CRITICAL ISSUES CONFERENCE
SCHEDULE OF EVENTS
HIGH SCHOOL STUDENT PANEL
Expo | 9 – 9:45 a.m.
Interest Session 1
10-10:45 a.m.
| Title | Speaker(s) | Location | Description |
| AI in Healthcare Education | Roxanne Buterakos UM-Flint Marilyn Filter UM-Flint | Suite H | In this session, we plan to introduce AI as it relates to healthcare and its importance in healthcare education and examples of how we are using it to immerse our students into virtual learning. |
| AI and Assessment: Ensuring Learning in the AI Age | Ray Francis Central Michigan University Jennifer L. Weible Central Michigan University | Suite A | As a result of participation in this session, attendees will a) develop an overall perspective for the current and potential relationship of Generative AI in the teaching and learning cycle, b) develop at least two strategies for incorporating Generative AI into their own personal knowledge-base of teaching and learning, and c) articulate an understanding of several promises and pitfalls of Generative AI in the teaching and learning process. |
| Integrating GAI in Open-Ended, Inquiry-Based Science Research Projects: Two University Case Examples and Suggestions for Implementation in STEM and Non-STEM Fields. | Ken Luzynski Saginaw Valley State University Gary M. Lange Saginaw Valley State University | Suite D | This session describes two inquiry-based lessons in biology at the undergraduate level: Genetics and Developmental Biology. Learning goals of both lessons are to have students design and execute a biology-relevant experiment. In both examples, one variable is completely unknown to the students. Students use GAI to rapidly develop foundational literature/knowledge based on their unknown factor, helping students ultimately construct an experimental design that is biologically relevant and results in greater student investment in the project (compared to, for example, canned laboratory experiences). Finally, we highlight features of Inquiry Lessons that lend themselves to a GAI component so this process may potentially be applied broadly in other academic fields. |
| The Impact of Generative Artificial Intelligence on Critical Thinking | Julie Broadbent UM-Flint Deanna Carr-West UM-Flint Julie Hollenbeck UM-Flint | Suite B/C | The release of the generative AI chatbot (GAI) ChatGPT to the public in November of 2022 resulted in a massive increase in the number of users of GAI (Curry, 2023), including college students and professors. However, little research has been conducted to determine the impact of GAI technology on critical thinking skills in college students. This session will describe the literature on the impact of students’ use of GAI on critical thinking skills, as well as two assignment examples that can be used by instructors to improve students’ critical thinking skills. |
| Implicit Bias and the Machine: Learning [About Ourselves] Alongside Generative AI | Jonathan Bartels UM-Flint | Suite F/G | This session will share a teaching practice and explore the implications of the use of generative AI as a learning tool with pre-service teachers (PSTs). In this activity, the PSTs designed a brief writing assignment and submitted it to UM-GPT to generate responses; the PSTs then critically evaluated the generated responses. After a class discussion about implicit bias, language registers, and digital content, we reflected on how we responded to the generated texts. In this context, generative AI can serve as a valuable tool for critical learning about language use and composition instruction. |
| I created a chatbot tutor using AI, and so can you! | Michelle Sahli UM-Flint | Suite E | This session will walk you through the steps and missteps of creating a tutor for a class using AI. Please bring your laptop because you will have an opportunity to create a tutor and see how easily it can be done. During the session, we will use the University of Michigan’s “Maizey” to create a tutor and learn lessons that can be applied to other chatbot programs. |
Interest Session 2
11-11:45 a.m.
