BEGIN:VCALENDAR
VERSION:2.0
X-WR-CALNAME:humanconnectionsinadigitalw
X-WR-CALDESC:Event Calendar
METHOD:PUBLISH
CALSCALE:GREGORIAN
PRODID:-//Sched.com Human Connections in a Digital World//EN
X-WR-TIMEZONE:UTC
BEGIN:VEVENT
DTSTAMP:20260509T190545Z
DTSTART:20260512T140000Z
DTEND:20260512T145000Z
SUMMARY:AI as a Pedagogical Partner: Advancing Course Design\, Engagement\, and Inclusion
DESCRIPTION:Generative Artificial Intelligence (AI) is transforming the educational landscape. One of its most promising roles for educators is AI teaching assistant (AI-TA). This presentation will explore how AI-TAs can enhance educational practices across three critical dimensions: (1) course and content development\, (2) student engagement\, and (3) promoting equity and inclusion. The session will draw on examples from faculty and interactive discussions to demonstrate how AI can be developed and integrated effectively to benefit diverse learners\, including those from marginalized communities. Ethical challenges and strategies for equitable AI use will also be discussed.
CATEGORIES:WORKSHOP
LOCATION:Microsoft Teams\, Microsoft Teams
SEQUENCE:0
UID:d9c28d1cf641343a5ed893b8f1f50a19
URL:http://humanconnectionsinadigitalw.sched.com/event/d9c28d1cf641343a5ed893b8f1f50a19
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260509T190545Z
DTSTART:20260512T150000Z
DTEND:20260512T152000Z
SUMMARY:Evaluating GenAI PHQ-9 translations in nine languages using TVI
DESCRIPTION:Background/Purpose: Depressive symptoms affect 280 million people worldwide\, yet the quality of GenAI translations of depression screeners across languages is unclear. We developed a Translation Validity Index (TVI) to evaluate PHQ‑9 translations produced by ChatGPT\, Copilot\, and Google Translate in nine languages. Method: Two bilingual evaluators per language (N=18) rated each translation’s cultural appropriateness\, grammar\, and semantic clarity\; TVI scores ≥3 indicated acceptable quality. Results: ChatGPT and Copilot generally met acceptability in high- and medium-resource languages (TVI=3.11–3.66)\, while Google Translate met acceptability for Ewe (TVI=3.73). Conclusions: TVI provides a structured approach for assessing forward and backward translation quality\, but bilingual expert review remains essential when developing accurate mental health measures.
CATEGORIES:LIGHTNING TALK
LOCATION:Microsoft Teams\, Microsoft Teams
SEQUENCE:0
UID:6bf7001b131b93a21bd2f9638b28fe36
URL:http://humanconnectionsinadigitalw.sched.com/event/6bf7001b131b93a21bd2f9638b28fe36
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260509T190545Z
DTSTART:20260512T153000Z
DTEND:20260512T155000Z
SUMMARY:Breaking the Bot: Critically Evaluating AI Through Case Studies
DESCRIPTION:This session introduces an assignment where students are tasked with critically evaluating AI to reveal its limitations. To demonstrate the necessity for maintaining human intelligence over AI\, students provide ChatGPT with a specific case study and prompt\, then perform a forensic analysis of the output. Participants will see how this shift from "using" AI to "evaluating" AI moves the student from a passive consumer to a critical expert. By identifying hallucinations\, inaccuracies\, and lack of nuance in the AI’s response\, students must rely on their own disciplinary knowledge to correct the record. This approach ensures human thinking remains the primary tool for validation\, making the "human-in-the-loop" a visible and graded component of the learning process.
CATEGORIES:LIGHTNING TALK
LOCATION:Microsoft Teams\, Microsoft Teams
SEQUENCE:0
UID:3d19f3e18b1e2849cbbf4dc364d073d4
URL:http://humanconnectionsinadigitalw.sched.com/event/3d19f3e18b1e2849cbbf4dc364d073d4
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260509T190545Z
DTSTART:20260512T160000Z
DTEND:20260512T165000Z
SUMMARY:Adapting Computer Science and Engineering Education for Generative AI
DESCRIPTION:Generative AI tools are rapidly changing how students approach programming and problem-solving\, creating new challenges and opportunities for computer science education. In response\, our Computer Science and Engineering department has begun adapting selected courses\, assignments\, and assessment strategies to address the growing presence of AI-assisted learning. This presentation describes our efforts to integrate AI tools into relevant courses while redesigning programming assignments and assessments to emphasize critical thinking\, problem decomposition\, and human judgment. We also discuss recent curriculum updates\, including the addition of a required machine learning course to better prepare students for an AI-enabled computing landscape. Through examples from multiple courses\, we will share practical approaches for incorporating AI into computer science teaching while maintaining meaningful learning and academic integrity. The session will highlight lessons learned and strategies that may be applicable across disciplines as educators navigate the evolving role of generative AI in higher education.
