Synthetic content and “AI Slop” continue to saturate the media landscape, leading to confusion about all kinds of information. Last fall on a Fulbright teaching project, I surveyed students from Florida, Slovakia, Northern Ireland, and Poland about generative AI, higher education and the need for media literacy. Respondents clamored for guidelines for appropriate use of AI in coursework, and for spotting misinformation in AI-generated or manipulated content. After sharing results, I will provide a scalable media literacy framework to supplement emerging AI literacy skills. This strategy allows instructors of any discipline to draw upon their expertise, and show how it's useful when evaluating what we encounter online. #medialiteracy #cross-curricular-pedagogy #knowledge-is-good
Over the past two to three years, many college faculty have been actively experimenting with AI alongside their students, rethinking assignments, assessment, and academic integrity in real time. But during this same period, what were K–12 students and teachers actually doing with AI? Drawing on five lessons learned from working with over 200 K–12 teachers in Northwest Florida through Florida State University’s InSPIRE Initiative, this session examines how uneven access, policy constraints, and instructional choices have shaped students’ AI experiences before college and how those experiences will increasingly impact teaching and learning in higher education.
Generative AI can enhance the development of competency-based education (CBE) courses, which prioritize personalized learning and mastery over traditional time-based methods. A major challenge to widespread CBE adoption is the administrative burden of aligning industry-specific skills with learning outcomes. We introduce a "Prompt to Competency" framework that uses AI to streamline course design through three key stages: (1) identifying current labor market demands, (2) aligning these demands with competencies using Bloom's Taxonomy, and (3) creating adaptive, rubric-based assessments. Preliminary results show that utilizing AI in curriculum development can reduce design time by about 60% while ensuring strong alignment with industry standards, thus enhancing the scalability and effectiveness of CBE models.
Associate Professor of Business Administration, Glenville State University
Dr. Dwight W. Heaster is an Associate Professor of Business and former administrative leader (Dean and Department Chair) with over 25 years of experience in higher education marketing, branding, and curriculum design. Holding a Ph.D. that bridges business and adult education pedagogy... Read More →
Thursday June 11, 2026 3:40pm - 4:10pm EDT Suwannee 1
AI literacy is quickly becoming a stated goal for first-year students, but translating that goal into clear learner outcomes and assessable work is far from simple. This short, discussion-driven session shares the structure of an undergraduate AI literacy course, focusing on its learner outcomes and assessments. Participants will collaboratively reflect on whether these outcomes reflect what AI literacy should mean for freshmen and whether it is even possible to assess such learning in authentic ways.
connecting majors in computer networking, management information systems, digital media, web development, cybersecurity, and information assurance with the KC tech scene
Thursday June 11, 2026 4:20pm - 4:50pm EDT Suwannee 1
This study explores how personalized Generative AI can transform entrepreneurship education through deeper cognitive engagement and experiential learning. We introduce the Business Model Canvas Coach, an AI-driven chatbot designed to guide hospitality and tourism students through inquiry-based prompts, Socratic dialogue, and iterative reflection while applying the Business Model Canvas. Our research examines whether AI-mediated scaffolding enhances problem identification, business model integration, and critical thinking. Findings aim to inform educators on designing AI as a cognitive partner, empowering learners to move beyond passive use toward active, creative entrepreneurial practice.
Stop the "app hop." Faculty are currently drowning in a fragmented tech stack, juggling multiple AI subscriptions for research, drafting, and slide generation. This interactive session demonstrates how to collapse that friction into a unified, secure ecosystem using NotebookLM and Gemini.We will showcase a "source-first" workflow: grounding AI in your specific syllabi and research to eliminate hallucinations, then instantly transforming those insights into course assets. Participants will leave with a practical blueprint to reduce costs, ensure academic integrity, and reclaim prep time using a streamlined Google workflow.
