Submissions (34)
Accepted (34):
A Comparative Study of GenAI’s Impact on Student Mental Health — Kaynat Khan <kk2335@jagmail.southalabama.edu>
As generative artificial intelligence (GenAI) becomes a regular part of college life, many educators are asking an important question: What does this mean for our students as humans? This session shares findings from a comparative study that explored stress and psychological well-being among college students who use GenAI and those who do not. Interestingly, the results challenge some common fears—there were no significant differences in stress or well-being based on GenAI use alone. These findings suggest that the real issue may not be whether students use AI, or but how they use it or in what circumstances they are using it. Aligned with the conference theme, this session centers human judgment, reflection, and ethical thinking in AI-supported learning. Through guided discussion, participants will reflect on assignment design, student agency, and ways to preserve empathy, connection, and care in teaching. Attendees will leave with practical questions and insights to support thoughtful, human-centered integration of GenAI in their classrooms. ## Presenters - Kaynat Khan <kk2335@jagmail.southalabama.edu>, University of South Alabama - Asma Ul Husna, University of South Alabama - Ashley Buffington <ahb1723@jagmail.southalabama.edu>, University of South Alabama
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Academic Neurorights: the "Human" in the Age of Cognitive Surveillance — Delaney Verjinski <delaneyverjinski@southalabama.edu>
This session introduces "academic neurorights"—a framework for protecting cognitive liberty within higher education. As neurotechnologies and AI tools capable of monitoring student mental states—such as engagement, attention, or fatigue—enter the classroom, the foundational right to private thought is increasingly under threat. Aligning with the theme Humans, Humanity, and the Humanities, this research talk argues that preserving the "human" in the learning loop requires safeguarding the internal cognitive sanctuary necessary for intellectual risk-taking and dissent. The 15-minute presentation will detail the philosophical shift from expressive to cognitive freedom and offer a case study on classroom monitoring devices. Engagement will include a brief scenario-based analysis of "engagement-tracking" ethics. Participants will learn to define key neurorights—mental privacy, self-determination, and freedom of thought—and evaluate how these principles can be integrated into institutional policy. ## Presenters - Delaney Verjinski <delaneyverjinski@southalabama.edu>, University of South Alabama
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An Integrated GenAI Workflow for Research, Teaching, and Learning. — Angela Rand <arand@southalabama.edu>
The release of ChatGPT in 2023 accelerated the adoption of generative AI across higher education. In response, Google introduced Gemini, GemBots, and NotebookLM—tools now widely explored for research, teaching, and learning. While early skepticism has shifted toward experimentation, many educators and administrators still lack structured frameworks for responsible integration. This workshop addresses that gap through exploration of Google’s AI suite. Grounded in the 3PA-IQ framework and the Human-AI-Human Cycle, participants will design prompts, develop GemBots, and create instructional products using NotebookLM. Emphasis is placed on preserving human judgment in AI-augmented environments. The workshop focuses on Gemini, GemBots, and NotebookLM. Gemini is a powerful tool for administrative, teaching, and learning purposes. GemBots can accelerate the completion of routine tasks. NotebookLM offers a dynamic arena for creating teaching and learning products. Participants will leave with practical strategies for integrating generative AI across teaching, research, and administrative contexts while sustaining human agency. ## Presenters - Angela Rand <arand@southalabama.edu>, University of South Alabama
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Assessment of the Affective Domain of Learning via Simulation Assessment — Tara Andrews <andrews@southalabama.edu>
As the educational landscape evolves through AI and online learning, instructors and researchers must adopt innovative techniques to ensure the affective domain—the emotional and ethical side of learning—is cultivated prior to field work. This research presentation details a simulation event designed to assess the affective domain. Aligned with the theme "Humans, Humanity, and the Humanities," the session demonstrates practical strategies for modifying curriculum to prioritize human connection, caring, and empathy. Participants will examine an evidence-based simulation assessment that addresses the affective domain of learning and explore adaptations for students across various disciplines.vBy the session's conclusion, attendees will be able to (1) discuss the necessity of assessing the affective domain, (2) identify methods to assess and cultivate this domain, and (3) develop strategies for implementing these assessments in their own classrooms. ## Presenters - Tara Andrews <andrews@southalabama.edu>, University of South Alabama - Tracey Coale, University of South Alabama
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Beyond the First Draft: Using AI for Incremental Feedback — Sonja Sheffield <sonjasheffield@southalabama.edu>