CATEGORIES:WORKSHOP
LOCATION:Microsoft Teams\, Microsoft Teams
SEQUENCE:0
UID:f42284a9782d7e305533cab567a07407
URL:http://humanconnectionsinadigitalw.sched.com/event/f42284a9782d7e305533cab567a07407
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260509T190545Z
DTSTART:20260512T170000Z
DTEND:20260512T172000Z
SUMMARY:Digital Transformation and AI in Organizations: A new course design
DESCRIPTION:As artificial intelligence tools become embedded in students’ everyday learning practices\, faculty must redesign courses to keep human judgment\, disciplinary expertise\, and ethical reasoning at the center of learning. This session presents a graduate course in Human Resources and Organizational Development focused on Digital Transformation and Artificial Intelligence in Organizations\, which challenges students to critically evaluate AI-enabled practices across the employee lifecycle while designing responsible\, human-centered organizational solutions. Rather than attempting to detect or prohibit AI use\, the course employs authentic\, discipline-specific assessments that require contextual analysis\, organizational diagnosis\, and ethical decision-making. These are tasks that cannot be completed meaningfully by AI alone. Participants will explore examples of assignments\, project structures\, and discussion strategies that prompt students to interrogate AI outputs\, evaluate risk and bias\, and apply professional expertise. The session raises broader questions about AI’s role in professional education while demonstrating how established pedagogical principles can guide responsible AI integration in graduate learning environments.
CATEGORIES:LIGHTNING TALK
LOCATION:Microsoft Teams\, Microsoft Teams
SEQUENCE:0
UID:ec4bfa872680481f49a2eadadd6f9e50
URL:http://humanconnectionsinadigitalw.sched.com/event/ec4bfa872680481f49a2eadadd6f9e50
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260509T190545Z
DTSTART:20260513T140000Z
DTEND:20260513T145000Z
SUMMARY:Assessing AI Competence within AI-Integrated Assignments: An Information Literacy Approach
DESCRIPTION:As instructors find ways to integrate generative AI into their assignments\, practical tools are needed for evaluating how students are engaging with AI throughout the process. Information literacy provides a useful framework for teaching and evaluating students’ critical thinking while using AI for disciplinary assignments. Presenters will introduce the AAC&U Information Literacy VALUE Rubric\, describe how it is relevant to AI-assisted workflows\, and demonstrate how it can be adapted to specific course assignments with emphasis on assignment-specific evaluation questions. The rubric's utility and insight will be demonstrated with findings from an application in a first-year engineering programming course. Then\, following a backwards-design framework\, participants will consider information-literacy learning objectives relevant to an AI-integrated assignment in their own course\, and will start to develop their own evaluation questions. At the end of the session\, participants will generate a list of next steps to begin assessing AI workflows in their courses.
CATEGORIES:WORKSHOP
LOCATION:Microsoft Teams\, Microsoft Teams
SEQUENCE:0
UID:aebc51e233ea589ce61418aa7802055e
URL:http://humanconnectionsinadigitalw.sched.com/event/aebc51e233ea589ce61418aa7802055e
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260509T190545Z
DTSTART:20260513T150000Z
DTEND:20260513T152000Z
SUMMARY:How James Bond Demonstrates Our Value in an AI World
DESCRIPTION:With all the enthusiasm and trepidation about the use of AI in academics\, our value as educators might feel threatened. However\, a key scene in the James Bond movie Skyfall can provide reassurance about the things we do better than AI\, qualities that reflect our continuing value and demonstrate the deeper purpose that drives us.
