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This “collaboratory” will explore how we can engage our students in an inquiry into generative AI in cultural, economic, and historical contexts. In our first three sessions, we'll read and discuss contemporary critical work on generative AI by writers including Emily Bender, Timnit Gebru, Madhumita Murgia, and Audrey Watters as well as exploring UNESCO's recent report on generative AI and higher education. Our last two sessions will be working sessions in which we develop activities to position our students as researchers into the limitations and affordances of contemporary generative AI models. 

Note that this LC is capped at 6 participants, and TLC directors will seek to create a cohort representative of all colleges, disciplines, and career stages while prioritizing faculty whose teaching encourages reflective or metacritical thinking.

How should courses evolve as generative AI becomes part of everyday teaching and learning? This faculty learning community provides a practical opportunity to rethink one of your own courses alongside colleagues from across the university. Rather than focusing on AI tools, participants will explore how learning outcomes, classroom activities, assessments, and course policies can be redesigned to better support student learning in an AI-rich environment. Through six collaborative workshops, faculty will exchange ideas, receive peer feedback, and redesign one of their own courses.

Note that this LC is capped at 6 participants, and TLC directors will seek to create a cohort representative of all colleges, disciplines, and career stages.  

The goal of this learning community is to create a collaborative space for faculty to examine what ������ý����'s commitment to first-generation student success means for our teaching. We will explore practical strategies for addressing the needs of first-generation college students in and outside our classrooms; we will redesign course materials to center relevance, care, and transparency; and, we will reflect on how our classrooms contribute to a broader institutional culture that aims to center the experiences of first-gen students. The central question driving the work of this LC is: If ������ý���� is committed to serving first-generation students effectively, ethically, and with care, what does that invite us to do as faculty, both individually and collectively? 

Note that this LC is capped at 8 participants, and TLC directors will seek to create a cohort representative of all colleges, disciplines, and career stages.