The Summer Institute on Teaching is an intensive and celebratory multi-day event that brings together educators from across the University of Delaware to build and strengthen a community around teaching and learning. The institute highlights emerging and established pedagogical practices, resources, and technology tools with an emphasis on evidence and scholarship. It also provides a showcase for the exceptional efforts and accomplishments of UD’s educators.
2024 SCHEDULE | Wednesday, May 29 (Online via Zoom)
SIT 2024 facilitators for Day 1 (Zoom) will use this Google Drive (UD login required) to share materials with attendees.
Session descriptions, including Zoom links, are included below; click on the title of the session or the small plus sign on the far right of the title to see those details.
Please Note: Registration links will lead you to a Zoom registration prompt for the session. Registering will allow you to add a calendar reminder for the sessions you are interested in attending. If you do not want to register in advance, simply click on the link for the session a few minutes early to register and you’ll be given immediate access via email.
Day 1 (Zoom) schedule in brief
9:00 | Welcome Remarks | |||
9:15 -10:45 | Keynote: AI for Teaching and Learning: Case studies, inspirations, and ideas from UD faculty | |||
10:45 – 11:00 | Break | |||
11:00 – 12:00
|
Collaborative Grant Writing to Facilitate Studies of Instructional Innovations (Z1) | Teaching Scholarly Sources: Processes of Evaluating and Selecting Sources for Research Papers (Z2) | AI and AI: The intersection of Artificial Intelligence and Academic Integrity (Z3) | Real World Problems Help Us Learn: Using Problem-Based Learning in the Classroom (Z4) |
12:00 – 1:00 | Lunch Break | |||
1:00-2:00
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Centering Blackness in English Education: Developing Preservice Teachers Racial Identities alongside Delaware Black Educators (Z5) | OER across disciplines: How faculty in the arts, sciences, and social sciences use open educational resources to increase student engagement and access (Z6) | Leveraging AI: An Interactive Workshop (Z7) | Framing questions to incite discussion (Z8) |
2:00 – 2:15 | Brain Break | |||
2:15-3:15
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Connecting, Collaborating, & Creating Community: A New Faculty peer Support Group (Z9) | From High School to College (Z10) | AI in Teaching & Learning at UD: Update and discussion with the university’s working group (Z11) | No session |
3:15-3:30 | Brain Break | |||
3:30-4:30 | Bored & Disengaged: Promoting Empathy & Discussion in Your Classroom (Z12) | Feedback for Revision (Z13) | Demystifying Disability Support Services: What Every Instructor Needs to Know (Z14) | No session |
9:15AM – 10:45AM | Keynote
AI for Teaching and Learning: Case studies, inspirations, and ideas from UD faculty
Panelists: Lindsay Hoffmann; Persephone Braham; Meghan McInnis Dominguez; Sheng Lu; Rachel Karchmer-Klein
Abstract: Learn what’s possible in teaching with Generative AI tools. UD faculty who have been experimenting with GenAI in their teaching and learning will share their ideas, use cases, and questions to consider as we collectively consider what is possible, what is ethical, and what we still don’t yet know. Through a series of short “lightning style” talks, attendees will be introduced to a variety of tools and teaching applications which will be followed by ample time for Q&A. This session serves as a kick-off for your further exploration of AI topics throughout SIT on both days. Virtual attendees are encouraged to join us in person for hands-on learning about featured tools and others during Day 2’s Sandbox Sessions.
11:00AM – 12:00PM | Morning Session
Collaborative Grant Writing to Facilitate Studies of Instructional Innovations (Z1)
Session type: Informational Session
Facilitators: Teomara Rutherford, Associate Professor, School of Education; John Aromando, Instructor, Computer and Information Sciences
Abstract: In this session, faculty from the School of Education and Computer and Information Sciences describe their collaborative grant-writing process to submit a grant to study an instructional innovation in introductory computer science courses.
Teaching Scholarly Sources: Processes of Evaluating and Selecting Sources for Research Papers
Session type: Informational Session
Facilitators: Ju-A Hwang (Department of English); Lauren Wallis (First Year Experience and Student Success Librarian, Student Success and Curriculum Partnerships Department)
Abstract: Emerging student-writers face challenges navigating scholarly information, especially those with marginalized identities. Although instructors teach relevant concepts and reading/writing strategies, students are still confused about scholarly sources and appropriate ways to find/evaluate them. Applying academic literacy frameworks, presenters discuss practical pedagogical approaches supporting students’ entrance into the academic community.
