DAY ONE SCHEDULE: MARCH 19, 2026
Presentation Recordings
Opening Keynote
8:30 – 9:30 AM, Teaching for Authentic Student Learning in an AI Age, Flower Darby
Break 1, 9:30 – 9:45 AM
Session 1 Engaging Students with Digital Learning Tools
9:45 – 10:00 AM, What to Know About Canvas Ignite AI and New Quizzes, Teaching Innovation Team
10:00 – 10:20 AM, Did ChatGPT Get It Right? A Critical Thinking Framework for Student Analysis of AI Generated Business Strategy, Dr. Luis Orozco
This session presents a pedagogical model developed from a capstone project where students used ChatGPT as a simulated business advisor for local small businesses facing -19 disruption. Using anonymized small-business cases from real student capstone projects, we will demonstrate how students used ChatGPT to generate alternative business pathways and how they critically evaluated AI-generated outputs against real strategy decisions. Students follow a framework to compare the AI’s advice with the actual outcomes their community partner experienced and reflect on key learnings. This assignment is based on an evaluation framework built on Kolb’s (1984) model of experiential learning, which focuses on experience as the key component of the learning process. An additional gap analysis and reflection allow students to compare and critically evaluate ChatGPT's recommendations against the actual outcomes of business owners and their actions, including the use of technology during COVID-19.This assignment provided students with an immersive AI experience throughChatGPT as a business advisor. Students used an anonymized prompt that described the specific context and challenges the company faced during theCOVID-19 pandemic. All identifiable information, including company name, specific location, and personnel, was omitted. The student repeated the process until they found an acceptable response. Following Kolb’s (1984) model, the analysis covers students' insights into their Concrete Experience working with the community partner, Reflective Observation evaluating advice and the actual outcome, Abstract Conceptualization drawing conclusions about ChatGPT’s role, and Active Experimentation suggesting how to use ChatGPT effectively in the future.
- For Faculty: Gain learning about new ways to integrate AI into their curriculum, providing a framework for developing critical AI literacy alongside traditional business strategy.For Students: Strengthening their skills in the practical use of AI and critical evaluation.
10:20 – 10:30 AM, Application of AI-Empowered Video on Teaching and Learning, Dr. Hyeonho “Henry” Yu & Dr. Boreum Kim
This session introduces ways to use AI-empowered video tools (e.g., AI for script generation, image creation, voice, sound, and animation) on student learning,engagement, creativity, and professional identity development. Drawing from our teaching and research in educational technology and teacher education, the session will highlight:
- How AI-supported video creation reduces technical barriers and cognitive load for students;
- How AI enables richer multimodal expression, digital storytelling, and culturally responsive content creation;
- Observed benefits and challenges, including motivation, efficiency, ethical concerns, and risks of over-reliance;
- Design and scaffolding strategies for structuring AI-empowered video assignments to promote reflection, pedagogical reasoning, and critical AI literacy The session will provide concrete examples, design principles, and ethical frameworks that faculty can directly adapt for their own disciplinary contexts.
10:30 – 10:40 AM, Empowering Student Voice Through Digital Portfolios: Using Padlet to Showcase Learning and Career Readiness, Courtney Stronczek
This session introduces educators to using Padlet as a digital portfolio tool that helps high school students and adult learners showcase their skills, experiences, and work samples. Participants will learn how to guide learners in creating personal growth. By integrating photos, videos, reflections, and project evidence, organized, and engaging format. Educators will leave with practical strategies, examples, and implementation steps they can use immediately in both formal and non-formal settings. This session provides a simple, innovative way to incorporate technology that enhances learner voice, individuality, and future aspirations.
Break 2, 10:45 – 11:00 AM
Session 2 Teaching with AI: Design, Support, and Trust
11:00 – 11:20 AM, Using AI for Course Creation, Dr. Michael Schaffer
Out of curiosity and in the interest of developing a student-friendly and attractive online course, I started last summer utilizing Claude AI to build the framework of a course. Learn how you can use generative AI to develop, standardize, and flesh out an entire course, while at the same time locating the best student resources, valuechecked for accuracy. In the process of doing this, I developed The INTEL Method™, a five-step process to guide any teacher, online or in person, on the essential steps for using generative AI to develop courses that are aesthetically pleasing, pedagogically strong, and easy to follow!
11:20 – 11:35 AM, Opening Your Pedagogy: Action Items to Boost Student Engagement and Success, Emma Giles
We are currently in a period of rapid growth in technology and change in the demands of the modern workforce. Both of these factors prompt educators to reevaluate their approach to instruction to continue supporting students in their academic and professional development. This session will introduce instructors to open pedagogy, a set of teaching strategies that invite learners to take an active and constructive role in their education, and provide several action items that teachers can quickly implement into their courses. Open pedagogical practices support increased student engagement, critical thinking, and self-efficacy. This session will be a quick-start guide to taking advantage of these benefits using resources available at Ball State and the academic commons.
11:35 – 11:55 AM, When Transparency Isn’t Enough: Students Misperceptions Regarding Professor Use of AI, Dr. Cathy J. Siebert
Ball State has worked hard to provide faculty with a number of professional development opportunities focusing on the ethical use of AI in our teaching.Having participated in several of those opportunities, I thought I had done a good job of disclosing, both in writing in several places and verbally in class, the ways in which I used AI in my fall 2025 classes. Yet my student evaluations clearly reflected some students' concerns that I was "allowing AI to grade their assignments," and that I "wasn't reviewing their work" which couldn't have been further from the truth. This session shares the ways in which I use AI in my teaching and how I responded to student perceptions for this semester's courses.
