Full Agenda

• 9:00 to 9:30 a.m.: Opening Address

  Main Ballroom

  FIU's Vision for Artificial Intelligence in Teaching and Learning

  Dr. Elizabeth Béjar, Provost, Leanne Wells, Provost's Office of Faculty Leadership and Success, and Dr. Jennifer Gebelein, Center for the Advancement of Teaching

• 9:30 to 9:55 a.m.: Concurrent Session 1

  East Ballroom

  Creating Organized Chaos in the BIG Classroom - Dealing with Attendance

  Dr. Jairo Gasiba; Math Pedagogy Program (CASE)

  Teaching in a class with 150 students can be a challenging endeavor for both veteran and rookie professors. Issues arose in maintaining good attendance throughout the semester and keeping student interest high. If students do not attend class, how can they see any possibility of passing? New methodologies and changes were created to College Algebra during the summer of 2024. Innovative changes to grade scales were made with an emphasis on attendance. Changes to in-class procedures were tested out with promising results. Data showed two college algebra classes in the Fall of 2024 had passing rates of 72% and 78% while maintaining attendance at or above 75%. The findings indicated a positive correlation between attendance rates and passing rates.

  Main Ballroom

  Bridging Gaps: Accommodation vs Accessibility

  Amanda Niguidula and Martha Wong; Disability Resource Center

  In the evolving landscape of higher education, the distinction between accommodation and accessibility is pivotal to fostering truly inclusive environments. This presentation explores the nuanced differences between providing individual accommodations and creating universally accessible spaces from the outset. While accommodations are reactive measures that address specific needs, accessibility is a proactive approach that anticipates and removes barriers for all individuals. Drawing on real-world examples and best practices, this session will highlight strategies to shift from a compliance-based mindset to one of inclusion and accessibility.

  West Ballroom

  The Perfect Prompt – Teaching AI-Driven Creativity in the Classroom

  Jessica Kizorek; Lee Caplin School of Journalism & Media (CARTA)

  AI-generated scripts, voiceovers, music, images, and videos all start with one essential ingredient: the prompt. In my Writing for Video class, students quickly realize that AI isn’t a magic wand—it requires precise input, structure, and iteration to generate quality output. This session explores the AI workflow through the lens of Human-Computer Interaction (HCI) and how to train students to craft the perfect prompt for creative AI tools.
  We’ll discuss context, intention, deliverables, and format, referencing real assignments where students applied AI at FIU.

• 10:00 to 10:25 a.m.: Concurrent Session 2

  East Ballroom

  Facilitating Learning with AI in an Online Math Class, Pt. 1

  Roneet Merkin, PhD; Mathematics and Statistics (CASE)

  Creating assignments that facilitate learning in an online math course is challenging. Understanding that students would likely use AI to complete their work required a refresh of the way the material was presented. In order to minimize the copying of work directly from online sources, the assignments were redesigned to encourage use of AI and then reflection of the information. The goal was to not avoid using online resources, but instead use them to facilitate critical thinking alongside the learning of the mathematical content.
  Part 2 of this presentation follows immediately in Concurrent Session 3, 10:30 to 10:55 a.m. in the East Ballroom.

  Main Ballroom

  Vetting Technology

  Matthew Hagood; Division of IT

  This presentation will outline the process of using the Technology Evaluation Group (TEG) to assess new or renewing technology. This is crucial in the post-pandemic era, where many technologies have been quickly implemented without considering their digital accessibility or cybersecurity elements.

  West Ballroom

  Tools, Tools and more Tools: Can educational technology lighten the burden

  Carla Abad and Arlene Garcia; Psychology (CASE)

  As higher education continues to evolve, faculty face increasing demands on their time, from course preparation and grading to student engagement and administrative tasks. Educational technology has the potential to ease these burdens. This presentation shows how yellowdig and Harmonize can support teaching faculty by streamlining workload, enhancing instructional delivery, and at the same time improving student learning outcomes and engagement, through real-world examples and faculty experiences. Additionally, faculty who struggle with steep learning curves of new tool will benefit from discussions on best practices for adoption and implementation.

