Category Archives: Trainings & Workshops

Guest Post: “Turning AI into a Teaching Ally: Rethinking the Policy Brief in Gender & Violence”

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This post is part of the 2024-25 UWW Teaching and Learning grants program. The program awards $1,000 grants to faculty and instructional academic staff looking to integrate new educational methods into their classrooms and learning environments. The grant program underscores UWW’s commitment to embracing inclusive pedagogy and to exploring and evaluating emerging technologies that foster creative approaches to teaching and learning.

Turning AI into a Teaching Ally: Rethinking the Policy Brief in Gender & Violence

Krista McQueeney, Department of Sociology, Criminology & Anthropology

When ChatGPT burst onto the academic scene, many of us in higher education were understandably concerned. Would students use it to bypass critical thinking? Could it undermine the integrity of assignments like the policy brief I traditionally assigned in my Gender & Violence course (WMST 351)?

Initially, I considered ways to “AI-proof” my assignments. But I soon realized that banning AI tools wasn’t a sustainable or educationally sound approach. Instead, I decided to integrate AI into the learning process, transforming it from a potential threat into a powerful teaching tool.

The Assignment: Critically Engaging with AI

With support from the LEARN Center, I redesigned the final project into a three-part assignment that encouraged students to interact with AI thoughtfully:

  1. AI-Generated Draft: Students prompted ChatGPT to generate a policy brief on a gender violence-related issue of their choice. 
  2. Critical Reflection: They then wrote a reflection analyzing the AI-generated brief, addressing questions such as:
    • Was the information factually accurate? How could they verify it?
    • Did the brief incorporate an intersectional analysis considering race, class, gender identity, sexuality, ability, etc.?
    • How would they revise and expand upon the AI’s work?
    • What are the broader social implications of AI for their generation and society?
  3. Visual Policy Brief: Finally, students used Canva to create a visually compelling policy brief that highlighted key statistics, policies, intersectional dimensions, and actionable recommendations for social change.

Outcomes: Deepening Critical Engagement

The results were impressive. Students didn’t just critique the AI-generated content; they engaged deeply with the material, identifying inaccuracies, biases, and omissions. They demonstrated an understanding of the importance of intersectionality in policy analysis and recognized the limitations of AI in capturing these complexities.

Moreover, the assignment sparked thoughtful discussions about the role of AI in society. Students expressed concerns about over-reliance on AI, potential biases in AI outputs, and the ethical implications of AI in policymaking and advocacy. They also appreciated the opportunity to develop digital literacy skills by using tools like Canva to communicate their ideas effectively.

Reflections: Embracing AI as a Pedagogical Tool

This assignment reaffirmed that educators and AI don’t have to be adversaries. When integrated thoughtfully, AI can enhance learning by prompting students to think critically, question sources, and engage more deeply with content. It prepares them for a world where AI is increasingly prevalent, equipping them with the skills to navigate and critique AI-generated information responsibly.

For educators considering how to respond to the rise of AI, I encourage you to explore ways to incorporate AI into your teaching. By doing so, we can foster critical thinking, promote digital literacy, and prepare our students to be thoughtful, informed participants in an AI-infused world.

Note: For educators interested in integrating AI tools into their teaching, resources such as Stanford’s Teaching Commons offer strategies for incorporating AI into assignments to enhance student learning.

2025 Celebrating Teaching and Learning Conference – Register Today!

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The 2025 Celebrating Teaching and Learning Conference (CTL) on May 21st is rapidly approaching! Hosted by Center for the Advancement of Teaching, Learning, Scholarship, and Technology* (CATLST) and Institutional Research, Assessment, and Planning (IRAP), the conference will be in-person at the University Center from 8:30am to 4:30pm. Open to all UW-Whitewater faculty and staff, the (free!) conference aims to cultivate a collaborative space for sharing ideas, methods, and innovations that enrich classroom experiences and support student success. 

REGISTER!

