University of Central Florida
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Enhancing Critical Thinking with Generative AI: Strategies from the Classroom
No full textThis interactive presentation focuses on helping instructors integrate generative AI tools into student coursework while increasing critical thinking and teaching ethical technology use. Examples of innovative assignments will be shared, which help students leverage AI to complement analytical skills and foster collaboration. The session also covers the presenters\u27 partnership with Nectir AI to evaluate AI\u27s educational impacts. Participants will walk away with a host of practical applications and forward-looking research to help ease the transition of using AI in the classroom
Improving Quantitative and Statistical Reasoning Skills Using AI Chatbot Interrogations
Get PDFRole-playing as each other, faculty and students leverage AI chatbots across a set of case studies to help identify correct and incorrect quantitative statistical reasoning for a given hypothesis. Best practices for further interrogation of this reasoning using AI are used to help students identify incorrect or misunderstood assumptions, including utilizing a playbook for effective prompting and decisionmaking. Combined, these skills help faculty promote trust in the responsible use of AI tools for teaching and learning to showcase the gains possible in improving students\u27 critical thinking skills while raising the ceiling on performance
Generative AI Impact on Academic Writing: Examining Ethical and Equitable Applications
Get PDFGenerative AI Impact on Academic Writing: Examining Ethical and Equitable Applications explores the ethical implications of integrating generative AI (GenAI) tools into academic writing practices. Focusing on critical issues such as plagiarism, authorship, and academic integrity, participants will identify ethical challenges and collaboratively develop best practices for responsibly implementing AI technologies within their curricula. The workshop features a debate segment, where attendees can articulate their positions on whether GenAI should be integrated into the curriculum to enhance AI literacy among students. The discussion aims to stimulate dialogue and provide insights into the evolving landscape of academic writing in the GenAI era
Introducing the BLOOM-AI Framework. A pedagogical model designed to guide the integration of artificial intelligence into higher education.
Get PDFBuilt on the foundation of Bloom’s Taxonomy and informed by VARK learning preferences, this framework introduces a three-part structure: Human-Led Instruction, AI-Supported Learning, and the AI Toolbox. The session will demonstrate how faculty can flip the classroom by leveraging AI to lead asynchronous foundational learning outside of class, thereby enabling educators to focus on developing higher-order cognitive skills during in-person engagement. Additionally, the framework ensures that all students\u27 sensory learning modalities are addressed. An example illustrating this new educational mindset will be presented during the session
Steal This Presentation: Practical AI Applications for Educators
Get PDFDiscover practical AI strategies for classroom and administrative tasks from a dynamic teaching power couple --a college English professor and a high school math and engineering teacher and math Department Head. Learn how AI can streamline grading, enhance student engagement, and simplify administrative duties. Attendees are encouraged to steal (or borrow, if you prefer) these ideas and make them your own! Don\u27t miss this opportunity to steal some practical, ready-to-use AI solutions
The Problem with Puzzles: Using Problem-Based Learning to Redesign Assignments for the Age of AI
No full textTraditional assignments often resemble puzzles- where students follow prescribed steps to practice multiple specific skills and demonstrate understanding. Unfortunately, students do not really treat them like puzzles. Students approach assignments as problems, employing any available tools to achieve their goals. Now, the availability of AI tools means that treating these puzzles as problems can trivialize them. It\u27 s time we leave puzzles behind
Beyond ChatGPT: Diverse AI Applications for Classroom Innovation
No full textWhile tools like ChatGPT have dominated discussions on AI in education, a wide range of other AI applications are transforming the classroom in profound ways. This presentation will spotlight innovative, lesser-known AI tools and their practical applications in teaching and learning. Attendees will gain insights into how these technologies support student engagement, streamline administrative tasks, enhance assessment, and foster creativity. The session aims to broaden educators\u27 perspectives on AI, moving beyond conversational AI to explore the full potential of artificial intelligence in education. Bring your phone, we will be adding apps to help you
The Stigmatization of Autism – Why it’s Still Present and How it Affects Women and Individuals Assigned Female at Birth (AFAB)
Get PDFThe intent of this thesis is to explain some key factors (the theory of mind notion and the narrow perception of autism) that contribute to the stigmatization of autism and the impact this has on autistic women. Autistic women are heavily underrepresented, especially in the scholarly discourse, so this thesis collected first person accounts of autistic experiences through a survey and interviews. This data revealed important information such as the benefits of a diagnosis, how stigma can prevent this and have consequences, and the struggles autistic women face. Unmasking these struggles can help make the general public aware of their contributions to this stigma and give them some tools to help remove and stop the negative impact it has on autistic women
The Use of Phonics With Adult ELLs at the Beginner Level
Get PDFThis study examines the work of Jose V. Torres, author of the Level 1 beginner adult ELL textbook I Want To Learn English, to evaluate the effectiveness of phonics instruction in literacy development for adult English Language Learners (ELLs). Drawing on data from two primary sources—(1) textbook-based assessments focused on students’ ability to distinguish between long and short vowels, and (2) CASAS outcome scores collected under controlled conditions at Baltimore Community College—this research addresses a significant gap in the literature on adult ELL literacy acquisition. Specifically, the study investigates the impact of explicitly integrating phonics instruction into a contextualized curriculum for beginner-level learners. Findings suggest that phonics-inclusive instruction contributes to measurable gains in English proficiency and course completion. By highlighting the instructional value of phonics for adult ELLs, this study supports the need for further research and offers practical implications for curriculum design and classroom practice
Transforming future classrooms: Exploring mainstream candidates’ self-efficacy
Get PDFThe nationwide shortage of teachers is having a profound impact on schools across the country. In addition, many teacher candidates are entering the profession without adequate preparation to effectively work with MLs, potentially exacerbating challenges faced by this student population. One innovative approach to teacher preparation is the implementation of Grow Your Own (GYO) programs. This study contributes to the growing body of literature on GYO programs by focusing on the self-efficacy of secondary mainstream teacher candidates in teaching MLs. This mixed-methods study collected data throughout a course centered on research-based instructional practices for MLs. The Wilcoxon Signed Rank Test was utilized to analyze quantitative data and Lichtman’s 3Cs analysis for qualitative data. These findings have significant implications for policy development, program enhancement, and can be easily replicated by other EPPs