzler, an education and AI enthusiast with a B.S. in Industrial Engineering and a Master's in Business Analytics from the University of San Diego, brings a distinctive perspective on integrating technology in learning environments. As host of the Smarter Campus Podcast and... Read More →
Since the founding of the United States Military Academy in 1802, aspiring officers have learned the art of war through the study of past campaigns and maps. Today, generative AI extends that tradition by serving as a referee and officiant, giving cadets the opportunity to explore the contingencies inherent in many of history’s great battles such as Austerlitz, Operation Overlord, and the campaigns of Guadalcanal.
This poster shares Accessible Learning Labs, a set of hands-on activities created by undergraduate student researchers to help learners recognize and address accessibility issues in software and digital content. Through experiential learning and AI-supported tools, the labs guide students in exploring real-world accessibility challenges and inclusive design practices. Attendees will view sample labs, learn how they can be adapted for different course levels, and access free instructional resources. The project highlights collaboration across institutions and emphasizes real-world problem solving, and building accessibility awareness alongside technical skill development. (#StudentResearch #AccessibleComputing #AIinEducation)
Podcasting offers a dynamic platform for students to share research findings, conduct expert interviews, and synthesize complex ideas into widely available audio stories. This poster explores an interdisciplinary approach to teaching podcasting to students in industrial engineering, communication and journalism, history, and animal science. By integrating AI-enhanced audio tools into podcast creation in coursework, studio-quality sound can be achieved, and editing and accessibility needs can be met. We utilize tools such as Adobe Podcast and Adobe Audition, and Adobe Express provides access to AI-generated imagery for cover art. Free versions of this software are available. (#podcasting, #Adobe, #storytelling)
Instructional Technology Coordinator, Auburn University
I assist students, faculty and staff with digital creation skills and technology to support innovative learning, teaching, and research. I guide users in responsible teaching and AI integration in education via digital and AI literacy initiatives.
This research examines student resistance to AI adoption in higher education despite significant institutional investments in AI technology. Using the Technology Acceptance Model (TAM) as a framework, this qualitative study investigates factors influencing student acceptance or resistance to AI, how educators' approaches align with or diverge from TAM principles, and which teaching methods have succeeded or failed in facilitating AI adoption. Through student surveys, a focus group with university leaders, and analysis of educational artifacts, this study aims to provide actionable insights for higher education leaders seeking to prepare students for AI-literate careers while maximizing institutional investments in AI learning technologies.
Director of Academic Operations, Lipscomb University
Abby Bell is Director of Academic Operations at Lipscomb University, where she has spent three years transforming academic operations through AI implementation and instructional innovation. With over a decade in education, including seven years as an international teacher and vice... Read More →
How do we ensure that AI-assisted learning leads to conceptual mastery rather than passive reliance? This poster presents a high-impact teaching model from a Physical Chemistry curriculum that integrates Generative AI with real-time classroom polling (Peer Instruction). In this model, polling serves as the "truth mechanism," requiring students to pivot from AI-guided exploration to individual and group accountability.We detail a 6-step instructional workflow where students interact with AI as a Socratic tutor, followed by a rigorous "Human-Only" polling phase to diagnose misconceptions. By leveraging polling data, instructors can immediately identify where AI-driven "guided learning" succeeded or where it led to conceptual errors. The poster showcases visual data on student performance, the "Reveal" strategy for auditing AI hallucinations, and evidence of how polling-driven feedback loops transform the classroom into a laboratory for critical AI evaluation.
In this poster session, I share my current practices for an “annotated playlist” research assignment that is commonly used in introductory music classes. By developing annotated AI examples that highlight where AI performs well and where it falls short, I teach students to critically evaluate AI's strengths and limitations. Drawing on this approach, my poster offers an overview of my latest version of this assignment that requires digital trails documenting student’s research. I suggest that educators need to re-envision citations to be interactive to achieve the goal of teaching research skills.
As academic institutions shift from experimentation to systemic adoption, library professionals are uniquely positioned to move beyond basic chatbot interactions and rethink how generative artificial intelligence (GenAI) can transform existing workflows. This session details the rationale and development process behind a curriculum designed to upskill practitioners for this transition. The presentation covers why specific course modules were selected and shares examples of applying library expertise to enable AI-assisted professional work across various library functions.
