Crowding impairs recognition of framed icons

Pictograms are graphic symbols designed to function within limited space. They are characterized by overlapping elements within a frame, which can lead to visual crowding, where neighboring objects merge and become indistinguishable. While visual crowding has been extensively studied in reading and vision research, its impact on pictograms remains underexplored. This study aimed to measure the effect of spacing between two icons and between icons and an outline frame on icon recognition. Using Auckland Optotypes to construct fictive pictograms, we conducted an experiment within an object recognition experimental paradigm, involving 25 participants. Results showed significant interaction between the effects of icon-frame distance and the spacing between the two icons, with the most limiting factor for recognition being two icons overlapping or placed in close proximity to each other. Strategic spacing adjustments within framed pictograms can reduce the impact of crowding on recognition, particularly when icons are not overlapping.   Keywords: icons, crowding, psychophysic

From Resumes to Surveys: GenAI in the Professional Communication classroom

Between Fall 24 and Spring 25 I trialed full integration of GenAI tools into my professional communications classes. To help foster student agency, I neither required nor banned the use of these tools, but instead left if, when, where, and how they were used up to my students: to mirror the professional realm they are moving into, these should be individual personal decisions, and not those forced on them. To ensure students are still being held accountable for their choices, they are required to complete extensive reflections after each major submission. After a year of this trial, the evidence strongly suggests that GenAI tools themselves do little to nothing to influence grades, and instead it simply comes down to how the student user implemented them

Teaching Teachers in the Age of AI: A Faculty Reflection on Lesson Planning

In this narrative, the author reflects on the tensions and opportunities that artificial intelligence (AI) introduces to teacher education, with particular attention to lesson planning. Concerned that AI tools like ChatGPT might undermine the development of the deliberate thinking required of effective teachers, the author collaborated with colleagues to adapt their approach to teaching lesson planning to include structured AI-supported critique. The resulting instructional framework integrates AI feedback as one of several reflective checkpoints in a gradual release of responsibility process. Ultimately, this essay argues that, when used intentionally in teaching lesson planning, AI can support preservice teachers\u27 in learning to think like a teacher.

Teaching Without All the Answers: Using AI to foster critical thinking and collaboration in Digital Marketing

This reflective narrative explores the transformation of a Digital Marketing course in response to the rise of Artificial Intelligence (AI) tools like ChatGPT. Faced with uncertainty and lacking formal AI training, the instructor embraced a learner-centered approach, integrating AI into course content to better prepare students for rapidly evolving career landscapes. The course shifted from traditional lectures and exams to hands-on projects, industry-recognized certifications, and collaborative exploration of AI tools. Through ethical discussions, tool demonstrations, and group experimentation, students developed not only technical skills but also adaptability, critical thinking, and digital confidence. This experience underscores a broader pedagogical shift, from delivering content to facilitating learning alongside students, and highlights the importance of teaching students how to navigate change, learn continuously, and apply knowledge in real-world contexts

From Talos to ChatGPT: Teaching AI Through Transmedia Storytelling

This personal reflection describes the integration of generative AI (GenAI) in courses in interactive media through a pedagogical lens heavily focused on combining experiential learning, critical analysis, and creative exploration. Drawing from my experience working in the video games industry, I detail a four-pronged approach I’ve developed to promote AI literacy in my classes. This model includes the introduction of foundational concepts related to AI, the exploration of real-world case studies, hands-on projects, and the ethics and critical issues related to the proliferation and use of GenAI. A case study on a final group project focused on creating a transmedia story world is described, whereby students collaborated and used GenAI tools to create these multi-platform concepts. These activities demonstrated how human creativity, and computational creation can lead to new aesthetic, genre, and narrative possibilities. Reflecting on broader cultural and historical contexts, from Greek mythology to contemporary media like Black Mirror and Detroit: Become Human, this essay positions AI literacy as a necessary component of media education today. Educators must keep pace with technological change and work with students to critically and creatively navigate the evolving landscape of GenAI and the rise of agentic and artificial co-intelligence.

The AI Writing Revolution is Here: Teaching with writing in Human Development

Widely available generative artificial intelligence (AI) has changed the process of teaching with writing. This personal narrative describes the changes made to a lifespan development writing intensive course in Fall 2024. Changes focused particularly on enhancing student engagement, motivation, and informed choice throughout the assignments and activities of the course. Additional changes planned for future semesters are discussed.   Keywords: artificial intelligence, teaching with writing, higher education, college teaching, writin

Personal Reflections on AI and Teaching Practice

A reflection on adapting a course project to integrate AI as a learning tool, with a focus on prioritizing assessment of process over product and reimagining our approach to pedagogy in this opportunity presented by the challenges of generative AI.