The UTeach program provides STEM students with an accelerated pathway to secondary teaching certification, creating a purposeful community and rapid teacher training. However, these students often face a steep learning curve in developing pedagogical judgment and writing reflective lesson plans. Historically, instructors spent excessive time clarifying basic rubric components rather than engaging in high-level mentorship. To address this, we developed a "Gemini Gem" to provide immediate, rubric-aligned feedback. This presentation explores the creation, testing, and implementation of this AI tool, highlighting how it facilitates the "ethical application" of AI by supporting, rather than replacing, the human-centric process of learning to teach. We will share student responses and the resulting impact on the instructional environment. ## Presenters - Tami May, University of South Alabama - Sonja Sheffield <sonjasheffield@southalabama.edu>, University of South Alabama
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Competency-Based Binary Grading: Comparing Natural Alternatives for the Artificial Aid — Vlad Kravtsov <vkravtsov@shc.edu>
This presentation introduces competency-based binary grading as a superior alternative that sidesteps all three problems. Built around four observable classroom behaviors — active listening, purposeful questioning, connecting current discussion to prior course material, and substantively contributing to peer dialogue — the rubric assigns points on a strict binary: the competency is either demonstrated or it is not. This presentation discusses pros and cons of CBBG from the pedagogical, assessment, and autonomy-building (student-centered) standpoints. Next, this presentation compares and contrasts alternative frameworks — specifications grading, contract grading, and ungrading — as potential solutions. I engage audiences by using a comprehensive visual map, which can be used as a pedagogical cheat sheet. Yet each carries a critical vulnerability. ## Presenters - Vlad Kravtsov <vkravtsov@shc.edu>, Spring Hill College
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Decolonizing the Mainframe in the Age of AI — Lee Laska <leelaska22@gmail.com>
Artificial intelligence (AI) is often presented as a neutral and inevitable force that enhances efficiency, access, and decision-making in education. This presentation challenges that assumption by examining AI through the metaphor of the “mainframe,” a symbol of centralized authority and inherited power structures. Drawing on decolonial theory and critical AI studies, the chapter argues that contemporary AI systems reproduce colonial logics through data extraction, epistemic (theory of knowledge) hierarchies, and automation that marginalize human judgment. It explores what it means to keep humans meaningfully “in the loop” by designing learning experiences that emphasizes ethical reasoning, creativity, and care rather than passive oversight. Attention is given to online, educational, and workplace learning contexts, where AI risks intensifying isolation or eroding relational learning and the need for essential tools for cultivating agency, human connection, and critical evaluation in AI-mediated educational environments. ## Presenters - Lee Laska <leelaska22@gmail.com>, University of Alabama
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Delivering and Assessing Mid-Semester Teaching Analysis Polls for Online Faculty — Shawn M. Bielicki <smbielicki@liberty.edu>
Sustaining excellence involves reflecting and building upon established pedagogical excellence and research-based practices, as well as assessing and measuring what works. Mid-Semester Online Teaching Analysis Polls (O-TAPs) are designed to gauge student inquiry into what is helping and/or hindering learning in a given online course. The teaching consultant reviews student responses and outlines the top themes for the participating faculty member. Findings allow the faculty member to make targeted changes before the end of the course. Faculty participants were surveyed to determine O-TAP program effectiveness and satisfaction. Notable findings include positive impact on faculty motivation, willingness to make changes, faculty communication, and faculty support and encouragement. This proposal aligns with the theme of humans shaping our teaching and learning environments as it supports the notion that students (and faculty) crave human interaction, rich and personal feedback, and overall engagement - opportunities for faculty in the AI era. ## Presenters - Shawn M. Bielicki <smbielicki@liberty.edu>, Liberty University - Alexandra Barnett <abarnett2@liberty.edu>, Liberty University
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Engaging with AI During the Literary Research Process — Mitch Frye <mitchfrye@gmail.com>
Students and their research project director at the Alabama School of Mathematics and Science sought to incorporate large language models such as ChatGPT into traditional literary research informed by historical and biographical methods. They queried ChatGPT and other models for assistance in locating sources, revising claims, and improving prose – to mixed results. On the one hand, AI assistants hallucinated up to 40% of their cited sources, with entries so convincing that it took an expert in the field to rule them out. On the other hand, these same assistants provided useful templates and stylistic advice, and they excelled in niche uses such as identifying misremembered sources based on limited information. For research applications, the experience suggested that LLMs are not “force multipliers” in the humanities research process but are instead specialized tools that need vetting by content experts. ## Presenters - Mitch Frye <mitchfrye@gmail.com>, Alabama School for Math and Science - Jiro Culbertson <chiyo.culbertson@asms.net>, Alabama School of Mathematics and Science - Alton Raburn <alton.raburn@asms.net>, Alabama School of Mathematics and Science
