Leveraging Artificial Intelligence for Creation: Artistic Citizenship in the Age of AI

The arts represent the pinnacle of human creativity and are central to many endeavors to rectify injustices in the world. Come learn how students can develop artistic citizenship, using art to make the world a better place, and critical consciousness through the use of AI and the arts including music, visual arts, and dance among others. Applications to multiple disciplines are available

Improving Learning Outcomes in Mathematics Education through Directed Use of a Generative AI Socratic Tutor

To improve the learning outcomes among community college math students, Hudson Valley Community College (HVCC) performed a preliminary study to explore the effectiveness of generative AI tools as aids to learning mathematics. Two sections (control and experimental) were selected from two math courses to undertake this study: Precalculus and Intermediate Algebra. The study employed Khanmigo, an AI Large Language Model (LLM) developed by Khan Academy in collaboration with OpenAI\u27 s ChatGPT. HVCC was one of the first community colleges to deploy this tool in the classroom. Khanmigo can engage as a Socratic tutor for math students instead of just providing a final result. In the Socratic tutor approach, students ask plain language questions about a math problem, enter a learning conversation with the AI, and are guided toward the solution through a step-by-step iterative process rather than being handed the answer

AI Unlocked: Transforming Teaching with Artificial Intelligence

This session introduces educators to the core principles of generative AI prompt engineering, showcasing its broad applications within higher education. Through a community-driven approach, participants will discuss and engage in a hands-on session that emphasizes creating effective AI prompts to meet diverse academic needs. Participants will learn strategies for integrating AI into innovative assignments and engagement techniques that enhance teaching and learning within their field. This session empowers educators to navigate and apply generative AI\u27s transformative potential in education

Embracing AI in Graduate Scholarship: Policy Development and Faculty Governance

This interactive session presents the development, review, and implementation of Grand Valley State University\u27s Graduate School AI policy for theses and dissertations. Attendees will explore how shared governance processes supported the development of this AI policy across disciplines, specifically acknowledging AI as a valuable tool while maintaining scholarly integrity. The session provides actionable recommendations for engaging faculty governance in AI policy creation, and fostering institutional support for graduate student scholarship. Through collaborative discussion and practical examples, participants will gain strategies for navigating governance processes and equipping faculty to understand and effectively navigate AI in graduate education

AI Playground: ChatGPT & Microsoft Copilot

Stop by and join us for a demo of various AI tools! These demos do not include advanced techniques but serve as a tool comparison and provide insights into functionalities using quick examples. Bring your questions, and we\u27ll provide answers and demonstrations. These sessions overlap with the concurrent sessions and the breakfast/lunch hours, so if you want to pass some time between or during sessions, swing by and visit these stations

Leveraging AI for Scalable and Effective Student Evaluation in Large-Scale Online Courses

We have developed two groundbreaking online courses, Sex from Molecules to Elephants and Sensing and Movement from Waves to Whales , filmed in extraordinary locations such as the Serengeti, Yellowstone, Sumatra, and Iceland. These courses engage thousands of students annually but pose unique challenges for testing and evaluation due to their scale. Traditional methods fail to provide personalized, timely, and meaningful feedback

Sketching Towards Character: An Actor\u27s Process of Reclaiming the Mind-Body Connection

The human body is capable of incredible things. It completes vital functions autonomically, can instinctively protect us from harm, helps us sense, process, and respond to the world we inhabit, and can even heal itself when necessary. But what happens when an actor, who is dependent on their body to express their artistry, has lost awareness of their material? With the help of this thesis and the crafting of a personal methodology, I have developed a process that works towards healing this fracture and encourages the initial crafting of character through embodiment. This thesis details the evolution of a personal methodology that uses abstract movement to simplify the early stages of character development. This thesis then demonstrates the testing and application of this new methodology through a portrayal of William Shakespeare’s Lady Macbeth. With the desire to strengthen trust between the mind and body, this methodology displays how actors can unburden themselves from over-analysis and self-doubt. Rooted in the Michael Chekhov technique and inspired by visual art fundamentals, this thesis presents a character-building approach that uses physical sketches layered with the basic elements of line, color, and texture. In this thesis, I offer ways for an actor to construct richer, more nuanced performances by allowing movement to lead the creative process. Through graduate coursework and key productions, including Metamorphoses, The Cherry Orchard, and Macbeth, I examine how an actor, whose relationship to their body has recently transformed, can still find a deep connection between themselves and their character, between their artistic material and their creative imagination