• 10:30 to 10:55 a.m.: Concurrent Session 3

  East Ballroom

  Facilitating Learning with AI in an Online Math Class, Pt. 2

  Roneet Merkin, PhD; Mathematics and Statistics (CASE)

  Creating assignments that facilitate learning in an online math course is challenging. Understanding that students would likely use AI to complete their work required a refresh of the way the material was presented. In order to minimize the copying of work directly from online sources, the assignments were redesigned to encourage use of AI and then reflection of the information. The goal was to not avoid using online resources, but instead use them to facilitate critical thinking alongside the learning of the mathematical content.
  Part 1 of this presentation precedes in Concurrent Session 2, 10:00 to 10:25 a.m. in the East Ballroom.

  Main Ballroom

  Leveraging AI for Learning: Writing Assignment Design Across the Curriculum

  Ming Fang and Kimberly Harrison; Writing across the Curriculum Program, Lindsey Maxwell; History (GSIPA), Elizabeth Whiteman; Biology (CASE), and Walfried Lassar, Marketing and Logistics (COB)

  This panel highlights work done by faculty in recent Writing Across the Curriculum workshops. We will first introduce four approaches to AI-infused assignment design that foster student engagement, develop AI literacy, and align with course learning outcomes. Faculty panelists from Humanities, STEM, and Business will share how they have implemented these approaches in their writing assignments. This session will be valuable for faculty across disciplines who are looking for practical strategies for AI integration in writing assignments. Attendees will gain immediately applicable ideas for designing assignments that increase student engagement and improve their AI literacy. Faculty will leave with concrete strategies and adaptable models.

  West Ballroom

  How to leverage Artificial Intelligence for better work-life balance

  Dr. Maria Reid and Dr. Rachel Ritchie; Psychology (CASE)

  In today’s fast-paced work environment, achieving a healthy work-life balance can feel like an impossible challenge. This presentation explores practical ways to leverage AI for better work-life balance, focusing on how to enhance productivity, improve efficiency, streamline tasks, provide smarter time management strategies and reduce burnout.

  We will discuss AI-powered solutions such as virtual assistants, automated scheduling, intelligent email management, and data-driven decision-making tools. This session will provide attendees with actionable strategies to harness AI’s potential without feeling overwhelmed by technology and help you discover how AI can become an ally in achieving a more balanced and fulfilling work-life dynamic.

• 11:05 to 11:30 a.m.: Concurrent Session 4

  East Ballroom

  Empowering Faculty with AI, Part I: Streamlining Faculty Work

  Dr. Julia Parker and Dr. Emanuele Rizzi; Psychology (CASE)

  Part 1 (of 2) explores how faculty can use AI to help them with daily work. We will discuss the emerging role of generative AI in higher education, emphasizing its inevitability and potential for helping faculty. Given AI’s growing importance in the job market, it is important for faculty to learn how can enhance teaching by aiding course preparation, assignment design, and accessibility improvements. We will also share concrete real-world examples of ways we have used AI tools to save time. We will also discuss other considerations to AI use, including ethics, privacy, and equity.
  Part 2 of this presentation follows immediately in Concurrent Session 5, 11:35 a.m. to 12:00 p.m. in the East Ballroom.

  Main Ballroom

  Lights, Camera, AI! Making Learning Fun with Videos and Avatars

  Dr. Nancy Richmond and Edward Duran; Department of Information Systems and Business Analytics (COB)

  As generative AI transforms education, faculty seek new ways to engage students and connect theory to practice. This session explores how AI tools - video creation, talking avatars, and AI-generated images - enhance scenario-based learning and digital content creation.

  Students often ask, “How will I use this in my job?” AI-driven scenarios create immersive experiences that mirror workplace challenges, helping students apply concepts meaningfully. Interactive videos, lifelike avatars, and engaging visuals capture attention and sustain engagement through real-world applications.

  Attendees will learn how AI-driven strategies enhance creativity, critical thinking, and job-ready skills, with practical takeaways for any discipline.