| Title | Speaker(s) | Location | Description |
| Using AI in creative work- can we make it work for artists? | Nicole Broughton-Adams UM-Flint | Suite E | In this session, we’ll talk about ways it can be used in the creative process to help artists rather than replace them. We’ll also discuss the current state of affairs: ai and artists copyright- today’s truth, how much of a work can be generated by AI and still be considered art and accounting for implicit bias in AI responses. We don’t have all the answers yet, but we can figure out what to ask. |
| Talk 1: AI in Administration: Unlocking Efficiency Talk 2: AI-Assisted Learning: Empowering Students in the Classroom | Talk 1 Jennifer Blackwood UM-Flint Talk 2 Yael Sela UM-Flint | Suite B/C | Talk 1: This talk aims to demonstrate how AI technologies can be leveraged to streamline administrative duties, enhancing efficiency and decision-making processes. Talk 2: This talk aims to demonstrate how instructors can help students embrace the potential of AI platforms to empower their learning journey. |
| Commitment to Conversation: State of GenAI at University of Michigan Dearborn | Autumm Caines UM-Dearborn Christopher Casey UM-Dearborn Pamela Todoroff UM-Dearborn Stein Brunvand UM-Dearborn | Suite A | University of Michigan – Dearborn has taken several measures to address GenAI on campus but all of them have focused on the intersection of people and technology with a focus on productive conversations. This session will be a discussion outlining the various measures that have been undertaken (and rejected) across the campus. The session will include a report of faculty development initiatives, student information sessions, academic integrity policy adoption, campus-wide survey results, and classroom anecdotes from faculty about how students respond to GenAI as a learning tool and assignment ideas. This session, informed and led by our multidisciplinary task force of faculty, staff, and librarians, promises not just insights but practical strategies for harnessing GenAI in an educational context. Join us for an interactive discussion of real-world experiences, preparing educators and administrators to navigate the landscape of GenAI in education. |
| Unveiling the Human Touch in AI: Navigating the Intersection of Generative AI and Professional Learning Communities (PLC) in Education | John Cafagna Oakland University | Suite D | Explore the transformative potential of Generative Artificial Intelligence (GenAI) in education, with a particular focus on its intersection with Professional Learning Communities (PLC). This session will delve into practical strategies, real-world examples, and the human role in enhancing collaborative learning, data-driven decision-making, and ethical considerations within the context of GenAI. |
| Engineering Prompts for Generative AI: Asking Better Questions to Elicit Better Outcomes | Kristy Spann Bentley Community Schools | Suite H | Of four overarching problems with Generative AI (GAI)–cost, generality of large language models, time and skill required to create small language models for individual purposes, and understanding prompt engineering–this session will focus on prompt engineering. It is commonly said that “garbage in” results in “garbage out.” This idea applies to GAI. Therefore, we will focus on how to create effective prompts when using GAIS, considering factors such as specificity, establishing parameters, and nuancing language. It is important for teachers and students who use GAI to have knowledge about and skill in creating effective GAI prompts. Participants will understand what prompt engineering is, why it is important, and the basics of how to engineer prompts to maximize the relevance of generated material, whether it is text, code, images, video, or more. |
| Comparing ChatGPT with UMGPT: Student Preferences and Insights | Amal Alhosban UM-Flint | Suite F/G | This project aims to investigate and compare student preferences between ChatGPT and UMGPT, two cutting-edge language models. By conducting a comprehensive analysis, we seek to understand the factors influencing student choices and the reasons behind their preferences. This research will provide valuable insights into the user experience, usability, and potential educational applications of both models, contributing to a nuanced understanding of their respective strengths and areas for improvement. Through surveys, interviews, and usability testing, we aim to uncover the nuanced reasons behind students’ choices, shedding light on the implications for the development and adoption of AI language models in educational settings. |
Lunch – No scheduled events during this time
12-1:30 p.m.
UNIVERSITY STUDENT PANEL
Expo | 1:30 – 2:15 p.m.
