Facilitators:

• Laura Sheets, Assistant Professor/Instruction Services Librarian, Library Teaching & Learning
• Chelsea Chandler, Director, Center for Faculty Excellence

Many instructors claim to know AI-generated writing when they see it but it’s difficult to implicate a student of using AI to complete assignments without proof. There are markers of AI-generated writing, and definitive methods to determine if a student has used AI to complete writing assignments. As a group, we will analyze a text to determine if it is written by generative AI and discuss approaches for empathetic student conversations after detecting AI-generate writing.  

In this workshop, facilitators will review the markers of text generative written by large language AI models and discuss strategies to identify authentic student writing, and present practical classroom conversations about ethical AI use.  

In this session, you will:

• Describe the markers of text written by generative AI. 
• Analyze a text to determine if it is written by generative AI.  
• Discuss approaches for student mediation of generative AI use.  

This session is part of the AI-Ready Assignment Design Series offered by the University Libraries and the Center for Faculty Excellence (CFE). Participants who attend three sessions in this series may receive the AI-Ready Assignment Design email signature stamp.

Facilitator: Dr. Valeria Grinberg Pla, Institute for the Study of Culture and Society (ICS) Director

Interested in co-teaching with a colleague outside your discipline? Join this session with the Institute for the Study of Culture and Society (ICS) to learn about their Team Teaching Program and the interdisciplinary teaching process. This approach involves instructors from different disciplines collaborating to plan, teach, and assess together, creating a dynamic learning environment. The program supports interdisciplinary teaching teams, empowering faculty and students while leveraging humanities to serve the public good.

During this session, you will:

• Learn about the ICS Team Teaching Program, eligibility for the program, and the application process. 
• Identify what should be included in the proposal application and the type of proposals that will be given priority.
• Ask any questions you may have about being a team-teaching partner.

Speaker: Maha Bali, Professor of Practice, The American University in Cairo

Host: Holly Bird, Teaching Professor, University Writing Program (UWP)

In this session, we will explore our priorities as educators, to help us address and navigate the evolving digital landscape, including advances in generative AI: literacies such as care literacies, equity literacy, edtech literacy, and awareness of teaching philosophies. There is a lot of talk about the importance of developing critical AI literacies, but there are so many other literacies we can cultivate first to ensure we develop critical AI literacies in a way that aligns with our values and fosters trust and belonging in our classroom.

By participating in this session, you will be able to:

• Identify key literacies for ethical, value-driven teaching. 
• Analyze how foundational literacies support critical AI literacy. 
• Evaluate literacies in relation to teaching philosophies. 
• Develop a framework for integrating essential literacies.

Spring 2025 Maha Bali CFE Session Registration Form

Facilitator: Division of Inclusion and Belonging

The Safe Zone Project at Bowling Green State University promotes awareness of Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ+) individuals. Its goals are to increase awareness of LGBTQ+ people and issues, create gender-inclusive change on campus and in society, and form an understanding of the impact of intersectionality on identities and systems. The project aims to improve the climate for LGBTQ+ individuals at BGSU and make allies visible and involved with LGBTQ+ students, faculty, and staff.

In this session, you will:

• Clarify your understanding of basic/intermediate LGBTQ+-related definitions.
• Develop and/or advance your understanding of socialization.
• Clarify your understanding of gender identity, gender expression, sex assigned at birth, and various orientations.
• Learn about US LGBTQ+ policies/law, specifically in the state of Ohio.
• Identify job-relevant behaviors and techniques rooted in allyship.
• Develop an action plan.

Please note: This in-person session requires a minimum of 8 registered participants. If this minimum is not met, the session will be cancelled. 

Facilitators: 

• Emily Anzicek, Ph.D., Teaching Professor, School of Media & Communications
• Barbara Bergstrom, Ph.D., Associate Professor, School of Art
• Chelsea Chandler, Ph.D., Director, Center for Faculty Excellence (CFE)
• Sally Thelen, M.Ed., M.A., Program Coordinator, Center for Faculty Excellence (CFE)

The first two weeks of a semester are a crucial part of developing a sense of belonging and a pathway toward success for our students. In this hands-on, full-day seminar, you will explore strategies for engaging students, setting meaningful expectations for the semester, and providing students with early, actionable feedback. Led by the CFE team members and faculty facilitators, we will discuss inclusive evidence-based teaching strategies, syllabus best practices, formative assessments, and lesson planning to facilitate a sense of belonging and engagement among our students. Upon completion of the session, you will have an intentional, student-centered plan for the first two weeks of class. Please bring a laptop and any course materials you have for your Summer and/or Fall 2025 course(s). Lunch will be provided.

 In this session, you will:

• Explore inclusive, evidence-based teaching strategies that motivate students and foster a sense of belonging.  
• Analyze your course syllabus for clarity, tone, and transparent expectations.  
• Develop an instructional outline for the first two weeks of your class incorporating evidence-based teaching strategies and formative assessments.  
• Develop a detailed lesson plan for at least one class session outlining evidence-based teaching strategies and formative assessments.

