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X-WR-CALDESC:Events for Regional Perspectives on AI
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DTSTART;TZID=America/New_York:20260814T150000
DTEND;TZID=America/New_York:20260814T160000
DTSTAMP:20260814T010343Z
CREATED:20260721T134133Z
LAST-MODIFIED:20260814T010343Z
UID:230-1786719600-1786723200@ai-symposium.openlab.oneonta.edu
SUMMARY:Regional Perspectives\, Shared Futures: Building Institutional Capacity for Diverse Faculty Approaches to AI
DESCRIPTION:In this session representatives from the SUNY Cobleskill\, SUNY Delhi\, Hartwick College\, and SUNY Oneonta will discuss how our campuses are supporting diverse faculty approaches to AI across teaching\, scholarship\, and professional practice. The conversation will highlight common challenges and emerging opportunities\, as well as explore pathways for regional collaboration in shaping the future of higher education.
URL:https://ai-symposium.openlab.oneonta.edu/event/closing-panel/
LOCATION:Craven Lounge
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260814T143000
DTEND;TZID=America/New_York:20260814T145500
DTSTAMP:20260709T135849Z
CREATED:20260708T201244Z
LAST-MODIFIED:20260709T135849Z
UID:155-1786717800-1786719300@ai-symposium.openlab.oneonta.edu
SUMMARY:Do We Still Need the Four‑Year Degree in the Age of AI?
DESCRIPTION:The accelerating integration of artificial intelligence into professional work raises fundamental questions about the continued necessity of the traditional four‑year college degree. A central finding of this analysis is that AI should be understood as a tool\, not a substitute for human judgment. Yet because AI tools evolve rapidly and are embedded within specific organizational workflows\, the expertise required to use them effectively is increasingly domain‑specific rather than general. This shift weakens the historical economic rationale for broad\, generalized undergraduate education. \nHistorically\, mastery of complex tools has been transmitted through apprenticeship systems\, not universities. Evidence from multiple countries suggests that AI is pushing workforce development back toward this model. The UK has expanded degree‑linked apprenticeships in digital and data roles; Germany integrates AI and automation into its long‑standing dual vocational system; Singapore’s AI Apprenticeship Programme embeds learners directly inside companies using proprietary datasets; and the U.S. government has begun approving registered apprenticeships in AI‑related fields. While promising\, these initiatives lack long‑term outcome data\, and their scalability remains uncertain. \nThe analysis distinguishes between the economic and self‑development functions of college. AI reduces the economic value of generalist degrees by automating many entry‑level cognitive tasks that once justified hiring bachelor’s‑level graduates. Only highly technical\, regulated\, or high‑stakes fields—such as medicine or engineering—retain a clear need for extended academic preparation. Meanwhile\, the self‑development benefits of college\, though still valuable\, do not inherently require a four‑year residential model. If higher education becomes primarily a self‑development institution\, its current cost structure is unlikely to remain viable. \nOverall\, the evidence suggests a hybrid future: apprenticeships \nSpeaker Biography\nDr. Michael K. Green is a Professor of Philosophy at SUNY Oneonta\, where he has taught since 1981 and earned promotion to full professor in 1995. He holds a PhD in Philosophy from the University of Chicago and a BA in Philosophy from the University of Kansas. His scholarship spans ethics\, philosophy of action\, political and social philosophy\, business ethics\, and the history of philosophy. His publications include How Do We Create a Philosophical Cosmos for Acting Socially and Being Happy? (2007) and the edited volume Issues in Native American Cultural Identity (1994)\, along with more than forty articles on topics ranging from moral psychology and cultural identity to economic ontology and institutional trust. \nDr. Green has presented nationally and internationally\, with peer‑reviewed talks in the United States\, Europe\, and Mexico\, including recent work on resilience\, emotional meaning in economics\, and cultural frameworks in philosophy. He has also developed numerous leadership case studies for the Hartwick Humanities in Management Institute. He has been recognized with the Susan Sutton Smith Award for Academic Excellence and the Technology Award.
