Session 2
Embedded Files
Session time: 11:00-11:40
Breakout: AI Tools & Techniques
Breakout: AI Tools & Techniques
Location: Room: 1057, Session 2 (modified time) 10:50-11:40
Location: Room: 1057, Session 2 (modified time) 10:50-11:40
José Bowen - Keynote Speaker
José Bowen - Keynote Speaker
José Antonio Bowen is a dynamic teacher, known for his concept of Teaching Naked and how to be most efficient and effective with and without AI in your classroom.
He has been leading innovation and change for over 40 years at Stanford, Georgetown and the University of Southampton (UK), as a dean at Miami University and SMU and as President of Goucher College. Bowen has worked as a musician with Stan Getz, Dave Brubeck, and many others and his symphonywas nominated for the Pulitzer Prize in Music (1985). Bowen holds four degrees from Stanford and has writtenover 100 scholarly articles and books, including the Cambridge Companion to Conducting (2003), Teaching Naked (2012 and the winner of the Ness Award for Best Book on Higher Education), Teaching Naked Techniques withG. Edward Watson (2017) and Teaching Change: How to Develop Independent Thinkers using Relationships, Resilience and Reflection (Johns Hopkins University Press, 2021). Bowen has appeared in The New York Times,Forbes, The Wall Street Journal, and has three TED talks. Stanford honored him as a Distinguished AlumniScholar (2010) and he has presented keynotes and workshops at more than 300 campuses and conferences 46 states and 17 countries around the world. In 2018, he was awarded the Ernest L. Boyer Award (for significant contributions to American higher education). He is a senior fellow for the American Association of Colleges and Universities.
Developing Literacy in AI Technologies - Competent, Effective, & Ethical Use
Developing Literacy in AI Technologies - Competent, Effective, & Ethical Use
Location: Room: 1051, Session 2
Location: Room: 1051, Session 2
Technology advancements include the rapid incorporation of artificial intelligence (AI) as a tool for work, creativity, and daily life. Educators must prepare students for a world where AI is a fundamental tool by moving beyond simple digital literacy to genuine AI literacy. It is a shift in educational focus that requires the move from an assignment’s final product to its actual creation process.
Technology advancements include the rapid incorporation of artificial intelligence (AI) as a tool for work, creativity, and daily life. Educators must prepare students for a world where AI is a fundamental tool by moving beyond simple digital literacy to genuine AI literacy. It is a shift in educational focus that requires the move from an assignment’s final product to its actual creation process.
There are two primary considerations when addressing AI in the educational setting, developing AI literacy and emphasizing human oversight. Educators can accomplish this by designing assignments that require reflection, personal experience, and critical analysis. This type of assignment ensures that students develop higher-order critical thinking skills that AI can only assist, not complete or replace.
There are two primary considerations when addressing AI in the educational setting, developing AI literacy and emphasizing human oversight. Educators can accomplish this by designing assignments that require reflection, personal experience, and critical analysis. This type of assignment ensures that students develop higher-order critical thinking skills that AI can only assist, not complete or replace.
During this presentation we will share an educational activity designed to promote the ethical use of AI while developing higher-order critical thinking skills.
During this presentation we will share an educational activity designed to promote the ethical use of AI while developing higher-order critical thinking skills.
We are including some ‘hands on’ work so be prepared to develop your own learning activity.
We are including some ‘hands on’ work so be prepared to develop your own learning activity.
Learning objectives include:
Learning objectives include:
- Develop literacy in AI technologies - competent, effective, ethical use
- Emphasize human oversight - critical thinking during creation process
Verena Johnson Professor of Nursing is starting her 19th year teaching at Amarillo College. Verena has 20 years’ experience in ICU nursing where she worked at the bedside, charged, and was the educator for staff and patients before obtaining her Masters of Science in Nursing. She is also a Certified Nurse Educator. She currently teaches in the classroom, clinical and simulation. In her spare time she likes to walk her dog, build fences, and make pottery.
Debby Hall, PhD, RN, is a professor in the ADN Program whose work in nursing education has introduced various uses of technology to enhance student learning. Examples include the use of Google sites as patient electronic health records, personal health trackers, and immersive virtual reality simulation. Her most recent work involves the advancement of nursing students’ AI literacy, including competent, ethical, and effective use.
