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DTSTART;TZID=America/New_York:20260814T143000
DTEND;TZID=America/New_York:20260814T145500
DTSTAMP:20260709T140726Z
CREATED:20260708T195353Z
LAST-MODIFIED:20260709T140726Z
UID:140-1786717800-1786719300@ai-symposium.openlab.oneonta.edu
SUMMARY:Teaching AI Literacy as a Moving Target: Reflections from an Undergraduate AI Course
DESCRIPTION:Artificial intelligence is now part of the academic\, professional\, and civic landscapes that students are entering\, yet teaching AI at the undergraduate level remains a moving target. This presentation offers a reflection on the experiences of teaching CITA 315 Artificial Intelligence; a broad AI literacy course designed for students with varied technical backgrounds. Rather than presenting a finished model or a set of definitive answers\, the session will describe the course as a work in progress\, an attempt to help students make sense of AI concepts\, tools\, promises\, risks\, and ethical questions during a period of rapid change. \nThe presentation will reflect on the course’s structure\, major topics\, classroom activities\, assessments\, and student responses. CITA 315 introduced students to foundational AI concepts while engaging with generative AI\, prompt engineering\, AI output evaluation\, deepfakes\, AI companions\, cybersecurity\, and workplace applications. The course also examined ethical issues such as bias\, trustworthiness\, privacy\, labor impacts\, and environmental concerns. A central lesson from the course was that AI literacy requires more than exposure to new tools. Students needed repeated opportunities to question outputs\, examine assumptions\, compare claims against evidence\, and consider how technical systems affect real people and institutions. \nThe session will also consider the challenges of teaching a course in a field that changes faster than a traditional syllabus cycle. These challenges included keeping materials current\, balancing excitement with skepticism\, designing assessments that could not be easily reduced to AI-generated responses\, and helping students engage critically. Overall\, this presentation will share the experiences of teaching CITA 315 as a regional campus case study in AI literacy education\, emphasizing practical lessons learned\, unresolved questions\, and the ongoing need for flexible\, human-centered approaches to teaching AI. \nSpeaker Biography\nDr. Grace Begany is Associate Professor and Associate Chair in the Department of Applied Career and Digital Technologies at SUNY Cobleskill\, where she has taught since 2015. Her courses span digital ethics\, artificial intelligence\, data analysis\, web development\, project management\, databases\, programming\, information privacy\, digital literacy\, and food & technology. Before entering academia\, she spent nearly two decades in industry\, leading large-scale online and mobile development projects as well as digital analytics initiatives for international\, mid-size\, and start-up organizations. \nUsing multi-method techniques\, Dr. Begany’s interdisciplinary research examines how people engage with digital technologies. Her work has appeared in journals and conferences including Telematics and Informatics\, Government Information Quarterly\, Information Polity\, Journal of the American Medical Informatics Association\, Interacting with Computers\, Journal of Music\, Technology & Education\, and Proceedings of the Association for Information Science & Technology. \nShe holds a PhD from the University at Albany\, an MA from New York University\, and a BA from Mount Holyoke College.
