WHAT ARE INSTRUCTORS SAYING?
Exploring Perspectives on the Role of AI in Higher Education.
As AI technology evolves, understanding how to leverage it effectively in education is key. To support your institution in making the most of AI, we’re pleased to share this curated collection of recordings, featuring insights from educators across the nation.
WHAT ARE INSTRUCTORS SAYING?
Exploring Perspectives on the Role of AI in Higher Education.
As AI technology evolves, understanding how to leverage it effectively in education is key. To support your institution in making the most of AI, we’re pleased to share this curated collection of recordings, featuring insights from educators across the nation.
Bridging the Tutoring Divide with AI Support
Bloom's 2 sigma problem suggests that an average student tutored one-on-one using mastery learning can perform two standard deviations better. However, traditional tutoring is expensive, difficult to access, and often inconvenient. AI tools like GPT-4 offer a potential solution to this challenge. With AI, students can access tutoring anytime they're online, for free, and at their convenience. In this recorded session, we explore how to leverage AI for personalized tutoring through a demonstration of examples across various disciplines. You'll also learn suggestions on how to guide and encourage students in using AI for tutoring.
Mathew Curtis, University of Southern California
Mathew Curtis is a Clinical Professor at USC Annenberg School of Communication and Journalism. He has a PhD in psychology from USC and has taught graduate communication students at USC Annenberg for nearly 20 years. His classes are writing intensive with a focus on APA style and research writing.
Restrained AI: Balancing the Role of AI in Higher Ed
AI appears to be both a breakthrough and a curse for higher education. Proponents view AI as valuable assistants for students, while critics argue it deprives them of critical thinking skills essential for growth. This presentation seeks a middle ground, acknowledging AI's permanence and its potential to ease students' cognitive load without diminishing their agency or accountability.
In this recorded session, the presenters draw from their explorations of how AI-Enhanced writing tools could shape the paradigm of writing in the disciplines and professions, and share their thoughts on the future of writing and writing instruction. Demonstrations of a working prototype are presented to illustrate the value of experimenting with computational tools in designing for the future.
Suguru Ishizaki Ph.D., Carnegie Mellon University
Suguru Ishizaki is a Professor of English at Carnegie Mellon University, where he directs the Professional & Technical Writing Programs. He is a scholar/designer specializing in communication and user experience design, with over 30 years of experience in both academia and industry. His current research focuses on AI-enabled writing environments and computer-assisted rhetorical analysis. He is a past president of the IEEE Professional Communication Society.
David Kaufer Ph.D., Carnegie Mellon University
David Kaufer is Paul Mellon Distinguished Professor Emeritus of Carnegie Mellon University and Head Emeritus of the English Department at CMU. His primary interests are rhetoric and written composition theory and technologies to support writing. He is the co-author of six books and over 100 refereed articles, and a Fellow of the Rhetorical Society of America.
The Summer I Scored: Evaluating Human and AI Response Models for Reinforcement Learning from Human Feedback (RLHF)
What are the challenges in scoring a human attempt to improve an AI-generated text response? And what's the purpose of doing so?
In this session, University of Louisville's Tim Roberts, Senior Lecturer of English, former technical writer (and former foe of AI) introduces you to the theories and practices of Reinforcement Learning from Human Feedback (the way AI learns) that he discovered while working for an AI company. You'll get a chance to score some AI and human responses to see for yourself how the process works.
Tim Roberts, University of Louisville
Tim Roberts teaches first-year writing courses, business writing, and technical writing at the University of Louisville. Before returning to teaching in 2015, he was a technical writer and instructional media developer for such companies as Churchill Downs, KFC, Humana, Atlas/IED, General Electric Appliances, Comdata Corporation, and, more recently, Outlier AI.
AI Tutor FAQ
Curious about how AI Tutor can enhance student learning? In this FAQ, Hawkes Learning CTO Kuljit Dharni provides a comprehensive rundown of this innovative new tool, answering some of the most common questions and highlighting how AI Tutor’s secure, curriculum-aligned content supports student success while preserving critical thinking. Discover how with a focus on responsible design, AI Tutor fosters authentic learning by helping students work through mistakes and misconceptions, guiding them to the right answers without offering shortcuts.
Watch now to see how AI Tutor is transforming education in a secure, focused environment.
