Summer Institute for Teaching and Learning

Location: SHED, Room 3300
Opening Remarks by Christine Licata, Vice Provost for Academic Affairs
Keynote Address by Melissa McCarron, Assistant Teaching Professor of Spanish at University of Buffalo
While the American academic landscape is undeniably fraught with challenges, extending beyond the rising cost of higher education and low enrollments to the current presidential administration’s aggressive pursuit of policies aimed at systematically curtailing research, dismantling diversity, equity and inclusion initiatives, and the emergence of technologies that disproportionately favor data that is predominantly Western and English-speaking, language and area studies scholars like myself are presented with unique opportunities for critical reflection and transformative change. The chaos and uncertainty of the moment demand urgent and radical re-positionings of the role of higher education from passive observer of crisis to active source of resilience, inclusion, and innovation. Re-orienting language and area studies, and the Humanities more broadly, toward critical recalibration of our programmatic, curricular, and disciplinary identities has the potential to empower students to navigate the systemic crises of these times, provide rewarding learning experiences on campus, and facilitate impactful engagement within communities beyond it.

My approaches to teaching, programming, and scholarship reside at the intersections of (health)care systems, language access, and applied humanities with a heightened focus on interprofessional community-engaged collaboration and the role of cultural competence in improving outcomes among communities most affected by health inequities. In a time of institutional strain and uncertainty, it is my hope that these efforts offer evidence of vital signs of renewal and of the transformative potential of Applied Humanities approaches to language and area studies. In my presentation, I will argue that a commitment to experiential learning, sustained interdisciplinary and interprofessional collaboration, creative program design and outreach, inclusive pedagogy, and digital literacy ultimately represents an opportunity to reorient language and area studies toward more agile, expansive, and “undisciplined” programmatic and curricular initiatives. At the center of this argument for intentional disciplinary re-orientation is an overview of a multifaceted Spanish for the Health Professions initiative housed in the Department of Romance Languages and Literatures at the University at Buffalo (SUNY) and the research, pedagogical innovation, and programming for which it has served as a catalyst in recent years.

Concurrent Session Block #1

Location: Wallace Library, Room 3420
Track: Engaging Learning Experiences
Exploring Rhetoric, Representation, and Ableism in Pedagogical Practices, by Jessica Hardin (COLA), Kaitlin Stack Whitney (COLA), Angeline Hamele (Industrial Design MFA Student)
This interactive session invites faculty to collaboratively examine how diverse identities, including disability, are represented in educational materials and pedagogical practices. Liberal Arts faculty, Kaitlin Stack Whitney (she/her) will share her research from a 2024-2025 NTID Dodge grant-supported project, to explore how disability is portrayed (or neglected) in educational resources across disciplines, such as biology and environmental science. Liberal Arts faculty, Jessica Hardin (she/her), will share her research on teaching the design process in engineering education. Angeline Hamele (they/them) will share their research on accessibility, pedagogy, and design. Participants should bring at least one of their own course textbooks or an assignment focused on the design process with them. They will then explore the messages and content in their own books and assignments. Learners will leave with a better understanding of their course materials and with resources to potentially enrich them. This can help that all students see themselves positively reflected in what they learn and promote equity in the classroom. (Workshop)

Location: Wallace Library, Room 3430
Track: Engaging Learning Experiences
Thinking Outside the (Zoom) Box, by Frank Marra (COLA)
“Death by Meeting” has now been replaced with “Death by Zoom.” Meeting attendeesEmployees often sit silently, staring at a screen, for more than an hour. This leads to impaired engagement, lower productivity, and decreased attendee satisfaction. Bad (virtual) meetings can leave lasting, harmful effects on attendees.

