Generative AI

Part of the Spring 2026 Faculty Showcase. View the Writer's Voice: Thinking Critically About AI presentation recording here.

In this presentation, ELCAP faculty member Audra Lord shares an activity she uses in her classes with ESOL students to make them think about the "writer's voice" and more importantly, the lost writer's voice when students choose to use gen AI to write their assignments for them.

Presenter:

Audra Lord

Part of the Spring 2025 AI Symposium. View the Crafting Student-Centered Assignments workshop recording here.

In this session, three instructors will share their unique approaches to designing assignments that prioritize authentic student work, uphold academic integrity, and embrace the transformative potential of AI. The session will showcase assignments that encourage process-oriented learning, where students are engaged in each stage of their work, ensuring that AI tools enhance, rather than replace, their thinking and creation process.

Come away with ideas and inspiration for adapting assignments in any discipline to balance authentic student learning with the use of AI tools as part of the learning process.

Facilitators:

Rhiannon Hillman, Monica Lemoine, Gayatri Sirohi

Part of the Spring 2025 AI Symposium. View the AI for All workshop recording here.

Let’s explore how AI tools can create a more inclusive learning environment for students whose first language may not be English. We’ll share concrete ways in which AI tools can help multilingual/ESOL students scaffold knowledge-building, lecture and text comprehension, and language fluency development for confidently expressing their knowledge in college classes. We’ll also hear from multilingual students themselves on how AI tools have impacted their learning journey. Come away with inspiration and actionable ideas for leveraging AI tools to support our linguistically diverse students. 

Facilitators:

Rhiannon Hillman, Monica Lemoine, Gayatri Sirohi

Part of the Spring 2026 Faculty Showcase. View The Rebirth of the Oral Exam presentation recording here.

In this presentation, Mathematics faculty member Helen Burn shares about bringing back oral exams in her courses to mitigate cheating.

Presenter:

Helen Burn

Part of the Spring 2025 AI Symposium. View the Rethinking Assessment for Gen AI workshop recording here.

This session explores multimodal Generative AI and how the technology has developed in the past 18 months. We will discuss the implications of powerful multimodal GenAI for assessment across all disciplines in education, and look at how the AI Assessment Scale can be used to support educators in updating teaching and learning practices.

Facilitator:

Dr. Leon Furze is the author of Practical AI Strategies, which helps educators understand the practical and ethical implications of Generative Artificial Intelligence. In addition to this and other publications, he co-developed the AI Assessment Scale, which provides a nuanced framework for integrating AI into educational assessment. He is an international consultant, author, and speaker with over fifteen years of experience in secondary and tertiary education and leadership. Leon received his PhD in the implications of Generative Artificial Intelligence on writing instruction and education.

Part of the Spring 2026 Faculty Showcase. View the AI-Friendly or AI-Free? presentation recording here.

In this presentation, English faculty member Monica Lemoine shared about her two-track course model that gives students the choice about whether they want to engage with gen AI in their learning.

Presenter:

Monica Lemoine

Part of the Spring 2026 AI Symposium. View the Teaching AI Ethics workshop recording here.

AI platforms are now embedded in our classes, our students' workflows, and our own professional practice - often whether we like it or not. But the ethical dimensions of these technologies, from bias and privacy to labour exploitation and emotional manipulation, are rarely discussed in ways that translate into teaching and policy.

In this interactive, scenario-based workshop, Dr Leon Furze draws on his Teaching AI Ethics series (teachingaiethics.com) to guide faculty through real-world case studies spanning nine ethical dimensions of AI: bias, environment, truth, copyright, privacy, data, emotions, human labour, and power. Working in teams, participants will examine prepared scenarios grounded in recent events, including content moderation labour practices, student data collection, AI-generated misinformation in government, and the rise of emotionally manipulative social chatbots.

Through structured discussion, faculty will explore how these ethical issues connect to their own disciplines, consider how to bring these conversations into their classrooms, and identify implications for institutional AI policies and academic integrity practices.

Participants will leave with practical approaches they can use immediately, along with access to the open-access Teaching AI Ethics eBook and resource collection.

