Summary

The Reading and Writing Center (RWC) explores how artificial intelligence is changing how we teach and review student work. This session highlights practical strategies that help educators avoid a culture of blame when dealing with AI. Instead, the focus shifts to protecting the student’s unique voice, supporting their mental growth, and ensuring they feel they belong in the classroom community.

Presentation Slides:

Presentation Outcomes

• Understand how AI impacts teaching methods and the assessment of student writing.
• Identify strategies to shift away from blaming students when navigating AI in the classroom.
• Learn how to protect and encourage an authentic student voice in assignments.
• Discover ways to support cognitive development and foster a stronger sense of student belonging.

Post generated by CTLE Web Designer Gem on 08/14/2026

Summary

This session introduces recent updates to 抖阴福利导航’s “What Works Well in Online Teaching” web resource, which offers structured guidance for both new and experienced online instructors. Originally starting as a printed booklet in 2015, the project has evolved into a dynamic online hub built from faculty input and focus groups. The latest enhancements expand its coverage beyond unscheduled online courses to include web courses with scheduled meetings, while integrating guidance on the ethical and meaningful use of Artificial Intelligence (AI) in higher education.

A key focus of the presentation highlights an AI training module developed by 抖阴福利导航 faculty member Debbie Austin. This resource provides faculty-facing strategies to AI-proof assessments and student-facing materials covering academic integrity, ethical concerns, and practical AI boundaries. During the interactive portion of the session, participants explored the updated resource website and engaged in small-group brainstorming to share strategies for integrating AI into core categories such as teaching materials, community building, communication, providing feedback, and administrative procedures.

Presentation Outcomes

• Explore recent updates to 抖阴福利导航’s “What Works Well in Online Teaching” web resource, including expanded coverage for courses with scheduled online meetings.
• Discover faculty-facing and student-facing AI training modules designed to promote ethical, meaningful AI usage and clarify academic expectations.
• Identify actionable, high-impact teaching practices for incorporating AI into online course design, assessment, and student communication.
• Collaborate with peer faculty to harvest insights and strategies that inform future updates to 抖阴福利导航’s online teaching resources.

Post generated by CTLE Web Designer Gem on 08/21/2026

Summary:

In this presentation, Juliet Pursell and Gale Czerski examine the critical risks and ethical concerns surrounding the rapid expansion of artificial intelligence tools. The discussion highlights three major areas of impact: the significant environmental footprint of data centers (including massive energy and water consumption), the intellectual property and creative concerns regarding AI-generated art and plagiarism, and the inherent system flaws of current generative models. By exploring issues such as AI hallucinations, embedded societal biases like racism and sexism, and potential user manipulation, the presenters encourage educators to critically evaluate how and when AI tools are used.

Presentation Outcomes:

• Identify the environmental impacts associated with running and maintaining large-scale AI data centers.
• Understand the ethical implications of AI training models on creative industries, art, and intellectual property.
• Recognize system limitations and risks in AI output, including hallucinations, bias, racism, and sexism.
• Critically evaluate the ethical dimensions of AI adoption in higher education environments.

Post generated by CTLE Web Designer Gem on 08/21/2026

Presenter: [Rosemary DiSiervi]

Executive Summary

This presentation explores how artificial intelligence (AI) can help d/Deaf students develop their English skills. We look at accessible, bilingual, and culturally responsive ways to use AI in the classroom. The session shares practical strategies to build vocabulary, improve reading and writing, and boost academic confidence, all while removing traditional barriers that focus too much on hearing.

Presentation Outcomes

By the end of this presentation, you will be able to:

• Understand how AI can support English language learning for d/Deaf students.
• Apply accessible and bilingual teaching methods using AI tools.
• Use practical strategies to improve students’ vocabulary, reading, and writing skills.
• Identify and break down hearing-centered barriers in your courses to boost student confidence.