AI and AI: The intersection of Artificial Intelligence and Academic Integrity (Z3)
Session type: Informational Session
Facilitators: Michael Fernbacher, Assistant Director, Community Standards & Conflict Resolution, Division of Student Life
Abstract: This session will provide an overview of some of the leading generative artificial intelligence AI platforms. Faculty will learn how to appropriately define how AI can (or cannot) be used in a course. Faculty will learn of ways to identify and verify inappropriate use of AI and the range of options for how to resolve concerns of dishonesty.
Real World Problems Help Us Learn: Using Problem-Based Learning in the Classroom (Z4)
Session type: Hands-on workshop
Facilitators: Saskia Richter, PhD, ATC Assistant Professor Department of Kinesiology and Applied Physiology; Lauren Genova, PhD Assistant Professor Department of Chemistry and Biochemistry
Abstract: In this session, participants will learn the basic principles of Problem-Based Learning (PBL) and identify potential PBL activities for their classrooms. Originating in medical education, PBL provides a framework utilizing “real world” problems to learn new concepts.
Objectives: 1.) Define problem-based learning (PBL) 2.) Outline the benefits of PBL 3.) Identify at least one concept from your course that could be taught using PBL
12:00PM – 1:00PM | Lunch break
1:00PM – 2:00PM | Afternoon Session #1
Centering Blackness in English Education: Developing Preservice Teachers Racial Identities alongside Delaware Black Educators (Z5)
Session type: Informational Session
Facilitators: Kisha Porcher
Abstract: In this session, participants will get an opportunity to learn about the Delaware Black ELA Clinical Educator Network, and the importance of Black educators serving as clinical educators for preservice teachers. Participants will learn about racial literacy development for preservice teachers via mirror work with Black Delaware educators.
OER across disciplines: How faculty in the arts, sciences, and social sciences use open educational resources to increase student engagement and access (Z6)
Session type: Panel Discussion
Facilitators: Monica Frichtel, Assistant Professor, Department of Theatre and Dance; Kate Riera, Assistant Professor, Department of Human Development and Family Sciences; Lauren Genova, Assistant Professor, Department of Chemistry and Biochemistry; Meg Grotti, Associate University Librarian for Learning, Engagement, and Curriculum Support
Abstract: In this session, explore the journey of three faculty members from different disciplines who took a new approach to their teaching and course materials by working with the Library, Museum and Press’ Open and Affordable Teaching Materials Initiative. Presenters will share course context, how they approached the task, and student reactions to the change.
Leveraging AI: An Interactive Workshop (Z7)
Session type: Hands-on workshop
Facilitators: Katie Leech; Lauren Kelley
Abstract: Participants actively explore AI in education through hands-on activities. We open with a discussion on AI considerations and engage in a collaborative AI-assisted lesson to complete a discipline-related task. Participants reflect on AI bias and responsible AI implementation. Participants will leave equipped with strategies for using AI in lesson design.
Framing questions to incite discussion (Z8)
Session type: Hands-on workshop
Facilitators: Olivia Amzallag, PhD.
Abstract: This workshop aims to guide teachers to develop meaningful prompts, questions & tasks that will incite a deeper level of oral communication in the classroom. Utilizing the modalities provided by Bloom’s taxonomy, this workshop demonstrates how to control the level of speech in the classroom demonstrated through hands-on activities. This workshop provides opportunities to thoroughly understand how to frame oral communication tasks and develop questions that generate the type of language desired. Classroom activities are provided for immediate use and teachers will be given the opportunity to workshop individual lessons.
2:15PM – 3:15PM | Afternoon Session #2
Connecting, Collaborating, & Creating Community: A New Faculty peer Support Group (Z9)
Session type: Panel discussion
Facilitators: Rosalyn Washington, HDFS; Kate Riera, HDFS; Eric Layland, HDFS; Amin Alizadeh, HDFS; Sara Goldstein, HDFS
Abstract: Social transitions are stressful. Moving, starting new roles, and forming relationships multiply the stress. Social support can ameliorate this. We demonstrate how our diverse cohort of faculty supported each other during our first two years through collaboration, teacher resource sharing, and friendship. Our stories provide examples for others across campus.
From High School to College (Z10)
Session type: Informational Session
Facilitators: Hannah Kim, Department of History, Co-Coordinator Social Studies Education; Faith Muirhead, School Success Center, Director
Abstract: How well our students are transitioning from high school to college has changed since covid. We will focus on identifying the academic, social, and emotional skill needs of our incoming first-year students and brainstorm ways to help them meet the demands of being a successful college student.