Being a talking head on Zoom is no longer acceptable (or tolerable). This presentation shows participants how to easily create engaging online communication, such as meetings, teaching, training, or pre-recorded announcements. (Presentation)  

Location: Wallace Library, Room 3440
Track: Teaching with Technology
Can Generative AI Help Students Learn? Let's Ask RIT Students., by Christine Ross (SOIS)
In Spring 2025, I taught a WRT150 course asking students to consider whether generative AI helps them learn as a prelude to researching that topic. Some students are passionate advocates for it; some are adamantly opposed; most are somewhere in the middle. The course concludes with collaborative guidelines about generative AI use and writing. My panel will report on the class and what students have to say about AI use at RIT. I will briefly explain how the course was organized and what work students did. Most of my panel presentation will foreground what students have to say. (Presentation)  

Location: WAL-3490
Track: Advancing Faculty Success
Hidden Signals: Mining Student Evaluations for Genuine Insight, by Rajendran Murthy (SCB)
Student evaluations often carry a lot of weight – but do they really tell us how well students are learning? This session takes a closer look at when evaluations reflect actual teaching effectiveness and when they miss the mark. Whether you're an instructor, a department chair, or involved in policy decisions, you'll walk away with clearer insight into what these scores can (and can't) tell you, and how to use them more thoughtfully. (Presentation) 

Concurrent Session Block #2

Location: Wallace Library, Room 3420
Track: Engaging Learning Experiences
Inclusive Learning in Groups: UDL Strategies for ~~Neurodiverse~~ ALL Students, by Sandi Connelly (COS), Kendra Evans (DSO)
Creating inclusive learning experiences for all students is essential particularly when engaging in group activities. This interactive 50-minute workshop will explore how Universal Design for Learning (UDL) principles can be leveraged to foster equitable and effective group work environments that accommodate a wide range of learning needs. Through hands-on discussions and case studies, attendees will explore strategies for managing “challenging” classroom environments, designing collaborative activities, designing flexible participation structures, using AI-powered tools for facilitating adaptive collaboration, and scaffolding techniques that promote engagement and reduce barriers to learning. Faculty will leave with actionable strategies to create more inclusive, dynamic, and supportive learning environments that empower all students to thrive. (Workshop)

Location: Wallace Library, Room 3430
Track: Engaging Learning Experiences
Online discussions are boring. Don’t you think you’ve sawed that log long enough?!, by Serena Tucker-Cooke (NTID)
For years we have all heard the woes of online discussion boards. It is time to move past the outdated idea that online discussions are boring, meaningless and time consuming. Whether you teach online, face to face, or hybrid, thoughtfully designed online discussions not only provide learners with an opportunity to participate in a comfortable and inclusive environment but can also add to deeper learning and a sense of community.

In this session, you will learn creative techniques for designing discussion boards that utilize active learning, critical thinking, and reflection to engage students and enhance their learning. You will also leave with a plan for successful instructor engagement. (Workshop)

Location: Wallace Library, Room 3440
Track: Teaching with Technology
5 Ways AI Will Power Student Learning and My Productivity This Fall, by Shaun Foster, Professor, CAD
Explore how integrating AI streamlines your semester. Discover AI-powered syllabi that clearly outline learning objectives and due dates, alongside smart rubrics providing consistent, precise grading criteria. Learn how AI-driven "Tech-TA" assistance offers immediate support for project guidance. See how automated post-class quizzes and summary notes reinforce learning, enhancing retention. Finally, embrace AI-assisted logging for tracking student progress, engagement, and participation effortlessly. Join me to see practical demonstrations of how these AI tools transform the classroom experience, saving time and boosting both student achievement and instructor productivity. (Presentation)  

Location: WAL-3490
Track: Engaging Learning Experiences
Gen Ed Revision and High Impact Practices, by Leah Bradley (EEA), Elizabeth DeBartolo (KGCOE), William Middleton (COLA), Christine Shank (CAD)
As part of its charge in fall 2024, the General Education Revision Taskforce has developed four models for campus feedback. We invite faculty and staff to join us for an open discussion on high impact practices in general education, including first year courses, ePortfolios and integrative experiences. As part of this session, we welcome faculty and staff input on possible components of the proposed models, including what RIT-branded "big-questions" that run throughout the curriculum or student learning outcomes in "digital/information literacy" and AI literacy might look like for RIT students. (Workshop)

Pick up your boxed lunch and beverage from Lovin’ Cup and take some time to explore the beautiful surroundings of the new SHED building. You’re welcome to find a comfortable spot—indoors or outdoors—to enjoy your meal. Seating is also available in SHED Room 3300.