Chief Educational Technology and AI Officer, University of Lynchburg
With over 28 years of experience in educational technology and a forward-thinking vision for AI, I serve as a strategic leader dedicated to helping institutions navigate their digital transformation. My expertise is built on a proven track record of leading and implementing large-scale... Read More →
Senior Director Academic Initiatives and Human Resources, University of Lynchburg
Sandra E. Perez is a dynamic and forward-thinking leader in higher education, specializing in driving institutional transformation through strategic change management, innovative AI integration, and robust process architecture. With a proven track record of enhancing operational efficiency... Read More →
Friday June 12, 2026 9:40am - 10:10am EDT Suwannee 1
Faculty at teaching-intensive institutions are constantly balancing the need to create engaging, rigorous learning activities with limited time and heavy teaching loads. This interactive session shares a practical, step-by-step approach to using AI to transform basic course materials into narrative-based case studies. Using an insulin signaling case study from my introductory biology course as an example, I will show how a simple Q&A activity evolved into an engaging case study that incorporates clinical data. Participants will learn to refine AI prompts, evaluate outputs, and make pedagogical choices that support student engagement while maintaining scientific rigor, with applications across STEM disciplines.
This presentation shares practical lessons learned from designing and delivering an AI-enhanced library research workshop for students, faculty, and staff across disciplines. It examines how the GUIDE model emerged from instruction, organized around five strategies: (1) selecting appropriate AI tools, (2) using intentional prompting informed by the CLEAR framework, (3) investigating and refining research topics, (4) verifying information using SIFT, and (5) navigating citation practices. Aligned with the ACRL Framework for Information Literacy, the session highlights what worked, unexpected outcomes, and ongoing challenges from teaching AI in practice. Attendees will leave with adaptable approaches for supporting responsible AI use, academic integrity, and research instruction alongside traditional scholarly resources. #AIinResearch #InformationLiteracy #FacultyDevelopment
The Metadata Creation and Management Department, in collaboration with the Digital Scholarship Department at the University of Central Florida (UCF) Libraries, is exploring the integration of Artificial Intelligence (AI) into digital collections management and workflows. Leveraging the OpenAI API and a custom FAST (Faceted Application of Subject Terminology) vector database, the project generates subject headings and semantic enrichment for collections within UCF’s repository and library management system. These efforts, combined with linked data enrichment from external knowledge bases, enhance resource discovery and user engagement. Together, they demonstrate a scalable, collaborative approach to enriching metadata and advancing discovery through responsible AI.
Sai Deng is the Metadata Librarian and Associate Librarian at the University of Central Florida. She has served on the ALA ALCTS (or Core) Cataloging and Classification Research Interest Group, the Metadata Interest Group and other groups. She has also served on the SAC Subcommittee... Read More →
Sarah Norris is Digital Initiatives Coordinator at the University of Central Florida Libraries. In this role, she leads the Libraries’ Digital Initiatives unit in digitization and the management of STARS, UCF's Institutional Repository. She has presented at local, state, national... Read More →
AI can do a lot of the heavy lifting in course improvement—but what happens when efficiency starts eroding the nuance that makes teaching effective? This session uses a real-world case study of 17 social work learning materials to explore the tension between scaling instructional design work with AI and preserving the human judgment that gives courses their integrity. Through a brief before-and-after example and structured discussion, participants will wrestle with questions that don't have easy answers: What must stay fully human? How do we keep AI from standardizing the complexity out of courses? Leave with one concrete guardrail and a framework for thinking more critically about where AI belongs—and where it doesn't—in course improvement work.
In this session, I share an assignment from my media literacy teaching methods course that positions generative AI as a starting point, rather than a shortcut, for instructional design. I show how my pre-service teachers used AI to generate unit plans, then revised, curated, and personalized those plans to align with standards, teacher-produced Essential Questions, and student-centered texts. Using student reflections and sample artifacts, this session offers a practical generate, adapt, curate framework for helping novice instructors use AI to reduce cognitive load while preserving pedagogical expertise and creativity.