Facilitator:

Dr. Leon Furze is an AI education consultant, author of Practical AI Strategies (2024), and creator of the Teaching AI Ethics series, which has been updated for 2025-26 with new research, case studies, and teaching resources. He works with schools, universities, and education systems internationally.

Part of the Spring 2026 AI Symposium. View the AI That Takes Action workshop recording and the post-workshop discussion here.

Agentic AI browsers can now complete quizzes, write discussion posts, and submit assignments in Canvas — and students can access them for free. This session offers both a clear-eyed look at agentic AI and a practical toolkit for responding. We'll start with definitions and a demo. Then we'll dig into two kinds of strategies for countering misuse: designing assignments that support genuine engagement — like social annotation and process-based grading— and creating logistical barriers that make it harder to hand coursework off to AI, such as multimodal work and lockdown browsers. Finally, we'll explore ways educators can put agentic AI to cautious use, with a demo of using an agent to create an accessible slide deck from OER content.

Facilitator:

Anna Mills has taught writing in California community colleges for 20 years and is author of the widely used open educational resource textbook How Arguments Work: A Guide to Writing and Analyzing Texts in College and the newly released AI and College Writing: An Orientation. Her writing on AI appears in The Chronicle of Higher Education, Inside Higher Ed, Computers and Composition, AIPedagogy.org, and TextGenEd: Continuing Experiments. She serves on the Modern Language Association Task Force on AI in Research and Teaching. As a volunteer advisor, she has helped shape the pedagogical approach of MyEssayFeedback.ai, and she currently serves as co-Principal Investigator for the Peer & AI Review + Reflection (PAIRR) project funded by the California Education Learning Lab.

Part of the 2026 Winter Workshop series. View the Suspected AI Use workshop recording and materials here.

AI misuse shows up differently across disciplines—copied problem sets, AI‑generated prose, fabricated citations, graduate level work not relevant to the assignment, and more. This session focuses on what to do when it happens: how we address it with students, and how to turn incidents into learning.

We’ll start by sharing practical, ready-to-use approaches to:

• Student conversations that de‑escalate and teach: what to ask, how to document, and ways to keep the focus on learning rather than “gotcha.”

• Co‑creating discipline‑appropriate AI guidelines with students, including clear boundaries, disclosure norms, and examples of acceptable vs. unacceptable assistance.

Then we’ll work through short, discipline‑spanning scenarios to practice responses and compare strategies. You’ll leave with concrete ideas to address AI misuse in your classes, along with preventive strategies that reduce overreliance on AI—so students demonstrate their own thinking while using tools responsibly. Let’s pool what’s working and address this shared challenge together.

Facilitators:

Stephanie Ojeda Ponce, Laura Adele Soracco

Part of the Spring 2025 AI Symposium. View the Preserving Teaching and Learning Integrity keynote recording here.

In this talk, Brandeis Marshall discusses the tensions of teaching in higher education for students (and faculty) who are navigating a myriad of challenges that now includes the emergence of genAI.  She also shares how faculty can thoughtfully incorporate genAI and touches on the future of work with AI. 

Facilitator:

Brandeis Marshall is Founder and CEO of DataedX Group, a data ethics learning and development agency for educators, scholars and practitioners to counteract automated oppression efforts with culturally-responsive instruction and strategies. 

As a computer scientist and as a former college professor, Brandeis teaches, speaks and writes about the racial, gender, socioeconomic and socio-technical impact of data operations on technology and society. She wrote Data Conscience: Algorithmic Siege on our Humanity (Wiley, 2022) as a counter-argument reference for tech’s move fast and break things philosophy. She pinpoints, guides and recommends paths to moving slower and building more responsible human-centered AI approaches.

Part of the Spring 2026 AI Symposium. View the Anger, Sadness, and Existential Crisis workshop recording here.

Every AI-generated assignment, derailed class activity, and academic integrity conversation takes a toll: eroding learning partnerships, draining time and energy, and impacting the class environment. Even as we might invest time and effort in developing new curriculum and assessments and giving students new opportunities, we can find ourselves in cycles of guilt, anger, sadness, existential crisis. You are not alone.