AI in Teaching & Learning at UD: Update and discussion with the university's working group (Z11)
Session type: Informational Session
Facilitators: Kevin R. Guidry, Center for Teaching & Assessment of Learning; Meg Grotti, Associate University Librarian for Learning, Engagement, and Curriculum Support; Erin Sicuranza, IT-ATS Josh Wilson, School of Education
Abstract: The UD AI for Teaching and Learning Working Group was formed in 2023 to provide thoughtful guidance as the University creates and updates its policies and practices related to artificial intelligence in teaching and learning. During this session, members of the working group will share their work and solicit feedback.
3:30PM – 4:30PM | Afternoon Session #3
Bored & Disengaged: Promoting Empathy & Discussion in Your Classroom (Z12)
Session type: Hands-on workshop
Facilitators: Johann Ducharme, Assistant Professor & Horn Entrepreneurship
Abstract: The most successful teachers model the concepts they instruct (Bain, 2004). Professors are positioned well to model for students a love of learning, ideation, risk-taking, empathy, resilience in failure, and creative problem solving. Take empathy. Effective teachers have an acute awareness of how students’ prior experiences to college play an active role in influencing the (re)construction of students’ learning from new knowledge. This session will explore critical, creative ways effective faculty foster safety and empathy in engaging today’s undergraduates.
Feedback for Revision (Z13)
Session type: Informational Session
Facilitators: Jennifer Follett; University Writing Center Director & Associate Professor of English
Abstract: Do you ever feel like you spend a lot of time giving students feedback on their writing, but you don’t see the results you hoped for? So frustrating!!! In this session, participants will learn about feedback strategies that are likely to prompt revision–with less work from you!
Demystifying Disability Support Services: What Every Instructor Needs to Know (Z14)
Session type: Informational Session
Facilitators: Lynda Pagan Dellmyer, Associate Director; Cynthia Yurkovich, Assistant Director; Mie-Hawa Sumner, Accommodation Coordinator
Abstract: The Office of Disability Support Services (DSS) facilitates appropriate and reasonable accommodations to students with disabilities, psychological or medical conditions, and temporary injuries that hinder their access to the UD environment. This presentation will provide an overview of prevalent disabilities, common accommodations, and the interactive process for establishing disability-related supports. Participants will gain an understanding of how to create inclusive spaces and provide accommodations while maintaining rigorous course objectives. Join us to learn how DSS supports students and instructors in ensuring an accessible campus environment.
2024 SCHEDULE | May 30 (In-Person)
SIT 2024 facilitators for Day 2 (In-Person) will use this Google Drive (UD login required) to share materials with attendees.
Session descriptions, including locations, are included below; click on the title of the session or the small plus sign on the far right of the title to see those details.
Day 2 (In-Person) schedule in brief
9:15 – 9:45 | Registration (Harker ISE Lab 1st Floor) & Coffee (ISLL 2nd Floor | ||||
Track | Student Mental Health and Wellbeing | Connecting with our Students | Talking about Talking | Back to Basics | AI Sandbox |
Room # | 410 | 222 | 215 | 110 | 209 & 216* |
9:45 – 10:45 | Fostering Mental Health Literacy for Undergraduate Students: Challenges & Opportunities (I1) | Transformative Learning? Creating Course-Based Undergraduate Research Experiences (CUREs) at UD I2) | Comedy as a 2nd Language (I3) | A workshop on generating effective learning goals (I4) | AI Sandbox Morning Session #1 |
10:45 – 11:00 | Brain Break | ||||
11:00 – 12:00 | Neurodiversity & Mental Health: A Holistic Approach to Supporting Students (I5) | Connecting Generations: The Empowered Undergraduate TA (I6) | Teaching with Circle Dialogues (I7) | The Power of Explicit and Scaffolded Reading Instruction in Content and Language College Courses (I8) | AI Sandbox Morning Session #2 |
12:00 – 1:00 | Lunch Break | ||||
1:00 – 2:00 | Applying the Job Demands & Resources Framework to Student Stress and PTSD (I9) | Poetry as Activism: Digital Archival Materials in the Classroom (I10) | Happy classroom (I11) | The Generative AI Elephant in the Classroom (I12) | AI Sandbox Afternoon Session #1 |
2:00 – 2:15 | Brain Break | ||||
2:15 – 3:15 | Understanding the Needs of Students with Learning Disabilities at the University of Delaware (I13) | Nothing Like the Real Thing (I14) | Unlocking Voices of Multilingual Students/Writers in Dominant Disciplinary Discourses (I15) | Using New Quizzes in Canvas (I16) | AI Sandbox Afternoon Session #2 |
3:15 – 3:30 | Brain Break | ||||
3:30 – 4:30 | Birds-of-a-feather: Disciplinary AI Discussion Group: Arts and Humanities (I17) | Birds-of-a-feather: Disciplinary AI Discussion Groups: Social Sciences (I18) | Birds-of-a-feather: Disciplinary AI Discussion Groups: STEM (I19) | No Session | No session |
*Rooms 209 and 216 are not traditional classrooms with doors and desks and are instead moderately sized alcove spaces located towards the middle of the second floor with some seating and space to move around and learn about different AI tools. SIT Sandbox Sessions are built as a primer to your experience with different AI based technology tools. UD faculty and staff will be available to engage in informal peer-to-peer conversation around their use for teaching and learning across UD. The presentation of these tools is not an endorsement of them. Please note some of the tools and platforms require paid subscriptions and/or agreements to share data. Since many of the tools are not university sanctioned, we cannot offer training or ongoing support through university services. However, there will be guidance documentation with resources available that can be utilized during your continued exploration with the different tools.