Beginning at 12:30 PM in Room 3300, the 2024 Provost’s Learning Innovation Grant faculty recipients will be showcasing their projects. Feel free to stay and engage with their work while you enjoy your lunch.

Discover innovative approaches to teaching and learning through this poster showcase featuring faculty projects funded by the Provost’s Learning Innovation Grants. Stop by to engage with presenters and learn about their work.

Concurrent Session Block #3

Location: Wallace Library, Room 3420 
Track: Teaching with Technology
Remixing the Disciplines: Practical Strategies for Pedagogical Innovation, by Melissa McCarron (University of Buffalo)
This interactive 50-minute workshop explores practical, classroom-based strategies to support pedagogical innovation across disciplines. Participants will engage with topics such as transdisciplinary teaching, alternative grading models, inclusive rubric design, addressing the hidden curriculum, and the thoughtful integration of generative AI. You’ll leave with fresh, adaptable ideas to remix and enhance your own teaching practices. (Workshop)

Location: Wallace Library, Room 3430
Track: Engaging Learning Experiences
Active Learning Through Case Studies---Applying Concepts to  Real World Examples, by Raymond Scattone (COLA), Kaitlin Stack Whitney (COLA), Eunju Kang (COLA)
Students often ask, "how will I use this in the real world?". Case Studies, where students work in teams and get to apply concepts they learn in class to real world situations is an active learning strategy that can address this. This session will include a panel of 3 faculty that use Case Studies as a means of classroom learning.  The faculty will discuss their experiences, student feedback, and field questions from the audience. We hope this session will encourage other faculty to engage in activities such as using case studies in their own classes. (Panel Discussion)

Location: Wallace Library, Room 3440
Track: Teaching with Technology
Students perceptions of effective use of myCourses, by Neil Hair (CTL)
Partnering with Student Government, CTL surveyed student perceptions of faculty's effective use of myCourses. Over 400 qualitative responses were obtained and coded. The study highlighted a range of key features and innovative examples of the ways faculty super-users at RIT are using the system to create an effective learning experience. Attendees will learn more about what students are looking for, how they can better structure their learning experience within the system, and identify innovative features of myCourses, all from a student perspective. (Presentation)

Location: Wallace Library, Room 3490
Track: Advancing Faculty Success
Happy Students, Happy Teachers: Strategies for Reducing Stress for Students and Faculty, by Jessamy Comer (COLA)
College courses often produce large amounts of stress for both faculty and students. Faculty often feel burdened with course preparation, grading, and e-mails from students, and students feel overwhelmed with the workload required of their courses. In this session, we will discuss research on the impact of stress in the classroom and the most common sources of this stress. We will also provide examples of practical strategies that can be used to help reduce the stress burden for both students and faculty. (Presentation)

Concurrent Session Block #4

Location: Wallace Library, Room 3420
Track: Engaging Learning Experiences
From Routine to Riveting: Ten Tips for Engaging Presentations, by Jenna Sadue (CTL), Sandi Connelly (COS)
Want to transform your presentations from routine to riveting? This interactive, faculty-requested session reveals ten proven strategies to elevate engagement and captivate your audience. Through hands-on activities, real-world examples, and lively discussion, we will explore what works and what does not when keeping students engaged. Bring your experiences, challenges, and best ideas—leave with a powerful toolkit of presentation techniques that will energize your teaching and keep students tuned in!  (Presentation)