Keywords: AI in education, d/Deaf students, English as a Second Language, ESL, accessibility, culturally responsive teaching, vocabulary development, inclusive education, educational technology.

Post generated by CTLE Web Designer Gem on 08/13/2026

• Caroline Bartlett, Director of Hope Services
• Charisse Loughery, Associate Vice President of Student Affairs, Title IX and Title VI Coordinator

Title IX laws protect all students, faculty, and staff from sexual misconduct and harassment. 抖阴福利导航 (抖阴福利导航) works to make sure everyone feels safe and supported on campus. This presentation explains how Title IX works at 抖阴福利导航. Presenters explain the roles of different college offices and what “responsible employees” must do when they learn about an incident. Attendees also learn practical, trauma-informed strategies for talking to students who share difficult experiences.

Outcomes

• Understand wraparound supports at 抖阴福利导航 for students impacted by gender-based violence, dating violence, sexual violence, and stalking.
• Identify key campus resources and offices, including the Office of Title IX, Hope Services, Care Team, and identity-based resource centers.
• Learn about the prevalence of gender-based violence at 抖阴福利导航 and how the college responds.
• Clarify the role and reporting responsibilities of “responsible employees” versus confidential staff.
• Practice trauma-informed communication methods (like the 3 Rs and ABC models) to support students with care and clear boundaries.

Keywords

Title IX, student support, gender-based violence, trauma-informed care, higher education, 抖阴福利导航 resources, responsible employee, confidential support

Post generated by CTLE Web Designer Gem on 07/28/2026

Summary

This panel presentation explores the critical intersections of generative AI, representation, and cultural equity within Chicanx and Latinx communities. Dr. Jonathan Ortiz discusses how image-based AI flattens diverse identities into narrow stereotypes, erasing Afro-Latinx, Indigenous, and Asian-Latinx populations due to a lack of backend developer diversity. Magali S谩nchez highlights how artificial intelligence language models output incomplete narratives and how algorithms frequently flag or suppress social justice content. Dr. Veronica Sandoval examines how AI image generation commercializes and displaces sacred cultural traditions, such as Day of the Dead altars (Ofrendas), while advocating for a sacred, community-grounded approach to classroom pedagogy. Together, the presenters offer reflections on critical AI literacy, equitable technical futures, and alternative practices for educators.

Presentation Outcomes

• Analyze how generative AI models flatten complex Chicanx and Latinx identities into narrow visual and narrative stereotypes.
• Understand the mechanisms behind algorithmic bias, web scraping, and censorship of social justice content in digital spaces.
• Evaluate the cultural disruption caused by replacing handmade sacred traditions, such as D铆a de los Muertos Ofrendas, with synthetic AI generation.
• Develop culturally responsive pedagogical practices that center student identity, equity, and ethical technology use in higher education.

Keywords: Generative AI, Chicanx Studies, Latinx Studies, Algorithmic Bias, Artificial Intelligence in Higher Education, Digital Literacy, Equity and Inclusion, Cultural Traditions, Ofrendas, Culturally Responsive Pedagogy

Post generated by CTLE Web Designer Gem on 08/21/2026

Summary

This presentation examines how remote AI proctoring and automated classroom monitoring systems create structural barriers for neurodivergent students in higher education. Using Tourette Syndrome as a central lens, the session highlights how surveillance tools rely on narrow assumptions about body language, eye contact, and movement. When automated systems flag involuntary motor or vocal tics as suspicious, the burden of proof unfairly shifts onto disabled students to justify their bodies. The presenters advocate for moving away from punitive surveillance and toward an equity-centered culture of care that prioritizes trust, accessibility, and authentic assessment practices.

Presentation Outcomes

• Identify how AI proctoring tools and camera-based monitoring reinforce normative assumptions about student focus and behavior.
• Recognize the unseen cognitive labor and behavioral suppression experienced by neurodivergent learners under automated surveillance.
• Explore equity-centered assessment strategies that promote accessibility and academic integrity without relying on punitive tracking software.