  West Ballroom

  AI Unlocked: Transforming Teaching with Artificial Intelligence

  Sherwin Jose and Laura Monsalvatge; Teaching and Learning (CASE)

  FIU faculty will benefit from hearing about my teaching practice because it demonstrates innovative and practical ways to integrate GenAI into education. My approach moves beyond theory, providing hands-on strategies for content creation, personalized learning, and critical thinking development. By sharing structured group activities, real-world simulations, and prompt engineering techniques, I empower educators to enhance student engagement and adapt to technology-driven classrooms. My collaborative model fosters a community of practice, helping faculty navigate GenAI’s challenges while maximizing its potential to improve teaching and learning outcomes.

• 11:35 a.m. to 12:00 p.m.: Concurrent Session 5

  East Ballroom

  Empowering Faculty with AI, Part II: Realistic Integration with Coursework

  Dr. Julia Parker and Dr. Emanuele Rizzi; Psychology (CASE)

  In part 2 (of 2), we will present student-driven approaches to integrating AI into assignments. We discuss how the educator’s role has shifted with these rapid developments in the availability of knowledge and content generation, with a focus on leveraging existing established pedagogical principles in an AI space. We will present several concrete example assignments from our own courses that use AI as a tool for learning rather than a shortcut. We also provide an authentic perspective by highlighting the pitfalls and ways that these assignments did not always pan out as planned. This session aims to provide tangible examples while having an honest but optimistic view towards how to move forward in the future.
  Part 1 of this presentation precedes in Concurrent Session 4, 11:05 to 11:30 p.m. in the East Ballroom.

  Main Ballroom

  FIU's Artificial Intelligence and Innovation Ecosystem

  Jennifer Gebelein; Center for the Advancement of Teaching, and Robert Grillo; Division of IT

  West Ballroom

  From Blockchain to ChatGPT: A New Era in Finance Teaching

  Florent Rouxelin; Department of Finance (COB)

  The Financial Innovations course at Florida International University integrates blockchain technology and AI to provide students with hands-on experience in financial innovation. Assignments include minting NFTs, creating ERC-20 tokens, and mining Monero, supported by ChatGPT as a troubleshooting and learning tool. By utilizing MetaMask, IPFS, Remix, and smart contracts, students gain technical expertise while developing problem-solving skills. ChatGPT enhances independent learning, reinforcing AI's role in financial education. This approach equips students with essential skills to navigate the evolving fintech landscape and prepares them for careers in blockchain-based finance.

• 12:00 to 1:00 p.m.: Lunch

  Main Ballroom

  Join us for lunch, where concurrent session presenters will have an assigned table to continue the conversation.

• 1:00 to 1:55 p.m.: Lightning Round 1

  East Ballroom

  1:00 to 1:12 p.m.: Chemical Reactions And The Law of Large Numbers - A Simulation-based Learning

  Mrinal Chakraborty; Chemistry and Biochemistry (CASE)

  We represent chemical reactions symbolically, reactants A and B, forming product C, upon reacting with each other. The reality, however, is far more complex than this. Reactant does not mean only one reactant molecule, rather it is an ensemble of millions of identical copies and same is true for products. Moreover, molecules are in motion in all possible directions with wide range of velocities and kinetic energies. The law of large numbers and randomness are the two key factors that governs the outcome of certain reactions that we can experimentally observe. The objective of this in-class activity is to help students understand, from a statistical point of view, why certain chemical processes give rise to predictable product distribution.

  1:14 to 1:26 p.m.: ACT and AI: Guiding Students to Build Their Future Roadmap

  Dr. Shed Boren; School of Social Work (RSCPHSW)

  Reducing academic stress is vital for students' well-being and deeper learning. Stress often leads to AI misuse. Universities should foster resilience and psychological safety through supportive policies and ACT, as explained by Polyvagal Theory. Ethical AI guidance enhances critical thinking, addressing misinformation, bias, and over-reliance. By teaching students AI's pitfalls, they can use it for self-reflection and growth. This session explores using ACT to enhance flexibility and integrate AI in education, maintaining integrity and improving outcomes.

  1:28 to 1:40 p.m.: Making Lectures Relevant and Memorable: Strategies for Success

  Jefferson Noël; School of Communication (CARTA)

  This workshop, "Making Lectures Relevant and Memorable: Strategies for Success," offers practical techniques to boost student engagement and retention. Learn to identify student passions through surveys, group discussions, and one-on-one interactions, enabling tailored course content. The session also shows how to use real-world examples—from sports and environmental issues to business news—to connect abstract ideas to everyday experiences. Additionally, it promotes student reflection and application, linking academic concepts to personal and community experiences.

