Open classroom discussions can be daunting to navigate when students can (and do) say anything, including statements that make others uncomfortable. If “they said what?” crosses your mind and you’re not sure what to do next, this presentation will provide clarity on Freedom of Expression and PCC policy through an interactive presentation and case study analysis. With an understanding of acceptable behaviors and response options, attendees will gain confidence in addressing concerning language and behaviors in the classroom.

Students whose first language is not English may experience linguistic barriers to
achieving their academic goals. To address this barrier and support our rich bilingual
students, AEDR has advocated for and received college approval for an extended
period for students who self-identify as non-native English speakers. We will discuss
how the process was developed and how instructors can support these students. and
outline the new process for students to request 1.5x longer on exams.

This session is designed as a conversation around how we teach difficult concepts to
students with no disciplinary background. Building on students’ lived experiences
offers a pathway to understanding, helping students reach higher levels of Bloom’s
taxonomy when learning course content. Bring your best examples of how you have
used student experiences to aid their learning. Bring the challenges you have had in
helping students connect to a concept. And bring your questions about this
pedagogical practice.

In this session, we’ll share our experience designing and teaching math corequisite
courses. Students get direct access to college-level coursework without first completing prerequisite classes. Which is great! And it is also really hard sometimes! We’ll discuss the opportunities and challenges of this model, including course structure, pedagogy, proficiency grading, student support strategies, community building, and key lessons learned. Course materials will also be shared.

Discover how faculty use video tools in D2L Brightspace to create connections, increase instructor presence, and foster a sense of belonging in online courses. Through practical examples and faculty perspectives, this session showcases strategies for communication, feedback, active learning, and community-building.
Participants will explore effective video practices and leave with ideas for implementing meaningful, student-centered video experiences in their own courses.

AI has enormous capabilities to assist in the development of historical research and
knowledge. However, without proper training, students have little capacity to use a tool that can do as much harm as good to historical knowledge. The session will take
attendees through the process of turning the tool into a facilitator for true knowledge
rather than dogma or disinformation.

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As artificial intelligence tools advance rapidly, higher education faces a shifting landscape that requires a new approach to instruction. Rather than trying to return to traditional formats like blue books, educators must recognize that students are entering a transformed workplace. AI agents are increasingly capable of completing complex, multi-step tasks across technical and creative domains. To prepare students, instruction must focus on deep conceptual understanding, metacognitive skills, and intrinsic motivation. Faculty are encouraged to experiment with AI tools, adapt their curriculum, and collaborate closely across disciplines to navigate these changes effectively.

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Presentation Outcomes

• Understand the evolving capabilities of modern AI agents and their impact on knowledge work.
• Distinguish between tasks that are appropriate for automation and those that require human learning, reflection, and creativity.
• Identify strategies for managing large volumes of information using personal knowledge management systems.
• Develop instructional approaches that encourage student experimentation, cross-disciplinary collaboration, and intrinsic motivation.
• Recognize the importance of faculty collaboration and rapid curriculum adaptation in response to technological change.

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Summary

We imagine this hour as a chance to share how, in the last 18 months, faculty at ����TV have built (we think, so far) a fairly successful co-requisite course for WR121 under major state-level pressures and generalized chaos. During this time, we served as curriculum co-chairs for the English department and taught multiple sections of our pilot corequisite course for WR 121. We will share what we do, how it’s working–both at the systems level and pedagogically. After sharing some, we hope to have the opportunity to hear from and gather insights on how other folks are working with the widespread shift to co-requisites.

To provide students with the best insights and leverage AI as a strong partner to deliver fast, accurate outcomes, rapid, continuous learning is essential as AI continues to evolve. The more one practices using AI solutions & models, the more prepared one is to thrive in an increasingly AI-centric world, and the more able one is to coach the next generation effectively and astutely. This session will guide faculty in developing their AI prompting skills.

Additional Resources:

The Climate Stories Project is an educational and artistic forum for sharing personal
stories about the changing climate. Students develop discipline-specific skills while
addressing their concerns about the climate crisis, using a curriculum that can be
customized for classes from art to zoology. Please join us to hear about how your
colleagues are using this curriculum and learn about financial support for adapting
the content for your own course.