What does it mean to build AI fluency in an introductory college course, and where should instructors begin? This short presentation explores how AI was embedded into the course content of an introduction to psychology course. Students were also provided with a specially designed AI assistant, allowing them to practice AI use and prompt engineering while learning about bias and limitations of broader AI tools. The session invites discussion about teaching students about how AI works, when its use is appropriate, and where human judgment, reflection, and disciplinary thinking must remain central to learning.
Let's be real: AI isn't going anywhere, and neither is the panic about student voice. But what if we stopped treating AI like the villain in our writing classrooms and started using it as the world's most patient revision buddy?This session is for instructors who want practical strategies—not philosophical hand-wringing—for teaching writing in the age of ChatGPT. We'll explore how to position AI as a tool that sharpens student voice rather than erases it, using side-by-side comparisons, revision exercises, and authorship conversations that actually stick.You'll leave with classroom-ready approaches that help students recognize what makes their writing theirs—and why that matters more than ever. Come curious, leave equipped, and maybe even a little less stressed about the robots.
A veteran English teacher in K-12, Danielle Alric recently transitioned into working in higher ed as a Learning Solutions Specialist at McDaniel College with a special focus and interest in AI Integration. She empowers educators and students to use AI effectively and ethically to... Read More →
Friday June 12, 2026 3:40pm - 4:10pm EDT Suwannee 1
Online discussion boards often suffer from low participation and surface-level engagement, even when instructors apply best practices in discussion design. Large language models (LLMs), however, were designed to support sustained conversational interaction. This session asks: what happens when students are given the choice between discussions with a LLM or traditional peer-to-peer interaction on a discussion board? Drawing on early experimentation in an online freshman seminar, the session examines unexpected outcomes, student reactions, and lessons learned about the evolving role of discussion boards in the AI era.
As AI tools make it easier for students to create polished work, it has become more challenging for teachers to assess what students have truly learned and to grade fairly when AI is used. In this session, you will explore a framework developed in secondary classrooms, for using AI purposefully while ensuring students remain responsible for their own ideas. You will learn how to redesign classroom tasks so that students’ thinking, revisions, and progress are visible at every stage. You will also leave with a practical grading approach for AI-rich classrooms that will not increase your workload or lower your standards.
Director of Technology Integration, Holy Innocents` Episcopal School
Daniel Forrester has been in education for over 20 years across both public and private school settings. He has taught math and engineering, served as a PK-12 Curriculum Director of STEAM, and helped launch several academic programs at Holy Innocents' Episcopal School in Atlanta... Read More →
Saturday June 13, 2026 9:00am - 9:30am EDT Suwannee 1
As generative AI becomes part of everyday student writing, faculty are again facing familiar questions about academic integrity, now complicated by these new tools. This session shares a practical approach, developed in upper-division music history courses, for integrating AI into writing assignments without undermining learning. Fundamental to the model is an instructor-designed custom GPT chatbot, used only at the draft stage and limited to grammar and formatting feedback. When combined with a clear AI policy, scaffolded low-stakes writing stages, and process-focused assessment, this approach supports critical thinking while preserving student voice and ownership of ideas. (#Academic Integrity #Instructor-Designed AI)
Faculty Fellow for Academic Innovation and Professor of Music, The University of Texas Rio Grande Valley
Art Brownlow is Faculty Fellow for Academic Innovation and Professor of Music at the University of Texas Rio Grande Valley, where he teaches music history. He is a Fellow in the University of Texas System Academy of Distinguished Teachers, a founding Fellow in the UTRGV Academy of... Read More →
Saturday June 13, 2026 9:40am - 10:10am EDT Suwannee 1
I will share how I fostered AI fluency in my classes through authentic, discipline‑based assignments. Using the 4D AI Fluency Framework (Delegation, Description, Discernment, and Diligence) I guided students to ethically and creatively integrate AI into real‑world tasks such as media production, research analysis, and instructional planning. This approach empowered students to critically evaluate AI and reflect on their learning, developing technical skills and human‑centered judgment essential for responsible, innovative AI use in their fields.