Write It Down: Helping Students Think on Their Own
Write It Down: Helping Students Think on Their Own
Location: Room: 1064A, Session 2
Location: Room: 1064A, Session 2
Technology usage has increased in almost all aspects of our lives, including education. With that being said, are we relying on technology too much? Although I am not anti-technology, I think we can possibly have a better balance in the classroom. Having students handwrite or draw can help them think through processes on their own. There are endless activities that can be incorporated into various types of classrooms, from science and technology to the liberal arts and in between. As AI continues to develop, we have more information than most of us can process. We need to develop skills that will enable students to individually think for themselves. My dad would say, “Our heads are more than a hat rack.” As an educator, that quote rings true in wanting to help students develop thinking skills that can enhance their future endeavors.
Technology usage has increased in almost all aspects of our lives, including education. With that being said, are we relying on technology too much? Although I am not anti-technology, I think we can possibly have a better balance in the classroom. Having students handwrite or draw can help them think through processes on their own. There are endless activities that can be incorporated into various types of classrooms, from science and technology to the liberal arts and in between. As AI continues to develop, we have more information than most of us can process. We need to develop skills that will enable students to individually think for themselves. My dad would say, “Our heads are more than a hat rack.” As an educator, that quote rings true in wanting to help students develop thinking skills that can enhance their future endeavors.
Michael Hart - Director of Radiography Program - mghart@actx.edu
Michael Hart - Director of Radiography Program - mghart@actx.edu
I completed Radiography degree from AC in 1993, BSOE from Wayland Baptist University in 2007, and M.Ed. from ENMU in 2015. During my professional non-teaching career, I worked at a local hospital holding multiple positions in the imaging department. I initially taught in an adjunct capacity at AC and then started in my current role, Director of Radiography program in spring of 2016. Though my journey, I have also taught CE credits for Radiologic Technologists. I truly enjoy helping education the next generation of radiologic technologists and hope to continue for many years in the future.
From Gridlock to Growth: Using AI to Streamline Feedback and Cultivate Student Success
From Gridlock to Growth: Using AI to Streamline Feedback and Cultivate Student Success
Location: Room: 1064B, Session 2
Location: Room: 1064B, Session 2
Navigating the demanding landscape of grading student writing can often feel like academic gridlock. This session offers a dynamic roadmap to "growth," exploring how artificial intelligence (AI) tools can streamline feedback processes, alleviate instructor fatigue, and ultimately cultivate greater student success in the bustling academic "city." Participants will gain the ability to identify and explain the functionalities of AI tools for providing feedback on student writing.
Navigating the demanding landscape of grading student writing can often feel like academic gridlock. This session offers a dynamic roadmap to "growth," exploring how artificial intelligence (AI) tools can streamline feedback processes, alleviate instructor fatigue, and ultimately cultivate greater student success in the bustling academic "city." Participants will gain the ability to identify and explain the functionalities of AI tools for providing feedback on student writing.
Through an engaging PowerPoint presentation, we will showcase a variety of AI-powered platforms designed to provide targeted and insightful feedback on student writing. Participants will actively engage in small group discussions, analyzing sample student work and evaluating the feedback generated by different AI tools. This interactive element will allow instructors to critically assess the strengths and limitations of each technology and consider practical implementation strategies for their own classrooms. Participants will be able to critically evaluate the potential benefits and challenges of using AI in their own grading practices and analyze and compare the feedback generated by different AI tools on sample student writing.
Through an engaging PowerPoint presentation, we will showcase a variety of AI-powered platforms designed to provide targeted and insightful feedback on student writing. Participants will actively engage in small group discussions, analyzing sample student work and evaluating the feedback generated by different AI tools. This interactive element will allow instructors to critically assess the strengths and limitations of each technology and consider practical implementation strategies for their own classrooms. Participants will be able to critically evaluate the potential benefits and challenges of using AI in their own grading practices and analyze and compare the feedback generated by different AI tools on sample student writing.