9:15AM – 9:45AM | Registration (1st Floor) & Coffee (2nd Floor) Harker ISE Lab
9:45AM – 10:45AM | Morning Session #1 (Harker ISE Lab 1st, 2nd, & 4th Floors)
Fostering Mental Health Literacy for Undergraduate Students: Challenges & Opportunities (I1)
Track: Student Mental Health and Wellbeing
Location: Room 410
Session type: Informational Session
Facilitators: Kate Riera, Assistant Professor, Dept. of Human Development and Family Sciences; Rebecca Wilson, Human Services Program Coordinator, Dept. of Human development and Family Sciences
Abstract: This presentation discusses the incorporation of mental health education and awareness into relevant undergraduate curricula. This presentation will emphasize the importance of understanding and addressing the prevailing trends of undergraduate students’ mental health needs outside of the classroom, while also allowing time for reflection and exploration of mental health literacy within the classroom.
Transformative Learning? Creating Course-Based Undergraduate Research Experiences (CUREs) at UD (I2)
Track: Connecting with our students
Location: Room 222
Session type: Open Discussion
Facilitators: Elizabeth C. Sargent, School of Marine Science and Policy; Dael A. Norwood, History Department
Abstract: In this interdisciplinary session, we will explore the creation and implementation of CUREs at UD. Comparing experiences in Biology and History, and with examples from other disciplines, we will discuss best practices for designing courses featuring an active, “authentic research” pedagogy, and realistically assess its benefits – and costs – for students and faculty.
Comedy as a 2nd Language (I3)
Track: Talking about Talking
Location: Room 215
Session type: Teaching Showcase
Facilitators: Brandon Jackson
Abstract: Learn how the art of effective questioning is integral to both the profession of teaching and the art of stand-up comedy. Brandon Jackson, who is both an ESL instructor and a former stand-up comedian, will demonstrate how the right questions can be used to engage audiences and stimulate learning.
A workshop on generating effective learning goals (I4)
Track: Back to Basics
Location: Room 110
Session type: Hands-on workshop
Facilitators: Dan Young; Banjo Oriade; Véronique Petit (Dept. of Physics & Astronomy)
Abstract: Would you like a direct measure of your students’ understanding and move away from your syllabus looking like a textbook’s table of content? Come and learn how to develop a set of actionable learning goals for your courses, and marvel at how it will align class activities and learning assessments.
AI Sandbox Morning Session #1 (Alcove 209)
Tool | Facilitator | Abstract |
ChatGPT | Sheng Lu | Based on real-world examples, the station will explore the potential of using ChatGPT for assignment grading. We will also delve into the nuances of crafting effective assessment questions in today’s AI era. |
Zoom’s AI | Stacy Weile | This station will feature an overview of the current two Zoom AI Companion tools available at UD: Meeting Summaries and Team Chat Thread Summaries. Zoom Meeting hosts can now create a summary of the meeting transcript and share it with others, and all meeting participants can condense chat discussions and summarize messages in a thread that are hosted in the Zoom app, outside of a live meeting. |
Adobe Creative Cloud | Eric Rowse | With the avalanche of new challenges, new technologies, and new ways of communicating, we all need creative skills to thrive amid change. With generative AI, students can experiment with various forms of media, including text, audio, and visual content, and explore creative expressions that they may not have previously considered. Join Eric Rowse, Adobe Senior Solutions Consultant, as he shows practical ways to tap into this potential using Adobe Firefly and accessing Adobe Sensei features across Photoshop, Illustrator, InDesign, Premiere and Express |
AI Sandbox Morning Session #1 (Alcove 216)
Tool | Facilitator | Abstract |
Notion | Rachel Lapp | Explore the dynamic capabilities of Notion for people who teach. Discover how you can utilize Notion to create comprehensive student portfolios, track professional development, and establish a centralized hub for all your course planning and resources. Plus, try out the innovative AI features that can assist in building and refining your educational content, making your teaching more efficient and connected. |
Lumen5 and Descript | Kelly Cross; Colleen Kelemen | Unleash your video creativity with AI! Through hands-on practice, learn how to use Lumen5 and cutting-edge tools like Descript to effortlessly craft compelling videos. |
Library Chatbot “UDstax” | Beth Twomey | Learn a bit about what goes into training a tool like the Morris Library’s chatbot UDStax and play around to see what you and your students could use it for. |
11:00AM – 12:00PM | Morning Session #2 (Harker ISE Lab 1st, 2nd, & 4th Floors)
Neurodiversity & Mental Health: A Holistic Approach to Supporting Students (I5)
Track: Student Mental Health and Wellbeing
Location: Room 410
Session type: Informational Session
Facilitators: Jess Monahan, Center for Disabilities Studies
Abstract: Understanding mental health through a neurodiversity paradigm is crucial as a foundational approach to supporting neurodivergent college students in a holistic, non-pathologizing manner. This talk aims to explore the neurodiversity paradigm, emphasizing strategies for faculty to foster the mental well-being of neurodivergent students both inside and outside the classroom.