URL:https://ai-symposium.openlab.oneonta.edu/event/teaching-ai-literacy-as-a-moving-target-reflections-from-an-undergraduate-ai-course/
LOCATION:Morris Hall 130
CATEGORIES:AI and Teaching and Learning
ATTACH;FMTTYPE=image/jpeg:https://ai-symposium.openlab.oneonta.edu/wp-content/uploads/sites/583/2026/07/Grace-resize-crop-e1783600946201.jpg
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260814T140000
DTEND;TZID=America/New_York:20260814T142500
DTSTAMP:20260709T141202Z
CREATED:20260708T204014Z
LAST-MODIFIED:20260709T141202Z
UID:166-1786716000-1786717500@ai-symposium.openlab.oneonta.edu
SUMMARY:Without AI it's just "ntroducton to mercan Poltcs" Leveraging AI for Poli Sci
DESCRIPTION:At SUNY Delhi\, we have discovered numerous creative ways to leverage the power of Artificial Intelligence to enhance and deepen student learning in Introduction to American Government\, Political Theory\, and Introduction to International Relations.\nRather than treating AI as a shortcut\, we guide students to use it as a powerful thinking partner. Students learn about the subject\, while developing 21st-century skills: rigorous fact-checking\, critical evaluation of AI outputs\, ethical use of emerging technologies\, and strategies for integrating AI tools into their future professional workflows. \nSome of the engaging use cases I will share include: \n\nU.S. Government\nFederalist vs. Anti-Federalist: Students use AI to unpack the historic debate and apply those arguments to current constitutional controversies.\nU.S. Supreme Court Case Research: AI helps summarize landmark cases\, after which students critique the accuracy and completeness of the results.\n“How Could Dukakis Have Won?”: Exploring alternative campaign strategies and what might have changed the outcome for various elections.\n\nPolitical Theory \n\nUn-Locke-ing the Social Contract: Using AI as a personal teaching assistant to break down complex philosophers and test modern applications of social contract theory.\nPoint and Counterpoint: Students direct AI to build strong theoretical arguments and then challenge them\, sharpening their own debate skills\n\nIR: \n\nWar Games: Simulating historical crises and predicting outcomes if diplomacy had succeeded.\nMeddling with Metternich: Re-imagining how 19th-century Europe might have developed differently.\nIt’s a MAD World: Testing and critiquing the logic of nuclear deterrence theory through interactive AI scenarios.\n\nBy thoughtfully integrating AI into these courses\, students leave with stronger content knowledge and the confidence to use AI responsibly in their academic and professional lives.\n(Grammarly was used on this submission) \nSpeaker Biography\nDr. Peter W. Brusoe is an Associate Professor of Political Science and Economics at SUNY Delhi. He teaches courses in American Government\, Political Theory\, Campaigns & Elections\, Public Policy\, and Economics. \nHis academic interests include campaign finance\, lobbying\, elections\, civic engagement\, and the use of technology in teaching. His research has appeared in the Election Law Journal and the Journal of Political Science Education. \nPrior to joining SUNY Delhi\, he swas a Research Analyst at the Campaign Finance Institute in Washington\, D.C. He also worked for 10.5 years at Bloomberg\, focusing on political data and machine learning. In addition\, he taught as an adjunct instructor at American University and the University of the District of Columbia. He earned his Ph.D. from American University\, an M.A. from the University at Albany (SUNY)\, and a B.A. summa cum laude in Political Science and European History from the University at Albany. \nDr. Brusoe is particularly interested in helping students use AI tools thoughtfully in his courses. He remains active in college service and is committed to supporting student success through experiential learning and civic discourse.
URL:https://ai-symposium.openlab.oneonta.edu/event/without-ai-its-just-ntroducton-to-mercan-poltcs-leveraging-ai-for-poli-sci/
LOCATION:Morris Hall 130
CATEGORIES:AI and Teaching and Learning
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260814T140000
DTEND;TZID=America/New_York:20260814T142500
DTSTAMP:20260807T170028Z
CREATED:20260708T202154Z
LAST-MODIFIED:20260807T170028Z
UID:159-1786716000-1786717500@ai-symposium.openlab.oneonta.edu
SUMMARY:Engaging with Generative AI in the Classroom: Assignments and Assessments from a Cross-Campus Community of Practice
DESCRIPTION:In 2025-2026\, faculty from SUNY Oneonta joined colleagues at eight additional SUNY campuses to take part in a cross-campus community of practice organized around responding to AI in teaching and learning. Participants focused on critical AI literacy\, updating assessment practices\, exploring chatbots\, accessibility\, and more. At this session\, faculty will share the teaching materials they created as part of this initiative\, funded by one of SUNY’s Innovative Instruction Technology Grants (IITG). Join us to explore AI-responsive assignments and more across the disciplines. \nSpeaker Biography\nJacqueline Bennett (Jacs) is Professor of Chemistry at SUNY Oneonta\, where she has taught organic and general chemistry since 2006. A green chemistry researcher with two patents and publications in the Journal of Chemical Education and Green Chemistry\, she received the American Chemical Society’s Committee on Environmental Improvement Award for Incorporating Sustainability into Chemistry Education\, and was named a regional Inventor of the Year. She presented “From Skeptic to Supporter: One Professor’s AI Journey” at the AI Academy this past June and was named to the inaugural cohort of Provost AI & Society Innovators. \nJacs ran her first AI prompt this past January\, began an intentional deep dive into AI in May\, and has since turned that same bench-scientist curiosity toward building with AI as a hands-on collaborator. With no programming background\, she has built a growing toolkit\, including courseware\, searchable databases\, software utilities\, and other tools\, entirely through conversation with AI. \nJacs describes herself as an accidental developer: someone who set out to solve small\, practical problems and ended up with a working toolkit. She’s looking forward to showing colleagues what’s possible and helping them find their own starting point. \n  \nDr. Deniz Guler is an Assistant Professor in the Counselor Education program at SUNY Oneonta. His work focuses on preparing future counselors through ethical\, innovative\, and student-centered approaches to education. \n  \nRacheal Fest (PhD) is a Specialist in Pedagogy and COIL Coordinator in the Faculty Center at SUNY Oneonta. She leads programs and convenes communities dedicated to critical\, inclusive\, and active teaching and learning practices. She also teaches writing courses.