This year’s keynote presentation will be a collaboration between CATLST and the Center for Students with Disabilities (CSD). About the keynote: 

Boldly Empowering All: A UWW Student-Instructor Dialogue on Navigating the Digital Accessibility Frontier

Digital accessibility ensures that all individuals can successfully navigate, understand, and interact with digital content. With new federal laws shaping accessibility standards, it’s more important than ever to our core campus mission that we create and support fully inclusive online experiences. Title II of the Americans with Disabilities Act requires all digital course materials (Canvas pages, quizzes, linked websites, embedded content, and attached documents) meet Digital Accessibility Guidelines (WCAG 2.1) by April 24, 2026. Join us for an engaging keynote where UWW students and instructors share their experiences with the challenges and opportunities of digital accessibility in their learning environments. Hear real experiences, gain valuable insights, and learn actionable strategies to implement digital accessibility into your own digital content moving forward.

We hope to see you there! Questions can be directed to CATLST.

*CATLST was formed by the merger of the Learning Technology Center (LTC) and LEARN Center.

Accessibility in Action (AiA) Workshop Series – Lecture Slides Summary

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The LTC/LEARN Center hosted the first session in the Accessibility in Action (AiA) Workshop Series. The first session covered lecture slides, which are a common instructional resource. Unfortunately, some students are left out due to a lack of accessibility. In the workshop video below, Erika Schock, LTC/LEARN’s newest Teaching Consultant, introduces accessibility, why it matters, and the legal requirements and best practices when building slides. Below are some key takeaways from the recording. 

Key Takeaways

What is Accessibility? “Accessibility means that an individual with a disability can acquire the same information, engage in the same interactions, and enjoy the same services as an individual without a disability, in an equally integrated and equally effective manner, with substantially equivalent ease of use” (NCAEM, 2023)

Why does Accessibility Matter? Adhering to accessibility best practices ensures that all students, including those with disabilities, can fully engage with and comprehend course content. This practice benefits students with visual, auditory, and cognitive impairments by providing alternative ways to access information. Also, accessibility improves learning for everyone by enhancing clarity, organization, and usability.

Legal Requirements

  • Section 504 of the ADA prohibits disability discrimination in federally funded programs like public universities, requiring reasonable accommodations to ensure equal access to education and services. 
  • Section 508 mandates that all electronic and information technology used by federally funded institutions must be accessible, including websites, course materials, and digital communications. 
  • The Department of Justice has updated Title II regulations of the ADA to require that web content and mobile applications be accessible to people with disabilities. These updates mandate that digital content meet or exceed Web Content Accessibility Guidelines (WCAG) Version 2.1 Level AA standards by April 2026. 

Best Practices for Lecture Slides

  • Layout and Navigation: Design slides with consistent templates and headings, and include slide numbers to improve screen reader accessibility. Limit one idea per slide to prevent cognitive overload. This approach maintains a readable text size and helps all users navigate content more effectively.
  • Text and Font: Use sans-serif fonts such as Arial and Calibri at minimum sizes of 22pt for text and 32pt for headings. Avoid placing text over busy backgrounds. These choices significantly improve readability for people with visual disabilities.
  • Color and Contrast: Maintain high contrast between text and background while avoiding color-only information indicators. These practices ensure that content remains accessible to people with visual disabilities who may have difficulty perceiving certain colors or low-contrast elements.
  • Accessible Visuals and Graphics: Provide alt text for all visual elements and minimize decorative graphics. Ensure that diagrams have clear elements with sufficient contrast. Critical visuals should be verbally described during presentations and/or include descriptive text. This approach helps students with visual disabilities access important visual information while also benefiting all students through improved clarity and comprehension.
  • Multimedia and Embedded Content: Ensure multimedia has high audio/video quality with descriptive titles, and always provide closed captions or transcripts. This practice makes content accessible to people with hearing impairments and provides alternative ways for all users to access information.

Supplemental Resources

 Upcoming AiA Workshops

  • Canvas Courses: Ensure your course meets accessibility standards through practice at 1 p.m. on March 13th.
  • UDOIT: Learn how to use UDOIT to check your Canvas courses for accessibility issues, time during the session to check your courses at 2 p.m. on March 13th. 