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Examining Student Personality and Group Dynamics within Interprofessional-Education Event Design — Kevin Strehler <kstrehler@southalabama.edu>
The age of Artificial Intelligence (AI) is rapidly changing the teaching landscape and the tools students use to engage with learning. In healthcare, AI has a clear role reducing administrative burdens; however, at the core of high-quality patient care is human connection. Developing relationships both between provider and patient, and among providers is critical. Simulated Interprofessional Education (IPE) events allow healthcare students to develop core competencies; yet many students feel disengaged and instructors report only passive engagement. In order to design more impactful IPE events, we sought to explore how self-identified personality types (Big Five Inventory), and established team familiarity, impacted students’ perceived value of participation in a mass casualty drill. Results of perceived event value by self-identified personality type will be presented, along with a breakdown by participating academic program. These findings will inform discussion on the intentional design for future events to maximize student engagement and learning. ## Presenters - Kevin Strehler <kstrehler@southalabama.edu>, University of South Alabama - Patrick Keeton <patrick.keeton@southalabama.edu>, University of South Alabama - Catherine Brock <cwbrock@southalabama.edu>, University of South Alabama - Catherine Cooper <ccooper@southalabama.edu>, University of South Alabama
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Gamified Technology-Based as Human-Centred Instruction for Economic Literacy Beyond Gen-AI — Abidat Mohammed <abidat.mohammed@lasu.edu.ng>
In an era increasingly shaped by generative artificial intelligence (Gen-AI), human-centred pedagogy remains essential for sustaining meaningful learning in gamified and technology-based economics classrooms. This study examined the effects of gamified learning and technology-based instruction on students’ economic literacy and retention in Nigeria. This study adopted a quasi-experimental pretest-posttest non-equivalent control group design. The population comprised students offering economics in Lagos State model colleges, with a sample of 142 students selected from intact classes using multistage sampling. Three null hypotheses were tested at the 0.05 level of significance. Data were analysed using Analysis of Covariance (ANCOVA) and paired-sample t-test. Findings revealed that gamified learning significantly improved students’ economic literacy, F(13,128)=7.97, p<.001, partial η²=.141, while technology-based instruction also produced a significant effect, F(12,129)=8.34, p<.001, partial η²=.124. Knowledge retention scores were significantly higher than post-test scores, t(262)=18.95, p<.001, which indicated durable learning gains. Human-centred instructional innovation strengthens economic understanding and long-term retention. It is therefore recommended that economics teachers systematically integrate human-centred, gamified and technology-based instructional strategies to enhance engagement and sustained learning outcomes. ## Presenters - Abidat Mohammed <abidat.mohammed@lasu.edu.ng>, Lagos State University - Akinola Jimoh <akin4jimoh@yahoo.com>, Lagos State University
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Gen-AI for Managing Lecturers’ Stress in Nigerian Higher Institutions — Mubashiru Mohammed <mubashiru.mohammed@lasu.edu.ng>
This study examines the transformative potential of Artificial Intelligence (AI) in university teaching pedagogy as a practical strategy for managing lecturers’ stress in Nigerian higher institutions, both presently and in the future. Increasing teaching loads, research pressures, large class sizes, administrative responsibilities, limited resources, and publication demands have intensified academic stress, with adverse effects on teaching quality, productivity, and lecturers’ wellbeing. AI technologies. such as intelligent tutoring systems, automated assessment and grading tools, learning analytics, virtual teaching assistants, and adaptive learning environments, can significantly reduce routine workload, enhance instructional effectiveness, and support personalised student learning, thereby enabling lecturers to focus on creative teaching, mentoring, and research. Adopting a conceptual approach, the study synthesises existing literature on AI in higher education, particularly within emerging economies, while highlighting implementation challenges and ethical concerns, including inadequate digital infrastructure, limited training opportunities, data privacy issues, and resistance to technological change. The study concludes that strategic integration of AI can improve teaching effectiveness and provide sustainable stress relief for lecturers. It recommends supportive institutional policies, capacity building, and continuous professional development to maximise AI’s benefits in Nigerian universities. ## Presenters - Mubashiru Mohammed <mubashiru.mohammed@lasu.edu.ng>, Lagos State University - Taofeek Shittu <taofeek.shittu@lasu.edu.ng>, Lagos State University
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Human in the Loop: Faculty-Directed AI for Canvas Course Development — Niyazi Arslan <niyaziarslan@southalabama.edu>