URL:https://ai-symposium.openlab.oneonta.edu/event/engaging-with-generative-ai-in-the-classroom-assignments-and-assessments-from-a-cross-campus-community-of-practice/
LOCATION:Morris Hall 104
CATEGORIES:AI and Teaching and Learning
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DTSTART;TZID=America/New_York:20260814T130000
DTEND;TZID=America/New_York:20260814T135500
DTSTAMP:20260817T123811Z
CREATED:20260708T195059Z
LAST-MODIFIED:20260817T123811Z
UID:137-1786712400-1786715700@ai-symposium.openlab.oneonta.edu
SUMMARY:Leveraging System Wide Initiatives in AI to Advance Campus Level Academic and Student Success Priorities
DESCRIPTION:Presentation Slides \nAs SUNY works to bring AI capacity to all 64 campuses\, system-wide initiatives are increasingly the connective tissue between individual campus experimentation and sustainable\, equitable adoption. This session offers a regional-campus lens on three system-level efforts and how local institutions can plug into them: the Faculty Advisory Council on Teaching and Technology (FACT2) and its Generative AI task groups\, which translate faculty-driven questions into system guidance and professional development; the SUNY AI Tutor initiative\, which is exploring how AI tutoring platforms can extend faculty capacity and support student learning across diverse course contexts; and the SUNY AI for the Public Good Fellows program\, which gathers faculty from across the system to create guidance\, resources on the ethical use of AI for faculty\, instructional designers\, and librarians across the system. Drawing on her role coordinating the Provost’s Office strategy for AI in Teaching and Learning across the system\, the speaker will discuss what’s been learned so far\, where these initiatives are headed\, and concrete ways that regional campuses\, including SUNY Oneonta\, Delhi\, Cobleskill\, and can engage with each of them. \nSpeaker Biography\nKim A. Scalzo is Senior Associate Provost for Digital Innovation and Academic Services at SUNY System Administration with responsibility for academic technology\, innovations in teaching and learning with technology\, and academic shared services across the Provost’s Office. Kim Co-led the transformative system-wide implementation of SUNY’s Digital Learning Environment\, is currently serving as an Implementation Director for a set of academic innovation initiatives under SUNY’s Digital Transformation Project\, and coordinates the SUNY Provost’s Office support for faculty around AI in teaching and learning. Kim previously served as Director of the SUNY Center for Professional Development and as Executive Director of SUNY Online. Prior to joining SUNY\, she held multiple roles at Rensselaer Polytechnic Institute leading continuing education\, academic technology\, and distance learning activities. She received her Master’s Degree in Education in College Student Personnel from The College of Saint Rose and her Bachelor’s Degree in Computer Science from SUNY Plattsburgh.