Connecting Generations: The Empowered Undergraduate TA (I6)
Track: Connecting with our Students
Location: Room 222
Session type: Open Discussion
Facilitators: Jane Case, Assistant Professor and SNF Ithaca Affiliated Faculty member, Biden School of Public Policy and Administration
Abstract: Facilitators will engage faculty attendees in discussion regarding the art and science of incorporating undergraduate teaching assistants (UTAs) in the college classroom. Emphasis will be placed upon planning the UTA experience, enriching enrolled-student learning outcomes, and bridging the always-growing faculty/student generational gap.
Teaching with Circle Dialogues (I7)
Track: Talking about Talking
Location: Room 215
Session type: Hands-on Workshop
Facilitators: D. Chanele Moore, Associate in Arts, Sociology
Abstract: This session describes how restorative practices, specifically circle dialogues, can create a more engaging learning space for students and teachers. Participants will learn basic tools for leading a discussion circle in their classroom.
The Power of Explicit and Scaffolded Reading Instruction in Content and Language College Courses (I8)
Track: Back to Basics
Location: Room 110
Session type: Hands-on workshop
Facilitators: Adil Bentahar, Ph.D. Associate Professor, English Language Institute with joint appointment with the School of Education
Abstract: This workshop will help the participants develop a deeper understanding of the importance of explicit and scaffolded reading instruction in content and language college courses. They will engage in reading-to-critique and reading-to-synthesize activities to bolster their teaching experience.
AI Sandbox Morning Session #2 (Alcove 209)
Tool | Facilitator | Abstract |
ChatGPT | Sheng Lu | Based on real-world examples, the station will explore the potential of using ChatGPT for assignment grading. We will also delve into the nuances of crafting effective assessment questions in today’s AI era. |
ChatGPT, Copilot, Perplexity, and Gemini | Meghan McInnis-Dominguez | In the interactive sandbox station will focus on AI for Open Educational Resources (OER) and In-Class Activities, participants will explore the cutting-edge capabilities of AI tools like ChatGPT, Copilot, Perplexity, and Perchance. Learn how to engage these technologies to enhance classroom engagement through the creation of comprehension and discussion questions, thematic image generation, and insightful summary critiques. |
Adobe Creative Cloud | Eric Rowse | With the avalanche of new challenges, new technologies, and new ways of communicating, we all need creative skills to thrive amid change. With generative AI, students can experiment with various forms of media, including text, audio, and visual content, and explore creative expressions that they may not have previously considered. Join Eric Rowse, Adobe Senior Solutions Consultant, as he shows practical ways to tap into this potential using Adobe Firefly and accessing Adobe Sensei features across Photoshop, Illustrator, InDesign, Premiere and Express |
AI Sandbox Morning Session #2 (Alcove 216)
Tool | Facilitator | Abstract |
Packback Questions and DeepDives | Erin Brannick | Station will demonstrate AI-assisted coaching and grading support for student discussion posts (Packback Questions) and essays (Packback DeepDives) |
Lumen5 and Descript | Kelly Cross and Colleen Kelemen | Unleash your video creativity with AI! Through hands-on practice, learn how to use Lumen5 and cutting-edge tools like Descript to effortlessly craft compelling videos. |
Library Chatbot “UDstax” | Beth Twomey | Learn a bit about what goes into training a tool like the Morris Library’s chatbot UDStax and play around to see what you and your students could use it for. |
12:00PM – 1:00PM | Lunch (1st Floor Harker ISE Lab)
1:00PM – 2:00PM | Afternoon Session #1 (Harker ISE Lab 1st, 2nd, & 4th Floors)
Applying the Job Demands & Resources Framework to Student Stress and PTSD (I9)
Track: Student Mental Health and Wellbeing
Location: Room 410
Session type: Informational Session
Facilitators: Mark Serva
Abstract: The Job Demands & Resources is a framework that explains employee performance as well as employee mental health. Our study applied this established framework to the university classroom. We confirmed that resources (teacher support and development opportunities) as well as demands (time pressure and challenging tasks) were indeed related to student cognitive processes (exhaustion and efficacy), which were in turn related to mental health. After the study, we explore an additional exploratory variable—phone use and phone addiction. At the end of the spring semester, we collected data on students’ actual weekly use, as well as their responses to a phone addiction scale. At SIT, we will present our findings, as well as recommendations for alleviating student stress.