Engage in Q&A and share experiences while exploring ethical and pedagogical aspects of AI feedback. Discuss practical integration strategies to move beyond grading gridlock, empowering you to foster student growth and enhance teaching effectiveness.
Engage in Q&A and share experiences while exploring ethical and pedagogical aspects of AI feedback. Discuss practical integration strategies to move beyond grading gridlock, empowering you to foster student growth and enhance teaching effectiveness.
Pam Ortega is a Professor of English at the Moore County Campus of Amarillo College, where she is celebrating her 14th year of full-time service. Beyond the classroom, she plays key leadership roles as the Dual Credit Coordinator for the English department and as the Secretary for the Faculty Senate. She holds both a Bachelor's and a Master's degree in English from West Texas A&M University (WTAMU).
Strengthening Programs with Strategic Recruitment Partnerships
Strengthening Programs with Strategic Recruitment Partnerships
Location: Room: 1089, Session 2
Location: Room: 1089, Session 2
Looking to boost the visibility of your academic program and attract more of the right students? This engaging session reveals how faculty can become powerful ambassadors for their programs by teaming up with recruitment professionals. Discover how sharing your program’s strengths, highlighting what makes it unique, and participating in key outreach opportunities can significantly elevate student interest and enrollment.
Looking to boost the visibility of your academic program and attract more of the right students? This engaging session reveals how faculty can become powerful ambassadors for their programs by teaming up with recruitment professionals. Discover how sharing your program’s strengths, highlighting what makes it unique, and participating in key outreach opportunities can significantly elevate student interest and enrollment.
You’ll see real examples of winning collaborations that turned faculty expertise into compelling stories prospective students connect with. Learn simple, actionable strategies you can start using right away—whether through campus tours, virtual events, marketing spotlights, or personalized student communication.
You’ll see real examples of winning collaborations that turned faculty expertise into compelling stories prospective students connect with. Learn simple, actionable strategies you can start using right away—whether through campus tours, virtual events, marketing spotlights, or personalized student communication.
Join us to unlock the tools, insights, and confidence you need to amplify your program’s impact. Walk away inspired, empowered, and ready to help more students find their place in your academic community. Your voice matters—let it help shape the future of your program!
Join us to unlock the tools, insights, and confidence you need to amplify your program’s impact. Walk away inspired, empowered, and ready to help more students find their place in your academic community. Your voice matters—let it help shape the future of your program!
Margarita Rocha serves as the Director for Outreach at Amarillo College, a role she has held for two years. Before stepping into this position, she worked as the Academic Advisor for the Education and Child Development programs, supporting students pursuing careers in teaching and childcare. A native of Stratford, Texas, Margarita earned her B.S. in Interdisciplinary Studies with a Mathematics/Science focus for grades 4–8 from West Texas A&M University, where she was active in the Hispanic Student Association and made the President’s Honor Roll.
After graduating in 2014, she taught eighth-grade science at Travis Middle School for seven years. During her time there, she served on the Site-Based Committee and was honored as Campus Teacher of the Year for both 2017–18 and 2018–19. While teaching, she completed her M.Ed. in Educational Leadership at West Texas A&M in 2017. Margarita is now proud and excited to be part of the Amarillo College family.
Building Better Thinkers with Research-Based Learning
Building Better Thinkers with Research-Based Learning
Location: Room: 1091, Session 2
Location: Room: 1091, Session 2
The primary goal of this presentation is to empower professors to move beyond traditional lecture formats by integrating research-based instructional approaches to enhance student success, both in the classroom and the workforce. Included is our experience using research-based instructional methods and student feedback.
The primary goal of this presentation is to empower professors to move beyond traditional lecture formats by integrating research-based instructional approaches to enhance student success, both in the classroom and the workforce. Included is our experience using research-based instructional methods and student feedback.
Dr. Jacob Price began teaching in 2009 and is an Associate Professor in Biological Sciences at Amarillo College. His teaching practices emphasize increasing student belonging, classroom engagement, and long-term retention through the Pedagogy of Real Talk. Dr. Price also designs and implements student research projects in Biological Sciences and has given many research and educational presentations at local and national meetings and as a keynote speaker on building strong student/instructor relationships. As a teacher, Dr. Price always strives to leave his students better than he found them, not only in their education but also in their lives.