  1:42 to 1:54 p.m.: Reaching across synchronous, asynchronous, hybrid, and live classrooms

  Ryan Winter; Psychology (CASE)

  This presentation will discuss two methods to reach all students in a course regardless of their instructor or class modality. All students in psychology enroll in our standardized research methods course, but not all students receive face-to-face instruction or get the chance to ask questions in a synchronous class format. One way the psychology department reaches across these modalities is providing a Help Center that all students can access. Another way is providing online workshops open to all students that inform them about upcoming paper assignments and allow them to ask questions in real-time. This presentation will discuss both options and show how it can benefit students in all modalities.

• 1:00 to 1:55 p.m.: Lightning Round 2

  Main Ballroom

  1:00 to 1:12 p.m.: Developing AI Tools for Faculty: My Experience with Rubric Maker

  Dr. Marc Weinstein; Global Leadership and Management (COB)

  This presentation will discuss the development of Rubric Maker, an AI tool for the generation of rubrics for grading a broad range of assignments. The presentation will detail three separate approaches. The first approach used Open AI’s Customized Chatbot. The second approach used Claude Sonnet to program a static version of Rubric Maker. The third approach uses a combination of artificial and human intelligence to develop a freestanding application, powered by OpenAI via an API. The advantages and limitations of these three approaches will be discussed as well as a suite of comparable applications under development.
  This lightning talk accompanies a poster presentation from 3:00 to 4:00 p.m.

  1:14 to 1:26 p.m.: Move that Mindset! Embrace chatGPT (strategically) for authentic assessment

  Marie Barnes; Global Leadership and Management (COB)

  After attending and being inspired by the CAT faculty reading group, Teaching with AI, I ventured into the great abyss of building AI into my management courses. Throughout the Fall 2024 semester, I developed a mindset of teaching students the skill of how to use genAI "right" - as a tool, assistant, etc. - rather than a meaningless shortcut to cheat on assignments. Feedback from students on the open-ended, authentic assessments I developed and used has been positive. I even had students who said they'd never used chat GPT and were grateful for learning it at FIU. Lessons learned, before and after implementation of the authentic assessments will be shared. I will gladly answer any questions from the audience based on my experience.

  1:28 to 1:40 p.m.: Enhancing Career Readiness with AI

  Rosa Chang, PhD.; Department of Criminology and Criminal Justice (GSIPA)

  As AI becomes integral to the workforce, students must learn to use it effectively while maintaining authenticity. In my undergraduate professional development course, I initially piloted the integration of Copilot to assist students in crafting resumes, targeted resumes, and cover letters. Based on insights from this initial implementation, I am now revising the related assignments to enhance rigor, ensuring a more structured and analytical approach to AI-assisted career preparation. This practice offers FIU faculty a model for AI-enhanced learning that fosters career readiness and responsible AI use, equipping students with skills applicable beyond the classroom.

  1:42 to 1:54 p.m.: The AI Advantage: Enhancing Learning without Replacing Thinking

  Otis Kopp; Marketing and Logistics (COB)

  Artificial intelligence is no longer the future—it is the now, and educators must adapt to its presence in the classroom. Many students have already begun using AI chatbots like ChatGPT on their assignments, sometimes submitting AI-generated content as their own work. While this presents challenges, it also offers an opportunity to reframe AI as a tool for learning rather than a crutch that diminishes critical thinking. This presentation explores strategies to guide students in using AI responsibly—as a collaborator that enhances learning, fosters creativity, and deepens engagement with course material, providing practical examples of how I have integrated AI into my course curriculum.
  This lightning talk accompanies a poster presentation from 3:00 to 4:00 p.m.