Application of Industry 5.0 Attributes for Successful Implementation: Framework of Manufacturing Excellence in Aerospace and Defense Industries

As a novel concept, Industry 5.0 is making its rounds around the academic community and various industries. Despite its introduction over five years ago, definitions and perceptions are still under deliberation. Applications, methods of implementation and values are still in the conceptual phase. This study introduces a framework inclusive of human-centricity, sustainability and resilience, the pillars associated with Industry 5.0. It aims to differentiate the revolution from its predecessor, Industry 4.0, as it dives into the technologies associated with Industry 4.0 including but not limited to the Internet of Things (IoT), autonomous robots, and artificial intelligence. As those technologies evolve through time, this study captures the various practices, and cultures of people and technology through the noted Industrial revolutions. Alongside the literature, this study further identifies Industry 5.0 attributes. It aims to bridge the gap by understanding the necessity for implementing Industry 5.0 in Aerospace and Defense Sectors with inputs provided by industry professionals and subject matter experts (SMEs). Further providing input to the gap in research for this “trailblazing” revolution and a theoretical framework with the possibility to serve as a guiding star for alternative industries

Exploring Instructors\u27 Practices And Perceptions Towards Artificial Intelligence Integration In Postsecondary Literacy Classrooms

The integration of Artificial Intelligence (AI) in post-secondary literacy is seeing increasing prevalence in the classroom. However, there is a gap in the literature in which specifically studies have been done regarding teachers practices and perceptions towards AI in the post-secondary literacy spaces, specifically integrated reading and writing spaces at the post-secondary level. This dissertation will examine the various practices and perceptions of instructors toward AI-driven tools in integrated reading and writing classrooms. In integrated reading and writing classrooms, cultivating students\u27 literacy skills is fundamental for developing critical thinkers and empowered learners. With AI becoming increasingly integrated into literacy instruction, there have been studies conducted specifically addressing AI\u27s role in college writing within and English language learners (Aljuaid, 2024; Wang, 2024; Wang et al., 2024) however there is a gap in research specifically addressing AI\u27s role in integrated reading and writing classrooms at the post-secondary level. Instructors\u27 perceptions and practices significantly influence how AI can enhance students\u27 literacy outcomes. While previous studies have explored AI in broader educational contexts (AlDhaen, 2022; Bearman et al., 2022; Bond et al., 2024; Crompton & Burke, 2023), focused research on AI\u27s application in integrated reading and writing remains limited. This qualitative case study will examine how developmental literacy instructors perceive and utilize AI tools in their classrooms, as well as their experiences with this integration. Grounded in the Artificial Intelligence -Technological Pedagogical Content Knowledge (AI-TPACK) framework proposed by Celik (2023), along with Gee\u27s (1999) discourse theory and Rosenblatt\u27s (1994) transactional theory, this study will analyze how developmental literacy instructors\u27 knowledge and discourse about AI shape their pedagogical approaches. This study will aim to address the limited research on AI integration in integrated reading and writing classrooms at the post-secondary level by exploring developmental literary instructors\u27 perceptions and practices. It will further aim to provide instructors with insights into the potential role of AI in literacy development. Finally, this study will explore how professional development and prior AI knowledge impact instructors\u27 ability to integrate AI tools effectively

Do not settle for one Large Language Model - leverage them all and use better tooling with QuadC AI!

This session will discuss how QuadC\u27s AI solution leverages multiple AI Large Language Models (ChatGPT, Gemini, Claude, etc.) on one platform with better tooling and more flexible licensing. This will help educators save time and effort, enable students to learn better and faster, and some improved administrative capabilities to help scale deployment. Participants will learn how the platform leverages multiple AI LLM models to provide different perspectives to encourage critical thinking and detect/challenge biases; how better tooling in the platform can save time on grading, make make working with LMS systems easier, get sentiment analysis, and provide abuse detection; and also how one can start using this platform in your organization easily in small steps starting from a single class and eventually scaling to the whole school with minimal administrative support