This workshop opens the AI Symposium by making space to discuss the negative impacts of high rates of generative AI use on us and our students. By sharing our struggles, we build community, process the difficulties, and move to a better place for growth.

Outcomes & Goals:

• Name and acknowledge the toll of high rates of generative AI-use on teaching and learning

• Identify strategies to navigate harms and work toward sustainability

• Reclaim the narrative to make space for agency, growth, and possibility

Facilitator:

Stephanie Ojeda Ponce is an avid reader, music enthusiast, facilitator, and educator in Des Moines, WA. Like relatives and ancestors from the U.S., El Salvador and Mexico, Stephanie enjoys growing fruits and vegetables and raising chickens and waterfowl. Her family, friends, and communities are always at the heart of her work.

Stephanie completed B.A. and M.A. degrees in English at California State University, Bakersfield. Then, she moved to the East Bay (San Francisco) area, working as an adjunct English instructor and K-12 substitute, until moving to the Seattle area in 2014. Currently tenured English faculty at Highline College, Stephanie teaches college writing, research, literature, and diversity and globalism studies. She has facilitated professional development for educators locally and nationally, including at prestigious conferences like the National Conference on Race and Ethnicity (NCORE). Through discussions and workshops on topics including culturally responsive teaching practices, science fiction, artificial intelligence, pleasure activism, and rest as resistance, Stephanie centers excellence and wellness for students and education practitioners.

Part of the Spring 2026 AI Symposium. View the AI Grief Cycle workshop recording here.

In the past few years, GenAI has been profoundly disruptive in higher education, and in conjunction with COVID’s impact, nearly every aspect of our jobs has changed.  Many faculty find themselves reeling, and a close examination makes clear that many of us are stuck in different phases of the DABDA grief cycle (Denial, Anger, Bargaining, Depression, Acceptance). In this workshop we’ll explore the nuances of how AI has brought this on, name and describe what we’re feeling, and ultimately work on finding practical solutions for moving through this and retaking our classrooms, both for our students’ sake and our own sanity.

You can check out this episode of the Teaching in Higher Ed podcast where Chris is a guest, and he shares a little about this topic plus the work he does with students navigating the evolution of gen AI in the classroom.

Facilitator:

Christopher Ostro is an Assistant Teaching Professor for the Division of Continuing Education at the University of Colorado, Boulder, teaching Writing and Rhetoric courses; in addition, he is a 50 percent course designer with the Learning Design Group at the University of Colorado. In this role he designs talks and trainings for faculty that are informed by recent, relevant in-the-classroom experience. His research interests include artificial intelligence (AI) in the classroom, AI detection, the impact of COVID-19 on higher-education students, and political radicalization.

Part of the Spring 2025 AI Symposium. View the Beyond the PDF workshop recording here.

Do you ever look at student evaluations for the quarter, or past few years, and wonder how to make it make sense? With support from Claude.AI and ChatGPT, I was able to quickly see patterns and insights aligned with the tenure criteria. Join me to practice using AI tools to run quantitative and qualitative data analyses of your course evaluations. We’ll break down a variety of (free and premium) AI tools to analyze 5 years of course evaluations. You’ll receive example prompts and hands-on time generating data analysis and crafting a next-level self-reflection. To prepare, have your course evaluation files ready so you can leave with meaningful student-centered self reflection. 

Facilitator:

Stephanie Ojeda Ponce

Part of the Spring 2025 AI Symposium. View materials from the Working Smarter, Not Harder workshop here.

This workshop outlines practical applications of AI tools like Claude to streamline educators’ workflows, reduce administrative burden, and enhance teaching effectiveness without compromising educational quality. Background: Educators face increasing demands on their time, from lesson planning and content creation to assessment and personalized feedback. AI assistants offer promising solutions to many of these challenges, allowing teachers to focus more energy on high-impact interactions with students (such as using AI to help me generate this description). 

Facilitator:

Rhiannon Hillman