• 1:00 to 1:55 p.m.: Lightning Round 3

  West Ballroom

  1:00 to 1:12 p.m.: Careers for History Majors

  Tovah Bender; History (GSIPA)

  Careers for History Majors is a flexible online course developed by a team of history faculty with support from CAT. Within three units, the course helps students articulate both the skills they possess as majors and their own interests; guides them through an exploration of several career fields of their choice; and supports them in constructing the materials they need to begin on the journey to their chosen career. In this poster presentation, I will describe the course and the success it has had in motivating students to take first steps towards potential careers; in it's first iteration, 9 of 45 students ended the semester with a new job or internship, while many others had applications pending. I will also address continued challenges.
  This lightning talk accompanies a poster presentation from 3:00 to 4:00 p.m.

  1:14 to 1:26 p.m.: The Practicum Playbook: Enhancing Practicum Preparation through AI tools

  Cindy Perez, MPH; Online Master’s in Public Health Program (RSCPHSW)

  As part of the FIU Online Master’s in Public Health program, students are required to complete a practicum, which involves creating a proposal that allows them to apply academic knowledge in real-world public health settings. Crafting a strong practicum proposal is a critical step in this process, yet many struggle with understanding the process, engaging with agencies, and aligning projects with organizational goals. To address this challenge, The Practicum Playbook, developed using Notebook LM, provides students with a structured, conversational resource to help them navigate the proposal development process effectively.

  1:28 to 1:40 p.m.: AI in the College Composition Classroom

  Courtney Glass; English (CASE)

  I will present a couple of activities I use in my ENC 1102 course to introduce students to AI (specifically, LLMs) and to explore ideas on how to use AI effectively and ethically in the classroom. The lesson plan involves independent writing, group discussion, class discussion, and a group activity. The goals of the activities are to encourage students to think critically about the applications and limitations of AI in writing. While designed for FYW, these activities could be adapted to work in any class that involves a writing component.

  1:42 to 1:54 p.m.: Igniting Interest, Investment, Involvement, & Interaction

  Jacqueline Nusz; Liberal & Interdisciplinary Studies (CASE)

  In the fall of 2023, U.S. Surgeon General Vivek Murthy, visited college campuses on his “We are Made to Connect” Tour to address the growing concern of student loneliness. One of his aims on the tour was to provide opportunities for students to feel moments of connection in their lives. This, he says, is fundamental to student well-being and success.

  If belonging is essential to student success, how are we providing opportunities for this in our classrooms? Are we intentionally planning activities that facilitate interaction between students? Are we consistently promoting a human dimension of significant learning to create a classroom culture that builds student confidence, value, and investment?

  When I intentionally plan for these moments of involvement for students in my classroom, I notice that assignments submitted are more robust, discussions are more engaged, students communicate with me more often, and they also share their insights and perspectives more freely with each other.

• 2:05 to 3:00 p.m.: Lightning Round 4 (STEM Spotlight)

  East Ballroom

  2:05 to 2:17 p.m.: STEM Faculty Professional Development Community on the Scholarship of Teaching and Learning

  Rocio Benabentos, Idaykis Rodriguez, and Gabriella Grandville; STEM Transformation Institute, and Kathleen Quardokus Fisher; Duke University

  The scholarship of teaching and learning (SoTL) can be used as a faculty learning strategy that promotes student-centered pedagogy, facilitates faculty understanding of students’ needs, and promotes faculty reflective practices. The STEM Transformation Institute SoTL Fellows project established a three-year faculty learning community to support the development of SoTL research skills and help faculty better understand their students’ needs and experiences. The project will investigate how faculty professional development in SoTL facilitates the adoption and dissemination of student-centered teaching practices. Initial findings support the use of SoTL as a mechanism for faculty development as well as indicate shifts in faculty perceptions of teacher-student relationship and its impact on faculty's teaching philosophy.
  This lightning talk accompanies a poster presentation from 3:00 to 4:00 p.m.