CATEGORIES:LIGHTNING TALK
LOCATION:Microsoft Teams\, Microsoft Teams
SEQUENCE:0
UID:91aa21c0f5e91ebf6a1ad70331f53bb7
URL:http://humanconnectionsinadigitalw.sched.com/event/91aa21c0f5e91ebf6a1ad70331f53bb7
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260509T190545Z
DTSTART:20260513T153000Z
DTEND:20260513T155000Z
SUMMARY:Beyond AI Refusal\, Toward Ethical Transparency in a Composition Classroom
DESCRIPTION:Composition programs around generative AI often center on refusal\, foregrounding instructors’ anxiety in front of AI as an emerging tool that is both disturbing and hard to harness. This session offers an alternative perspective by exploring how composition teachers might approach AI use with less certainty and more curiosity. In Spring 2026\, I asked students in a first-year writing course to submit a form titled “Declaration of the Use of GenAI & Labor Statement” along with each major assignment. This form aligned classroom practice with UofL’s “Code of Student Rights and Responsibilities\,” invited students to reflect ethically on their AI use\, fostered mutual trust rather than surveillance\, and made visible the student labor involved in their writing processes. In this session\, I will share the form’s design and its rationale\, and present an analysis of students’ disclosures.
CATEGORIES:LIGHTNING TALK
LOCATION:Microsoft Teams\, Microsoft Teams
SEQUENCE:0
UID:d17ed1fafce753e69d7a5055195a3cbc
URL:http://humanconnectionsinadigitalw.sched.com/event/d17ed1fafce753e69d7a5055195a3cbc
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260509T190545Z
DTSTART:20260513T163000Z
DTEND:20260513T165000Z
SUMMARY:Using Bb AI Tools to Enhance Students' Interpersonal and Critical Thinking Skills
DESCRIPTION:Designing learning activities that develop students' self-awareness\, critical thinking\, and interpersonal skills can be particularly challenging in online asynchronous environments. Blackboard Ultra's AI tools\, including Socratic reasoning and persona role play assignments\, provide online instructors with avenues for developing students' critical thinking and interpersonal skills. In this demonstration\, two AI assignments are shared that were developed for a coaching and talent development course. In the first AI assignment\, students are asked to share their “facilitative coaching philosophy” with an AI persona who uses a Socratic questioning method to surface students’ underlying assumptions and motivations for coaching. The second AI assignment is a role play activity where each student interacts in the role of “facilitative coach” with an AI-persona “client” to help the client become aware of\, and commit to self-generated SMART coaching goals. Learnings from student and instructor feedback regarding what worked well\, and opportunities for assignment adjustments\, are shared.
CATEGORIES:LIGHTNING TALK
LOCATION:Microsoft Teams\, Microsoft Teams
SEQUENCE:0
UID:bdf13303e3236a2ef3b861dcec172445
URL:http://humanconnectionsinadigitalw.sched.com/event/bdf13303e3236a2ef3b861dcec172445
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260509T190545Z
DTSTART:20260513T170000Z
DTEND:20260513T172000Z
SUMMARY:Defining and applying AI Communication Competency (from a Business perspective)
DESCRIPTION:Business Communication choices have expanded in this new age of AI. It has never been easier to generate an email\, report\, or other professional document. However\, human competency in business communication (Lucas & Rawlins\, 2015) still requires being concise\, clear\, professional\, evidence-driven and persuasive. AI messaging struggles to achieve these competencies in some ways and excels in others. This session will provide a working definition of AI communication competence in terms of authenticity\, ownership\, and relationship using on-going research from the Business Communication program in the Department of Management & Entrepreneurship. Additionally\, we will suggest methods for implementation of these competencies in a classroom.
CATEGORIES:LIGHTNING TALK
LOCATION:Microsoft Teams\, Microsoft Teams
SEQUENCE:0
UID:4000f8672040514f5a30d5c805d014b9
URL:http://humanconnectionsinadigitalw.sched.com/event/4000f8672040514f5a30d5c805d014b9
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260509T190545Z
DTSTART:20260513T173000Z
DTEND:20260513T175000Z
SUMMARY:Doing History in the Age of AI
DESCRIPTION:In a mid-level undergraduate history course\, I asked students to reflect on what remains distinctly human about doing history alongside AI. Students encountered AI-generated interpretations of a piece of historical scholarship. They described the output as generic\, overly confident\, and less useful than reading\, peer discussion\, and sitting with uncertainty. Yet their own responses revealed a further tension: they did not always read AI-generated text to the same close\, critical analysis they brought to assigned sources. My feedback sometimes mirrored their own critiques of AI\, pointing to claims that were too general or insufficiently grounded in the text. Based on those responses\, I redesigned a later assignment to ask not whether AI could interpret for students\, but whether it could support narrower historical tasks without displacing human judgment. This session reflects on that trajectory in light of the American Historical Association’s emphasis on AI literacy and disciplinary judgment.