You must be able to participate in the entirety of the full-day seminar in order to register and participate in this event. Registration is open to full-time qualified rank faculty (QRF), tenure-track faculty (TTF), and adjunct instructors teaching a Fall 2025 course. Registration is currently full for this event. Please complete the form to be placed on the waitlist. You will be notified if a spot opens up. 

Spring 2025 Setting a Course for Student Success  Registration Form

Facilitators: 

• Abby Coon, M.S., Assistant Dean of Students for Student Care and Support, Deputy Title IX Coordinator, Office of the Dean of Students
• Ashley Hartman, MPH, CHES®, OCPC (She/Her/Hers), Health Educator – Mental Health Focus, Office of Health and Wellness, Division of Community Well-Being

As a public university for the public good, BGSU prioritizes community well-being and belonging to ensure that Falcons do not struggle alone. One way BGSU prioritizes this community-wide responsibility to support students is through the Student of Concern Report tool. In this session, you will learn how to submit a Student of Concern Report to share your concerns for a student going through a personal hardship (e.g., mental health or physical health concern, food or financial insecurity, disruption to others, behavioral concerns). You will also learn how these referrals help the Office of the Dean of Students support and advocate for students and connect them to resources. 

In this session, you will:

• Define the purpose of the Student of Concern Report.
  Identify instances when it is appropriate to submit a Student of Concern Report.
• Explain how to write and submit a Student of Concern Report.
• Describe the process after a Student of Concern Report is submitted.
• Identify effective strategies for communicating with a student before and after a Student of Concern Report is submitted.

Keynote Speaker: Dr. Liz Norell, author of The Present Professor: Authenticity and Transformational Teaching

BGSU’s annual Teaching & Learning Summit is an opportunity for the BGSU teaching community to spend the day celebrating achievements, reflecting on the past year, sharing best practices for teaching and learning, and fostering future collaborations for both inside and outside of the classroom. Participants can expect an engaging keynote presentation, interactive workshop sessions, networking opportunities, inspiring discussions, and collaborative learning. 

By participating in this event, you will be able to:

• Recognize transformative practices and new approaches to teaching and learning in the classroom and beyond.
• Implement strategies to promote success and belonging for students, faculty, and all members of the BGSU community.
• Discover practices that support a diverse, inclusive community of learners and educators.
• Discuss the successful implementation of curriculum design, instructional strategies, and assessment practices that support student and instructor success.
• Connect with BGSU colleagues from across campus.
• Identify campus partners and resources that can contribute to your own professional and personal development and support student success and engagement.

This event is designed as an in-person event; however, the morning panel discussion and keynote speech will be live-streamed via Zoom. Please indicate on the registration form if you need Zoom access to these sessions.

2025 Teaching & Learning Summit Registration Form

Facilitator: Maha Bali, Professor of Practice, The American University in Cairo

Host: Holly Bird, Teaching Professor, University Writing Program (UWP)

In this session, you will have an opportunity to explore how different sets of values may influence your decisions along the spectrum of refusing/resisting or embracing/integrating AI, and everything in between. We will share how different teaching philosophies might respond to AI, and you will have opportunities to reflect on your own teaching and courses, and how various AI-related strategies fit into a matrix of “enhancing learning” and “barrier to success”. If you already have AI-related strategies or innovations in place, you will be invited to share your approaches, and if you have chosen to resist or refuse AI, you will be invited to share your experiences.

By participating in this session, you will be able to:

• Identify how values shape decisions on AI integration in teaching.
• Analyze teaching philosophies in relation to AI adoption or resistance. 
• Evaluate AI-related strategies using a matrix of learning enhancement vs. barriers to success. 
• Reflect on personal approaches to AI and share insights with peers.

This session has been capped at 30 participants. Registration is currently full for this event. Please complete the form to be placed on the waitlist. You will be notified if a spot opens up. 

Spring 2025 Maha Bali CFE Session Registration Form

Facilitator: Hoang Do, Assistant Director, C. Raymond Marvin Center for Student Leadership and Civic Engagement

Join the C. Raymond Marvin Center for Student Leadership and Civic Engagement for this informative session on service-learning pedagogy. Gain a deep understanding of service-learning’s core principles and the benefits for both educators and students. Whether you are new to service-learning pedagogy or are seeking to enhance your existing courses, you will leave with a clear understanding of how service-learning can enrich your courses and contribute to your students’ holistic development.

In this session, you will:

• Define the core principles and concepts of service-learning pedagogy including its definition, principles, and history.
• Recognize and articulate the benefits of integrating service-learning into your teaching practices. 
• Identify opportunities for incorporating service-learning pedagogy into their courses.