Kuljit Dharni, Chief Technology Officer of Hawkes Learning
Kuljit is a seasoned EdTech executive with a proven track record of building exceptional teams and delivering innovative solutions. Passionate about leveraging technology to enhance learning experiences, Kuljit brings a deep understanding of the unique challenges and opportunities facing educational institutions. In addition to his many senior roles at large EdTech companies, Kuljit has first-hand experience of Higher Education, having worked at Babson College and Harvard Business School. Kuljit is committed to empowering faculty and staff to achieve their goals and make a positive impact on students' lives through the solutions and products he creates.
AI + X or X + AI: Using Artificial Intelligence in the Classroom
This session helps participants identify and conceptualize ways AI can be implemented in the classroom throughout the semester. Participants will build reflective capacity to update teaching practices as necessary to ensure student success as they identify the best strategy for using AI in the classroom (use AI to teach the content or use AI to supplement the content).
Dr. Timothy Cedor, Dallas College
Dr. Timothy Cedor, a Professor of English at Dallas College, has 19 years of experience in teaching and enhancing student success. He teaches English and technical writing and is dedicated to removing barriers for students, previously serving on Dallas College’s Achieving the Dream committee and as an English faculty coordinator. He also contributes to professional development through the Center for Excellence in Teaching and Learning. Dr. Cedor holds degrees from Baylor University, University of Wisconsin-Stevens Point, and a Doctorate from Tarleton State University. He received his Bachelor of Arts from Baylor University, his Master of Science from the University of Wisconsin Stevens Point, and his Doctorate in Educational Leadership from Tarleton State University.
Harnessing Generative AI for Efficient Assessment Creation in Education
Research shows that well-designed testing boosts student learning significantly. How often have you needed to create another test for your class? Did you start with an old test as a template or use some questions from the textbook? In this recorded presentation, you'll learn how generative AI has revolutionized the assessment creation landscape, becoming a game-changing resource for educators.
With advancements in AI technology, educators now have powerful tools to create dynamic and personalized assessment materials efficiently. The session explores the methodologies for integrating generative AI into assessment design, highlighting how it can produce diverse question types, tailor difficulty levels, and cover a broad range of class topics. Additionally, the presentation discusses best practices, ethical considerations, and real-world examples to illustrate the practical applications and benefits of AI-driven assessments.
The examples in this presentation come from teaching undergraduate-level mathematics, statistics, data science courses; however, these methods can be applied to any classroom that administers assessments.
Dr. Amish Mishra, Taylor University
Dr. Amish Mishra is an assistant professor of mathematics and data science at Taylor University, where he has helped develop the data science program since January 2024. His research focuses on topological data analysis (TDA) for protein structure and involves students in projects like analyzing generative AI in newspaper text and atmospheric data from solar eclipse balloon launches. Dr. Mishra integrates Christian faith and Universal Design for Learning into his teaching and prioritizes one-on-one student engagement. An active member of professional organizations, he has delivered over 25 talks and enjoys Ultimate Frisbee, CrossFit, and travel.
Does OpenAI Dream of Electric Sheep?: Incentivizing Academic Integrity in the Age of AI-Generated Student Scholarship
AI-generated text is a hot topic in higher education. Whereas some educators are excited about its benefits, many others are concerned about the pitfalls of its ubiquitousness. This recorded presentation considers the history of academic honesty in education and then provides a framework for incentivizing academic integrity. It also presents two general approaches to protecting assessment and a turnkey exercise.
Dr. Jerome Lewis, Bellevue University
Dr. Jerome Lewis is an Associate Professor of Psychology at Bellevue University. Dr. Lewis has a passion for teaching and learning, having published a book chapter on critical thinking in the classroom and blogs on course management. In 2024, he became a Hawkes Faculty Consultant. His recent research focuses on everyday moral transgressions and the effects of priming experiences of immorality on people's beliefs about the world. Dr. Lewis has been recognized for his contributions to academic service, receiving Bellevue University’s Excellence in Service Award in 2022.
Leveraging AI for Enhanced Learning and Assessment: Creating Study Guides and Dynamic Assessments
Discover how AI can enhance education for both students and educators. In this recorded session, you'll explore two practical ways to use AI in the classroom. First, learn how teaching students to create personalized study guides and quizzes can improve their test preparation. Then, see how to use AI to create different scenarios for a statistics test problem, giving students more varied learning experiences. This presentation demonstrates the potential of AI to elevate learning outcomes and reshape instructional practices!