URL:https://ai-symposium.openlab.oneonta.edu/event/leveraging-system-wide-initiatives-in-ai-to-advance-campus-level-academic-and-student-success-priorities/
LOCATION:Craven Lounge
CATEGORIES:AI and Teaching and Learning
ATTACH;FMTTYPE=image/jpeg:https://ai-symposium.openlab.oneonta.edu/wp-content/uploads/sites/583/2026/07/6f28bbc4-2.jpeg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260814T113000
DTEND;TZID=America/New_York:20260814T115500
DTSTAMP:20260709T141052Z
CREATED:20260708T200446Z
LAST-MODIFIED:20260709T141052Z
UID:148-1786707000-1786708500@ai-symposium.openlab.oneonta.edu
SUMMARY:AI + Career Readiness: Embedding Google Credentials Across Courses
DESCRIPTION:As workforce expectations evolve\, integrating industry-recognized AI credentials into academic courses provides a valuable pathway to enhance career readiness and digital literacy. This presentation highlights a cross-course initiative at SUNY Oneonta in which two instructors embed Google AI credentials into career-focused courses: Accelerate Your Job Search with AI and Google AI Essentials in PROF 2094 which is a five-week introductory career exploration course. \nBoth courses follow an augment model\, where selected credential modules enhance—rather than replace—existing course content. In PROF 2094 Special Topics Career Searching & AI Use\, students build foundational AI skills\, including prompt writing\, ethical use\, and productivity applications using tools like Gemini\, AI Studio\, and Google Colab. In PROF 2094 Special Topics in Professional Studies: Leveraging AI in your Career Search\, students use tools such as Career Dreamer and Gemini to identify transferable skills\, explore career options\, and develop personalized career plans. \nCredential activities are integrated into reflections\, presentations\, and final projects\, requiring students to critically evaluate AI-generated insights. Students also reflect on ethical considerations\, including bias and responsible use of AI. Credential completion is required and graded\, ensuring alignment with course learning outcomes and academic rigor. \nThis session will share the integration process\, alignment strategies\, assessment methods\, offering practical guidance for embedding industry credentials into curriculum to improve student engagement and workforce readiness. \nSpeaker Biography\n \nCorrine Armstrong is a dynamic higher education professional who serves as a Career Counselor in the Career Planning and Networking Center at SUNY Oneonta. Bringing a student-centered\, instructional approach to her work\, Corrine specializes in guiding students through resume and cover letter\, designing and facilitating interactive events. Beyond direct student advisement\, she brings her expertise to the larger professional community\, regularly serving as an instructor and presenting at regional conferences on emerging trends in career development\, AI\, and student success. Data-driven and strategic\, she actively tracks participation trends and conducts post-event reviews to continuously optimize future programming\, including major networking events. \nCorrine holds a Master of Business Administration (MBA)\, a Graduate Certificate in Nonprofit Management\, and a Bachelor of Science in Art with a concentration in Art History. Committed to ongoing professional excellence\, she is MBTI Certified\, a member of the National Association of Colleges and Employers (NACE)\, and an active volunteer within her local community. \n \nSerap Gurak Ozdemir is an Internship Facilitator at SUNY Oneonta\, where she supports students in securing and succeeding in meaningful internship experiences. She collaborates closely with faculty and site supervisors to develop internship opportunities\, guide students through the application and registration process\, and prepare them for career success. In her role\, she also teaches career-focused coursework\, helping students build professional skills\, articulate their learning\, and confidently navigate their career paths. \nSerap holds a Master of Science in Creative Studies from SUNY Buffalo State\, which informs her approach to student development\, problem-solving\, and experiential learning. She is also a member of the National Association of Colleges and Employers (NACE)\, reflecting her commitment to staying aligned with best practices in career readiness and workforce development.
URL:https://ai-symposium.openlab.oneonta.edu/event/ai-career-readiness-embedding-google-credentials-across-courses/
LOCATION:Morris Hall 104
CATEGORIES:AI and Teaching and Learning
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260814T113000
DTEND;TZID=America/New_York:20260814T115500
DTSTAMP:20260709T140459Z
CREATED:20260708T195832Z
LAST-MODIFIED:20260709T140459Z
UID:145-1786707000-1786708500@ai-symposium.openlab.oneonta.edu
SUMMARY:Human-Centered Rigor in the College Classroom
DESCRIPTION:Now that generative artificial intelligence can perform many academic tasks\, what types of learning should still belong to students? \nRather than focusing on detection or prohibition\, this session explores how to design courses where thinking\, judgment\, reflection\, and interaction remain the focus of the learning process. Drawing on examples from college classrooms\, participants will be introduced to the Human-Centered Rigor framework and leave the session with strategies for designing learning experiences that preserve the developmental work that students should be doing themselves. \nSpeaker Biography\nDr. Ross Bussell is an Associate Professor of Education and Chair of the Education Department at Hartwick College. His teaching and scholarship explore the intersection of pedagogy\, educational philosophy\, and emerging technologies\, with a particular focus on designing human-centered learning experiences.