Canvas courses share a uniform look because Canvas applies pre-determined themes with limited customization. Going beyond the defaults requires HTML, CSS, and accessibility knowledge most faculty don't have. Third-party design tools help but still demand significant time and don't fully address WCAG compliance. This presentation demonstrates a faculty-directed AI workflow that connects to Canvas through its API. Plain English conversation replaces code: the faculty member describes what the course needs, the AI designs accessible pages, builds modules, posts announcements, and publishes content. Content goes live only with faculty approval. This collaborative model, where human expertise guides AI capability, speaks directly to the conference theme of keeping humans central in our teaching environments. Attendees will see live Canvas pages built through this workflow, watch a real-time demo of the AI designing and publishing a page, and leave understanding how this approach applies to any course in any discipline. ## Presenters - Niyazi Arslan <niyaziarslan@southalabama.edu>, University of South Alabama
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Imagination to Integrity: Ethical AI Literacy in Preservice Special Education — Jessie King <jking@astate.edu>
As artificial intelligence becomes embedded in instructional, assessment, and accessibility systems, teacher preparation programs must equip preservice educators to use these tools ethically, responsibly, and effectively, especially in special education, where AI increasingly supports access, communication, and individualized learning. This session presents findings from a multi-semester action research study examining how explicit instruction in ethical AI literacy within SPED coursework increased preservice teachers’ confidence, professional judgment, and readiness to protect student privacy, equity, and dignity. Framed by national conversations positioning AI as a tool that supports, rather than replaces, human intelligence, the session aligns with the conference theme by connecting imagination with instructional integrity. Grounded in CEC Standards, High-Leverage Practices, ATS, TESS, Science of Reading, HQIM, and professional ethics, participants will engage in case analysis, tool evaluation, and collaborative reflection to explore how AI can be integrated as a creative, inquiry-based, and human-centered support in teacher preparation. ## Presenters - Jessie King <jking@astate.edu>, Arkansas State University - Eric R Gotte <egotte@astate.edu>, Arkansas State University
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Jazz, Libraries, and Humanity in the Age of AI — Paula Webb <pwebb@southalabama.edu>
As generative AI reshapes how students access and produce knowledge, academic libraries are increasingly called upon to preserve the human dimensions of teaching and learning: critical thinking, ethical reasoning, creativity, and social engagement. This session examines how humanities-based library programming, using jazz as a pedagogical framework, can support human-centered learning in the age of AI. Drawing on the Jazz Art Writers South (JAWSFest) initiative, the presentation explores how libraries can function as active sites of public humanities, translating scholarship into embodied, communal learning experiences. Participants will consider jazz improvisation as a model for ethical adaptability, collaborative intelligence, and critical listening; skills essential for navigating AI-enhanced learning environments. The session will include guided discussion and practical examples to help attendees adapt humanities-driven programming within their own instructional and library contexts. ## Presenters - Paula Webb <pwebb@southalabama.edu>, University of South Alabama
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Lab-Themed Team-Presentation and Mock Exams in a Biology 110 Class — Donald Shaw <donalds@utm.edu>
Traditionally, lecture-style teaching is adopted in biology 110 classes. We asked whether lab-themed team-presentation and two lab final mock exams had impacts on student’s learning. Students, on the first day of the class, were divided into groups with 3-4 students each team. Each team selected a biology lab exercise topic from 11 scheduled lab topics and made a 15-minute presentation synchronized with the lab schedule. Each team was also required to produce a one-page review sheet consisting of three parts-- terminologies, a key figure or table, and 3 or 4 review questions. We found that students enjoyed this type of learning approach; moreover, higher lab final score and final lab grade had resulted from the lab-themed team-presentation class, though not significantly different, compared to the score/grade from traditionally lecture-style classes. We conclude this teaching approach played an important role in shaping students' learning in biology 110. ## Presenters - Tennison Barnes, University of Tennessee, Martin - Donald Shaw <donalds@utm.edu>, University of Tennessee at Martin - Kattie Madden <kmadden8@utm.edu>, University of Tennessee at Martin - Charle Liu <cliu97@utm.edu>, University of Tennessee at Martin
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Launching a Research Group: Lessons Learned from the CRGSA — Jeffrey A. Mudrock <mudrock@southalabama.edu>