Ashley Coffman, Associate Professor of Biology
Brief Overview: I have been a teacher for 9 years at Amarillo College, and I teach primarily Microbiology. I strive to provide my students with a link between the content they learn in the classroom and real-world scenarios to enhance retention and the development of critical thinking skills. I believe that exposing my students to the many health-related fields available increases the likelihood they will find careers that make use of their unique skills and are exceptionally rewarding.
Areas of Expertise or Interest: Infectious Disease, Epidemiology, and Public Health
Relevant Professional Affiliations: CDC Science Ambassador Fellow
Revising with AI: Teaching Ethical and Effective Use of Writing Assistants
Revising with AI: Teaching Ethical and Effective Use of Writing Assistants
Location: Room: 1107, Session 2
Location: Room: 1107, Session 2
This presentation shares findings from a two-semester classroom project where composition students revised essays with the Hemingway Editor, an AI writing assistant that highlights clarity, grammar, and readability. Students compared original and revised drafts and reflected on how the tool influenced their writing and voice. Survey results revealed persistent concerns—AI might feel like cheating, oversimplify writing, or reduce originality. Yet most students also reported benefits such as clearer sentences, improved grammar, and greater awareness of revision choices. Even students who disliked Hemingway still made substantial changes, suggesting that discomfort can support engagement.
This presentation shares findings from a two-semester classroom project where composition students revised essays with the Hemingway Editor, an AI writing assistant that highlights clarity, grammar, and readability. Students compared original and revised drafts and reflected on how the tool influenced their writing and voice. Survey results revealed persistent concerns—AI might feel like cheating, oversimplify writing, or reduce originality. Yet most students also reported benefits such as clearer sentences, improved grammar, and greater awareness of revision choices. Even students who disliked Hemingway still made substantial changes, suggesting that discomfort can support engagement.
Between semesters, adjustments such as modeling the tool in class and requiring AI use before final submissions increased student confidence and raised average essay scores from 76 to 80. The session offers student voices, survey data, and adaptable teaching strategies to help faculty foster AI literacy and guide students in navigating the ethical gray areas of AI in writing.
Between semesters, adjustments such as modeling the tool in class and requiring AI use before final submissions increased student confidence and raised average essay scores from 76 to 80. The session offers student voices, survey data, and adaptable teaching strategies to help faculty foster AI literacy and guide students in navigating the ethical gray areas of AI in writing.
Please bring your electronic device to this session for interactive learning.
Sara Welshimer began teaching in 1999 and joined Amarillo College in 2019. She currently teaches Composition I and II and is known to her students simply as “Welsh.” She completed her master’s thesis on Dorothy L. Sayers— a contemporary of C. S. Lewis and J. R. R. Tolkien—by applying Sayers’ theoretical ideas to her own fiction. Over the years, Welsh has taught American Literature, English Literature, Shakespeare, and World Literature, and she also spent time in a specialized Research and Writing Program in Houston. Before coming to Amarillo, she taught in both high schools and community colleges in Waco and Houston.
The Value of Creative Writing
The Value of Creative Writing
Location: Room: Apparatus Bay, Session 2
Location: Room: Apparatus Bay, Session 2
Our discussion will focus on poetry and fiction. We will discuss how poets choose the strongest words so that the reader experiences a strong emotional connection with the poem’s imagery and meaning. With fiction, we will cover the differences between literary fiction and genre fiction, and the value of both. Literary fiction helps us with social intelligence, primarily in understanding others, and genre fiction gives us an escape from the ordinary and builds imagination.
Our discussion will focus on poetry and fiction. We will discuss how poets choose the strongest words so that the reader experiences a strong emotional connection with the poem’s imagery and meaning. With fiction, we will cover the differences between literary fiction and genre fiction, and the value of both. Literary fiction helps us with social intelligence, primarily in understanding others, and genre fiction gives us an escape from the ordinary and builds imagination.
Greg Rohloff has taught at Amarillo College in the English Department since 2013 after a career in journalism. He holds a master’s degree in liberal studies from Fort Hays (Kansas) State University, and a master of fine arts in creative writing: fiction from the University of New Orleans.
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