URL:https://ai-symposium.openlab.oneonta.edu/event/do-we-still-need-the-four-year-degree-in-the-age-of-ai/
LOCATION:Morris Hall 104
CATEGORIES:Evolving AI Tools
END:VEVENT
BEGIN:VEVENT
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
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260814T140000
DTEND;TZID=America/New_York:20260814T150000
DTSTAMP:20260804T182846Z
CREATED:20260804T182846Z
LAST-MODIFIED:20260804T182846Z
UID:250-1786716000-1786719600@ai-symposium.openlab.oneonta.edu
SUMMARY:AI Sandbox
DESCRIPTION:The AI Sandbox is not a presentation or workshop\, but rather a curated space where you can go to explore different AI tools. Volunteers from SUNY Oneonta’s Faculty Center and Milne Library have created handouts that list some tools to try\, and faculty and staff will be available to talk about AI\, integration into various programs and tools\, and the rapidly emerging tools available for research\, design\, and image and text generation. \nCome visit the AI Sandbox\, and feel free to drop by and pick up handouts even if you can’t stay.
URL:https://ai-symposium.openlab.oneonta.edu/event/ai-sandbox-2/
LOCATION:Le Cafe
END:VEVENT
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
ATTACH;FMTTYPE=image/jpeg:https://ai-symposium.openlab.oneonta.edu/wp-content/uploads/sites/583/2026/07/headshot-pwb.jpg
END:VEVENT
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
END:VEVENT
BEGIN:VEVENT
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:20260814T120000
DTEND;TZID=America/New_York:20260814T130000
DTSTAMP:20260708T212308Z
CREATED:20260708T212308Z
LAST-MODIFIED:20260708T212308Z
UID:182-1786708800-1786712400@ai-symposium.openlab.oneonta.edu
SUMMARY:Lunch
DESCRIPTION:Lunch will be served in the Otsego Grille. Lunch is free for all registered attendees.
URL:https://ai-symposium.openlab.oneonta.edu/event/lunch/
LOCATION:Otsego Grille
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
END:VEVENT
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
ATTACH;FMTTYPE=image/png:https://ai-symposium.openlab.oneonta.edu/wp-content/uploads/sites/583/2026/07/Headshot-July26-e1783600798115.png
END:VEVENT
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
END:VEVENT
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
ATTACH;FMTTYPE=image/jpeg:https://ai-symposium.openlab.oneonta.edu/wp-content/uploads/sites/583/2026/07/portrait-e1783600565750.jpg
END:VEVENT
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
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260814T103000
DTEND;TZID=America/New_York:20260814T225500
DTSTAMP:20260709T140821Z
CREATED:20260708T204427Z
LAST-MODIFIED:20260709T140821Z
UID:169-1786703400-1786748100@ai-symposium.openlab.oneonta.edu
SUMMARY:Racing Ahead\, Flying Blind: Closing the Gap Between AI Adoption and Ethical Guidance in Graduate Education
DESCRIPTION:Artificial intelligence is no longer on the horizon of higher education. It has arrived. With 96.8% of graduate students already using AI tools and 61.3% doing so weekly or more\, faculty are navigating urgent\, practical questions: What are students actually doing with AI? Where does ethical use end and academic misconduct begin? How can faculty provide meaningful guidance when institutional policies lag so far behind? \nThis interactive session draws on findings from a mixed-methods study involving 61 faculty members and 62 graduate students to give attendees the tools they need to answer those questions with confidence. The data tell a striking story: both faculty and students recognize AI’s value\, and both share concerns about academic integrity\, and yet fewer than 20% of students report having clear guidelines for appropriate use. Faculty cannot close that gap through good intentions alone. They need concrete strategies\, and this workshop delivers them. \nAttendees will explore how students are actually using AI in their research\, from writing assistance and literature reviews to brainstorming and data analysis. They will examine the awareness and guidance gaps that leave students uncertain and faculty unprepared. Most importantly\, they will walk away with an evidence-based framework for integrating AI literacy into graduate mentorship\, designing assignments that leverage AI while requiring genuine critical thinking\, and cultivating a culture of transparency where students feel safe discussing their AI use openly. \nThis session is for faculty who want to move beyond policy debates and into practice. Because the goal was never to ban AI from graduate studies. It was always to teach students to use it well. \nSpeaker Biography\nGina Solano\, PhD\, works in the Secondary Education and Educational Technology Department at SUNY Oneonta. She teaches various graduate courses in educational technology\, research\, and teaching methods on such topics as technology trends\, innovative technologies\, multimedia\, online learning\, instructional course design\, and more. Her research interests include gamification\, AI’s role in education\, virtual reality\, social media\, micro-credentials\, digital badges\, and online learning. She has authored several articles and chapters and delivered workshops about emerging technologies that improve teaching and learning through technology. Dr. Solano is passionate about how technologies can promote positive social change in education.