  2:19 to 2:31 p.m.: Calculus Meets AI: Unleashing Mathematical Intelligence in the Age of Artificial Intelligence

  Jorge Hernandez and Akorede Oluwo; Mathematics and Statistics (CASE)

  Integrating Machine Learning (ML) and Artificial Intelligence (AI) into the Calculus 1 curriculum modernizes mathematics education and enhances student engagement. This initiative introduces AI concepts such as gradient descent, optimization, and data-driven decision-making while reinforcing core calculus principles like derivatives, limits, and integrals. Through interactive examples and real-world applications, students develop computational thinking and problem-solving skills relevant to AI-driven industries. Feedback from a recent Calculus 1 class showed that 21 out of 31 students preferred a Calculus 1 course incorporating AI applications. By aligning with FIU’s strategic focus on STEM innovation, this approach prepares students for careers in technology, finance, healthcare, and environmental sciences. This session will showcase AI-integrated lesson plans, student engagement strategies, and assessment methods, demonstrating how calculus can serve as a gateway to AI literacy.

  This presentation offers practical strategies for embedding AI into foundational STEM courses, demonstrating how emerging technologies can be seamlessly integrated into traditional curricula. Attendees will gain insights into student engagement, interdisciplinary teaching approaches, and how AI tools can enhance calculus instruction. The discussion will also highlight potential grant opportunities and institutional support for AI-enhanced learning initiatives.
  This lightning talk accompanies a poster presentation from 3:00 to 4:00 p.m.

  2:33 to 2:45 p.m.: Transformation of a STEM course to improve student perception of mentorship

  Matthew Anderson and Karla Rivera-Caceres; Biological Sciences (CASE)

  Mentorship is an essential component to increase diversity in STEM as it helps students, especially those in minority groups, develop a strong identity as STEM professionals. However, few students perceive having received mentorship during college. There have been recent efforts to develop mentoring initiatives to help STEM students increase their social, human and cultural capital. As part of the transformation of a capstone course, we implemented elements to increase mentorship– Instructor Mini Bios for students to feel connected to their professors and In-class Mentorship activities with a focus on self-perception of preparedness. We present preliminary results and discuss how to implement similar techniques in large courses.
  This lightning talk accompanies a poster presentation from 3:00 to 4:00 p.m.

  2:47 to 3:00 p.m.: Experiential Learning in Statistics: The Savannah Math Labs™ Approach

  Deborah Goldwasser; Mathematics and Statistics (CASE)

  Lab-based experiential learning can enhance and deepen the understanding of key statistical concepts such as The Law of Large Numbers, Expected Value, Discrete Random Variables, The Central Limit Theorem and Statistical Bias. Lab-based projects model the process of producing a scientific paper, whereby students perform a computational analysis and subsequently reflect on the results in a short, written report. Students develop technical skills in scientific writing as well as Microsoft® Excel®, transferable skills applicable to a future career, campus research project or internship. Video-based tutorials detail data analysis steps and reinforce statistical concepts.
  This lightning talk accompanies a poster presentation from 3:00 to 4:00 p.m.

• 2:05 to 3:00 p.m.: Lightning Round 5

  Main Ballroom

  2:05 to 2:17 p.m.: AI-supported Analytical Reading/Writing Group Work

  Victor Uribe; History (GSIPA)

  Will showcase several AI-supported assignments I have included in both an ongoing upper division class and a graduate seminar. They involve the AI-supported analytical reading of either original historical documents or secondary sources, and also incorporate subsequent written group reflections aimed at filling AI-gaps, correcting mistakes, and enhancing the original AI product. The presentation (and related assignments) concern a combination of active learning, group work, and teaching with AI. This is all the result of CAT's recent and wonderful Teaching with AI Workshop.

  2:19 to 2:31 p.m.: Escape the Exam Trap: Engaging Assessments that Empower Students

  Camila Granados-Cifuentes; Biology (CASE)

  Traditional exams often create unnecessary stress and can lead to underperformance, limiting students' ability to engage with the material effectively. To address this issue, I redesigned assessments by implementing interactive escape-room-style quizzes that focus on learning rather than test-taking anxiety. These quizzes allow students to use approved resources, collaborate with LAs, and take ownership of their work by self-assigning a grade based on a specific rubric. The results speak for themselves: higher grades, a deeper understanding of the material, and overwhelmingly positive feedback from students. Let's rethink assessments and create learning experiences that empower and engage students!