Founded in January 2024, the Coloring Research Group of South Alabama (CRGSA) is a student-centered mathematics research group dedicated to cultivating a vibrant research community focused on producing original results in graph coloring and broadening participation in mathematics research. In this talk, we discuss several central challenges encountered over the past two years, including encouraging broad student participation, sustaining motivation, and bringing research projects to completion. We also highlight early successes and share lessons learned from launching and sustaining a student-centered research group. In the context of increasing reliance on generative AI, we emphasize the importance of creativity, mentorship, and community-building as essential elements of meaningful, early research experiences. While this talk centers on building a mathematics research community focused on graph coloring, no prerequisite knowledge of graph theory is assumed. ## Presenters - Sarah Allred, University of South Alabama - Jeffrey Mudrock <mudrock@southalabama.edu>, The University of South Alabama
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LevelUP: Careerizing Senior Projects Initiative — Daniela Wolter Ferreira Touma <dtouma@southalabama.edu>
Senior engineering design often faces resource gaps that compromise the transition to professional roles. This roundtable explores the "LevelUp: Careerizing Senior Projects Initiative," a program designed to bridge the gap between academic theory and industry readiness through targeted resource allocation and AI literacy training. We will discuss the project’s evolution from a traditional grant-funded model to a more flexible approach emphasizing professional agency. A standout result emerged when students translated these proposal skills into a successful pitch to a private company, securing funding for the entire cohort. Using survey data on student AI optimism and course challenges, we will discuss strategies to empower students as "industry-ready" professionals. Aligning with CoTL’s humanity theme, this session offers a replicable model for bridging the academic-industry gap through student empowerment and strategic AI literacy. ## Presenters - Daniela Wolter Ferreira Touma <dtouma@southalabama.edu>, University of South Alabama
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Mental Health, Nature, and Family: A Collaborative Online Learning Experience — Linda Sue Hammonds <lshammonds@southalabama.edu>
Doctor of Nursing Practice students at the University of South Alabama and undergraduate students at Universidad San Francisco de Quito explored mental health, nature, and family with their professors. The exploration started with an icebreaker where participants created and shared family trees of the impact of nature in the family. The next activity was an exploration of folklore, nature, and family based on an article based on folklore and dance in Peru. The Common Read from 2025-2026 at the University of South Alabama, was used for small group discussions Late Migrations, by Margaret Renkl. Late Migrations is itself an exploration of mental health, nature, and family. Finally, some of the doctoral students planned projects to improve mental health through nature and family while the undergraduate students completed additional work on the topic in their class in Quito. ## Presenters - Linda Sue Hammonds <lshammonds@southalabama.edu>, University of South Alabama - Wendy Piper <wendyapiper@southalabama.edu>, University of South Alabama - Sara Newman <sjnewman@usfq.edu.ec>, Universidad San Francisco de Quito
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More Than Metrics: Bringing Humanity to Teaching Evaluation — Tyler Roberts <rober052@ua.edu>
In response to a campus initiative aimed at creating more opportunities to evaluate teaching effectiveness, The University of Alabama Teaching Academy implemented Midterm Teaching Evaluations (MTEs) available for all instructors in fall 2025. MTEs provide timely feedback from students that can be assessed and acted upon during the semester instead of after. This session shares the process for developing, implementing and executing a voluntary, formative MTE initiative through melding data and technology with human experience and expertise. AI and automation are used for support, scale and speed so instructors receive usable feedback quickly; those tools are not used to judge teaching or replace critical assessment. When results are shared, instructors are encouraged to engaged with the data through structured self-reflection and optional 1:1 consultation to analyze feedback and determine appropriate responses. Early returns suggest the feedback process becomes safer, clearer, and more useful when technology serves people. ## Presenters - Janani Ramasubbu, The University of Alabama - Tyler Roberts <rober052@ua.edu>, The University of Alabama
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Preserving the Human Connection: Clinical Education in the AI Era — Sarah Redding <sredding@southalabama.edu>
In an era where Generative AI can simulate medical data and draft reports, the "humanity" of the clinical encounter – empathy, physical touch, and moral reasoning – remains irreplaceable. This session explores a multi-modal study designed to bridge the gap between classroom theory and clinical practice in audiology. While the intervention utilized AI-assisted learning and video tools for technical skill acquisition and retention, this research also focused on the social learning environment through standardized patient encounters. Results from twenty audiology graduate students showed that while technology aided knowledge retention, human-centered interaction was rated as the primary driver for a significant increase in clinical confidence. In this research presentation, we will examine student perceptions of technology-based vs. human-centered learning, consider ways to strategically integrate video-based resources and AI when developing tools for student learning, and discuss the importance of human interaction to develop critical thinking, empathy, and self-reflection essential to successful clinical encounters. ## Presenters - Sarah Redding <sredding@southalabama.edu>, University of South Alabama - Ashley Flagge <aflagge@southalabama.edu>, University of South Alabama