Navigating an AI World in the Humanities Classroom: A Personal Reflection on Teaching MUS 330 Korean Music and Culture

In January 2023, shortly after the release of ChatGPT and before most faculty had recognized the implications of AI for teaching and learning, I joined a university-wide discussion by sharing examples of ChatGPT-generated responses. Though I rarely use the faculty distribution list, I was compelled to raise awareness of generative AI’s capabilities because these examples alarmed me and made me deeply wary of its potential impact on higher education. Since then, I have attended numerous workshops—from campus sessions to international webinars—to explore AI\u27s implications for teaching and learning.   Motivated by a pedagogical responsibility to prepare students for what appears to be an increasingly AI-shaped future, I applied for and was accepted into the National Endowment for the Humanities Spotlight grant, Developing a Public Liberal Arts Humanities Curriculum: Empowering Students to Navigate an A.I. World. This grant was coordinated across five regional Council of Public Liberal Arts Colleges (COPLAC) institutions, with the support of COPLAC’s central office. As a participant, I received a copy of Teaching with AI: A Practical Guide to a New Era of Human Learning (Bowen & Watson, 2024) and took part in both campus-based and inter-institutional virtual learning communities throughout the 2024–2025 academic year. I was also required to develop a course unit, module, or assignment that engaged students in working with generative AI from a humanistic perspective. The project culminated in a final in-person two-day workshop and charrette, where we presented our work and proposed future directions at the Innovate Springfield Center in Springfield, Illinois.   The subtitle of our NEH project uses the word empowering, which I have come to see as the most appropriate goal for myself: not to police or ignore student use of AI, but to foster a critical, informed relationship with it. Reflecting this spirit, I focused on the Spring 2025 semester offering of MUS 330 Korean Music and Culture to develop assignments that would engage students in working with generative AI. Because my university had no official AI policy at the time, I explored examples such as Glastonbury Public Schools\u27 AI policy (https://drive.google.com/file/d/1Ki8pEkoUI8oDMyr81fnwnvrzbvEXeVNt/view) and the student-facing flowchart "Should I Use AI?" from An Essential Guide to AI for Educators (https://www.aiforeducation.io/blog/quick-guide-graphic-for-students-should-i-use-ai). Drawing on these examples, I created an AI usage guideline tailored to MUS 330, which is available online at https://docs.google.com/document/d/1GPSS0ejmpYlGbS4qkS0YLn0A3vhX7NCp6oT7nj10Pko/edit?usp=sharing. Students were permitted to use AI for grammar, revision, conceptual breakdowns, summaries, and outlines, but not to submit fully AI-generated work or rely on unverified content.   Implementation of Scaffolded Assignments   I opened the semester with a class discussion on generative AI. I then released scaffolded assignments in the following sequence throughout the semester: (1) topic proposal, (2) outline development, (3) fact verification and supplemental content, (4) analysis of issue identification, context, assumptions, and conclusions, and (5) presentation checklist and draft slide creation. These steps culminated in an 8 to 10-minute PowerPoint-based final presentation on a student-chosen theme related to Korean music and/or culture.   Throughout the process, students were encouraged to use generative AI as a supportive tool for idea generation, organization, and drafting. At the same time, they were asked to reflect on its ethical and intellectual dimensions. The project emphasized responsible and creative AI use and the importance of maintaining intellectual ownership in a liberal arts context. I believe this step-by-step structure helped students manage a complex task while encouraging critical and reflective engagement.   One assignment question in Step 2 asked students to explain how AI contributed to their research. Responses revealed that tools such as ChatGPT, Google Gemini, DeepSeek, and Microsoft Copilot were widely used in the early stages of research and presentation planning. Students demonstrated thoughtful and responsible integration of AI, primarily using it to structure outlines, narrow focus, brainstorm content, and improve clarity. They verified credibility through manual fact-checking with scholarly and authoritative sources. A few students found AI less helpful or "not very resourceful" but still used it as a starting point.   What Worked and What Needs Revision   One success was the class\u27s improved ability to evaluate sources critically. AI hallucination proved to be a persistent challenge. To address this, I demonstrated my own fact-checking process using AI-generated program notes for a specific musical composition before releasing Step 3 assignment. I walked students through identifying missing information, misleading claims, and vague assertions. This demonstration appeared to be an awakening moment for many students.   Another success was that the course introduced AI to students who were previously unfamiliar with the technology. To gauge their perspectives, I conducted an anonymous end-of-semester survey. Most students had limited prior experience with AI at the start of the semester; only 26% felt very or extremely familiar. By the end of the semester, however, 63% found AI at least somewhat helpful, especially for structuring, wording, and generating examples. Encouragingly, 89% reported that their presentations reflected their own ideas, with AI used primarily for support. Still, one student admitted to relying almost entirely on AI, underscoring the ongoing need for discussion around responsible use.   