AI Teaching & Learning Community of Practice Series

About

We'd like you to be part of the AI CoP for Teaching & Learning at UCR! Submit the form below to participate in this opportunity to gather faculty and instructors looking to collaborate and learn from one another as we discuss ways to incorporate AI into our courses.

For the Fall 2026 quarter, we will explore strategies and learn from those already integrating AI in their courses through hands-on demonstrations and dedicated work time. We encourage participants to come ready to engage in discussion, hands-on activities, and thoughtful application of AI.

Typical session structure: 2–3 presenters each, 40 minutes per session. a 6–10 minute pitch per presenter (variable based on # of presenters), followed by 20–30 minutes in breakout rooms.

Please register to receive Zoom meeting details: (link below)

Session 1 (Fri., Oct. 16th, 10 - 11am):

“Learnmaxxing and GenAI: Critical AI Literacy as Both a Method and an Outcome” with Rory Moore, PhD, Continuing Lecturer, University Writing Program. Descr.: My presentation focuses on goals for AI literacy connected to a core writing course on semiotics; how I used GAI to develop the materials for study; a review of worksheets students used to work through scaffolded inquiry; an example of student work; and suggestions for adapting the project for other disciplines.

“From AI Users to AI-Aware Learners” with Karthikeyan Chandrasegaran, PhD, Assistant Professor, Department of Entomology. Descr.: This session will explore how we can design learning activities that make students more aware of what AI does well, where it can go wrong, and when human judgment is still essential. I will use simple examples to show how AI can sound convincing even when the evidence is incomplete, and how those moments can be turned into useful teaching opportunities.

"Creating AI-Aware Assignments and Assessments in Higher Education" with Ann Kwinn, PhD, Manager of Instructional Design and Quality Control for UC Riverside Extension. Descr.: The wide adoption of generative AI has fundamentally challenged the traditional "final product" model of academic assessment. For decades, the essay served as the primary proxy for student cognition. This session provides a roadmap for instructors to redesign assignments. Allowing students to farm out their work to a machine risks erasing the opportunity for students to learn. By utilizing the five pillars framework of how to mitigate this risk in the new AI-powered world (these pillars are situatedness, process, cognition, format and personalization) instructors can create useful assignments that promote learning.