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Professor to Practitioner: Re-entering the Classroom to Explore What Matters — Karen Morrison <karenmorrison@southalabama.edu>
After six years away from the elementary classroom, I returned from my role as a professor of education to re-engage directly with students and teachers. This re-entry provided a unique lens to examine how teaching and learning environments have shifted, particularly in relation to instructional planning, student engagement, and the centrality of relationships. Immersing myself once again in daily classroom life allowed me to explore what truly matters in shaping human connections and effective pedagogy. Observations revealed both challenges and opportunities: the resilience of children, the evolving strategies teachers employ, and the renewed importance of empathy and flexibility in instructional design. This experience underscores the value of bridging theory and practice, reminding us that humanity lies at the heart of education. By stepping back into practice, I sought to illuminate how the humanities of teaching - care, creativity, and connection - continue to shape environments where both teachers and students thrive. ## Presenters - Karen Morrison <karenmorrison@southalabama.edu>, University of South Alabama
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Promoting Student Curiosity: Insights From a Science Curiosity Validation Study — Brooke Simila <bms2421@jagmail.southalabama.edu>
Science curiosity (SC) a content-specific type of curiosity characterized by the tendency to seek out and engage with science information, has demonstrated an offsetting effect in polarized reasoning and is associated with purposeful science learning in adults and children (Kahan et al., 2017; Kang & Kim, 2024). This session, drawing from an ongoing project assessing the psychometric validity of SC, will discuss how SC and related curiosity constructs foster effortful engagement and critical thinking in educational environments, as well as how to promote these traits in the classroom. As generative AI reshapes higher education and political polarization has led to distrust in science, promoting critical thinking and deliberative judgement has become vitally important in SOTL research. SC serves as an important variable in maintaining intellectual integrity, a critical human factor in educational environments. This session will offer methods of promoting SC and similar constructs, providing specific techniques for attendees. ## Presenters - Brooke Simila <bms2421@jagmail.southalabama.edu>, University of South Alabama - Laura Powell <lpowell@southalabama.edu>, University of South Alabama
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Small Teaching in Action: Simple Strategies Making a Big Difference — Emad Mansour <emansour@southalabama.edu>
Faculty from the Fall 2025 Faculty Learning Community Book Club will share how they implemented small, research-based teaching strategies from James Lang’s Small Teaching book and the impact these strategies had on student engagement, learning, and interaction. In this panel-style session, each presenter will offer a five-minute classroom case study highlighting a specific instructional tweak—such as retrieval practice, prediction, or student-generated examples—and how it affected student participation, confidence, and performance. Attendees will leave with practical, human-centered ideas that can be immediately applied across disciplines to sustain meaningful learning environments in the age of AI. ## Presenters - Emad Mansour <emansour@southalabama.edu>, University of South Alabama - Amy Selkirk <amyselkirk@southalabama.edu>, USA - Scott Liebertz <sliebertz@southalabama.edu>, USA - Ranelka Fernando <srfernando@southalabama.edu>, USA - Wendy Wang <wwang@southalabama.edu>, USA
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Sources to Syllabus: Using AI to Author Open Educational Resources — Krista Stacey <kjstacey@southalabama.edu>
This presentation describes the redesign of a Computer Architecture course from reliance on mismatched commercial textbooks to instructor-authored open educational resources created through AI-assisted synthesis of trusted disciplinary sources. Traditional texts often follow sequences that conflict with course pacing, overemphasize peripheral depth, and leave students uncertain about conceptual priorities, problems compounded by high rental costs and loss of long-term access. Generative AI was used as a faculty authorship tool to integrate canonical references, lecture materials, and standards documents into concise readings, examples, and assessments organized according to instructional logic and optimized for an online asynchronous modality. The approach preserves instructor voice and scholarly accuracy while enabling rapid creation of materials normally beyond a single instructor’s time. Aligned with the conference theme, the project highlights how human judgment guides AI to improve clarity, access, and ethical stewardship. The session shares workflows, quality checks, and preliminary observations of improved student understanding. ## Presenters - Krista Stacey <kjstacey@southalabama.edu>, University of South Alabama
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Strength of Materials, Strength of Mind: Experiential Mechanics Learning — Shenghua Wu <shenghuawu@southalabama.edu>