URL:https://ai-symposium.openlab.oneonta.edu/event/racing-ahead-flying-blind-closing-the-gap-between-ai-adoption-and-ethical-guidance-in-graduate-education/
LOCATION:Morris Hall 130
CATEGORIES:AI and Research
ATTACH;FMTTYPE=image/png:https://ai-symposium.openlab.oneonta.edu/wp-content/uploads/sites/583/2026/07/00-G.Solano-Profile-Pic-e1783600629681.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260814T103000
DTEND;TZID=America/New_York:20260814T105500
DTSTAMP:20260805T150417Z
CREATED:20260803T134040Z
LAST-MODIFIED:20260805T150417Z
UID:238-1786703400-1786704900@ai-symposium.openlab.oneonta.edu
SUMMARY:The Accidental Developer: How I Built Useful Tools Without Knowing How to Code
DESCRIPTION:Ever wanted a searchable database of every exam question you’ve ever written (or some other custom database)? Or wanted to estimate your personal digital footprint quickly? Or wished you could caption a video locally by dropping it into a folder and waiting a bit\, no fuss beyond a one-time setup? \nThis summer\, I built exactly these tools\, and more\, with zero programming background\, nothing but conversation with AI\, and a fair amount of patience. I’ll demo all three live and give you an honest starting point for building your own. \nFirst is a searchable AI Comparison Database\, emerging from a simple idea: run the same prompt through many different AI models\, cloud and local\, and rate what comes back. I’ll demo it with a bag of Doritos instead of chemistry exam questions\, because comparing snacks is more interesting to most folks (plus\, MacGyver). Setup is identical either way\, though text gave me less grief than chemistry equations and structures. \nNext is a Digital Footprint Auditor\, born from my interest in AI literacy and ethics: it helps everyday consumers see what their digital activity reveals and think critically about what they’re using\, why\, and whether it’s worth it. \nLast is a portable captioning tool: drop a video into a watched folder\, wait a bit\, and it returns with captions I can toggle on or off\, a transcript in normal paragraph form\, and a personalized watermark merged in. Fix an error in the transcript\, save it\, and a corrected video appears in seconds. \nNone of this required prior coding experience\, just curiosity\, a willingness to iterate with AI as a collaborator\, and a habit of asking\, could I just build this myself. You’ll leave with a realistic sense of what’s buildable without a CS degree. Your only limitation is your imagination. \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.
URL:https://ai-symposium.openlab.oneonta.edu/event/the-accidental-developer-how-i-built-useful-tools-without-knowing-how-to-code/
LOCATION:Morris Hall Craven Lounge
CATEGORIES:AI in the Workplace for Faculty and Staff
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260814T103000
DTEND;TZID=America/New_York:20260814T105500
DTSTAMP:20260709T140249Z
CREATED:20260708T203310Z
LAST-MODIFIED:20260709T140249Z
UID:163-1786703400-1786704900@ai-symposium.openlab.oneonta.edu
SUMMARY:AI as a Course Design Collaborator
DESCRIPTION:How can AI meaningfully support course design without replacing the expertise of faculty and instructional designers? This session shares a practical\, real-world example of using AI as a collaborator in the design and development of a self-paced Introduction to OSCQR online course. \nThe presenter will walk through how AI was used to support key stages of the course design process\, including refining content\, generating assessments\, and coding accessible HTML Brightspace pages. Along the way\, the session will highlight what made the work faster or easier\, and what required careful review and human judgment. \nThis session emphasizes a balanced approach: using AI to spark ideas and save time while using a critical eye and professional expertise to ensure the quality of the output. Attendees will walk away with useful tips and a preview of the Introduction to OSCQR self-paced course\, which will soon be available for optional enrollment or campus use. \nSpeaker Biography\nAllene Slating is the Sr. Instructional Designer at SUNY Online where she supports faculty\, staff\, and campuses with online learning.