CATEGORIES:LIGHTNING TALK
LOCATION:Microsoft Teams\, Microsoft Teams
SEQUENCE:0
UID:67fcd319f86fb99e007cba420bb750bd
URL:http://humanconnectionsinadigitalw.sched.com/event/67fcd319f86fb99e007cba420bb750bd
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260509T190545Z
DTSTART:20260514T140000Z
DTEND:20260514T145000Z
SUMMARY:Designing with AI\, Not Against It: Making Student Thinking Visible
DESCRIPTION:This interactive session invites faculty to share practical\, creative ways they are using AI in their classrooms to support student learning. Rather than focusing on detection or restriction\, the session centers on how instructors design meaningful assignments and activities that make student thinking visible. Participants will briefly share one strategy\, activity\, or approach that has worked in their teaching. The session creates space for cross-disciplinary learning\, idea exchange\, and collaborative problem-solving. \n This session is designed for faculty who are ready to move beyond introductory use and explore more intentional\, creative\, and student-centered applications of AI. Participants will leave with concrete\, adaptable strategies\, inspiration from across disciplines\, and a clearer vision for how AI can enhance\, rather than replace\, meaningful learning experiences.
CATEGORIES:WORKSHOP
LOCATION:Microsoft Teams\, Microsoft Teams
SEQUENCE:0
UID:17bec9846fc486c431f42666c6ef05a0
URL:http://humanconnectionsinadigitalw.sched.com/event/17bec9846fc486c431f42666c6ef05a0
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260509T190545Z
DTSTART:20260514T150000Z
DTEND:20260514T152000Z
SUMMARY:From Paper to Webpage: Redesigning the Ethnography Final Project
DESCRIPTION:I redesigned my course’s final project of ethnographic assignment by shifting from a traditional academic paper to a digital storytelling format using the Adobe webpage. In the past semesters\, I have noticed students were increasingly using AI generated narration in final projects\, I chose not to restrict AI use but to refocus the assignment for deeper student engagement. The redesigned format encourages students to take creative ownership of their work through customized webpage layouts\, integrated external links\, blog elements\, and original photos or videos. As a result\, the final narrations have become more personalized and reflective of students’ authentic perspectives. I have noticed that the assignment redesign has improved the overall storytelling quality in the students’ submissions and strengthened their connection to the ethnographic process.
CATEGORIES:LIGHTNING TALK
LOCATION:Microsoft Teams\, Microsoft Teams
SEQUENCE:0
UID:63c4a4ce4fc07c2e5863d44fcfe8d910
URL:http://humanconnectionsinadigitalw.sched.com/event/63c4a4ce4fc07c2e5863d44fcfe8d910
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260509T190545Z
DTSTART:20260514T153000Z
DTEND:20260514T155000Z
SUMMARY:Keeping it real\, strategies for engagement and evaluation of outcomes in a digital world
DESCRIPTION:I am sharing an example of how students can use AI to engage with assigned course content\, then demonstrate understanding and competency through a short video assignment. The assignment leverages AI as a support tool while preserving authentic voice\, vulnerability\, and connection. Students tend to be more genuine and reflective on video than in written assignments\, often expressing insights that go beyond surface-level responses. It also allows faculty to see and hear students in a more personal way.\n\nAn assignment was created to help students move beyond simply understanding content to truly engaging with it on a personal level. The focus is on the history of racism in the US with particular attention to Black health and medicine\, including the local context here in Louisville.\n\nStudents begin by working through a series of readings\, recorded lectures\, and videos that build foundational knowledge. As part of that process\, they also complete two Implicit Association Tests\, which often serve as a powerful entry point for self-reflection. For many students\, this is the first time they’ve been asked to examine their own implicit biases in a structured way.\n\nTo demonstrate what they’ve learned\, instead of a traditional paper or exam\, students create a short 4–6 minute video. In that video\, they respond to guided discussion prompts that ask them to connect the historical content with their own perspectives\, reactions\, and evolving understanding. The videos are then posted on a discussion board\, where students are asked to view and respond to their peers' videos. This adds another layer of engagement\, creating space for dialogue\, shared perspectives\, and deeper reflection. This balance is key.