  2:33 to 2:45 p.m.: Beyond the Classroom: Creating Immersive Asynchronous Learning w/ PlayPosit

  Maikel Right; Honors College and FIU Online, and Aaron Robles; FIU Online

  Many gamified learning experiences are designed with in-person engagement in mind, making transformative gamification in asynchronous courses rare and difficult to implement. This session explores how adaptive, gamified mixed reality experiences can be created for asynchronous learners using PlayPosit Bulbs—without the need for extensive resources or outside expertise. Participants will first define mixed reality and its applications in online learning, then analyze the Digital Legacies Immersive Syllabus Quiz as a case study. Attendees will leave with a practical framework for implementing mixed reality experiences using PlayPosit, unlocking new ways to boost student engagement, knowledge retention, and interactivity in online courses.
  This lightning talk accompanies a poster presentation from 3:00 to 4:00 p.m.

  2:47 to 3:00 p.m.: Using AI: Designing Assignments to Promote Complex Cognitive Skills

  Elizabeth Marsh; School of Communication (CARTA)

  As AI tools advance, educators face both opportunities and challenges. This presentation offers a practical approach to integrating AI into coursework, showing how it can enhance each stage of the learning process, from brainstorming to simulation. Attendees will explore strategies for designing assignments that promote critical and creative AI use. The session provides a framework and adaptable resources for updating assessments, helping educators foster higher-order thinking skills in an AI-driven future. It also offers a chance to connect with colleagues across disciplines, encouraging a collaborative, purposeful approach to AI integration in higher education.
  This lightning talk accompanies a poster presentation from 3:00 to 4:00 p.m.

• 2:05 to 3:00 p.m.: Lightning Round 6

  West Ballroom

  2:05 to 2:17 p.m.: Preserving Stories, Honing Skills: Oral History, Food, and the Job Market

  Dr. Erica del Riego; Honors College

  Oral history assignments re-engage students while enhancing job marketability skills. This presentation explores an assignment inspired by Michael Pollan’s "Cooked", where students conduct and archive interviews on the transformative power of food using the StoryCorps app. This process builds essential skills in active listening, interviewing, storytelling, and digital archiving—key for career readiness. By presenting their findings, students also strengthen public speaking and critical thinking skills, while also having the opportunity to engage in a community service project. This session highlights how oral history fosters engagement, cultural connection, and real-world competencies beyond the classroom while contributing to the Library of Congress Folklife Center.

  2:19 to 2:31 p.m.: COIL-laborative Writing: Crafting Global Business Proposals

  Dr. Tatiana Andrienko-Genin; School of Communication (CARTA)

  This presentation explores an innovative business writing COIL project that immerses students in real-world virtual collaboration. Working in international teams, students research global companies, craft persuasive business proposals, and produce engaging video presentations. In addition to enhancing business communication skills, the project fosters intercultural competence, digital literacy, and teamwork in a globalized professional environment. Attendees will gain insights into virtual team collaboration and leadership, experience challenges and develop best practices for integrating authentic international experiences into business writing courses.

  2:33 to 2:45 p.m.: Active Learning in Motion: Active Bodies, Active Minds!

  Ana Paula Benaduce; Biological Sciences (CASE)

  In my human anatomy classroom, active learning goes beyond traditional methods to include kinetic engagement. Through activities like push-ups while reciting cranial nerves, full-class theaters where students become parts of the heart, and collaborative simulations, students embody the material, turning it into a lived experience. This physical involvement boosts retention, strengthens teamwork, and helps students feel connected. By making learning interactive and fun, students become more confident and eager to engage with the material. Active learning, in this form, becomes a transformative experience where everyone plays a role in the process.
  This lightning talk accompanies a poster presentation from 3:00 to 4:00 p.m.

  2:47 to 3:00 p.m.: AI-Powered Resiliency: Envisioning the Future of Sustainable Communities

  John Stuart; Architecture (CARTA)

  In this presentation, I will share insights from ARC 6356, an Architecture course at FIU that integrates Artificial Intelligence (AI) as a dynamic tool for research, design, and critical engagement. This course leverages AI to enhance students’ analysis of historical and environmental data, serving both as a research assistant and a partner in generating speculative visualizations. By positioning AI as a future “client,” students engage with the technology as they would with real-world stakeholders, fostering interdisciplinary problem-solving and critical thinking. This approach deepens their technical skills and prepares them for a professional future in which AI is integral to design and decision-making processes. By sharing this work, I aim to spark conversations about how AI can enrich teaching, foster creativity, and push disciplinary boundaries at FIU, ultimately contributing to the development of sustainable communities and aligning with the university’s mission of experiencing impact, in this case through AI and professional education.
  This lightning talk accompanies a poster presentation from 3:00 to 4:00 p.m.