Have more questions or want to schedule a workshop for your department or unit? Reach out to the LTC!

Welcome Erika Schock to the LTC/LEARN Center!

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Erika Schock (she/her) is our new Teaching, Learning, and Technology Consultant. Erika earned her Master’s degree in Anthropology from the University of Roehampton-London and her Bachelor’s in Dance and Anthropology from the University of Wisconsin-Stevens Point. In 2020, she earned her certificate in Instructional Design from the University of Wisconsin-Stout. 

In her new role, Erika will consult with instructors, develop resources, test educational technology, and provide training, all with a focus on digital accessibility, neurodiversity, and Universal Design for Learning. Erika loves playing with her five pets (two dogs and three cats), cooking, kayaking, and attending various fitness classes (Yoga, Dance, Aerial Silks, Gymnastics, etc). She enjoys watching early silent films, seeing live performances, and traveling.

Please say hello to Erika when you see her on campus!

Welcome (back) Ethan Kirkpatrick to the LTC/LEARN Center!

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The LTC/LEARN Center is excited to announce the appointment of UWW alumnus Ethan Kirkpatrick (BA’24) as our new Instructional Technologist!

As a student in Media Arts and Game Design (MAGD), Ethan worked for the LTC and ITS Media Lab. In his new role, Ethan will be responsible for supporting digital media initiatives for teaching and learning. He will be coordinating LEARN/LTC recording and distribution services, managing digital resources, and exploring new technology applications to enhance educational experiences. He will work closely with faculty and staff to create meaningful learning environments supported by appropriate technology.

Ethan started Monday, December 2nd. Please say hello when you see him back on campus! 

AI Scripting: How to Write Prompts Workshop Summary

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Students work with Assistant Professor Hamid Vakilzadeh in their Accounting Information Systems (354) class in Hyland Hall. (UW-Whitewater photo/Craig Schreiner)

As AI has become increasingly integrated into the education space, many instructors, and others across college campuses, are left to wonder how to use AI in a meaningful way. The first step to determining how AI may fit into a workflow is to learn how to use it; that is, understanding how to craft precise and purposeful prompts, as prompting is the core foundation of chat-bot-style AI.

Thoughtfully designed prompts not only ensure that AI tools provide meaningful and relevant outputs but also allow instructors to save time, foster creativity, and address diverse educational needs. By mastering this skill, educators can transform AI from a generic tool into a personalized assistant that aligns with their teaching philosophy and supports innovative learning experiences.

Key Takeaways

  • The Importance of Specificity: A well-crafted AI prompt is clear, concise, and specific. Effective prompts include the desired outcome, necessary context, and well-defined boundaries to ensure AI responses meet expectations. For example, when asking AI to draft a discussion question, specifying the topic, audience, and desired complexity can significantly improve the relevance of the output.
  • Iterative Refinement: Crafting the perfect prompt is rarely a one-step process. Testing prompts, evaluating AI responses, and making adjustments are key to achieving the desired results. This iterative approach ensures instructors can fine-tune their prompts to better align with their instructional objectives.
  • Application in Educational Contexts: AI tools offer a range of practical applications for educators, such as generating lesson plans, creating content outlines, and building rubrics. During the workshop, participants explored how tailored prompts can help align AI outputs with pedagogical goals, enhancing both classroom efficiency and student engagement.
  • Ethical Considerations: When using AI, instructors must remain mindful of ethical implications. Prompts should be designed to minimize bias, promote inclusivity, and reflect a commitment to responsible AI use. These considerations are critical for fostering trust and transparency in AI-supported education.

Supplemental Resources

As we continue to explore the possibilities of AI in education, thoughtful and intentional use will be key to creating impactful learning experiences. The LTC is here to support you on this journey—reach out to share your successes or challenges as we navigate this evolving landscape together!

Have questions or want to share how you are using AI in your teaching and learning? Contact the LTC—we would love to hear from you!