Moving forward, I plan to refine instructional guidelines and reinforce expectations regarding student ownership and critical engagement. Students valued AI most for brainstorming and clarity, and more than half reported that it improved their critical thinking. Nearly 90% supported the continued use of AI-integrated assignments in future courses, and more than 70% viewed AI as an important skill set for the future job market. (Per communication with our institutional review board, the survey data included in this essay were determined not to constitute human subjects research and were thus exempt from formal review.)   Although the course structure was largely successful, one area I intend to revise is how I implemented AI-specific instructions across the scaffolded assignments.  My initial plan as I was preparing for the semester was to incorporate these directives throughout all five steps. However, as the semester progressed, I chose to remove them after Step 2. I felt that the initial stages, combined with the fact-checking demonstration before releasing Step 3, had already introduced students effectively to AI’s role in the course. Additionally, I wanted to avoid overemphasizing AI, given that the course\u27s title is Korean Music and Culture, not Korean Music and Culture and AI.   I also realized that assignment guidelines still need to clarify the difference between using AI as assistance and allowing it to lead. A few students’ presentation slides, though accurate and well-structured, lacked depth. In future iterations of the course, I will require students to submit their AI prompts along with their slides as this will help me understand their process better and offer feedback on using AI as a thinking partner rather than a content generator.   Closing Reflections   A key takeaway was the confirmation that student effort continues to be the most important determinant of quality, regardless of the tools available. While I initially expected generative AI to significantly elevate the overall quality of presentations, it was ultimately the diligent and reflective students who stood out just as they have in pre-AI classrooms. AI did not replace hard work; rather, it served as a tool through which motivated students expressed their ideas with greater clarity and confidence.   At my public liberal arts institution, many students come from diverse educational and economic backgrounds, including many first-generation college students. For these students, learning to use AI wisely is a form of academic empowerment. It offers support for brainstorming, drafting, and clarifying ideas. However, this empowerment only materializes when students learn to question AI, not follow it blindly.   The aforementioned NEH workshop and charrette held in Springfield, Illinois in May 2025 was especially valuable. Unlike my previous experiences at traditional academic conferences, this gathering included no self-proclaimed experts; we were all navigating the uncertainties of AI’s impact on teaching and learning together. This shared humility fostered a rare openness: participants candidly shared vulnerabilities, experimental approaches, and in-progress ideas. The result was a rich, collaborative environment that felt more like a collective exploration than a series of presentations. It was, without question, the most inspiring and productive academic gathering I have experienced.   Looking ahead, I intend to integrate AI-related assignments not only in MUS 330 but across my teaching portfolio. While AI can help students organize and articulate their thoughts, the principle of “garbage in, garbage out” remains true; without a solid understanding of the subject, AI-generated content lacks depth and accuracy. I will continue refining guidelines that reflect evolving technologies and student needs while maintaining the core objective: helping students engage with AI critically, creatively, and ethically.   There is no single "right" way to bring AI into the humanities classroom, but ignoring it is wrong. Reflecting on Spring 2025, I see my role not as gatekeeper but as facilitator. My students still wrestle with texts, build arguments, and craft insights. Now, they do so with a deeper awareness of how knowledge is shaped, how tools influence thinking, and what it means to be human in an AI-assisted world

AI as Collaborator: Redefining student engagement and assessment in IT Education

This narrative reflects on the integration of Generative AI into undergraduate Information Technology courses at the University of Cincinnati Clermont College. As an instructor committed to hands-on, real-world learning, I describe how AI tools like Microsoft Copilot have become essential components of my pedagogy. From debugging code in introductory web development to using AI for database design, I share how student learning has evolved in response to AI use in the classroom. I also discuss what worked well, such as increased student engagement and stronger critical thinking, and what required adjustment, including over reliance on AI and misunderstandings about appropriate use. Additionally, I explore how AI has supported my course design and administrative work. The narrative concludes with reflections on collaborative faculty efforts to develop AI policies and resources, underscoring the importance of preparing students to use Generative AI thoughtfully and responsibly in both academic and professional contexts

Curiosity Put into Practice: Using AI to enhance clarity and engagement in an undergraduate psychology classroom

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