Webinar: In the Weeds: An Educators' Roundtable on AI by Manifold Group

You don't have permission to view this recording. Please log in or use your personalized link.

About This Webinar

Are you an educator in the thick of teaching in the time of Artificial Intelligence (AI)? Have you tried to use it, thwart it, embrace it, but want to hear from others, too?

Then you won’t want to miss this one!

We've brought together an incredibly knowledgeable panel of teachers with decades of combined experience who have embraced the burgeoning field of AI within education.

This session is designed for you, and upon registration, you’ll have the opportunity to submit a question for our experts.

Format
This is a roundtable discussion that will start with a brief overview of AI in education to set the stage followed by a discussion with our subject-matter experts on various topics presented by YOU on AI in the classroom. During the session, the hosts will gather follow up questions for an interaction session.

Who Should Attend?
- College Professors
- K-12 Educators
- Educational Administrators
- EdTech Enthusiasts
- Academic Integrity Leaders
- Instructional Designers
- English, Writing, or Comp Educators

Why You Should Attend?
Expert Insights: Gain a nuanced understanding of AI from leaders in the field.
Practical Applications: Learn about real-world applications that can be integrated into your teaching methodology.
Networking: Engage in meaningful conversations throughout.

Mark your calendars and prepare for an enlightening experience that promises to make you rethink how we educate in the AI era.

We can't wait to see you there!

Agenda

Topics will be fueled by your registration submissions!
Note: Topic submissions have now closed, thank you everyone for your feedback, we can't wait to chat on Friday!

Presenters

Catrina Mitchum

Adjunct Associate Professor at UMGC; Faculty Consultant & Implementation Specialist at PowerNotes

Dr. Catrina Mitchum is adjuncting as it was intended as Associate Professor with University of Maryland Global Campus. She has been designing and teaching and online learning experiences since 2009. She’s been awarded various teaching awards including one in Professional and Technical Writing and one for Collaborative Teaching. She has taught first-year writing courses, upper level undergraduate courses in Professional and Technical Writing, and introduction to research courses, entirely online. Her research interests are in retention, design and delivery of online writing classes, and teaching with technology. She has scholarly work published in Currents in Teaching and Learning, Composition Forum, and The Journal of Teaching and Learning with Technology, among other journals and edited collections. She was awarded, with other scholars, the CCCC Research Initiative Grant in 2018 and a Digital Learning Tech Seed Grant in 2021, and in 2021-2022, she was an Inclusive Leadership Fellow.

Shelley Rodrigo

Senior Director, Writing Program; Assoc. Prof. in Rhetoric, Composition, & the Teaching of English at University of Arizona

Rochelle (Shelley) Rodrigo is the Senior Director of the Writing Program; Professor in the Rhetoric, Composition, and the Teaching of English (RCTE) program; Writing Scholar (Continuing Status) in the Department of English; and Affiliate Faculty with the School of Information at the University of Arizona. She researches how “newer” technologies better facilitate communicative interactions, specifically teaching and learning. As well as co-authoring three editions of The Wadsworth/Cengage Guide to Research, Shelley also co-edited Rhetorically Rethinking Usability (Hampton Press). Her scholarly work has appeared in journals such as Composition Forum, Composition Studies, Computers and Composition, C&C Online, Technical Communication Quarterly, Teaching English in the Two-Year College¸ as well as various edited collections. In 2022 she became a Research Associate with The Readability Consortium and a Distinguished Fellow in the Center for University Education Scholarship (CUES) at the University of Arizona. In 2021 she was elected Vice President (4-year term including President) of the National Council of Teachers of English and won the Arizona Technology in Education Association’s Ruth Catalano Friend of Technology Innovation Award. In 2018 she became an Adobe Education Leader, in 2014 she was awarded Old Dominion University’s annual Teaching with Technology Award, in 2012 the Digital Humanities High Powered Computing Fellowship, and, in 2010 she became a Google Certified Teacher/Innovator.

Jason Gulya

Professor of English; Chair, Artificial Intelligence Council at Berkeley College

Jason Gulya is Professor of English at Berkeley College, where he teaches writing, Literature, and the Humanities. In 2022, Berkeley selected Jason as Faculty of the Year. Currently, he's developing a set of microlessons for faculty and students about AI in the classroom. He's also collecting powerful use cases for using AI to improve critical thinking, creativity, and innovation.

Lance Cummings

Associate Professor of Content & Information Development at UNC Wilmington

Lance Cummings is an associate professor of English in the Professional Writing program at the University of North Carolina Wilmington. Dr. Cummings explores content and information development in technologically and culturally diverse contexts both in his research and teaching. His most recent work looks at how to leverage structured content with rhetorical strategies to improve the performance of generative AI technologies and shares his explorations in his newsletter, Cyborgs Writing.

Laura Dumin

Professor at University of Central Oklahoma

Dr. Laura Dumin obtained her PhD in English from Oklahoma State University in 2010. She is a professor in English and Technical Writing at the University of Central Oklahoma. She has been exploring the impact of generative AI on writing classrooms and runs a Facebook learning community to allow instructors to learn from each other.

When she is not teaching, she works as a co-managing editor for the Journal of Transformative Learning, is a campus SoTL mentor, and directs the Technical Writing BA and advises the Composition and Rhetoric MA program. She has created four micro-credentials for the Technical Writing program and one for faculty who complete the AI workshop on campus.