AI and Teaching

Please check CFE’s calendar for the most up to date information. Since Spring 2024, we’ve regularly worked with OU Faculty to offer faculty learning communities about AI and teaching, including three different faculty led learning communities in Fall 2026.

Beginning in Summer 2027, CFE will begin offering regular AI-Aware/Adapted Course (Re)Design Learning Communities, with semester-long options that include either a stipend or a course-release. More information forthcoming.

We host a robust online, asynchronous Canvas resource on generative AI and teaching, which includes the following sections, and can be taken at your own pace, in part, or as a whole:

• Introduction to Generative AI: An introduction into what Generative AI is, issues to consider when using Generative AI, what Generative AI is available at OU, how students are using Generative AI, and how Generative AI can be used to complete your assignments.
• Determining Your AI Policies: This module includes sample syllabi language and assignment policies, as well as reflective questions to help you determine your Generative AI approach with students.
• Academic Integrity and Minimizing Misuse: This module addresses how to talk with students about Generative AI usage and misuse, reporting misuse, AI detectors, and how to minimize misuse. It includes a video interview with students, information about student motivation, and considerations for redesigning assignments, rubrics, and course design, including flipped classrooms.
• How to Use Generative AI in Teaching and Learning: This module provides examples of how Generative AI can be incorporated into assignments and faculty uses. It also addresses AI-assisted grading.

We regularly offered tailored workshops on AI, Teaching, and Learning and would be happy to provide you with one that differs from what we regularly offer. If you would like a tailored workshop for your area, please submit CFE Support Request Form.

• Assignments in the Era of AI:  In this workshop, we provide an overview of generative AI in teaching and learning before discussing what assignment types may limit the misuse of generative GenAI, and which can incorporate GenAI to aid a student in their own learning.  Frequency: This workshop is offered in August during teaching preparedness week and as needed pending new developments in generative AI.

• Crafting Effective Academic Integrity & AI Policies: A Motivational Approach:  Join the Office of Academic Integrity and Center for Faculty Excellence for an interactive faculty workshop designed to elevate your course policies. Learn best practices for drafting clear academic integrity expectations and nuanced AI statements that foster trust and clarity. Discover how applying motivational theories, such as Self-Determination Theory, can help you move your course from compliance to learning, inspiring students to make wise academic choices. Frequency: This workshop is offered annually.

• (Re)Designing Your Course: Course Design Using Backward Design:  This workshop helps you (re)design your course in a supportive, structured, and communal environment. Using a backward design approach, you will work on your course (re)design by engaging in reflective activities to consider what, when, and how the course will be taught, as well as how the course objectives are achieved. Participants will be provided with prompts to optionally engage with generative AI during the design process and will also include discussion of course design in the era of AI.  Frequency: This workshop is offered twice annually during CFE’s Teaching Preparedness Weeks. It is offered as a week-long learning community in the summer, paired with an AI Lab for Course (Re)Design.

• Breaking Your Mold in your Assessment:  Students may turn to generative AI use if they do not see the relevancy of an assignment type or if they experience barriers to assignment completion. This workshop uses the Universal Design for Learning (UDL) framework to reinvigorate your assessment strategies so that students have more choices to demonstrate their learning. Providing students’ choices can improve the assignment relevancy and allow them to leverage their strengths to demonstrate they’ve achieved the learning objectives. Frequency: Occurs annually in September. 

• Creating Assignments that Minimize Stress (for you and your students!) :  Students can turn to AI misuse if they are confused about assignment instructions or grading. This workshop uses the Transparency in Learning and Teaching (TILT) framework to mitigate barriers to success, such as lack of assignment clarity, and increase student motivation, which can minimize generative AI misuse. Frequency: This workshop occurs annually in September. 

• Learning by Doing: Case-, Project-, & Problem-based Learning:  Through a discussion on learning by doing using case-based, project-based and problem-based, you’ll be invited to consider using one of these frameworks to engage and assess student learning, intentionally connecting students with how your course objectives can help them to develop transferrable skills and applied knowledge. These frameworks promote higher-order thinking and assess not just what students have learned, but how they can transfer their knowledge to other scenarios. Effective design improves student perception of assignment relevancy which can motivate students to engage rather than offload inappropriately to AI. AI can also be integrated into the design of these cases, or in tasking students to create novel solutions using AI. Frequency: This workshop is offered every other year in November. 

• Motivate Your Students from Day One: Syllabus Design:  This workshop discusses small changes that can be made to syllabi language to increase transparency and motivation. A motivational syllabus lays the foundation for rapport building with your students, which can decrease academic misconduct. Frequency: This workshop is offered twice annually during CFE’s Teaching Preparedness Week.

• Increase Your Grading Productivity: Feedback, Grading, and Rubrics:  When assigning writing, are you concerned about being overwhelmed by the grading workload?  In this workshop, you'll learn how to make feedback more efficient and meaningful by clarifying expectations (including your generative AI expectations), distinguishing commenting from grading, and guiding students and peers to evaluate their own work. By having transparent rubric and feedback, you provide students with more support to be successful without offloading to AI. Frequency: This workshop is offered twice annually: once in October and again in March. 

• How to Support Students Under High Stress:  When students are experiencing high stress, but don’t know or utilize supports that are available to help them manage stress, students may turn to AI. Inspired by trauma informed teaching principles (Carello, 2020), this workshop provides examples of how those principles can be actualized within your course. We will discuss learner-centered policies, email responses, resources, and strategies within the classroom so that you can better support your students. Frequency: This workshop is offered annually in January, with additional offerings as needed. 

• You Belong Here: Building Rapport with Students to Improve Academic Outcomes:   This workshop introduces approaches to fostering a sense of belonging in the classroom and at the university to support student success. It provides participants with strategies to build rapport with students so that they feel more connected with you and their peers. Using strategies such as Student Background and Experience surveys, this workshop will give you a broader overview of relationship rich education, which can reduce student motivation to offload to AI. Frequency: This workshop is offered twice annually during CFE’s Teaching Preparedness Weeks.