URL:https://ai-symposium.openlab.oneonta.edu/event/human-centered-rigor-in-the-college-classroom/
LOCATION:Morris Hall 130
CATEGORIES:AI and Teaching and Learning
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260814T110000
DTEND;TZID=America/New_York:20260814T115000
DTSTAMP:20260717T141815Z
CREATED:20260708T202731Z
LAST-MODIFIED:20260717T141815Z
UID:161-1786705200-1786708200@ai-symposium.openlab.oneonta.edu
SUMMARY:Against AI: Approaches to Preserving Student Learning
DESCRIPTION:In this session\, faculty from the humanities and social sciences at SUNY Oneonta and Hartwick College will share approaches to preserving student learning in the age of AI. Strategies include developing in-class assessment practices\, updating assignments to include critical AI literacy\, creating an analog classroom to better foster discussion and knowledge co-construction\, and inviting students to reflect on the nature and purpose of higher education and of writing as a practice. Presenters will share assignments from different disciplinary contexts and facilitate a conversation about recent challenges and successes. \nSpeaker Biographies\nRacheal Fest (PhD) is Specialist in Pedagogy and COIL Coordinator in the Faculty Center for Teaching\, Learning\, and Scholarship at SUNY Oneonta. She leads programs dedicated to critical\, inclusive\, and active teaching and learning practices. She also teaches courses in English. \nBradley J. Fest (PhD) is associate professor of English and coordinator of creative writing at Hartwick College. He is the author of three volumes of poetry\, The Rocking Chair (Blue Sketch\, 2015)\, The Shape of Things (Salò\, 2017)\, and 2013–2017: Sonnets (LJMcD Communications\, 2024)\, along with a long poem\, “Postrock\,” recently published in Always Crashing. He has also written a number of essays on contemporary literature and culture\, which have appeared or are forthcoming in boundary 2\, CounterText\, Genre\, Scale in Literature and Culture (Palgrave Macmillan\, 2017)\, the William Carlos Williams Review\, and elsewhere. More information is available at bradleyjfest.com. \nAlanna E.F. Rudzik (PhD) is a biocultural human biologist and associate professor of Anthropology at SUNY Oneonta. Her research focuses on infant and women’s health in the postpartum period and the lived experience of mothering. She has recently published a review article entitled “Embodiment and lived experience in human biology” in the Yearbook of Biological Anthropology. In the realm of AI her interest centres on the dehumanising and anti-liberatory effects of AI usage.