*Updated* No Tricks, Just Treats: AI Tips to Sweeten Your Semester! 

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*A former version of this post lacked specificity surrounding AI and grading. The LTC is committed to providing accurate, appropriate information about AI to the campus community. We apologize for the error and have since updated the post to include expanded explanations. This serves as an important reminder that AI use is continually changing and adapting as AI tools expand and become integrated into daily life; if you have additional questions or concerns about grading, FERPA, and how these interplay with AI, please reach out to the LTC. 

With AI playing a growing role in education, it’s the perfect time to explore its capabilities! In this post, we will unwrap some advanced AI tips to streamline your workload, your students more engaged, and your time more productive. Whether you’re looking for shortcuts or delightful ways to enhance your classroom experience, these AI “tricks” and “treats” will give you something sweet to work with.

Writing Assistance 

Trick: AI isn’t just for brainstorming anymore—it can help you draft full lesson plans or emails. Tools like GPT-4 can “ghostwrite” introductory materials or tricky concepts, saving you hours of planning. 

Treat: You can customize the tone and detail, ensuring that the content matches your style. Don’t forget to double-check for accuracy, though—AI still needs a guiding hand to avoid any spooky surprises!

Example Prompt for lesson plan generation: “Create a 60-minute lesson plan for a college-level biology course on the topic of cell division, including an introduction, main points, in-class activities, and discussion questions.”

Creative Prompts 

Trick: When it comes to sparking creativity, AI can conjure up thought-provoking prompts for discussions, writing assignments, or even projects. Platforms like ChatGPT can generate unique questions or perspectives that challenge students to think beyond the standard syllabus. 

Treat: This keeps content fresh and engaging without you having to brainstorm constantly. Plus, it can be tailored to any subject area or difficulty level, making your lessons more dynamic.

Example Prompt for writing prompts: “Create a thought-provoking prompt for a reflective essay on the role of technology in modern education.”

Speeding Up Feedback

Trick: Give students the option to submit a rough draft of their work to be scored against a rubric you built. It can offer an initial analysis and provide a rough score that students can use as feedback to improve their assignment. **If student work for a grade is submitted to AI platforms without their knowledge, it may be considered a FERPA violation; exercise caution when using AI and ensure student privacy is protected. 

Treat: You maintain control and add the human touch when grading!

Example Prompt for rough draft feedback: “Use the following rubric to evaluate this research paper: [insert rubric and paper]. Provide a score and brief explanation for each section.”

AI Magic for Engagement 

Trick: Looking to increase student engagement in hybrid or online courses? Use AI-driven chatbots or discussion board assistants to keep conversations lively outside of class hours. These AI assistants can help moderate discussions, answer common questions, or prompt students to delve deeper into the content. 

Treat: This keeps your students engaged around the clock, and you can track interaction patterns to adjust your teaching strategies where needed.

Example Prompt for discussion board moderation: “Generate three follow-up questions to stimulate discussion on a student’s post about AI in healthcare.”

Enhanced Accessibility 

Trick: AI-powered tools like auto-captioning services and transcription software make your content more accessible to all learners, including those with disabilities. 

Treat: These features ensure inclusivity in your classroom, offering all students a treat by making sure educational materials are engaging and accessible for everyone.

Example Prompt for generating captions: “Transcribe and generate accurate captions for this video lecture on ancient history: [insert video/audio].”

Whether you’re summoning AI to handle mundane tasks or conjuring up creative ideas, there’s no shortage of treats when it comes to using AI in the classroom. Keep experimenting, and let these tricks make your teaching magical! Happy Halloween!

AI Detection and Prevention Workshop Summary

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Some students may be tempted by the allure of AI to shortcut the learning process. (Image created using DALLE-3.)

As AI tools become ingrained in daily life, understanding how to detect and prevent its misuse is becoming a priority for institutions. During our recent workshop on AI Detection and Prevention, we discussed strategies to help educators identify AI misuse in academic settings and prevent it from happening in the first place. Below are some key takeaways from the session.

