Alison Gurganus | SDCCD & San Diego Mesa College

Navigating the ethical landscape of Generative AI can feel overwhelming. With issues ranging from data privacy to academic integrity, where should educators even start? This interactive workshop empowers you to cut through the noise by collaboratively prioritizing the challenges that matter most right now. Aligning with the conference theme of Instruction with Imagination and Intelligence, we move beyond passive listening. You will engage in a live, digital ranking exercise of 10 distinct ethical dilemmas including: algorithmic bias, environmental impact, and the digital divide. Your collective votes will immediately determine the session's agenda, ensuring we focus entirely on the issues that keep you up at night. Throughout the discussion, an anonymous digital Q&A tool will provide a safe space to ask the hard questions you might hesitate to voice publicly. You will leave this session not just with a theoretical understanding of AI ethics, but with a community-generated roadmap of high-priority risks and actionable, human-centered strategies to address them in your teaching and leadership.

Peter Chen | Palomar College

When students can generate essays, solve equations, write code, and create presentations in seconds, what should we actually be teaching? This session explores how educators across all disciplines can shift from content-creation-focused assignments to assessments that build critical thinking, system-level understanding, and AI literacy. We'll discuss practical strategies for teaching evaluation skills, problem decomposition, and creative synthesis when AI can produce the initial draft instantly. You'll leave with concrete ideas for helping students become AI-literate professionals who can critically assess outputs, understand limitations, and use AI as a thinking partner—not just a shortcut. This reimagining also creates new equity opportunities. When success no longer depends on perfect grammar, syntax memorization, or flawless formatting, we open doors for students with diverse learning styles, language backgrounds, and preparation levels. Students can focus on understanding concepts and developing judgment rather than getting stuck on mechanics. Whether you teach English, Math, Computer Science, Business, or any other discipline, this session offers a framework for curriculum redesign that works across fields. We'll use examples from multiple disciplines and engage in hands-on activities to redesign real assignments together.  Join us for an honest conversation about what's working, what's challenging, and how we can prepare students for careers where working alongside AI is the norm—while keeping human creativity, ethics, and critical thinking at the center.

Deya Roy | CSU San Marcos

As generative artificial intelligence (GenAI) tools become increasingly embedded in students’ academic and personal lives, it is critical to move beyond surface-level use and toward deeper critical engagement. This session will introduce an in-class activity that faculty members can use in their courses to initiate conversations about ethical AI-use and potential bias in AI outputs. The present activity addresses systemic bias in GenAI by engaging students in an experiential, discussion-based classroom activity. Using a simple and seemingly neutral prompt of asking AI to generate a love story, students can collectively examine patterns that emerge across outputs, such as the privileging of heterosexual relationships and white-passing identities. The activity positions GenAI not as an authoritative source but as a communicative artifact shaped by cultural, social, and technological influences. By connecting trivial-seeming examples to real-world consequences in areas such as hiring algorithms, facial recognition, and recommendation systems, this assignment fosters critical thinking, ethical awareness, and media literacy. Ultimately, it equips students with the skills necessary to question assumptions, recognize systemic bias, and engage responsibly with AI-mediated communication.

Lizzette Herrera Castellanos & Robin Allyn  | SDCCD & MiraCosta College

As AI tools become a regular part of student learning, educators face a new challenge: how to keep career preparation personal, meaningful, and human. This interactive workshop focuses on practical ways to design career-connected learning experiences that move students beyond AI-generated responses and toward reflection, judgment, and personal growth. Participants will explore how simple, relationship-centered events—such as Coffee & Convos, career panels, and networking experiences—can help students connect with professionals and begin clarifying their own interests and goals. The workshop will also highlight sample career assignments that encourage students to reflect on what they are learning, evaluate real-world scenarios, and connect coursework to emerging career identities. In addition, the session will share engaging online tools and techniques that work in face-to-face, hybrid, and fully online classrooms. These strategies emphasize student voice, choice, and self-awareness while acknowledging the realities of AI-supported learning. Rather than avoiding AI, the workshop models how instructors can use it intentionally for support. Attendees will leave with ready-to-use ideas for events, assignments, and online activities that personalize career readiness, support academic integrity, and help students see themselves—not AI—as the center of their learning journey.