Location: Wallace Library, Room 3430
Track: Engaging Learning Experiences
Roll a Persuasion Check: Using Games to Teach Rhetorical Appeal, by Philip Anselmo (SOIS)
This workshop would be helpful for instructors interested in more engaging and hands-on ways to use writing, both in the classroom and on assignments — whether that writing is creative, journalistic, academic, or technical. In this workshop, we will use concepts and tools from the world of tabletop role-playing games (TTRPGs) — as well as from theatrical performance — to invent a set of authors and audiences, then "play through" various scenarios. Although we will be playing a game, the experience will be rooted in rhetorical theory and designed to get us (and our students) thinking more intentionally about how much a writer's success depends on audience appeal. (Workshop)

Location: Wallace Library, Room 3440
Track:Teaching with Technology
Kritik in the Classroom: A Hands-On Guide to Peer Assessment, by Garret Arcoraci (GCCIS)
Looking to improve student engagement, encourage critical thinking, and streamline peer assessment? Kritik is a peer-review platform that goes beyond traditional grading, helping students engage in meaningful feedback while reinforcing their learning. In this session, I’ll share how I’ve integrated Kritik into my courses at RIT, highlighting its impact on student learning and collaboration. We’ll go over how the platform works—from assignment setup to evaluation and feedback—and discuss best practices to maximize its potential.  (Presentation)

Location: Wallace Library, Room 3490
Track: Teaching with Technology
Evolving AI Together: A Faculty–Student Discussion on Embracing AI in the Classroom, by Matthew Vollmer (SCB), Bella Blood (Student), Mickeyas Bayuh (Student), Evan Ranney (Student), Harrison Oliver (Student), Felix-Nadine Herweg (Student)
In this dynamic session, faculty and students come together as co-learners to explore the promises and pitfalls of generative AI in an academic setting. Our student panelists will discuss how they integrate AI tools into their study routines while reflecting on best practices and ethical boundaries. Faculty moderators will probe deeply, asking the tough questions: how can AI enhance students’ critical thinking, and how might it undermine learning? This conversation will illuminate pathways for both students and educators to harness AI responsibly, collaboratively, and creatively in the classroom. By the end of this session, we expect to have “some” clarity on how instructors can adapt AI into their pedagogy to help students reach their learning objectives and be better prepared for their future careers. (Panel Discussion)

Start your day by checking in to pick up your name tag—if you haven’t already—and the day’s schedule, including maps. Enjoy a complimentary continental breakfast as you get ready for the sessions ahead.

Location: SHED, Room 3300
Opening Remarks, by Prabu David, Provost and Senior Vice President for Academic Affairs, and David C. Munson Jr. RIT President
Keynote: Put your Own Mask on First: Flourishing as Faculty in Higher Education, by Marina Smitherman, Interim Dean, School of Health Professions, Professor of Biology at Dalton State College.

Faculty in higher education face unique challenges that can impact their health and wellness, from managing heavy workloads or student crises to navigating the complexities of juggling professional and personal responsibilities. This interactive keynote explores the seven dimensions of health and wellness; physical, emotional, social, intellectual, spiritual, occupational, and environmental, and their interconnected role in fostering holistic wellbeing.

Using active learning techniques, participants will engage in reflective exercises, collaborative discussions, and practical goal-setting activities to explore strategies for enhancing their personal and professional wellness.

By the end of the session, attendees will leave with actionable insights and personalized goals to prioritize their wellness and flourish in their professional journeys.

Concurrent Session Block #5

Vertically Integrated Projects (VIP) @ RIT, by Joe Geigel (GCCIS), Erika Mesh (GCCIS)
Location: Wallace Library, Room 3420
Track: Engaging Learning Experiences
Vertically Integrated Projects (VIP) is an initiative that allows students to participate in long-term, faculty-led projects and receive academic credit for doing so. RIT joined an international consortium of schools employing this methodology in summer 2023 and ran its first set of VIP courses in the 2024-5 academic year. In this presentation, we will describe the VIP program, providing details on how the program is implemented at RIT and answer questions for faculty looking to get involved in the initiative by running their own VIP projects. Techniques and methods employed by existing VIP projects will be presented.  (Presentation)