Keywords: Neurodivergence, Tourette Syndrome, AI Proctoring, Accessibility, Higher Education, Educational Technology, Remote Surveillance, Culture of Care, Academic Integrity, Student Advocacy

Post generated by CTLE Web Designer Gem on 08/21/2026

Summary

In this panel discussion, 抖阴福利导航 philosophy faculty explore whether artificial intelligence serves primarily to offload student cognitive effort or amplify human intellect. The presenters examine how large language models affect student thinking, confidence, and originality. They critique the tendency of AI tools to produce overly polished, homogenizing responses while emphasizing the essential value of friction, productive struggle, and messy thinking in learning. The conversation highlights the irreplaceable role of embodied human experience, emotional care, and authentic community in education, offering pedagogical approaches that focus on agency, effort, and meaningful dialogue rather than mere content delivery.

Presentation Outcomes

• Analyze the distinctions and assumptions behind AI as a cognitive offloader versus a cognitive amplifier in educational settings.
• Evaluate the impact of large language models on student agency, cognitive confidence, and critical thinking skills.
• Identify pedagogical practices that prioritize authentic student expression, productive struggle, and process over polished outputs.
• Reframe the future of higher education around human community, care, and meaningful relational learning.

Keywords: AI in education, cognitive offloading, cognitive amplification, higher education, pedagogy, philosophy faculty, 抖阴福利导航, critical thinking, artificial intelligence, student agency, educational technology

Post generated by CTLE Web Designer Gem on 08/21/2026

Summary

In this cross-disciplinary workshop, Marc Goodman explores how educators can develop clear, meaningful syllabus AI policies tailored to their teaching philosophies, course goals, and specific academic disciplines. With artificial intelligence becoming an essential skill in some fields and an academic integrity concern in others, instructors need guidance on how to set boundaries without relying on unreliable AI detection tools. The presentation introduces a prototype search tool designed to help faculty analyze over 200 real-world syllabus policies across various levels of permission, student responsibilities, and documentation requirements. Participants learn how to craft transparent policies that encourage critical thinking, address privacy and bias, and set clear expectations for ethical AI use in the classroom.

Learning Outcomes

After reviewing this workshop, faculty will be able to:

• Identify appropriate artificial intelligence uses and limitations specific to their discipline.
• Evaluate different permission levels for syllabus AI policies, ranging from required use to complete restriction.
• Incorporate key policy dimensions into course syllabi, including student responsibilities, required documentation, and ethical warnings.
• Understand the limitations of AI detection software and implement effective, observation-based assessment strategies.
• Guide students on how to responsibly document, cite, and reflect on their use of AI tools.

Post generated by CTLE Web Designer Gem on 08/21/2026

Summary

In this presentation, 抖阴福利导航 Biology Instructor Josephine Pino shares how the rapid rise of AI tools changed her flipped classroom approach and forced a redesign of course expectations. Grounded in research from the National Academies of Sciences, Engineering, and Medicine (NASEM), she explores the 7 Principles of Effective and Equitable Teaching. She addresses common challenges like online cheating, AI-generated assignments, and student confusion about open-note policies. Rather than policing technology, Pino demonstrates how to adapt course design to focus on transparent expectations, student self-regulation, and authentic assessment. She provides practical tools for integrating AI safely while supporting Universal Design for Learning (UDL) and accessibility across all disciplines.

Presentation Outcomes

• Understand how the emergence of generative AI impacts traditional flipped classroom formats and student learning behaviors.
• Explore the 7 Principles of Effective and Equitable Teaching to guide course design and lesson planning.
• Apply practical strategies for teaching academic integrity, ethical AI usage, and self-regulated learning skills.
• Redesign assessments to move beyond basic fact recall and focus on critical thinking, process, and application.

Post generated by CTLE Web Designer Gem on 08/21/2026