Join a Current Teaching Circle

Christine Ross, University Writing Program, SOIS

Motivation is often considered a natural human attitude that students simply have or that teachers might merely "inspire." Let's use Daniel Kahneman's research in Thinking, Fast and Slow to consider that motivation might be enhanced if not positively instilled if we teach students how to reflect on brain systems they have inherited through evolution. How might digital technologies like AI appeal to, optimize, or undermine the functioning of those inherited systems?

In my experience as a language/writing educator, students respond actively, and with goal-directed purposes, when they have a better understanding of how the brain impacts their lived experienced of learning. Let's work together--across disciplines--to see if we can use Kahneman's insights to enhance student motivation and engagement as learners.

This teaching circle will be a collaborative working group engaged in the above project. I will facilitate the group's work by leading discussion of Kahneman (providing some of Kahneman to read before we meet), while sharing materials and strategies that have worked for me as a teacher. I will invite circle participants to invent, workshop, and discuss materials that employ insights from Kahneman. The group will also participate in mini instructional pilots/testing of those materials by providing a place to reflect on instructional outcomes. I'm imagining that those materials will be modest, to start: an in-class quickwrite used to start class discussion, for example; short, ungraded in-class writing-to-reflect on AI use; perhaps Qualtrics-based classroom surveys about AI use that faculty might share with students; perhaps choosing relevant, brief Kahneman texts that can be profitably read in cross-disciplinary contexts--whatever the group comes to as the most profitable use of our time together.

I will poll interested parties for good meeting times. We will then meet in person as a collaborative working group to talk and work together as we design and implement mini-pilots of some new teaching strategies/materials and talk about what we think did or didn't work. If you are interested in joining this circle, email Christine Ross.

Matthew Vollmer, Department of MIS, Marketing and Analytics, SCB

It is too easy to dwell on annoyances, inconveniences, or something dragging you down during the semester. Let us focus on the positives. Our job as faculty is filled with small moments that make a difference, and it is nice to get together and remind ourselves of those moments. In this teaching circle we will investigate, reflect upon, and discuss the conditions of the classroom and strategic pedagogy that set us up for these small successes and share "best practices" to foster these positive environments. While no awards or trophies will be given out, go ahead and pat yourself on the back!

We will consider meeting off campus at various "neat" places within the Rochester community (maybe a new and exciting coffee shop and/or bakery that opens that we all want to try out). I propose that we meet on the 1st and 3rd Wednesdays of each month and will poll participants to determine the time and place. If you are interested in joining this circle, email Matthew Vollmer.

W. Michelle Harris, School of Interactive Games and Media, GCCIS

RIT has purchased licenses for several LLM/GenAI tools for use by the RIT community. AI add-ons are already integrated with core software applications we use to do our work, like Zoom and Workday, and in discipline-specific software. How LLMs/GenAIs are used by RIT administration is unclear.

RIT policy for use of LLMs/GenAIs is also unclear. Despite IP, privacy, or ethical objections we may have, only occasionally is there an up-front Opt-In/Out presented, and the Terms are murky. Meanwhile, students are encouraged or even required to use LLMs/GenAI in a growing number of classes (not just electives), and some instructors use AI to assess students’ work. Amidst the pervasiveness of RIT’s GenAI push (paid guest speakers, sponsored workshops, PLIG grants, etc.) some faculty may feel neglectful in not teaching to that “AI-is-inevitable norm.” In sum, there is no policy protecting students who want to opt out.

Working from Kathryn Conrad’s Blueprint for an AI Bill of Rights for Education and other resources (e.g., American Association of University Professors and the Algorithmic Justice League), this teaching circle will discuss gaps in RIT University Policies, get input from students, and quilt together a rights framework for RIT community members.

From that foundation, we can work towards two outcomes:

1. Suggest guidelines for RIT (and unit) creation, evaluation, adoption, and deployment of LLMs/GenAI that center affirmative consent, meaningful transparency, and productive accountability
2. Draft LLM/GenAI affirmative consent language options for RIT faculty to offer students in classes

Circle activities will include a mix of guided discussion and peer tutoring with collaborative document building. We will meet in Zoom, 11:00-11:50 a.m., on the following Thursdays: Sept 11, 18, 25; Oct. 9, 16, 23. If you are interested in joining this circle, email W. Michelle Harris.

Jessamy Comer, Center for Teaching and Learning Faculty Fellow in Humanities/Social Sciences; Department of Psychology, COLA

Do you feel like your online course is dull and in need of a shake up? Or are you new to online teaching and unsure of how to put together an effective course? Or are you eager to share your success stories from your online class? Then come join us!