Location: Wallace Library, Room 3430
Track: Teaching with Technology
Teaching that Evolves with Technology, by Colin Mathers (COLA), Bob Shea COLA)
As technological change offers more tools for learners, instructors will want to help learners make the most of those tools and have a clear understanding of their limitations. In addition, teaching that evolves with technology sometimes also calls for a paradigm shift in teaching practices. In recent years, technologies that facilitate content delivery outside of class have motivated a movement toward flipped classrooms. How should classroom teaching evolve in response to the emergence of generative AI? Is another paradigm shift warranted? This workshop uses active learning to explore possibilities of rethinking our role in classrooms in the era of generative AI. (Workshop)

Location: Wallace Library, Room 3440
Track: Engaging Learning Experiences
Team Up for Learning: Active, Flipped & Student-Driven, by Cindy Tawaf (CET)
This workshop will provide ideas for improving student performance and engagement in small and large format classrooms. The methods include active and flipped learning, working in teams, and gathering regular student feedback and using it to gauge comprehension, identify students needing additional support and gather ideas for ongoing improvements.

The workshop will include the following activities:

• Concept Mapping Activity (team)
• In-class Exercise in teams at whiteboards (team)
• Feedback Survey (individual + everyone)
• LA/TA Discussion, including their student perspective (everyone)

Workshop participants will receive materials for the Concept Mapping Activity, other making/building hands-on activities, and survey examples that they can adapt for their own classes. (Workshop)

Concurrent Session Block #6

Location: Wallace Library, Room 3420
Track: Engaging Learning Experiences
Using Improv for Student Engagement and Learning, by Israa Thiab (SCB)
This interactive workshop introduces educators to improv-based strategies that encourage active participation, critical thinking, and adaptability in the classroom. Through hands-on activities, participants will explore ways to create a more dynamic and inclusive learning environment. Improv can help students build confidence, improve communication skills, and develop problem-solving abilities, all while having fun! 

No prior improv experience needed. Come ready to play, experiment, and transform your teaching approach with the power of improv. (Workshop)

Location: Wallace Library, Room 3430
Track: Teaching with Technology
Tutorial: Gradescope Autograders for Programming Assignments, by Richard Lange (GCCIS)
Gradescope provides an "autograder" option for programming assignments. Students interact with the autograder by uploading their programming assignment solutions, and they then get nearly instant feedback about what is working and what isn't. I will share information about how to set it up from the instructor or grader perspective, the new lifecycle of developing and updating assignments, and some statistics about how students have felt about this type of assignment. (Presentation)

Location: Wallace Library, Room 3440
Track: Engaging Learning Experiences
Using Starfish as an Instructional Tool for Student Engagement and Success, by Sue Frizzell (University Advising Office), Lynne Mazadoorian (University Advising Office)
This session will explore best practices for integrating Starfish feedback into course design and focus on three areas to effectively leverage Starfish alerts: timing, tone, and content. 

In this interactive presentation, participants will:

• Consider how early interventions through Starfish can help support student success and engagement
• Examine how to deliver communications at key points during the term to foster a positive learning experience
• Discuss strategies to encourage student participation and growth

 (Presentation)

Location: Wallace Library, Room 3490
Track: Teaching with Technology
We Asked, You Answered: Insights from the 2024-25 Academic Technology Survey, by Jenna Sadue (CTL), Ian Webber (CTL)
The Center for Teaching and Learning (CTL) at RIT invites all faculty to join us for a discussion about the future of academic technology at RIT. We will present key findings and recommendations from the faculty AY 2024-25 Academic Technology Survey, including feedback on current technologies - like myCourses- and opinions on future platforms to explore. The CTL academic technology team will also share our academic technology plans, including classroom technology modernization efforts, myCourses user interface upgrades, and potential investigations in student response systems and peer evaluation tools. We want your involvement in our technology selection process - join us for this important discussion!  (Presentation)

Concurrent Session Block #7

Location: SHED 3350
Track: Engaging Learning Experiences
Strategies to Help with Larger Classes (in the SHED), by Mario Gomes (KGCOE)
Teaching a large class can be intimidating but there are some things that can be done to make a smoother transition from a multi-section model to a single larger classroom. I'll discuss how to:

• increase student engagement with any TA's that are associated with the course
• use the dual screen setup and devices student's already have communicate effectively
• promote a sense of belonging for students in a large classroom
• use Gradescope to reduce administrative overhead and improve grading consistency
• employ targeted kinesthetic activities (in quantity) that are closely related to course content to engage students.