In the traditional engineering curriculum, Mechanics of Materials is often a daunting "gatekeeper" course. This session presents an experiential learning model that "humanizes" technical rigor by shifting focus from abstract equations to the human experience of discovery. By treating students as active practitioners, this framework has yielded consistent instructor evaluations of 4.8/5 and an 80% A-rate over five years. The model aligns with the conference theme by grounding engineering as a service to humanity. Through tactile in-class engagement, field trips, and collaborative projects, students "feel" mechanical principles and connect theory to the built environment. Furthermore, metacognitive exam wrappers and reviews shift the classroom culture from "grading" to "reflecting," fostering the resilience and communication skills central to the humanities. Attendees will participate in a tactile demonstration and leave with a practical roadmap for implementing low-cost experiential activities and reflection tools. This session provides actionable insights for improving teaching practices and fostering holistic student success. ## Presenters - Shenghua Wu <shenghuawu@southalabama.edu>, University of South Alabama
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Strengthening Academic Self-Efficacy through Campus Employment — Logan Barrett <lb2424@jagmail.southalabama.edu>
On-campus employment is extraordinarily common for colleges and universities, but does a student's employment influence their academic abilities? Early data from a survey of student employees at Spring Hill College highlights that meaningful employment experiences can increase the student’s overall sense of academic self-efficacy. Utilizing PLS-SEM, we find that focusing on the National Association of Colleges and Employers (NACE) Core Competencies in campus employment can lead to a significant increase in academic self-efficacy. Additionally, we offer programming suggestions to foster a student working environment that supports the NACE Core Competencies. ## Presenters - Logan Barrett <lb2424@jagmail.southalabama.edu>, University of South Alabama - Wyndolyn Ludwikowski <wludwikowski@shc.edu>, Spring Hill College - Allison Mangan <allison.mangan@email.shc.edu>, Spring Hill College
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Student Perspectives on AI Use and Human Judgment — Tara Davis <taradavis@southalabama.edu>
As generative AI rapidly reshapes higher education, much of the conversation has focused on how faculty should respond. Less attention has been given to how students are actually using AI and thinking about it. This research talk presents findings from repeated cross-sectional surveys of undergraduate and graduate students in the Covey College of Allied Health Professions (Fall 2024, Fall 2025; N=493). Daily AI use increased from 5% to 26%, yet overall attitudes toward AI did not become more positive. Graduate students reported higher use and greater ease than undergraduates, but concerns about over-reliance, biased information, and loss of human connection remained strong across groups. Differences between undergraduates and graduates, as well as between frequent and infrequent users, suggest that student perspectives are more layered than simple assumptions about enthusiasm or avoidance. This study offers faculty across disciplines a clearer, student-informed perspective for shaping expectations, policies, and classroom practices. ## Presenters - Tara Davis <taradavis@southalabama.edu>, University of South Alabama - Preston Warren <ppwarren@southalabama.edu>, University of South Alabama - Missy Curtis <macurtis@southalabama.edu>, University of South Alabama - Cathy Cooper <ccooper@southalabama.edu>, University of South Alabama - Susan Gordon-Hickey <gordonhickey@southalabama.edu>, University of South Alabama
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Teaching AI Literacy for Undergraduate Writing: Outcomes and Reflections — Brenda Beverly <bbeverly@southalabama.edu>
AI literacy requires intentional educational opportunities addressing ethical and functional applications. Authors present findings from two undergraduate cohorts (spring 2024 and 2025) who completed a term paper assignment followed by a student discussion thread. Quantitative and qualitative analyses were undertaken revealing limitations that could interfere with student learning and writing based on AI content (5 of 37 papers had errors and 1 was a hallucination) and AI style (AI used the word "crucial" in 28 of 39 responses). Comparison between 2024 and 2025 cohorts showed shifts in students’ perceptions, moving away from inexperience and fear of plagiarism to understanding AI as a multi-purpose tool that cannot replace critical thinking. Four themes revealed were Experience (familiarity, system improvements), Skepticism (trust, fact checking), Drawbacks (promotes laziness) and Tool (brainstorming, editing). Findings led to a 2026 assignment revision designed to support students' effective AI prompting and detailed disclosure of AI-human interactions. ## Presenters - Brenda Beverly <bbeverly@southalabama.edu>, University of South Alabama - Gina Mejia <gmm1922@jagmail.southalabama.edu>, University of South Alabama
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The Game Plan: Analog Game-Based Approaches to Cultivating Human Thinking — Jessica LaBon <jlabon@ussu.edu>