DAY TWO SCHEDULE: MARCH 20, 2026
University Libraries Keynote
8:30 – 9:15 AM, AI Literacy Framework, Nancy Abashian, Ball State University Libraries Dean
The rapid emergence of AI has created a profound shift across higher education’s complex ecosystems, challenging traditional operations and pedagogical structures. Grounded in Ball State’s enduring values, the University has designed an AI Literacy Framework for consideration that is iterative, flexible, and is meant to empower faculty and students to foster social responsibility in AI use and maintain integrity amidst this ongoing change.
Learn more about the proposed AI Literacy Framework from Ball State University Libraries Dean Nancy Abashian and other members of the AI Literacy Framework Working Group.
Session 3 Critical AI Literacy in the Classroom
9:15 – 9:30 AM, Using AI to Facilitate Critical Thinking in Pre-service Teachers, Dr. Tasneem Talib, Dr. Boreum Kim, & Dr. Aletta Sanders
Generative artificial intelligence (gen-AI) in education has been used with greaterfrequency, including in the design of lesson plans, class activities, assessments, and feedback. Using gen-AI offers several advantages (e.g., efficiency, brainstorming), but its use without critical thinking also poses considerable risks (e.g., loss of confidentiality, culturally inappropriate teaching). As a new generation of AI-immersed students becomes teachers, it is important to foster the development of their critical thinking. The purpose of this presentation is to examine the use of gen-AI to facilitate pre-service teachers’ critical thinking. In this presentation, we will present examples of course activities used to help pre-service teachers critically evaluate gen-AI output. Faculty who attend this session will identify ideas for how to use gen-AI to support students’ critical thinking.
9:30 – 9:35 AM, Creating Classroom Games Through Vibe Coding, Dr. Boreum Kim
This session explores how educators can use AI-assisted “vibe coding” to design simple, interactive classroom games while maintaining a strong focus on pedagogy and content knowledge. The session demonstrates how to create AI-generated games and effectively integrate them into classroom instruction, with examples drawn from educational psychology.
9:35 – 9:45 AM, What Worked and What Didn’t: Piloting AI Role-Play in a Professional Selling Course, Chris Wilkey & Austin Hostetter
This session describes a pilot of Copient.ai in MKG 325, Introduction to Professional Selling, as a way to use AI to extend practice and preparation in a skills-based course. Funded by the Center for Professional Selling, the pilot produced mixed but meaningful results, with most students reporting increased confidence in the sales process prior to an internal competition and industry professionals noting stronger preparation compared to previous years. The session will focus on how the tool was intentionally integrated into the course, what worked and what did not, and how AI role-play can support experiential learning without replacing faculty coaching or live performance. Attendees will leave with practical insights for piloting AI tools in applied courses, particularly when class time and feedback opportunities are limited.
9:45 – 9:55 AM, Student Philanthropy: Teaching Human-Centered Grantmaking with AI Support, Dr. Mary Provence
This session focused on Student Philanthropy courses demonstrates how instructors can equip students to use AI to identify and research prospective nonprofit agencies aligned with student-defined grant priorities. The session also demonstrates how instructors can guide students in collaboratively developing evaluation rubrics to assess how well finalist agencies align with their priorities and criteria. By using AI as a research and decision-support tool, instructors can help students scan a broader range of agencies and conduct more systematic evaluations, while remaining human-centered and grounded in student values, ethical judgment, and respect for the communities served.
Break 2, 10:00 – 10:15 AM
Session 4 Human-Centered and Community-Engaged Pedagogy
10:15 – 10:25 AM, Centering Real Families: How AI Helped Transition a Parenting Course from Simulation to Community Engagement, Jill K. Walls
Attendees of this session will gain practical strategies for using AI as an instructional planning tool to support complex, community-based learning experiences. The presentation will offer concrete examples of how AI can be used to organize timelines, assign student roles based on strengths, manage budgets, and scaffold projects that extend beyond the classroom. Participants will leave with transferable tools and prompts they can adapt to redesign existing assignments, transition away from costly simulations, and implement immersive, real-world learning experiences within a single academic term.
10:25 – 10:40 AM, Using Social Annotation to Improve Student Engagement, Deborah Mix & Charlotte Kupsh
Presenters will introduce social annotation tools and techniques, which invite participants to collaborate in making meaning of shared texts. We will share examples of easily accessible annotation platforms (including Google Docs/Slides and Perusall) and discuss their potential to increase student comprehension and engagement and to build community in the classroom. We will share specific assignment ideas and examples from our own classes to demonstrate how these tools encourage greater student interaction both with the material and with peers.
10:40 – 10:55 AM, Canvas Overwhelm: How AI Helps an ADHD Professor Manage Canvas Course Design, Shawnna Sundberg
This session focuses on how AI has become a practical access tool for me as an ADHD professor, supporting task initiation, time management, and sustained focus while designing courses in Canvas. Rather than presenting AI as a replacement for teaching or content creation, I share how I use it behind the scenes to reduce overwhelm, lower decision fatigue, and actually finish course design tasks. The session includes concrete Canvas examples, such as weekly Learning Guides, announcements, and consistent page layouts, to show how AI-supported structure helps me get started, stay on track, and avoid reinventing the same materials each week. These tools allow me to design courses that are visually clear, predictable, and easier to maintain over time, benefiting both me as the instructor and my students.This session is especially valuable for ADHD instructors and for faculty who experience Canvas overwhelm, including challenges with focus, time management, task initiation, or follow-through. Participants will leave with practical ideas they can immediately adapt, whether or not they identify as ADHD, along with a reframed understanding of AI as an accessibility and organizational support rather than a shortcut or threat to academic integrity.
Break 3, 11:00 – 11:15 AM
Closing Keynote
11:15 – 12:00 AM, Student-Driven Learning: Designing LMS Content That Truly Supports Their Success, Kwang-Ho Lee