 (Presentation)

Location: Wallace Library, Room 3430
Track: Engaging Learning Experiences
Supporting Faculty in Designing Inclusive and Effective Presentation Assignments, by Elizabeth Reeves O'Connor (COLA)
Presentations and speeches are powerful ways for students to demonstrate learning while building critical thinking and professional skills. However, faculty often face challenges in designing assignments, fostering engagement, and assessing presentations, especially when ensuring accessibility for diverse learners, including neurodivergent, Deaf and HH, and disabled students. This roundtable will provide a collaborative space for faculty to discuss challenges, exchange ideas, and explore best practices for designing inclusive and accessible oral communication assignments. We will cover strategies for assignment design, grading criteria, and leveraging peer consultations from the RIT Expressive Communication Center (ECC). Attendees will leave with practical tools, inclusive teaching strategies, and greater awareness of ECC resources to enhance student presentations for all learners. (Roundtable Discussion)

Location: Wallace Library, Room 3440
Track: Teaching with Technology
Creating Computer Animations for Improved Attention and Comprehension, by Thomas Kinsman (GCCIS)
Do you ever wish you could create the exact precisely perfect picture or diagram for a talk?  Typically, PowerPoint or Keynote is used to hand-make diagrams, which requires significant time investment.  However, with a little programming knowledge, you can create precise images and diagrams. Furthermore, the ability to create animations shows how changes occur over time and avoids losing students when switching between presentation slides. The motions and changes direct student attention to specific regions, information, and concepts. Students understand the key points much faster.

In this workshop participants will be given example demonstration programs to create dozens of images and diagrams automatically.  Attendees can then extend these concepts for use in presentations, web pages, LaTeX, myCourses quizzes, written quizzes, or wherever you need a precise diagram.  (Presentation)

Location: Wallace Library, Room 3490
Track: Advancing Faculty Success
Breaking Through Barriers: Advancing Faculty Wellness with the Immunity to Change Framework, by Marina Smitherman (Keynote Speaker)

Building on the insights from the keynote “Flourishing in Higher Education,” this follow-up workshop offers a deeper dive into personal wellness planning using Kegan and Lahey’s Immunity to Change framework. While many of us set wellness goals with the best of intentions, unseen internal barriers often prevent real change. This hands-on session helps participants identify those hidden assumptions and competing commitments or behaviors that can derail progress toward sustainable wellbeing.

Participants will revisit the seven dimensions of wellness and select one area where they want to experience meaningful improvement. Through reflective guided exercises, and peer coaching, each attendee will map out their own Immunity to Change diagnostic, shining a light on the beliefs and actions that hold them back. With the support of facilitators and colleagues, participants will reframe these internal roadblocks and build concrete strategies for making lasting change.

Ideal for faculty members who are ready to move from intention to action, this workshop empowers participants to take control of their wellness journey and model a culture of health and balance across their institutions. (Workshop)

Location: SHED, Room 1380 Sklarsky Glass Box Theater
Panel Discussion: Teaching Excellence - Two Decades of Perspective, Moderated by: Neil Hair; Panelists: Satish Kandlikar, James Mallory, David Neumann, Michael Yacci, Jayanti Venkataraman
This session features five distinguished recipients of the Eisenhart Award for Excellence in Teaching who will examine the evolution of pedagogical practices in higher education and at RIT. The panelists will address perceived shifts in teaching and learning at RIT spanning their twenty years since their recognition of RIT’s highest teaching honor. What has changed? What has remained the same? How will things look moving forward? What are their joys and concerns? Join this engaging group for a substantive discussion on educational excellence over the years at our institution.

