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Several STEM faculty wanted to have sessions for STEM, not humanities, so as to focus on their areas. Since I'm a process instructional technologist rather than content related. It threw me off.

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We've generated a number of resources on topics ranging from prompts for student feedback and personalized learning to a guide to Human-AI collaborative writing. Some of this has helped. Giving faculty a small selection of prompts to choose from in workshops has helped.

For the most part, though, it seems to me that faculty really just want a chance to talk and process feelings of loss, grief, and disempowerment. For this reason, we've started having more open forums.

We did start out our most recent open forum by asking faculty to share any "wins" with AI and that helped start the session on a positive note.

As an instructional designer, it also seems like faculty want to hear more about what their peers are doing, rather than what IDs and our CTL are suggesting.

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Like Danny, most of the faculty just don't have the time to play around with Gen AI tools. Also, there is a fine line between amazement and apprehension.

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We expected a variety of perspectives on and experiences with generative AI.

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We expected a variety of perspectives on and experiences with generative AI.

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The learning objectives were: “In this workshop, you will learn how to:  Communicate to your students about how AI will be used in your class.Discuss different perspectives on the use of AI in the classroom.Design an assignment that engages student use of AI”The workshop was designed to address faculty who were concerned about how to set expectations with their students about AI in the classroom, and to help them learn how they might use generative AI chat tools in designing their instruction.

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The learning objectives were: “In this workshop, you will learn how to:  Communicate to your students about how AI will be used in your class.Discuss different perspectives on the use of AI in the classroom.Design an assignment that engages student use of AI”The workshop was designed to address faculty who were concerned about how to set expectations with their students about AI in the classroom, and to help them learn how they might use generative AI chat tools in designing their instruction.

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Over summer 2023, Santa Clara University's Instructional Technology group partnered with Library staff and faculty to facilitate ongoing workshops about teaching with AI. The half-day workshops included activities about communicating about AI, a prompt clinic, and production time to ideate and develop activities for teaching/learning with AI in upcoming courses.

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Over summer 2023, Santa Clara University's Instructional Technology group partnered with Library staff and faculty to facilitate ongoing workshops about teaching with AI. The half-day workshops included activities about communicating about AI, a prompt clinic, and production time to ideate and develop activities for teaching/learning with AI in upcoming courses.

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While some faculty have been regularly attending our AI-related events since March, I'm surprised by how many faculty don't want to think about it during the summer. Likewise, I was surpised by the number of faculty who just don't want to deal with it until Spring 2024.

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My institution held a series of "Skills Lab" workshops that combined didactic portions with hands-on components.

Workshop 1:  Intro to ChatGPT

Identify key benefits and limitations of ChatGPT

Define specific role, task, and instructions relevant to prompt

Produce and modify ChatGPT prompts

Generate possible uses for teaching

Workshop 2: Developing AI literacy

Define AI literacy

Discuss student use of AI tools and their relation to academic integrity

Demonstrate effective uses of AI tools in your teaching and scholarly practice

Develop a plan for addressing AI in your teaching

Workshop 3: Reducing AI Vulnerability

Gain insights into the ethical implications, potential for misuse, biases, privacy concerns, and the general ambiguity of such a new technology.

Recognize how and when to objectively assess, deconstruct and adapt their own assessments.

Develop practical strategies for mitigating the vulnerabilities presented, including deconstructing existing assessments and rethinking assessment as a whole.

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I've led three sessions on getting started, AI literacy, and making your assignments less vulnerable to AI. We've also done two open forums and are planning a third for next month.

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I've led three sessions on getting started, AI literacy, and making your assignments less vulnerable to AI. We've also done two open forums and are planning a third for next month.

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Here is one of the presentations I did for a group of teachers in PASOS, which is a group working towards using culturally relevant texts.

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Unless you are going to present a series, trying to share both a full understanding about Gen AI tools and offering practical applications is a lot to ask of a 50min session. However, the amazement factor makes most faculty new to Gen AI curious enough to make the time to explore it on their own.

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Expected faculty to be amazed and enthusiastic about using these new tools. Astonishment was the main result. If a faculty member had never played with a gen AI tool, they were really amazed. The most amazement was when I demoed putting in an article, asking for discussion questions, but then asking for a description of the student learning outcomes based on those discussion questions and the best way to teach each organized by Bloom's Taxonomy.

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-Understand how we got here, both in terms of Gen AI and feelings of trust of social media/media/science (this is integral to understanding the "con" issues regarding the use of ML/AI)
-Understand how AI was built and the abilities (but try not to scare anyone!)
- Application (and limitations) of AI for both students and faculty
- Understand how assessment must change, while keeping the teaching of necessary skill sets
-Adoption of AI, broken down into steps of Creating a community, Playing like a Gen-Zer (with a worksheet of starter prompts), Syllabus additions, Rubric creations, and possible lesson plans

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I've done a couple of sessions for both EPCC and UTEP (University of Texas at El Paso.) The sessions were geared quite differently. For the UTEP presentation, there was a stronger focus on skill needs changing with industry expectations and needs. For the EPCC presentations, there was a stonger focus on AI awareness, understanding, and paths toward adoption.

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Here is one of the sessions we run for faculty and staff.

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Many don't have the time to spend to learn about and play with AI. Using AI is one of the main ways to learn it.

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Expected a range of familiarities and experiences and feelings around AI. But at least they are interested, since they are turning up, and that's a plus!

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- Provocations (to lead to awareness of AI's abilities, and encourage action)
- Demystification (to understand the basic mechanics and dispel myths)
- Implications (mostly for assessment, and how to think about assessment now)
- Application (examples of use for teaching, learning, and assessment - many of which can save faculty time)

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When are you leading an Exposure to AI Session for Faculty at Your Institution/Association?

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I haven't been asked to lead yet, or not sure who I should collaborate with at my institution

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I've already led a session for faculty and will love to share my debrief with you!