URL:https://ai-symposium.openlab.oneonta.edu/event/ai-as-a-course-design-collaborator/
LOCATION:Morris Hall 104
CATEGORIES:AI in the Workplace for Faculty and Staff
ATTACH;FMTTYPE=image/jpeg:https://ai-symposium.openlab.oneonta.edu/wp-content/uploads/sites/583/2026/07/Allene-Slating-2023-Small-e1783600696339.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260814T100000
DTEND;TZID=America/New_York:20260814T222500
DTSTAMP:20260804T180102Z
CREATED:20260708T194045Z
LAST-MODIFIED:20260804T180102Z
UID:119-1786701600-1786746300@ai-symposium.openlab.oneonta.edu
SUMMARY:Layers of trust: AI assisted data management\, transcription\, and discovery in an audio digitization project.
DESCRIPTION:Cooperstown Graduate Program and Milne Library recently digitized a large collection of reel-to-reel historical recordings. The resulting collection posed a scale problem that no small archival team could manage by hand: metadata in inconsistent formats across systems\, thousands of untranscribed recordings\, and for many items\, incomplete information of what the tape actually contained. This case study examines how AI was built into that workflow\, not as one tool applied uniformly\, bust as a set of capabilities matched to different levels of trust. \nFor metadata already known to be correct\, hallucination risk was unacceptable. AI was used to write Python scripts that moved and reformatted metadata between systems\, but the scripts\, not the AI itself\, touched the data at runtime\, keeping every transformation transparent and auditable. \nFor the larger problem of undocumented audio\, we turned to AI transcription\, testing two local AI models that provided privacy and security because the model was running on our own infrastructure. An AI transcript with accuracy around 95% isn’t perfect\, but it’s a dramatic improvement over not knowing a tape’s contents at all\, and it makes systematic human review realistic for the first time. \nAt our lowest confidence tier\, we experimented with AI-generated abstracts and metadata for items with no human created descriptions. These will be useful as a starting draft and for discovery\, but require a human review gate before anything enters the permanent record. \nThis talk will explore each tier\, the reasoning behind it\, the tools used\, and where each one succeeded or fell short. The larger argument is that responsible AI adoption in research and cultural heritage work depend less on a single “use it” or “don’t” policy and more on matching AI’s role to how much verification a given task allows. Using a case study will allow participants to start to develop their own mental model for evaluating where AI belongs and where it doesn’t. \nSpeaker Biography\nEd Beck is the Open & Online Learning Specialist at SUNY Oneonta\, where he supports faculty and students in designing engaging\, accessible digital learning experiences. His work spans online learning\, open educational resources\, artificial intelligence\, and digital literacies\, helping educators adopt new technologies in practical\, ethical\, student-centered ways. \nHe is co-founder of SUNY Create\, an initiative helping campuses use open-source tools to support digital portfolios\, course projects\, and public-facing scholarly work\, with a focus on building authentic learning opportunities and durable\, transferable skills in students. \nEd brings a collaborative approach grounded in openness\, innovation\, and care for the learner experience\, and regularly leads professional development on digital pedagogy\, emerging technologies\, and inclusive teaching. In 2021 he received the SUNY FACT2 Award for Instructional Support; in 2026 he begins his first term as FACT2 chair.
URL:https://ai-symposium.openlab.oneonta.edu/event/layers-of-trust-ai-assisted-data-management-transcription-and-discovery-in-a-audio-digitization-project/
LOCATION:Morris Hall 130
CATEGORIES:AI and Research
ATTACH;FMTTYPE=image/jpeg:https://ai-symposium.openlab.oneonta.edu/wp-content/uploads/sites/583/2026/07/Beck-2026-2.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260814T100000
DTEND;TZID=America/New_York:20260814T105500
DTSTAMP:20260804T182424Z
CREATED:20260804T181530Z
LAST-MODIFIED:20260804T182424Z
UID:247-1786701600-1786704900@ai-symposium.openlab.oneonta.edu
SUMMARY:AI Sandbox
DESCRIPTION:The AI Sandbox is not a presentation or workshop\, but rather a curated space where you can go to explore different AI tools. Volunteers from SUNY Oneonta’s Faculty Center and Milne Library have created handouts that list some tools to try\, and faculty and staff will be available to talk about AI\, integration into various programs and tools\, and the rapidly emerging tools available for research\, design\, and image and text generation. \nCome visit the AI Sandbox\, and feel free to drop by and pick up handouts even if you can’t stay.