Interest Session 3
2:30-3:15 p.m.
| Title | Speaker(s) | Location | Description |
| Leveraging AI for Enhanced Nursing Informatics and Clinical Decision-Making | Jeff Drake UM-Flint Barbara Kupferschmid UM-Flint | Suite D | This session presents an innovative approach using Artificial Intelligence (AI) in nursing education, particularly in nursing informatics. We will delve into the effective integration of AI in evaluating literature, enhancing proposal writing, and designing electronic health record (EHR) alert screens. The focus will be on AI’s role in improving time efficiency, its benefits in educational processes, and addressing challenges encountered. The session will culminate with actionable recommendations for integrating AI into future nursing informatics assignments. |
| The Adjacent Possible: Five Questions about Automated Writing | James Schirmer UM-Flint | Suite F/G | This session offers a series of open-ended questions about automated writing as related to creativity, humanity, labor, pedagogy, and time. Grounded in personal experience and practical application, the session leader endeavors to avoid apocalyptic and futuristic discourse in favor of the more incremental reality in which we all operate. |
| Preparing Preservice Teachers to Utilize Generative AI in the Classroom | Stein Brunvand UM-Dearborn Danielle L. DeFauw UM-Dearborn | Suite A | Participants will be introduced to a brief background on artificial intelligence (AI) with a specific emphasis on generative AI. Critical strategies teacher educators can use to help preservice teachers learn how to integrate AI in the classroom will be discussed. This session will explore generative AI tools beyond ChatGPT in order to help broaden the perspectives of participants and extend their thinking about how this technology can enhance the learning experience for students. Time will be spent demonstrating different generative AI tools and brainstorming how these tools may be used to design learning activities for K-12 students. |
| K-12 Teachers Using AI: An Ethical and Motivational Imperative | Elizabeth Buckhold Bentley Community Schools | Suite E | To provide equitable access for all students, educators have an ethical imperative to examine new paradigm shifts–the latest being artificial intelligence. AI has the potential to address inequalities by providing personalized instruction, immediate feedback, and teacher support. However, without supportive leadership, many teachers are left to explore AI in an independent, “free-range” environment, leading to frustrations, misconceptions, and limited implementation. To ensure AI is being used effectively, ethically, and legally, leaders in K-12 schools can take specific steps to show teachers the benefits of AI. By examining a case study of a local school district, this session will explore how leaders can motivate teachers to use AI. Challenges will also be discussed, such as fear and anxiety, disinterest, and lack of resources that limit an educator’s ability to grow. Findings and implications of this case study will be helpful for leaders working to promote AI. |
| Cultivating Criticality Using AI Generated Lesson Plans | Beth Spinner Alma College | Suite B/C | This presentation will explore how teachers can apply Muhammad’s (2019) Culturally and Historically Responsive Literacy (HRL) framework to lessons developed by AI in order to practice having a critical view of AI, using it in responsible and ethical ways, and to learn more about curriculum development as well as using AI in their own curriculum. |
| AI: Teacher Toolkit | Janell Maszatics Genesee Intermediate School District | Suite H | Artificial Intelligence is transforming education. In this session, you will learn how generative AI can be used to enhance teaching and learning practices in K-12 education. You will also see some examples of generative AI tools and applications that can support educators and learners in creating, exploring, and evaluating new ideas and knowledge. |
Interest Session 4
3:30-4:15 p.m.