Mirla O. Garcia | Palomar College

Join the CCCTechConnect team for an informative session designed specifically for the California Community Colleges System. We’ll walk through the latest updates and enhancements to the PlayPosit (WeVideo) LTI integrations within your Canvas. Learn how the new AI feature can streamline instructional delivery, improve student engagement, and simplify your workflow. Whether you're an instructor, instructional designer, or LMS administrator, this session will ensure you're up to date and ready to make the most of these powerful tools.

Janet Williams | North Orange County Community College District

Generative AI has already reshaped higher education and will continue to do so. However, without intentional design and processes, we risk reinforcing the inequalities that we seek to address with AI. This session focuses on a different challenge at the intersection of AI and equity: how can colleges use AI  to consciously strengthen Universal Design for Learning (UDL), support faculty work, and create more equitable learning environments at scale? Here, AI is framed as human-centered infrastructure; technology that helps instructors and institutions do what they already value, more consistently and sustainably. Grounded in Universal Design for Learning (UDL) and Human Performance Technology (HPT), the session examines how AI can support inclusive course and assessment design without adding to faculty workload and surface instructional barriers earlier. Participants will explore concrete examples of AI-supported practices related to course design, assignment clarity, and assessment revision, with a clear emphasis on keeping faculty judgment, disciplinary context, and relationships with students at the center. The focus is on leveraging AI to enable more intentional design decisions and create sustainable systems that strengthen equity, clarity, and instructional quality. Designed for both faculty and administrators, this session offers a shared framework for thinking beyond isolated pilots and individual champions. Attendees will leave with guiding principles, practical ideas, and reflective questions to help their institution move toward responsible, scalable AI use that supports instructional quality, equity, and student learning without losing the most critical piece—human connection.

Yassin Hennawy  | SDCCD, Grossmont-Cuyamaca College District 

As AI tools become more common in classrooms, many multilingual learners are turning to them for help with vocabulary, organization, and confidence in writing. But the real opportunity lies not in letting AI do the work for students, but in using AI to support deeper thinking, clearer expression, and more meaningful engagement with writing. This session explores practical, human-centered ways to integrate AI into writing instruction so that students stay in control of their ideas, voice, and learning. Through hands-on examples, participants will see how AI can be used to scaffold brainstorming, model academic language, give low-stakes feedback, and help students revise with greater clarity and purpose. We will discuss how to design simple, structured prompts that guide students without replacing their own work, and how to teach learners to question, evaluate, and refine AI-generated suggestions. We will also address important topics such as equity, access, and responsible use, especially for students who may rely heavily on AI because of language barriers. By the end of the session, attendees will walk away with ready-to-use activities, practical classroom routines, and strategies for helping multilingual writers grow with the assistance of AI—while keeping the human relationship between teacher and student at the center of the learning process.

Francisco Zepeda | CSU Fullerton

The Generative Practice Interview Trainer (GπT) project explores how generative AI can be used to close opportunity gaps and promote student success through authentic, course-integrated mock interview practice. GπT allows faculty to customize an AI-powered interviewer that generates questions aligned with course content, while students tailor the experience to a real or aspirational job posting. The result is a personalized, feedback-driven interview simulation that strengthens content understanding, communication skills, and confidence, particularly for students who have had limited exposure to professional interview settings. This presentation will share the motivation behind GπT’s development, lessons learned throughout its iterative design process, and preliminary findings from our pilot phase involving nine faculty and forty-five students across diverse disciplines at California State University, Fullerton. We will discuss faculty and student experiences with customizing and engaging with the AI interviewer, as well as initial findings from interview transcripts and surveys.

Jennifer Bielman | Riverside City College

This workshop explores how AI can support the everyday tasks that keep our work moving. You will learn how to build strong prompts, choose the right tools, and apply AI in ways that improve clarity, productivity, and problem-solving. We will walk through examples that reflect the real needs of higher education professionals.