As AI reshapes higher education, instructors must design learning experiences that resist automation and affirm human thinking. Student athletes are especially vulnerable to AI's efficiency appeal because of performance pressures and outcome-oriented thinking, by making tempting shortcuts. Given AI's ease of access, how do we build human skills into learning environments while combating automation? This presentation will examine analog board games and game-like activities in first-year English Composition courses as a human-centered approach to cultivating skills AI cannot replicate. By pairing gameplay with reflective writing and discussion, students develop Habits of Mind such as critical thinking, creativity, and responsibility that are rooted in social interactions. This presentation will explore classroom implementation, observed outcomes, and connections to scholarship on play and cognitive development. The presentation will conclude by showing how analog board games and game-like activities foster critical thinking, agency, and meaningful learning while offering a model for AI-resistant, human-centered pedagogy. ## Presenters - Jessica LaBon <jlabon@ussu.edu>, United Stated Sports University
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The Insight–Action Nexus (IAN) Model: A Human-Centered Framework — Stephanie Gapud <sgapud@shc.edu>
As generative AI reshapes higher education, the central pedagogical challenge is no longer access to information, but the preservation of human judgment, ethical reasoning, and meaning-making. This session introduces the insight–action nexus (IAN) model, a human-centered framework for guiding teaching and learning in AI-mediated environments. The IAN model reframes “Human-in-the-loop” not as simple oversight, but as epistemic stewardship—the responsibility of students and instructors to interpret, contextualize, and act wisely on AI-generated insights. Participants will explore how the IAN Model can be applied across disciplines to design assignments that require synthesis, discernment, creativity, and moral reasoning. Through brief examples and an interactive redesign activity, attendees will translate the model into their own teaching contexts. Session outcomes include a practical framework for ethical AI use, assignment design strategies that center humanity, and renewed clarity about the irreplaceable role of human agency in learning. ## Presenters - Stephanie Gapud <sgapud@shc.edu>, Spring Hill College
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The Socratic Dialogue and AI: a Classroom Experiment — John Halbrooks <jvhalbrooks@southalabama.edu>
This presentation will describe and assess a classroom experiment conducted in the Fall semester of 2025, in which students in a course on literary criticism and theory engaged in a series of textual Socratic dialogues. Some of these dialogues were "all human" and involved two peers as the Socratic figure and the interlocutor. However, more than half of the dialogues featured an AI large language model (LLM) as the Socratic figure. This experiment was an attempt to employ AI constructively in the classroom with an exercise that would hone the students' understanding of and engagement with the assigned theoretical readings. We also aimed to assess the advantages and disadvantages of the two formats, all-human vs. AI/human. ## Presenters - John Halbrooks <jvhalbrooks@southalabama.edu>, University of South Alabama - Ryan Harville <jrh2424@jagmail.southalabama.edu>, University of South Alabama - Abigail Ward <agw2421@jagmail.southalabama.edu>, University of South Alabama
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Transdisciplinary Teaching Using the Arts and Humanities — Christina Wassenaar <cwassenaar@southalabama.edu>
The call for transdisciplinarity/interdisciplinary overlap in our research has been clear for some time. But the integration of that mindset into teaching and the classroom lags far behind. This session will discuss how the intentional integration of relevant but sometimes seemingly esoteric material from the arts and humanities can enrich course discussions from all over the university campus, through both direct linkages but also indirect paths such as metaphor and story telling. ## Presenters - Christina Wassenaar <cwassenaar@southalabama.edu>, University of South Alabama
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Weaving Humanities Into Health Sciences Education — Gail Kouame <gmkouame@southalabama.edu>
In this panel, presenters will showcase ways in which they are equipping future healthcare professionals with humanities-based approaches to facilitate improved patient communication, contribute to well-rounded professional identity formation, and reduce burn-out. By interacting with visual arts and graphic medicine, engaging in narrative medicine reflections, and participating in medical improv activities, learners develop the ability to slow down, look closely, reflect and be fully present. Attendees will be led through an example of a hands-on narrative medicine exercise and reflection. Learning objectives – As a result of attending this session, participants will be able to: - Define health humanities and describe how it is applied to healthcare education - Implement techniques to integrate humanities-based approaches with health sciences instruction - Examine the benefits of integrating health humanities into curricular and extracurricular activities and using the Biomedical Library as a humanities hub - Identify future opportunities to collaborate regarding health humanities ## Presenters - Gail Kouame <gmkouame@southalabama.edu>, University of South Alabama - Peyton McElroy <pmcelroy@southalabama.edu>, University of South Alabama - LoRen Modisa <lmodisa@southalabama.edu>, University of South Alabama
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