CATEGORIES:LIGHTNING TALK
LOCATION:Microsoft Teams\, Microsoft Teams
SEQUENCE:0
UID:04dfbd78de8451dc17c69dec0810903c
URL:http://humanconnectionsinadigitalw.sched.com/event/04dfbd78de8451dc17c69dec0810903c
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260509T190545Z
DTSTART:20260514T160000Z
DTEND:20260514T162000Z
SUMMARY:Smells like student engagement: Phones off\, books out
DESCRIPTION:Aș a Humanities instructor and a creative writer\, I prize the messiness of human thinking. Since ChatGPT was first released in 2022\, I’ve reclaimed my classroom and adapted most of my assignments so they now prioritize things LLM can’t do well\, namely creativity and social interaction. I’ll offer some practical\, easy to implement strategies for creating an unplugged classroom\, everything from my “shoe organizer” cellphone policy to successfully assigning novels to a generation that many believe won’t read anything longer than a social media post. If you miss the sound of students talking\, (hi!)\, please join me.
CATEGORIES:LIGHTNING TALK
LOCATION:Microsoft Teams\, Microsoft Teams
SEQUENCE:0
UID:feb3bd8246b25526388fa7b1fe0c50c7
URL:http://humanconnectionsinadigitalw.sched.com/event/feb3bd8246b25526388fa7b1fe0c50c7
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260509T190545Z
DTSTART:20260514T163000Z
DTEND:20260514T165000Z
SUMMARY:AI as Opt-out Not Inevitability
DESCRIPTION:Students are conscious of the harmful effects AI has on learning\, the environment\, and society. Requiring them to use AI for an assignment\, while well-intentioned\, sends the message that AI is inevitable. By prioritizing critical thinking and student autonomy\, giving students direct instruction on the variety of uses\, types\, and effects of AI and providing alternative assignments dispels this myth. Students should be encouraged to engage critically in how AI is shaping society\, and instructors should cultivate a human-centered classroom culture of curiosity instead of compliance. While it’s increasingly harder to opt-out of AI\, and not all AI is equally harmful\, students who choose to resist AI should have opportunities to share and practice their views. Regardless of whether AI inevitability is true or not\, this talk will pose important questions for students to consider when confronted with AI that encourage them to imagine a more equitable and sustainable future.
CATEGORIES:LIGHTNING TALK
LOCATION:Microsoft Teams\, Microsoft Teams
SEQUENCE:0
UID:ec073190afb21d971a598b39ea07d861
URL:http://humanconnectionsinadigitalw.sched.com/event/ec073190afb21d971a598b39ea07d861
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260509T190545Z
DTSTART:20260514T170000Z
DTEND:20260514T172000Z
SUMMARY:AI Research Appointments: Building AI Literacy Through Guided Academic Use
DESCRIPTION:Generative AI tools are rapidly entering academic research and coursework\, yet both students and faculty are still developing an understanding of how to use them responsibly and effectively. While many students have experimented with AI informally\, they often lack experience applying it within an academic context. At the same time\, many faculty are also navigating how AI fits into research practices\, writing processes\, and student assignments. This session introduces AI research appointments\, a library-supported model that helps both students and faculty develop practical AI literacy through guided academic use. Modeled after traditional research consultations\, these appointments provide individualized support for integrating AI tools into research workflows while maintaining ethical and scholarly standards.
CATEGORIES:LIGHTNING TALK
LOCATION:Microsoft Teams\, Microsoft Teams
SEQUENCE:0
UID:8911d223e4b6539e6f0a89ceb292441c
URL:http://humanconnectionsinadigitalw.sched.com/event/8911d223e4b6539e6f0a89ceb292441c
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260509T190545Z
DTSTART:20260514T173000Z
DTEND:20260514T175000Z
SUMMARY:A Practical\, Teaching-Oriented Introduction to Google Gemini's NotebookLM
DESCRIPTION:NotebookLM is one of the tools that UofL faculty will gain with its new Google Gemini contract. This tool differs from other AI tools in important ways. For one\, when writing answers to prompts\, NotebookLM consults information that you import and control. You can import PDFs\, text files\, websites\, or any relevant files. This process\, known as Retrieval-Augmented Generation (RAG)\, increases the accuracy of its output\, reducing the likelihood of "hallucinations" that are more common in AI chatbots. \n This presentation will introduce NotebookLM and show how it can be used for teaching updates and student support. We'll explore two focused use-cases: building searchable course notebooks that support students between office hours\, and using web research features to efficiently audit and refresh course materials. No prior AI experience needed.
CATEGORIES:LIGHTNING TALK
LOCATION:Microsoft Teams\, Microsoft Teams
SEQUENCE:0
UID:0608ac5746ac49147edd7788e88280e0
URL:http://humanconnectionsinadigitalw.sched.com/event/0608ac5746ac49147edd7788e88280e0
END:VEVENT
END:VCALENDAR