Fluency ≠ Literacy. Our interactive LMS module for instructors explains this and related mindset shifts that equip instructors to actively coach students in developing AI literacy skills and illustrates how instructors can address common expert blind spots regarding student AI usage. We highlight two adaptable AI assignments: using AI agents to generate practice questions for an exam and “adversarial audits” in which students fact-check technical AI output (e.g., protein synthesis). Visit our poster for practical strategies to ensure AI functions as a cognitive scaffold rather than a tool for cognitive offloading. #CriticalAILiteracy #InstructionalDesign #CognitiveScaffolding
Dr. Rupprecht supports meaningful learning experiences for students for whom quality higher education makes a real difference. She earned her Ph.D. in philosophy from the University of Notre Dame and is a senior instructional designer at Broward College, where she fosters teaching... Read More →
The University of South Florida Digital Initiatives Unit works to improve search engine optimization by leveraging robust metadata, transcription, and descriptions generated by artificial intelligence (AI). Inconsistent metadata, uneven text extraction or transcription, and limited descriptive context reduce access to digital collections of all formats. This session examines how AI can improve audiovisual transcription, hand-written document transcription, and enhance descriptive metadata within repository environments. Using staff-scalable workflows, presenters demonstrate how AI-assisted, human-in-the-loop text generation can strengthen titles, abstracts, and subject terms while embedding ethical considerations such as consent, representation, and privacy.
Library Operations Coordinator - Oral History, University of South Florida - Libraries
I coordinate oral history projects at the University of South Florida Libraries, partnering with students, faculty, staff, and community members to document, preserve, and expand access to community histories. My work includes oral history production, transcription and remediation... Read More →
Digital Initiatives Coordinator, University of South Florida Libraries
Marlena Carrillo is the Coordinator for Digital Initiatives at the University of South Florida Libraries, where she oversees the user experiences for more than 190,000 digital collections items. Marlena earned her MLIS from USF in 2024 and a degree in journalism from the University... Read More →
As generative AI tools become commonplace, faculty face new challenges in designing writing assignments that support learning while maintaining academic integrity. This poster shares a practical, faculty-centered framework for adapting existing writing assignments to explicitly incorporate AI as a collaborative tool rather than treating it solely as a threat. Drawing on classroom experience and faculty development work, the poster highlights common student challenges, models transparent AI use, and offers concrete strategies for assignment design that emphasize process, accountability, and growth. The focus is on transferable practices applicable across disciplines.
This research presentation describes the design and development of an AI chatbot–agent built from scratch to support teaching and learning in personal branding and career readiness. The system uses a real job posting provided by the user to analyze and evaluate key professional assets, including the elevator pitch, résumé, and LinkedIn profile.The chatbot–agent assigns structured scores to each component based on job-specific criteria and provides targeted feedback to help users iteratively improve their alignment with the role. Beyond enhancing personal branding outcomes, the system is intentionally designed as a learning tool that exposes students to the principles of building AI chatbots and agents
This poster outlines the development of West Virginia University Libraries’ Intro to AI tutorial, which teaches users about GenAI through an information literacy lens. Our tutorial provides a brief history of artificial intelligence and defines common AI terms and concepts. More importantly, it covers how generative AI is trained, how that training impacts its outputs, how to evaluate those outputs and common ethical issues. The tutorial includes self-check questions and a final exam to assess students’ learning. Assigning the tutorial to students before a workshop gives librarians time to focus on more complex AI and information literacy discussions and assignments. #information_literacy #Sustainable_Instruction#libraries
Feedback Fusion is an AI-powered learning analytics platform that helps educators analyze large volumes of open-ended student feedback at scale. Using a fine-tuned BERT model trained on authentic higher education survey data, the platform categorizes qualitative responses into actionable themes, enabling earlier detection of learning barriers and unmet needs. Grounded in learning engineering and human-in-the-loop design, Feedback Fusion transforms student voice into timely, equitable, and pedagogically meaningful insights that support continuous instructional improvement in large, hybrid, and online courses. #learning-analytics #student-voice #ai-in-education
This study evaluates targeted AI tools in BIOL 3451 (Genetics) at UNT Dallas using identical content across semesters, including lectures, textbooks, and assignments. Experimental sections used two AI interventions: chapter-specific custom chatbots to answer any questions and Character AI personas to role-play topics such as DNA replication, Mendelian inheritance, and population genetics. Control sections had no AI access. Data from over 100 students shows an average 30% increase in assignment scores among AI users. Student feedback reports improved confidence, retention, and engagement, with ethical guardrails requiring disclosure and prohibiting AI-generated submissions, demonstrating scalable, low-cost personalized tutoring.#Chatbot #AI Charchter # Teaching