Poetry as Activism: Digital Archival Materials in the Classroom (I10)
Track: Connecting with our Students
Location: Room 222
Session type: Informational Session
Facilitators: Jeannette Schollaert, Project Manager, Poetry as Activism, University of Delaware Library, Museums and Press
Abstract: The session will explore the materials digitized for the Poetry as Activism Project and how these might be used in the classroom. Participants will walk away with an understanding of the Poetry as Activism Project resources, specific information about digitized archival materials that speak to twentieth-century American poetry and activism, and ideas about how these materials can be used in interdisciplinary classroom contexts.
Happy classroom (I11)
Track: Talking about Talking
Location: Room 215
Session type: Structured Discussion
Facilitators: Steve Goodwin
Abstract: Learning can be very challenging for many students when everything is perfect for the student. However, we know many of our students come to school facing many outside challenges. Having a safe, happy, and nurturing space can have a profound influence on the students’ learning, social skills, and success. This session will focus on how to create a positive environment as well as several in-class activities that can improve student outcomes.
The Generative AI Elephant in the Classroom (I12)
Track: Back to Basics
Location: Room 110
Session type: Informational Session/Open Discussion
Facilitators: Todd Taylor, Professor of English, University of North Carolina at Chapel Hill and Pedagogical Evangelist at Adobe
Abstract: This presentation explores the integration of AI Technologies for all students, across the entire curriculum, and at all levels beginning in the general education curriculum, especially first-year writing and experience courses. We will discuss the best pedagogies and technologies for creating teachable moments to prepare students for a world in which AI will be increasingly embedded in word processors, search engines, and media editing applications.
AI Sandbox Afternoon Session #1 (Alcove 209)
Tool | Facilitator | Abstract |
Unriddle | Persephone Braham | Generate textual analysis activities from a text or song with Unriddle |
ChatGPT, Copilot, Perplexity, and Gemini | Meghan McInnis-Dominguez | In the interactive sandbox station will focus on AI for Open Educational Resources (OER) and In-Class Activities, participants will explore the cutting-edge capabilities of AI tools like ChatGPT, Copilot, Perplexity, and Perchance. Learn how to engage these technologies to enhance classroom engagement through the creation of comprehension and discussion questions, thematic image generation, and insightful summary critiques. |
Adobe Creative Cloud | Eric Rowse | With the avalanche of new challenges, new technologies, and new ways of communicating, we all need creative skills to thrive amid change. With generative AI, students can experiment with various forms of media, including text, audio, and visual content, and explore creative expressions that they may not have previously considered. Join Eric Rowse, Adobe Senior Solutions Consultant, as he shows practical ways to tap into this potential using Adobe Firefly and accessing Adobe Sensei features across Photoshop, Illustrator, InDesign, Premiere and Express |
AI Sandbox Afternoon Session #1 (Alcove 216)
Tool | Facilitator | Abstract |
Crafting Canvas-Ready Assessments with Generative AI | Lauren Kelley | Instructors and TAs will learn, step-by-step, how to create formative or summative learning assessments by prompting a generative AI tool such as ChatGPT and formatting question files for a Canvas import. Attendees can expect to leave the station equipped to enhance student learning through personalized, AI-crafted assessments. |
Perplexity.AI | Kaitlyn Tanis | Often described as one of the “best AI tools” for conducting research, Perplexity is used often by students at UD. This session will delve into the tool – how it differs from other AI tools and how students have been using it – and allow time for you to test it for yourself. |
Library Chatbot “UDstax” | Beth Twomey | Learn a bit about what goes into training a tool like the Morris Library’s chatbot UDStax and play around to see what you and your students could use it for. |
2:15PM – 3:15PM | Afternoon Session #2 (Harker ISE Lab 1st, 2nd, & 4th Floors)
Understanding the Needs of Students with Learning Disabilities at the University of Delaware (I13)
Track: Student Mental Health and Wellbeing
Location: Room 410
Session type: Informational Session
Facilitators: Rebecca Jewell; Jess Monahan, Center for Disabilities Studies
Abstract: While students with learning disabilities (LD) across the US are attending college at similar rates to their neurotypical peers, they demonstrate lower degree completion rates than their neurotypical peers and often do not receive the resources and supports they need to be successful. You will hear about a recent survey conducted by the Center for Disabilities Studies to gain insight into the experiences of UD students with LD and discuss how the survey findings can inform your approach to supporting all students.
