While ChatGPT has captured the headlines, the generative AI landscape is vast and rapidly evolving. This session moves past the familiar to navigate alternative AI models and specialized tools that can influence your teaching and research. We’ll demystify concepts like Large Language Models (LLMs) and emerging “OMNI” models, exploring how different platforms—like Google’s Gemini, Anthropic’s Claude, and even local AI models—can be leveraged for advanced research, video summarization, and handwriting recognition. Additionally, we’ll look at the next generation of AI assistants and agents. The session will also dive into the critical benefits and pitfalls of AI in accessibility, from text-to-speech that enables differentiated learning paths to the nuances of voice recognition. Discover how this new suite of technologies can foster integrative learning and help students make novel connections across the curriculum. Finally, we’ll address the challenge of how to adapt your course policies for a world with a diverse range of AI tools.

This workshop is an introduction to Gradescope, a grading tool that integrates in Canvas and can help you grade exams and assignments more efficiently and with more consistency across students and graders. It supports rubrics, facilitates feedback, and generates statistics, all within any course modality. 

Join us for a 1-hour virtual workshop on supporting neurodivergent students in higher education. We’ll explore evidence-based strategies, grounded in Universal Design for Learning, for building more inclusive, flexible learning environments. Drawing on practical guides (including the work of Karen Costa and Jennifer Pusateri), you’ll reflect on how to leverage students’ assets rather than deficits and adjust course design, communication, and assessment practices. Whether you’re new to neurodiversity or want to deepen your practice, you’ll leave with concrete ideas to make your teaching more welcoming and effective for all learners.

In this hands-on workshop you will explore prompt engineering as a key ingredient as you think about course design, while considering alignment between course objectives, module-level objectives to design of assignments and assessments. Work alongside us as we use prompting to assist in course design preparation (by creating course goals, defining module-level learning objectives, draft assessments and create rubrics). This is to be followed by the use of prompting to generate active learning activities, instructional aids for practices and assessments, lesson plans and more. We will be examining available resources to review existing worked-through exemplars for strengths and possibilities for improvement.

Are you teaching a course at Rutgers this summer? Join the Institute for Teaching, Innovation, and Inclusive Pedagogy for one of two gatherings designed specifically to discuss and share effective teaching practices that support student learning in an accelerated period. The director of Summer & Winter Sessions will also be available during these sessions to answer any logistical questions that may arise.