Key Takeaways

  • Understanding the Scope of AI Misuse: AI misuse often manifests in academic dishonesty, with students using generative AI for unauthorized tasks like writing essays or solving problems. While we primarily focus on AI in the classroom, misuse is a global problem, extending into areas such as bank fraud and creation of mis-informative content. 
  • Proactive Prevention Strategies: As acceptable AI use can vary from course to course, semester to semester, it is vital to establish clear policies and educate students about acceptable AI use specific to each course. By fostering a culture of transparency, communication, and accountability, students are less likely to misuse AI tools.
    • Teaching students about the ethical implications of AI use not only reduces misuse but encourages responsible and innovative applications of these technologies in academic work.
  • Available Detection Tools: Turnitin has AI detection and is available to all UWW instructors through Canvas. As of this workshop, Turnitin is only campus supported tool. While sometimes effective, these tools are not foolproof and should be used in conjunction with other strategies.
  • Limitations of Detection Tool: While detection technologies are advancing, they are behind current AI models and can falsely report text as AI-generated. A nuanced approach that considers the specific context of assignments is recommended.
    • Given the limitations of Turnitin, instructors may opt to run student submissions through a third-party detection service. This requires several careful considerations:
      • As per UW-System legal, students must be informed of their instructor’s intent to use a third-party detector and given the chance to provide explicit consent. Doing otherwise may constitute a FERPA violation.  
      • The LTC and ITS cannot provide support for individual or department purchased detection tools.
  • Human Review is Essential: Detection tools can help identify potential misuse, but human judgment remains critical in verifying suspicious activity. Educators should combine AI detection with careful analysis of student work.
  • Building a Supportive Educational Environment: Create a learning environment that encourages creativity and reduces the pressure to misuse AI. Offering students resources, such as AI usage guidelines, can help prevent academic misconduct.

Supplemental Resources

Upcoming AI Workshops

AI Detection and Prevention

  • Wednesday, October 16; 3:15 pm – 4:15 pm – McGraw 19A / Webex

Teaching AI Scripting: How to Write Prompts

  • Wednesday, October 30; 3:15 pm – 4:15 pm – McGraw 19A / Webex

Have more questions or want to schedule a workshop for your department or unit? Reach out to the LTC! 

Introduction to Artificial Intelligence Workshop Summary

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This workshop focused on building foundational AI literacy, regardless of AI experience level or user acceptance. It provided a comprehensive overview of generative AI, including its core concepts, opportunities, limitations, and ethical considerations. Participants learned about the importance of responsible AI implementation, along with strategies for fostering transparent communication with students and colleagues. By discussing these approaches, the session aimed to promote an environment of trust and clarity around AI usage.

Key Takeaways:

  • AI as it is used today is referring to generative AI; that is, AI that creates media content, text, images, sound, and videos.
  • The current AI models are trained on massive amounts of data, which can lead to biases and coherence issues.
  • AI can assist with idea generation, editing text, creating lectures and study guides, and summarizing information.
    • AI can be beneficial in tasks such as medical diagnosis, where it can catch trends or concerning things that humans may miss.
  • Models often hallucinate, and respond with nonsensical answers. Models can be trained to “forget” certain information, but it is difficult to remove it entirely and models can be manipulated by bad actors.
  • Microsoft and other companies are investing billions of dollars in AI, which may lead to increased prices and potential equity issues.
  • Basic AI literacy is important for both faculty/staff and students.
  • Education and regulation are necessary to ensure responsible and transparent use of AI, especially in academic settings.
  • AI is not a substitute for learning or creativity, but can be used as an augmentative tool in certain situations.
  • Be transparent, communicate often, and practice accountability when using AI.

Supplemental Resources:

Upcoming AI Workshops

AI Detection and Prevention

Wednesday, September 11; 3:15 pm – 4:15 pm – McGraw 19A / Webex

Wednesday, October 16; 3:15 pm – 4:15 pm – McGraw 19A / Webex

Teaching AI Scripting: How to Write Prompts

Wednesday, October 30; 3:15 pm – 4:15 pm – McGraw 19A / Webex

Essential Tips for Teaching With (or Without) AI in Fall 2024

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AI is an augmentative tool, not a replacement for learning. (Created using DALLE-3.)