| Title | Speaker(s) | Location | Description |
| Can generative AI help improve the quality of student learning? | Ricardo Alfaro UM-Flint Mehrdad Simkani UM-Flint Mohamed Daassa UM-Flint | Suite B/C | In this talk, we investigate the following questions: (a) Can AI lead to the creation of false mathematical/historical data? (b) What is the risk of AI making wrong predictions? (c) Can students recognize the false/accurate predictions given by AI? (d) Can AI help us recognize patterns/sort data that is presented? |
| AI Tools for Meeting Diverse Learning Needs | Sara Strouse Carman-Ainsworth Community School District Megan Vicari Carman-Ainsworth Community School District Kaitlyn Fenner Carman-Ainsworth Community School District | Suite F/G | We will introduce and model how to use AI tools to meet the needs of our diverse learners. By implementing these tools, we are able to personalize learning experiences, adapt to individual needs and strengths, examine multiple perspectives and increase engagement and academic achievement. |
| Navigating Trust in the Age of GenAI Chatbots: Dynamics in Higher Education | Autumm Caines UM-Dearborn | Suite A | How are GenAI chatbots reshaping the dynamics of trust between students and faculty? This session ventures into the world of trust in educational settings amidst the rise of GenAI chatbots. Drawing from the direct experiences of educators, instructional designers, staff, and students real-life scenarios where trust between students and faculty has been challenged will be presented. These include instances of faculty suspecting cheating, students fearing wrongful accusations of using AI-generated content, and everyone’s trust of technology platforms and data privacy. This session is not about providing definitive answers, but rather, it’s a platform for open discussion and collective exploration. We will engage in a candid dialogue about these emerging challenges, sharing experiences, concerns, and perspectives to better understand the evolving dynamics of trust in the era of GenAI. |
| Generative AI and the Continuing Importance of Information Literacy | Jennifer Dean UM-Flint Liz Svoboda UM-Flint | Suite D | GAI models are embedded in a variety of applications. These models are trained using existing information, which is then formatted and delivered within the context of the GAI application. Bias, mis- and disinformation, and ethical use of information resources can be confounding to student and experienced scholars. GAI adds another layer to finding and using reputable, creditable, and appropriate information, the building blocks of information literacy. Participate in this session to learn more about the role of existing information in training GAI tools and the continuing importance of information literacy in learning and teaching. |
| Now the Hard Work Begins: Inviting Writers to Use AI Tools | Andy Schoenborn Clare Public Schools Amanda Cornwell Central Michigan University | Suite E | AI offers a new set of generative complications for students, and teachers, pushing us all to begin the hard work of collaborating with robot writers. Rather than seeing AI as a tool for cheating, we will share activities and ideas for guiding students as they engage, ethically, with AI writing generators to play with ideas, leading them to then plan, draft, and revise their writing. |
| Using AI to Grade a Range of Student Writing Assignments in Elementary School: Successfully! | Elliot Soloway University of Michigan Anne Tapp Saginaw Valley State University | Suite H | In our session we will describe how myGPTgrader, an AI-based app, is saving teachers and Michigan schools considerable time and providing timely and effective feedback to students in grades 3-5. We will describe the challenges of guiding ChatGPT, the LLM that underlies myGPTgrader, in making accurate analyses of student writing assignments. To ensure truly personalized feedback, myGPTgrader provides teachers with the analyses of the students’ writing assignments; the teacher then releases the analyses to the students after reviewing and potentially modifying myGPTgrader’s analyses. We have compared myGPTgrader analyses of the writing samples on the M-STEP website with the analyses of human graders also provided on the website; myGPTgrader’s analyses are indistinguishable from those of the trained human graders! While in the early stages, our work points to a powerful role that AI can play in supporting teachers! |
Social Reception
Lobby | 4:30-5 p.m.
DINNER with Keynote Speaker
Expo | 5-7 p.m.
Education in an age of Generative AI
In an era marked by significant challenges—from pandemics and climate crises to social injustices and human migration—Generative Artificial Intelligence (Gen AI) has emerged as a defining force of our times. This technology, generative, multimodal and social, is unlike any we’ve encountered before. It brings with it a cascade of opportunities and risks, redefining the boundaries of possibility and peril. In his keynote presentation, Dr. Punya Mishra delves into the nuances of what generative AI is (and isn’t). He emphasizes the need for educators to be creative, playful, proactive, and informed in their strategies, ensuring that AI serves as a tool for enhancing learning experiences, rather than dictating them. He also speaks to significant long-term risks, given the broader social context within which these technologies function, that educators need to be prepared to address. Dr. Mishra advocates for a playful yet thoughtful approach, recognizing the transformative potential of AI while remaining vigilant about its societal implications.
