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A Blueprint for Student Self-Editing with AI: Fostering Autonomy and Skill Development
No full textThis session offers a practical guide to integrating ChatGPT into writing-intensive courses to foster student autonomy and skill development. Attendees will explore structured activities, live demonstrations, and discussions on leveraging AI tools for self-editing. Participants will also engage with deeper questions about balancing AI-driven feedback with critical thinking and creativity. By the end, attendees will leave with actionable strategies and prompts they can adapt for their disciplines, empowering students to improve their writing independently while enhancing their understanding of AI\u27 s role in learning
Early Days of Normalizing AI Use in a Doctoral Program
Full text linkIn this presentation, we share the AI use journey of four Ph.D. students in a Hospitality Management doctoral program. While the course syllabus included an AI use statement requesting transparency and reporting of prompt engineering and percentage use of the generative AI, students\u27 actual use was initially cautious. Qualitative data analysis of students\u27 AI transparency statements and postcourse reflections will be shared to inform best practices for programs with emergent use of AI in higher education. Given the unique roles of doctoral students in academia - combining researcher, future mentor, and future teacher- we posit that AI should not serve a transactional purpose, but instead play a transformative role in knowledge creation
Supporting Faculty Development of Generative AI in Teaching and Learning
No full textGenerative AI is reshaping education, offering opportunities to enhance teaching and learning across disciplines. This session explores Broward College\u27s journey in equipping faculty with the skills and knowledge to integrate AI effectively in the classroom. Broward College has developed an extensive AI Institute for faculty members, an AI Community of Practice, and provides AI Teaching Excellence awards to help faculty members use AI tools in their classes. Attendees will discover practical and scalable professional development strategies for leveraging AI responsibly and creating AI-inclusive learning environments
Policy advocacy: Graduate students use AI to optimize impact, scrutinize accuracy, & reflect on ethics of use of advocacy 1-pager
No full textActive engagement and reflection support learning. The exemplary student AI assignment presented utilizes both for students and sparks participant discussion. This assignment technique is applicable to all disciplines and students whose roles include political advocacy and beyond. First students each create a short, factual, data-informed advocacy piece for their legislator with their â€oeAsk†. Then use an available AI program (e.g., Microsoft\u27 s copilot, Open AI\u27 s GPT-4o) to try to improve it. Student then compare, upload and discuss optimization, accuracy, and ethics of this use of AI prior to presentation of the optimal 1-pager to their legislator
Keeping Up With the Growing Number of AI Models: Successes and Stumbles in Curating AI Tools for Learning
Full text linkAs we conceptualized this presentation, there were 173 recorded AI models; by 2025, there were 184. By May of 2025, who knows? How can we possibly keep up with which AI tools are best for our learners? This session offers trial-and-error informed lessons about staying up to date with and evaluating the tools educators and learners need within this fast-moving ecosystem. Beyond functionality, we consider a tool’s role in supporting a safe, accessible, skill-building environment. Whether deep in the technological trenches or skimming the surface of what AI means, attendees will gain actionable insights for efficient tool evaluation
Amping Up with AI: Making Personal Connections with Online Students
Full text linkFostering genuine connections with online students can be challenging. In this interactive session, we\u27ll explore how to amplify engagement and build meaningful relationships using Padlet\u27s innovative I can\u27t draw generative AI feature. This tool makes it easy to create visually engaging and fun digital activities. Learn how to design creative icebreakers, team-building exercises, and personalized prompts that encourage students (and you!) to share, connect, and have fun. By the end of this session, you\u27ll leave with practical activity ideas and the confidence to incorporate playful, visually engaging elements into your online teaching toolkit
Ethical Integration of AI in First-Year Writing: Practical Assignments to Foster Academic Integrity and Critical Engagement
No full textThis presentation explores the integration of institutionally licensed AI tools into all sections of ENG 175, a first-year writing course, with a focus on ethical use, academic integrity, and human-tool collaboration. We began with an AI ethics session in the First-Year Experience program a week before the school year started, setting a foundation for responsible engagement. Meeting three times per section over the semester, students engaged in three key exercises: using Grammarly to revise essays through Leo Lo\u27 s CLEAR Framework, comparing self-written summaries with Scholarcy-generated ones for critical analysis, and creating visual expressions with ImageFX to explore AI\u27 s role in creative visual expression. Attendees will gain insights into fostering responsible, collaborative AI use in education
Clippy Could Never: AI for Experiential Learning Curriculum Design
No full textThis poster explores how an R1 academic library uses AI to help shape experiential curriculum design that blends course content and creative technologies. Presenters will touch on prompt engineering tips for creating learning objectives, assessing best technologies, generating activities and grading rubrics, and more. Attendees will be introduced to the experiential learning cycle, tips on human assessment of AI result effectiveness, and benefits and challenges of usage
Why the “Whole Language Approach” to Reading Fails ELL Students & Instructional Strategies to Employ Instead
Full text linkThe research presented in this article demonstrates a qualitative view of the science of reading for phonemic awareness instruction, phonics instruction, vocabulary development, and reading comprehension strategies for English Language Learners (ELLs) in PK-12 schools. The research builds upon esteemed writers Dr. Sharon Vaughn and Dr. Sylvia Linan-Thompson’s work in their book Research-Based Methods of Reading Instruction for Learners, Grades K-4 and other reading experts such as Dr. Wiley Blevins and Dr. Lisa Moats to apply to the growing population for ELLs in PK-12 schools and how to shift from a “whole language classroom” to a classroom built on the science of reading. This paper aims to provide instructors from PK-12 schools with strategies to teach ELLs who have interrupted formal education and minimal to no experience with hearing spoken English or reading English texts in response to the change in curriculum and instructional materials permitted in the classroom which aligns with the science of reading. Moreover, the intended purpose of this article is to help guide teachers from a “whole language classroom” that relies on the MSV (meaning, structure, and visual) or “cueing method” to instruction rooted in foundational reading skills for English letter names and which sounds the letters make, which letter combinations make which sounds, assigning decodable texts with a gradual introduction to high frequency words, vocabulary development for academic and everyday English, and reading comprehension strategies for students. The research presented in this article applies to students with an ELD specialist or students in schools with small groups in the classroom or interventions