As artificial intelligence (AI) continues to evolve at an unprecedented pace, it’s becoming increasingly important for educators to stay informed about the latest developments. Whether you are beginning to explore AI or you are already integrating it into your teaching, understanding the most recent trends and tools can greatly enhance your approach to education. This post will break down essential things you need to know if you’re new to AI, tips for those already experienced, highlight some AI updates, and how to stay updated on all things AI at UW-Whitewater. 

3 Tips if You Are New to AI:

  1. AI is a Tool, Not a Replacement: AI has the potential to enhance your teaching methods, not replace them. It is able to automate repetitive tasks, offer personalized learning experiences, and provide insights based on data, allowing you to focus more on student engagement and instruction. It does not replace teaching, creating, or learning.
  1. Start Small and Be Patient: Begin with simple AI tools like AI-driven chatbots for answering common student questions. These can help you get comfortable with AI without feeling overwhelmed. Popular AI scholar Prof. Ethan Mollick states that becoming proficient with AI platforms like ChatGPT takes approximately 10 hours. If you find that prompts you are trying aren’t working, keep trying! And reach out to the LTC for help. 
  1. Ethical Considerations are Crucial: As you explore AI, it’s essential to be aware of the ethical implications, including data privacy, bias in AI algorithms, and the impact on student learning. AI platforms are businesses, and in the end, are looking for ways to monetize their products, which includes gathering user data to train models, fine tune responses, and improve model output. Always be cautious of sharing private information.

3 Tips if You Are Experienced With AI:

  1. Evaluate AI Effectiveness Regularly: Continuously assess the effectiveness of the AI tools and strategies you are using. Collect feedback from students and analyze how these tools are impacting learning outcomes. Be prepared to adjust, remove, or replace tools if they’re not meeting your goals or if better alternatives become available.
  1. Balance AI and Human Interaction: While AI can greatly enhance efficiency and provide valuable insights, it’s important to maintain a balance between AI and human interaction. Ensure that AI tools complement rather than replace personal engagement, and continue be open and transparent with students about how AI is used in your course.
  1. Understand Pay-to-Play Models’ Effect on Student Equity: As AI tools advance, premium features will become part of a subscription model, often times a repeated monthly fee. While some students may be readily able to cover this cost, other students may struggle to maintain access, or may even be limited by the system they are using; for example, tablets or other mobile devices versus laptops. Ensure that AI tools you are using are accessible to all students. 

3 Ways to Stay Updated on AI 

  1. Attend or watch a recording of an LTC workshop: Workshops are a great way to meet other instructors with similar AI interests and stay on top of the best AI practices. The LTC developed an AI Workshop Series that is meant to meet individuals wherever they are on their AI journey; workshops are interrelated, not serial, so sign up for as many or as few as you are interested in! New for this semester, AI sessions will include a brief time for participants to ask questions and provide insights, as part of the LTC’s bid to build an AI Community of Practice. 
  1. Subscribe to the LTC Blog: The LTC is committed to providing accurate, timely information that affects instructors, students, and the campus community. The blog is often the first place that new information is posted, including updates to previously held workshops. Make sure to subscribe! 
  1. Utilize Campus Resources: There are an endless number of professional development resources available to instructors but the LTC curated a list of campus resources:
    1. LinkedIn Learning built an AI Learning Path that develops user’s skills for understanding and apply AI to their work. 
    2. The EDUCAUSE Showcase Series just released AI…Friend or Foe?, which focuses on a deep dive of AI policy, objectives and frameworks. 
    3. EDUCAUSE maintains and AI Community Group where instructors, instructional designers, researchers, or just those curious about AI can post questions and discuss. 

Have a different AI question or looking a one-on-one discussion? Email the LTC!