Nothing Like the Real Thing (I14)
Track: Connecting with our Students
Location: Room 222
Session type: Panel Discussion
Facilitators: Lori Birrell, Director of Special Collections and Museums; additional panelists will include staff from Special Collections and Museums, as well as faculty partners.
Abstract: How can art, mineral specimens, archives, or rare books enhance your class? Excite your students with “the real things,” endlessly fascinating items from the Special Collections and Museums at UD. Join librarians, curators, and faculty panelists to brainstorm and learn from one another about successes and challenges with integrating unique objects into the curriculum. Come explore ideas with us!
Unlocking Voices of Multilingual Students/Writers in Dominant Disciplinary Discourses (I15)
Track: Talking about Talking
Location: Room 215
Session type: Interactive Workshop
Facilitators: Ju-A Hwang, Department of English
Abstract: Pedagogical approaches are greatly influenced by instructors’ ongoing interaction with the dominant student population in dominant disciplinary discourses. However, multilingual students’ diverse backgrounds often deviate from such populations and discourses. Thus, this workshop aims to broaden instructors’ perspectives on multilingual students and discuss more inclusive pedagogical approaches.
Using New Quizzes in Canvas (I16)
Track: Back to Basics
Location: Room 110
Session type: Informational Session
Facilitators: Mark Serva, Lerner; Beth Cartwright, IT-ATS
Abstract: Canvas has recently introduced new features that greatly expand its capabilities, including new question types and iterative testing. One of the facilitators introduced these features while teaching in China, and can convey their effectiveness from his experiences
AI Sandbox Afternoon Session #2 (Alcove 209)
Tool | Facilitator | Abstract |
Unriddle | Persephone Braham | Generate textual analysis activities from a text or song with Unriddle |
Zoom’s AI | Stacy Weile | This station will feature an overview of the current two Zoom AI Companion tools available at UD: Meeting Summaries and Team Chat Thread Summaries. Zoom Meeting hosts can now create a summary of the meeting transcript and share it with others, and all meeting participants can condense chat discussions and summarize messages in a thread that are hosted in the Zoom app, outside of a live meeting. |
Adobe Creative Cloud | Eric Rowse | With the avalanche of new challenges, new technologies, and new ways of communicating, we all need creative skills to thrive amid change. With generative AI, students can experiment with various forms of media, including text, audio, and visual content, and explore creative expressions that they may not have previously considered. Join Eric Rowse, Adobe Senior Solutions Consultant, as he shows practical ways to tap into this potential using Adobe Firefly and accessing Adobe Sensei features across Photoshop, Illustrator, InDesign, Premiere and Express |
AI Sandbox Afternoon Session #2 (Alcove 216)
Tool | Facilitator | Abstract |
Adobe Express | Amanda McCollom | Adobe Express is a web-based tool for creating video, image and design projects and includes generative AI features such as generative fill, text to image, and text effects. Adobe Express is available for free with an Adobe account and includes 25 generative credits per month. |
Perplexity.AI | Kaitlyn Tanis | Often described as one of the “best AI tools” for conducting research, Perplexity is used often by students at UD. This session will delve into the tool – how it differs from other AI tools and how students have been using it – and allow time for you to test it for yourself. |
Claude | Christine Cucciarre | I consider Claude AI as my smart friend who knows a lot about many things. I use this platform to help me brainstorm class content and ideas and to get me unstuck when I am uninspired. I encourage my students to use AI in similar ways which I believe are useful, ethical, and generative. |
3:30PM – 4:30PM | Afternoon Session #3 (Harker ISE Lab 2nd & 4th Floors)
Birds-of-a-feather: Disciplinary AI Discussion Group: Arts and Humanities (I17)
Location: Room 410
Session type: Group Discussion
Abstract: Birds of a Feather sessions are informal opportunities to gather and discuss a common topic in a loosely structure format. These sessions are organized by broad disciplinary portfolio and attendees are encouraged to select the portfolio that they feel best represents their teaching. Each session will be convened by a member of the SIT planning committee who will provide some broad structuring questions and help collect questions and ideas for future programming.