URL:https://ai-symposium.openlab.oneonta.edu/event/ai-sandbox/
LOCATION:Le Cafe
CATEGORIES:Evolving AI Tools
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260814T100000
DTEND;TZID=America/New_York:20260814T102500
DTSTAMP:20260714T153251Z
CREATED:20260708T205905Z
LAST-MODIFIED:20260714T153251Z
UID:173-1786701600-1786703100@ai-symposium.openlab.oneonta.edu
SUMMARY:Preliminary Investigations of Transformer Models for Bit-Domain Audio Synthesis and Timbre
DESCRIPTION:I will be presenting on preliminary research findings of new work centered on the associations between Bit-Domain Audio Synthesis and timbre generation. Bit-Domain Audio Synthesis describes a class of techniques in which PCM audio samples are produced by closed-form integer expressions. These techniques include arithmetic and bitwise operations evaluated against an incrementing sample index. For example\, the expression “t * (t >> 5 | t >> 8)”\, in which the index t is combined with itself via right-shift\, bitwise OR\, and multiplication\, produces sustained tonal material with evolving timbral character. This presentation reports on early experiments using compact autoregressive transformer models as discovery instruments for the relationship between expression structure and timbral outcome\, trained on bit expression/audio pairs. \nSpeaker Biography\nDaniel McKemie is a composer\, technologist\, researcher\, and percussionist based in Oneonta\, New York. His work focuses on audio feature extraction and low-level signal processing to explore timbre and novel synthesis techniques. Additionally\, he designs innovative methods for interfacing handmade circuitry\, controllers\, and embedded systems with custom software to achieve his musical results. This approach enables the creation of complex\, responsive performance environments and compositional processes controllable from multiple angles. \nDaniel currently serves as a Lecturer at SUNY Oneonta\, where he teaches courses on electronic music\, popular music\, percussion\, and music psychology. He earned his MS in Computer Science at Brooklyn College\, where he worked as a graduate research assistant in Professor Johanna Devaney’s Laboratory for Understanding Music and Audio (LUMaA)\, and served as an adjunct lecturer teaching courses in computer music. Daniel also has his MA in Music Composition from Mills College and BA in Music Performance from University of Nevada\, Las Vegas.
URL:https://ai-symposium.openlab.oneonta.edu/event/hearing-the-numbers-ai-as-a-tool-for-exploring-algorithmic-composition/
LOCATION:Morris Hall 104
CATEGORIES:Evolving AI Tools
ATTACH;FMTTYPE=image/jpeg:https://ai-symposium.openlab.oneonta.edu/wp-content/uploads/sites/583/2026/07/0037645002_10.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260814T090000
DTEND;TZID=America/New_York:20260814T095500
DTSTAMP:20260709T133035Z
CREATED:20260708T211757Z
LAST-MODIFIED:20260709T133035Z
UID:179-1786698000-1786701300@ai-symposium.openlab.oneonta.edu
SUMMARY:From Dartmouth to Now: Headlines from AI History that Set the Stage for Today
DESCRIPTION:Welcome from the Regional Perspectives on AI Symposium Organizing Committee. Before the day turns to practical questions\, how AI is reshaping teaching\, research\, and administrative work across our campuses\, we want to pause and take stock of how we got here. This opening session walks through ten headline-making moments in AI history\, from the field’s founding claims at the 1956 Dartmouth workshop to today’s generative AI boom\, pairing each milestone with a short reflection on what it tells us about the choices in front of higher education now. This isn’t a comprehensive timeline; it’s a shared vocabulary-building exercise\, a chance to level-set a room with very different degrees of AI familiarity and to surface the patterns — hype cycles\, labor anxieties\, questions of trust and authorship — that connect decades-old debates to this year’s conversations. Attendees will leave with a common frame of reference for the sessions that follow\, and a sense that this year’s AI moment is one chapter in a much longer story than the news cycle usually suggests.
URL:https://ai-symposium.openlab.oneonta.edu/event/from-dartmouth-to-now-headlines-from-ai-history-that-set-the-stage-for-today/
LOCATION:Craven Lounge
CATEGORIES:Evolving AI Tools
END:VEVENT
END:VCALENDAR