• TBA

• Define intellectual property (IP), privacy, and surveillance.

• Brainstorm ways to begin conversations with students about IP and generative artificial intelligence (GAI or GenAI) in the classroom.

• Provide examples of how intellectual property impacts students, instructors, and the general public both within and outside of the classroom.

• Describe the intersection of GAI and intellectual property, including some of the concerns and risks associated with GAI and IP.

• A nuanced understanding of the consequences of using Generative AI for citational work

• The ability to ask questions and evaluate the choices available to them regarding AI and other institutional resources 

• The confidence to start interdisciplinary conversations about needs at their own institutions

• Access to a network of other interested parties, with whom they could collaborate

Emma Kostopolus is an Assistant Professor of English at Valdosta State University, where she specializes in Digital Rhetoric. Her work focuses on the rhetorical and material impacts of interactive digital media and software, such as video games and (more recently) Generative AI platforms.

Catherine Bowers is a Librarian Associate Professor at Odum Library, Valdosta State University in Georgia. She coordinates the library instruction and information literacy program. Her research interests include physical and arboreal literacies, mapmaking as an undergraduate research method, and avocational information literacy.

• Identify browser features (Chrome and Edge) that can be adjusted to enhance accessibility.
• Locate appropriate browser extensions (for both Chrome and Edge) that support students in need of accommodations.
• List AI-enhanced websites, browser extensions, and apps providing accessibility support.
• Determine which AI tools are the most appropriate for the particular accommodation needs of their students.

Laura Lacasa Yost, currently an Instructional Designer at Kirkwood Community College, taught Cultural Studies and History for 17 years before becoming an Instructional Designer. She now provides faculty with LMS assistance and supports the development of a new CBE program on cyber security and compliance. Her work with Artificial Intelligence focuses on the functionality of free AI tools for promoting learner success, digital literacy, and accessibility.

• Implement AI-Powered Active Learning Strategies: Learn practical techniques for integrating AI into pedagogical practices to foster active literacy learning in online environments.
• Use AI Tools Effectively: Acquire hands-on experience with AI tools designed to support writing instruction and student engagement.
• Create Actionable Plans for AI Integration: Develop concrete plans to implement AI-powered active learning strategies in their courses, tailored to specific instructional contexts.

Traci Gardner is an instructor in the Department of English at Virginia Tech. Her work specializes in technical communication, digital tools, and AI integration. She focuses particularly in designing engaging, career-relevant assignments and ways to incorporated active learning strategies in digital environments. Traci has been recognized with several honors, including the CCCC Technology Innovator Award and multiple grants for her work in instructional development. She is an active contributor to professional organizations, including GSOLE, CCCC, and the WAC Clearinghouse, and has published extensively on digital literacy and multimodal composition.