Birds-of-a-feather: Disciplinary AI Discussion Groups: Social Sciences (I18)
Location: Room 222
Session type: Group Discussion
Abstract: Birds of a Feather sessions are informal opportunities to gather and discuss a common topic in a loosely structure format. These sessions are organized by broad disciplinary portfolio and attendees are encouraged to select the portfolio that they feel best represents their teaching. Each session will be convened by a member of the SIT planning committee who will provide some broad structuring questions and help collect questions and ideas for future programming.
Birds-of-a-feather: Disciplinary AI Discussion Groups: STEM (I19)
Location: Room 215
Session type: Group Discussion
Abstract: Birds of a Feather sessions are informal opportunities to gather and discuss a common topic in a loosely structure format. These sessions are organized by broad disciplinary portfolio and attendees are encouraged to select the portfolio that they feel best represents their teaching. Each session will be convened by a member of the SIT planning committee who will provide some broad structuring questions and help collect questions and ideas for future programming.
SIT 2024 FAQs
How can I check if I'm registered for SIT 2024?
You will receive an email confirmation if you registered! Please check your email and if you don’t have one, you need to register. Note: Session presenters/facilitators should also register for SIT.
Is there a quiet room if I’m feeling a bit overwhelmed and would like to step away from the event?
Room 207 is a designated quiet room. This room will not have overhead lighting or electronics plugged in, and we will draw the shades to create a lower-light environment. Please be respectful of your colleagues who choose to use this space and do not speak loudly, or use devices without headphones.
I need to take a call/meeting or check my email during the event but I don’t want to disturb people. Where should I go?
Space 201 (the windowed space at the south end of the second floor) has been designated as a break zone. You can use this space to take care of some calls, or simply enjoy a quick view of the green space outside of the building. There are desks with partitions and plugs for charging your devices.
What is a “sandbox session?”
SIT Sandbox Sessions are built as a primer to your experience with different AI based technology tools. UD faculty and staff will be available to engage in informal peer-to-peer conversation around their use for teaching and learning across UD. The presentation of these tools is not an endorsement of them. Please note some of the tools and platforms require paid subscriptions and/or agreements to share data. Since many of the tools are not university sanctioned, we cannot offer training or ongoing support through university services. However, there will be guidance documentation with resources available that can be utilized during your continued exploration with the different tools.
These sessions are more informal, hands-on learning time. Participants are expected to bring an internet-enabled device (e.g. laptop or tablet) and walk through the use of individual tools and platforms alongside a faculty or staff facilitator. You are welcome to move between stations and sessions to make the most of your learning experience. Most session topics will be repeated throughout the day, so you’ll be able to attend several over the course of the event.
Is there parking?
You are responsible for your own parking at SIT. You can find more information about parking at the University of Delaware here: https://sites.udel.edu/parking/
Where is the closest lactation space?
While not designed as a lactation space, there is an all-gender/accessible restroom on the second floor of ISLL.
Others: The following spaces on campus have been designated as Lactation Rooms: 346 Hullihen Hall, 128 Perkins Student Center, 214A McDowell Hall, 207E Morris Library, and The Tower at STAR, Room 354. All rooms operate in a first-come, first-serve manner and are available when the buildings are open. Room 128 Perkins Student Center is wheelchair/scooter accessible.
What is a “Birds of a Feather Session” and how do I pick which one to attend?
Birds of a Feather sessions are informal opportunities to gather and discuss a common topic in a loosely structured format. These sessions are organized broadly by disciplinary portfolio and attendees are encouraged to select the portfolio that they feel best represents their teaching. Each session will be convened by a member of the SIT planning committee who will provide some structuring questions and help collect questions and ideas for future programming.
Will Zoom or in-person sessions be recorded?
To encourage open dialogue between participants and presenters, we will not record sessions. If unusual circumstances require us to record a session, we will prominently note that (a) here in the program and (b) before and during the session(s).
How do I join Zoom sessions on May 29?
The URL for each Zoom session will be available in the program on the SIT website. For each session, click on the title or the “plus” sign on the far right to view the Zoom URL, session type, facilitators, and description. Participants will need to sign in to the Zoom application using their UD credentials to access the session.
Who can join these sessions?
SIT is open to all educators at UD including faculty, staff, and graduate students.
Will I receive a letter of participation?
Letters of participation in SIT, for the purposes of documenting one’s teaching and learning professional development, will be available upon request. Please email Rose Muravchick (rosemur@udel.edu) or Charissa Powell (charissa@udel.edu)