• 3:00 to 4:00 p.m.: Poster Presentations

  Ballroom Foyer

  Designing the Future: Instructional Redesign, AI Integration, and Inclusive Teaching

  Tania Torrado; Interior Architecture Department (CARTA)

  This presentation will engage FIU faculty by exploring teaching practices that merge new technology and inclusive pedagogy to prepare students for the fast-paced, innovative industries of tomorrow. By combining instructional redesign, AI integration, and real-world problem-solving, this approach helps students develop critical thinking, adaptability, and technical skills. The session will offer practical strategies for incorporating AI into instructional design (ID) while fostering inclusivity, equipping students to become creative, adaptable professionals in the evolving industry landscape.

  Implementing Active Learning to Enhance Student Performance in Engineering Mechanics of Materials

  Cora Martinez-Franklin, Ph.D.; Civil & Environmental Engineering (CEC)

  Active Learning has been implemented in the Engineering Mechanics of Materials course since Fall 2021, using real-world engineering scenarios to enhance student engagement and understanding. Supported by three LAs and tutors each semester, these activities have improved motivation, comprehension, and passing rates. The Gateway Survey from the Center for the Advancement of Teaching provides valuable feedback for continuous improvement.

  Additionally, Project-Based Learning is integrated through team-based engineering projects utilizing Mathcad or MATLAB. These projects promote collaboration, problem-solving, and technological proficiency. Some align with ASCE competitions, encouraging student participation in annual ASCE conferences.

  AI Tools for Faculty

  Dr. Marc Weinstein; Global Leadership and Management (COB)

  This poster accompanies a lightning talk in Lightning Round 2

  The AI Advantage: Enhancing Learning without Replacing Thinking

  Otis Kopp; Marketing and Logistics (COB)

  This poster accompanies a lightning talk in Lightning Round 2

  Careers for History Majors

  Tovah Bender; History (GSIPA)

  This poster accompanies a lightning talk in Lightning Round 3

  STEM Faculty Professional Development Community on the Scholarship of Teaching and Learning

  Idaykis Rodriguez, Rocio Benabentos, and Gabriella Grandville; STEM Transformation Institute, and Kathleen Quardokus Fisher; Duke University

  This poster accompanies a lightning talk in Lightning Round 4

  Calculus Meets AI: Unleashing Mathematical Intelligence in the Age of Artificial Intelligence

  Jorge Hernandez and Akorede Oluwo; Mathematics and Statistics (CASE)

  This poster accompanies a lightning talk in Lightning Round 4

  Transformation of a STEM course to improve student perception of mentorship

  Matthew Anderson and Karla Rivera-Caceres; Biological Sciences (CASE)

  This poster accompanies a lightning talk in Lightning Round 4

  Experiential Learning in Statistics: The Savannah Math Labs™ Approach

  Deborah Goldwasser; Mathematics and Statistics (CASE)

  This poster accompanies a lightning talk in Lightning Round 4

  Beyond the Classroom: Creating Immersive Asynchronous Learning w/ PlayPosit

  Maikel Right; Honors College and FIU Online, and Aaron Robles; FIU Online

  This poster accompanies a lightning talk in Lightning Round 5

  Using AI: Designing Assignments to Promote Complex Cognitive Skills

  Elizabeth Marsh; School of Communication (CARTA)

  This poster accompanies a lightning talk in Lightning Round 5

  Active Learning in Motion: Active Bodies, Active Minds!

  Ana Paula Benaduce; Biological Sciences (CASE)

  This poster accompanies a lightning talk in Lightning Round 6

  AI-Powered Resiliency: Envisioning the Future of Sustainable Community

  John Stuart; Architecture (CARTA)

  This poster accompanies a lightning talk in Lightning Round 6