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DTSTART;TZID=America/New_York:20260814T110000
DTEND;TZID=America/New_York:20260814T115000
DTSTAMP:20260717T141815Z
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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
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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
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