In this teaching circle, we will discuss strategies to create interactive and engaging online courses. We will read some of the research on best practices for online courses, and we will share examples of effective pedagogical tools that can be easily incorporated into online courses. We will also discuss strategies to deal with the challenges of online learning. Members will be encouraged to share their course materials to get feedback on their course and assignment design.

This teaching circle will meet via Zoom every other week (about 4-6 times) throughout the semester, and we will determine the meeting days/times via a poll at the beginning of the semester. If you are interested in joining this circle, email Jessamy Comer.

Erin Finton, Department of Liberal Studies, NTID

This teaching circle is intended to generate useful discussion and a list of effective practices, both on how to teach grammar in classrooms with Deaf and Hard of Hearing students, as well as how to incorporate AI in this instruction.

Even if not an English teacher, if you face struggles in your classroom around students communicating and/or understanding written text, this circle is for you! STEM fields often use complex grammar structures that students may not be aware of or fully understand. You can expect to learn how you (or we) might incorporate brief grammar instruction in your lessons to clarify your content, and how AI might benefit your students in this area! Meetings will be a combination of in-person and via Zoom and participants will be polled for availability and meeting mode preferences before setting up a meeting schedule. If you are interested in joining this circle, email Erin Finton.

Lucio Salles, Department of CET/EMS, CET

With the growing emphasis on sustainability across various disciplines, it is crucial for educators to effectively integrate sustainability concepts into the curriculum. This teaching circle aims to provide a platform for faculty to explore innovative teaching strategies, share resources, and develop actionable plans to incorporate sustainability into their courses. By fostering a collaborative environment, we will enhance our collective understanding of sustainability and its application in diverse educational contexts.

Our objectives are to:

• Explore various approaches for embedding sustainability principles in curricula
• Share case studies and practical examples of sustainability integration
• Develop interdisciplinary collaborations that promote sustainability across different fields of study
• Create a repository of resources and teaching materials focused on sustainability education
• Introduce the Engineering for One Planet (EOP) framework as a tool for this integration

We will meet every other Friday from 12:00 to 1:00 p.m. The first meeting will be held on September 8. Meetings will be held in person. If you are interested in joining this circle, email Lucio Salles.

Sandi Connelly, Center for Teaching and Learning, Academic Affairs; School of Life Sciences, COS

This two-semester teaching circle will create a supportive and reflective space for new and early-career faculty from across disciplines to explore effective, manageable teaching practices while building sustainable faculty lives. Topics will combine evidence-based pedagogy (active learning, accessible design, grading strategies) with realistic strategies for balance, resilience, and building confidence in the classroom. Participants will be encouraged to share teaching wins and challenges, try out low-stakes practices, and connect with others navigating the early faculty experience. This circle will support new faculty in teaching well and living well—without burning out in the process.

Goals for Participants:

• Build a small cohort of peer colleagues for idea-sharing and encouragement
• Explore active learning and inclusive teaching techniques in a low-pressure setting
• Share tools and strategies for time management and boundary setting
• Engage in meaningful reflection about teaching identity and development
• Leave with a toolkit of resources, ideas, and friendships to carry forward

Meeting schedule, formats, and topics: Fall and Spring 1st and 3rd Wednesdays at 12:00 p.m. (at RIT - location will rotate; hybrid Zoom only for approved exceptions).

Fall 2025 Dates/Topics:

• Sept 3 – Welcome & Community Building
• Sept 17 – Designing Courses for Flexibility & Active Learning
• Oct 1 – Teaching Diverse Learners & Supporting Access
• Oct 15 – Grading That Works: Rubrics, Feedback & Efficiency
• Nov 5– Generative AI in Teaching: Friend, Foe, or Filter?
• Nov 19 – Supporting Students in Distress & Knowing Your Role

Spring 2026 Dates/Topics:

• Jan 21 – Spring Reset & Welcome to New Faculty
• Feb 4 – Owning Your Teaching Identity
• Feb 18 – Work-Life Integration & Wellness as a Faculty Practice
• Mar 4 – Peer Feedback & Teaching Observations Without Fear
• Mar 18 – Reclaiming Time: Planning for Breaks, Boundaries & Prep
• Apr 1 – Looking Back, Looking Forward
• Apr 15 – Teaching Circle Finale

If you are interested in joining this circle, email Sandi Conelly.