URL:https://ai-symposium.openlab.oneonta.edu/event/against-ai-approaches-to-preserving-student-learning/
LOCATION:Le Cafe
CATEGORIES:AI and Teaching and Learning
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260814T110000
DTEND;TZID=America/New_York:20260814T112500
DTSTAMP:20260709T140937Z
CREATED:20260708T210727Z
LAST-MODIFIED:20260709T140937Z
UID:176-1786705200-1786706700@ai-symposium.openlab.oneonta.edu
SUMMARY:Beyond Content: Human-Centered Learning Design in the Age of AI
DESCRIPTION:Artificial intelligence is rapidly reshaping higher education\, yet much of the current conversation remains centered on tools\, detection\, and delivery modalities rather than the deeper conditions that drive meaningful learning. This session explores how AI is transforming the role of faculty from content deliverers to architects of human-centered learning experiences. \nDrawing from real-world teaching practice in undergraduate healthcare management and business courses\, this presentation examines how learner ownership\, authentic engagement\, and collaborative course design can increase student connection and participation in both face-to-face and online environments. During an unexpected mid-semester transition to remote instruction\, students and faculty collaboratively redesigned aspects of the learning experience\, creating opportunities to explore communication\, attention\, accountability\, and peer-supported learning in new ways. Students participated in co-creating learning outcomes\, developing assignment rubrics\, and building collaborative study structures that strengthened engagement and community despite physical distance. \nCentral to this approach is the use of student-owned digital portfolios\, in which coursework becomes meaningful evidence of growth\, skill development\, reflection\, and professional identity formation\, rather than isolated assignments completed solely for grading. By positioning students as active participants in documenting and curating their learning journey\, digital portfolios increase ownership\, relevance\, and long-term connection to the learning process. \nThis session also explores the use of the “5Cs”—curiosity\, creativity\, courage\, compassion\, and communication—as a human-centered framework for working alongside AI rather than competing against it. As generative AI increasingly handles information retrieval and content production\, \nSpeaker Biography\nDr. Pauline L. Stamp is an educator\, organizational systems scholar\, and former college dean whose work focuses on human-centered learning\, workforce readiness\, leadership\, and emerging technologies in higher education. With experience spanning K–12 administration\, healthcare leadership\, corporate systems\, and higher education\, she brings a multidisciplinary perspective to teaching\, curriculum design\, and organizational transformation. \nDr. Stamp holds graduate degrees from Boston University and Northeastern University\, along with a PhD in Human and Organizational Systems from Fielding Graduate University. She currently serves as an Executive Board Member for the MBA Standards Board\, contributing to conversations surrounding competency-based learning\, workforce readiness\, and the future of credentialing. \nHer recent work explores how higher education can move beyond content delivery models toward learning environments that cultivate adaptability\, meaning\, and authentic engagement in an AI-driven world. Drawing inspiration from the “5Cs” framework discussed by Reid Hoffman\, her work emphasizes curiosity\, creativity\, courage\, compassion\, and communication as essential human capac
URL:https://ai-symposium.openlab.oneonta.edu/event/beyond-content-human-centered-learning-design-in-the-age-of-ai/
LOCATION:Morris Hall 104
CATEGORIES:AI and Teaching and Learning
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260814T110000
DTEND;TZID=America/New_York:20260814T112500
DTSTAMP:20260824T135910Z
CREATED:20260708T195634Z
LAST-MODIFIED:20260824T135910Z
UID:143-1786705200-1786706700@ai-symposium.openlab.oneonta.edu
SUMMARY:Annotation and the power of teaching a process
DESCRIPTION:This paper reports on an informal experiment in an economic history course in the Spring 2026 semester. I used physical annotation on a printed text as the key component of a structure for simultaneously avoiding overreliance on LLM’s and fostering stronger student engagement with course material and deeper learning. Compared to other pedagogical approaches\, this system gets the teacher closer to directly observing the process of ultimate concern: the allocation of attention and the inner response to ideas. The approach is consistent with findings from cognitive science on the relationship between mental effort and learning\, on the importance of fact-based knowledge for thinking\, and on the role of attention as a scarce resource that people must learn to apply and allocate. The initial results warrant further exploration. \nAnnotation and the power of teaching a process PDF \nPresentation PowerPoint \nSpeaker Biography\nKarl Seeley joined the economics department at Hartwick College as an assistant professor in 2002\, receiving tenure in 2008 and promotion to professor in 2017. Originally trained in environmental economics\, at Hartwick he has also taught macroeconomics\, as well as electives in development\, agent-based modeling\, and sustainability. With Amy Forster Rothbart he created an off-campus January course on “Populism in Central Europe\,” traveling to Budapest\, Vienna\, and Prague. From early in his Hartwick career\, he sought ways of grounding macroeconomics in the realities of resource use\, leading ultimately to his textbook\, Macroeconomics in ecological context (2017). He is an inveterate classroom experimenter\, creating new types of assignments as well as adapting and designing classroom games to illustrate particular economic concepts.
URL:https://ai-symposium.openlab.oneonta.edu/event/annotation-and-the-power-of-teaching-a-process/
LOCATION:Morris Hall 130
CATEGORIES:AI and Teaching and Learning
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