April Crenshaw – Chattanooga State
April Crenshaw is an Associate Professor of Mathematics with 20 years of combined teaching experience in higher education and K-12. Nationally recognized for her innovative and inclusive teaching methods, April is passionate about making education accessible to all by incorporating principles of equity into her courses and advocating for policies that remove barriers for marginalized groups. April is also a doctoral candidate in the Leadership and Learning in Organizations (LLO) Program at Vanderbilt University. There, she is deepening her expertise in learning design, program evaluation, and data analysis as she prepares to transition into the next phase of her career. Outside of work, April is a devoted wife and a loving mother of two.
The Value of AI is in Augmenting Our Work, Not Automating It
There is much concern, with good reason, that artificial intelligence (AI) is an emerging threat to academic integrity. The danger of students turning to AI to automate their work is a real one, and something that has obvious, negative impacts on the quality of a student's learning experience. This recorded session takes a positive perspective on what AI can do for students and teachers. Used as a learning tool to augment the learning process, AI has the promise to expand learning opportunities and allow teachers to focus more of their time and energy on their most important roles in the learning process. Viewers will learn about the basic history of how mechanization has augmented labor over time, and how AI can have the same positive effects on learning.
Dr. Jason Caudill – King University
Dr. Caudill currently serves as a Professor of Business for King University, where he is also the Program Coordinator for the Bachelor of Business Administration and Bachelor of Science in Information Technology programs. His education includes a BS in Business, an MBA, and a PhD in Instructional Technology. He has taught online since 2004 and has been an active scholar in the discipline of online learning. With past work experience in information technology and extensive work teaching online, he considers himself a technologist, and looks ahead to the positive impacts of emerging technologies on education.
The ChatGPT Fact-Check: Exploiting the Limitations of Generative AI to Develop Evidence-based Reasoning Skills in College Science Courses
Generative AI models like ChatGPT can quickly produce informative essays on various topics. However, the information generated cannot be fully trusted as AI can make factual mistakes. This poses challenges for using such tools in college classrooms.
In this recorded session, an adaptable assignment called the ChatGPT Fact-Check is presented, which was developed to teach students in college science courses the benefits of using generative AI for topic exploration while emphasizing the importance of validating its claims based on evidence.
The assignment requires students to use ChatGPT to generate essays, evaluate AI-generated sources, and assess the validity of AI-generated scientific claims (based on experimental evidence in primary sources). Reflection questions reinforce student learning around responsible AI use for exploration while maintaining evidence-based skepticism. It meets objectives around efficiently leveraging beneficial features of AI, distinguishing evidence types, and evidence-based claim evaluation. Its adaptable nature allows integration across diverse courses to teach students to responsibly use AI for learning while maintaining a critical stance.
Dr. Alexander Payumo – San Jose State University
Dr. Alexander Payumo completed his B.S. in Chemistry at San Jose State University working in the laboratory of Dr. Daryl Eggers to define the thermodynamic contributions of water in protein folding equilibria. Empowered by the amazing scientific mentors he met at SJSU, he then pursue PhD studies at Stanford University in the laboratory of Dr. James Chen and applied novel light-activatable chemical probes to interrogate the function of T-box transcription factors during zebrafish embryogenesis.
GenAI in Action: Practical Activities You Can Implement Today
GenAI does not replace great teachers, but great teachers can use these tools to increase student learning. But who has the time to explore all the options?
This session aims to empower educators with innovative methods to foster critical thinking, meta-cognition, and digital literacy in their students. You'll learn about three low-stakes, easy-to-implement activities that will enable you and your students to explore the potential of GenAI to increase student engagement, promote deeper learning, and encourage students to take ownership of their educational journeys. Take away assignments that you can start using today.
Jennifer Duncan, Georgia State University Perimeter College
Jennifer Duncan is Associate Professor of English at Georgia State University Perimeter College, where she teaches online classes in composition, literature, and humanities. Jennifer is especially interested in creating authentic and valuable writing experiences that engage online students. For the last year, Jennifer has focused on finding ways to leverage Generative AI tools to empower her students to improve their writing and thinking processes. She’s presented AI strategies at multiple regional and national conferences, published on the MLA-CCCC Joint Task Force’s Exploring AI Pedagogy project and has completed multiple certification in AI for Teaching.
Explore the Future of Learning
See how AI Tutor can transform your students' learning experience and drive student success.
© 2024 | Hawkes Learning