Christopher Collison and Tom Fuller, AI Hub, AI Foundry, Academic Affairs; School of Chemistry and Materials Sciences, COS

This teaching circle invites faculty from diverse disciplines (particularly those outside of STEM) to explore TutorBot, a customizable AI tutor designed to extend learning beyond the classroom. (Due to system limitations, this circle cannot accommodate courses with more than 50 students.) Unlike generic AI tools, TutorBot gives instructors the ability to upload course materials into a secure environment and create tailored, chat-based prompts that students can engage with as a form of asynchronous, 24/7 office-hour support. These prompts are meant to complement course instruction and deepen student engagement through guided reflection, exploration, or review.

Our shared goal is to experiment with meaningful, ethical applications of TutorBot, understand its pedagogical value, and contribute to emerging best practices at RIT. Deliverables will include a shared toolkit of sample syllabus language, effective prompt templates, and a final report summarizing faculty and student experiences.

Early in the circle, participants will receive guided training on how to use the platform: uploading content, designing thoughtful AI prompts, and aligning activities with course outcomes. We will also cover how to track student engagement, download chat transcripts, and administer standardized feedback surveys (provided by the project team) to assess impact.

After this onboarding, the circle will shift to a discussion-driven model. Faculty will take turns sharing how they’ve integrated TutorBot, which types of questions engaged students most, and how usage data and student comments reflect learning. Together, we’ll reflect on and discuss challenges, creative applications, and student responses, whether enthusiastic, skeptical, or ambivalent.

If you are curious about AI’s potential to support student learning while preserving instructor autonomy and course integrity, this circle offers a collaborative place to start. This teaching circle will meet in a hybrid format (mostly Zoom but with 3-4 in-person meetings) on Tuesdays (about 7-8 times) throughout the semester. We will determine the best meeting times via a poll at the beginning of the semester. If you would like to join this circle, email Christopher Collison.

Joshua Rashaad McFadden, School of Photographic Arts and Sciences, CAD; and Katrina Overby, School of Communication, COLA

This teaching circle brings together a community of scholars committed to collaborative learning. Rooted in the spirit of open discussion, the group will explore how critical pedagogy can help transform educational spaces into more inclusive, student-centered, and empowering environments. Guided by readings from Paulo Freire’s Pedagogy of the Oppressed (50th Anniversary Edition) and bell hooks’ Teaching to Transgress and Teaching Community, participants will reflect on how their teaching practices can foster critical thinking, community building, and deeper student engagement.

Our approach emphasizes shared inquiry and mutual growth. Circle members will engage in guided discussions, exchange teaching experiences, and support one another in applying critical pedagogy principles in their classrooms. Participants will also collaborate to develop a collective resource list of strategies, readings, and practices—with the option to co-author a short reflection or blog post for the RIT teaching and learning community.

Participants can expect to thoughtfully engage with key concepts in critical pedagogy, explore inclusive teaching strategies, and work toward more liberatory and transformative teaching practices. No prior experience with critical pedagogy is required—just a willingness to reflect, engage, and grow together.

The teaching circle will meet once a month on the following Wednesdays from 12:00–12:50 p.m.:

• September 3 – In person
• October 1– Zoom
• November 5 – Zoom
• December 3 – In person

If you are interested in joining this circle, email Joshua Rashaad McFadden and CC Katrina Overby.

Neil Hair, Center for Teaching and Learning, Academic Affairs; Department of MIS, Marketing and Analytics; SCB

This teaching circle explores research-based approaches to effective myCourses design that positively impact student experience and performance. Based on qualitative analysis of over 300 student responses about effective myCourses use, participants will discover practical strategies for creating more organized, accessible, and engaging digital learning environments within the platform.

Over six sessions, we will examine key findings from our research on student preferences for myCourses organization and structure, content delivery, feedback mechanisms, and community building. Each session combines evidence-based principles with hands-on application:

• Interactive Demonstrations: Explore faculty led before-and-after redesigns of course shells that enhanced student engagement
• Student Panel: Hear directly from students about their experiences navigating different course organizations and what makes digital spaces most conducive to learning
• Show-and-Tell Workshops: Share your current approaches and receive constructive feedback from peers
• Practical Implementation Labs: Work on your own course shell with guidance and support from fellow faculty and CTL staff

Participants will leave with:

• A roadmap for creating effective learning experiences based on student feedback and experience
• Strategies for effectively organizing content
• Templates for creating consistent, predictable structures that reduce student and faculty cognitive load
• Effective approaches for providing feedback through myCourses
• Techniques for fostering community in these digital spaces
• A redesigned section of your own course that implements evidence-based best practices

Our circle will meet in-person, 12:00-1:00 p.m., on the following Thursdays: Sept 4, Sept 18, Oct 2, Oct 16, Oct 30, and Nov 13. If you are interested in joining this circle, email Neil Hair.