Location: SHED, Room 3300
Opening Remarks, by Chris Collison, RIT Director of AI Hub & Initiatives; Jane King Harris Endowed Professor, COS
Keynote: The Automation of Scientific Discovery with Artificial Intelligence, by Andrew White, Co-Founder & Head of Science of FutureHouse
The intellectual bottlenecks of science are growing with exponential growth in research paper counts, complexity of papers, and a concurrent decline in scientific productivity and funding. The next major breakthroughs will increasingly rely on automation of the stages of scientific discovery. One approach has been scientific agents - AI models equipped with tools and data that a human expert would have. These are increasingly automating tasks such as literature research, hypothesis generation, and data analysis. They can scale in dimensions beyond what has been previously possible, like checking every claim of a paper against all previous literature for disagreement. But the most surprising recent progress has been on reasoning models that can be tuned to spend longer thinking on problems than a human might, and are dramatically saturating most benchmarks for intelligence. These models will disrupt the current trajectory of AI in STEM, and I'll share how they're inverting the current mismatch between academia and industry. Finally, I will discuss the changing role of an academic in an increasingly automated discovery world, and what the training will look like for the next generation.

Concurrent Session Block #8

Location: SHED 3300
Track: Understanding AI (Theory, Ethics & Systems)
“Ask Me Almost Anything”: Demystifying GenAI with Science, Art, and Answers, by Chris Collison (AI Hub & COS), Andrew White (FutureHouse), Shaun Foster (CAD)
In this follow-up to the keynote, join three voices from science, design, and instruction for a dynamic, visual Q&A. We’ll explain what’s under the hood of GenAI — from tokenization and embeddings to temperature and transformers — and respond to audience curiosities with interactive demos. Think of it as ChatGPT with a pulse, tailored for faculty. No math, no jargon — just clarity.

Location: SHED, Room3350
Track: Hands-On AI (Tools, Practice & Prototypes)
Everyday AI: Do More with Ease, by Quinn Karley (ITS), Garret Arcoraci (GCCIS)
Start using generative AI to make your academic workday smoother and more efficient. From organizing information to drafting communications, recommendation letters, managing meeting notes and agendas to brainstorming creative prompts and ways to use Gen AI to Project Management and building out presentations. This session highlights how Google Gemini, Google NotebookLM, Zoom AI Companion and Micosoft Copilot can help reduce friction in your daily tasks.

Concurrent Session Block #9

Location: SHED 3300
Track: Understanding AI (Theory, Ethics & Systems)
Beneath the Bot: Building Responsible AI Tools from Scratch, by Chris Collison (AI Hub & COS), Ryan Tolnay (RIT LIbraries), Gregory Ojiem (Computer Science, BS Student)
Peek under the hood of a real Research Amplifier bot — from scraping and APIs to RAG and vector search — then challenge its ethics. In this show-and-tell-me-why-it’s-safe session, we’ll walk through system design and put it under scrutiny: where did the data come from? How do we protect it? Can this be trusted? Featuring red-teaming, ethical interrogation, and a dose of honesty.

Location: SHED 3350
Track: Hands-On AI (Tools, Practice & Prototypes)
From Prompt to Performance: Build & Optimize Your Own GPT, by Jennifer Freer (RIT Libraries)
Want to build your own assistant, helper, or coach? This session walks you through how to use OpenAI’s GPT Builder and Google's Gem Manager to create a custom "chatbot" — no code required. We’ll cover how to write instructions that drive behavior, manage privacy settings, and test performance. You’ll leave with a working prototype and a roadmap for further refinement.

Hear from RIT faculty who have partnered with AFRL, sharing firsthand insights into how these collaborations began, what they’ve entailed, and how others can get involved. This informal discussion will include Q&A and offer practical advice on navigating proposal processes, working with government sponsors, and building sustainable research partnership.