ATXpo 2024 IdeaLabs
Station 2: Ed Discussion (by edstem.org)
Next Gen Class Q&A
Ed Discussion helps scale course communication and boosts engagement in a beautiful and intuitive interface that students love. Questions reach and benefit the whole class. Less email, more time saved. Next-gen functionality including AI / LLM support.
Contact: Scott Maxwell
team@edstem.org
Station 4: Swivl
We Make Innovative Learning Software for Skills
Swivl’s suite of reflective tools are used by over 75k schools worldwide—helping educators and students build reflective skills.
Contact: Edward How
edward@swivl.com
Station 6: Catchbox
Achieve broadcast-quality audio in any space with the most user-friendly DSP wireless microphone system on the market.
Contact: Aleksejs Kolpakovs
aleksejs@catchbox.com
Station 8: GoReact
Building Skills for Brighter Futures
GoReact simplifies skills-based learning by providing more chances to practice, reflect and evaluate progress using the power of video. With personalized feedback and AI-enabled tools, GoReact promotes continuous learning that transforms potential into mastery. See how GoReact helps all learners build skills for a brighter future at www.GoReact.com.
Contact: Sam Butterfield
sbutterfield@goreact.com
Station 15: Poll Everywhere
Poll Everywhere is a student real-time response system designed to make every classroom, whether in-person, fully virtual, or hybrid, more engaging and inclusive with ease—giving every instructor an effective pathway towards insights-driven teaching and improving the student experience.
Contact: Matt Cooper, Kaylee Clark
cooper@polleverywhere.com, kaylee@polleverywhere.com
Station 17: Macmillan Learning / iClicker
Active Learning Simplified
iClicker’s mission is to create simple, intuitive, and reliable technology solutions that promote active learning in the classroom. With over a decade of experience, iClicker is the market leader in student response and classroom engagement.
Contact: Jennie Ribera
jennie.ribera@macmillan.com
Station 19: Panopto
The industry-leading intelligent knowledge management platform for on-demand video sharing.
Contact: Claire McKeever
cmckeever@panopto.com
Station 21: Wolfvision
Driving Knowledge Creation
Wolfvision is an award-winning manufacturer of wireless presentation, collaboration, & Visualizer imaging solutions for classroom, meeting room, and courtroom applications.
Contact: Amy Buchanan
amy.buchanan@wolfvision.us
Station 1: AI virtual simulated patients: a mental health scenario in nursing education
This study explores the utility of Artificial Intelligence-driven Virtual Simulation Patient (AI-VSP) scenarios in mental health nursing training at a health sciences university. In the 2021-22 academic year, 111 Samuel Merritt University (SMU) nursing students interacted with an AI-VSP focused on insomnia masking a major depressive episode. After individual encounters, participants completed an IRB-approved survey. We will present the results as well as the AI platform PCS Spark.
Amin Azzam, Saba Zehtabi
University of California, San Francisco
Samuel Merritt University (SMU)
Station 3: Reimagining Campus Narratives with Augmented Reality: The Thámien Ohlone AR Tour
The Thámien Ohlone Augmented Reality (AR) Tour, co-designed by Santa Clara University and members of the Muwekma Ohlone Tribe, brings to life the history, culture, and ongoing presence of the Ohlone people. This mobile AR experience allows users to explore significant locations on the Santa Clara University campus, revealing stories and digital artifacts that connect past, present, and future Ohlone experiences. Launched in October 2023, the project continues to expand, involving both Santa Clara University students and Muwekma Ohlone youth in courses like Virtual Santa Clara, where they actively contribute to the tour’s development and deepen their understanding of local Indigenous heritage.
Kai Lukoff (Computer Science), Danielle Heitmuller (Art), Amy Lueck (English), Lee Panich (Anthropology)
Santa Clara University
Station 5: Optimizing Transgender & Gender-Diverse Care: Prototyping a Story-based Patient Simulation Experience
Optimizing Transgender & Gender-Diverse Care is a story-based patient simulation experience designed for health educators and practicing physicians. In this game-like experience, learners act as primary care physicians for a variety of transgender & gender-diverse (TGD) patients in the fictional “Cardinal Clinic.” With mentorship from the clinic’s directors, their peers, and their patients, learners walk away with valuable practice and insights they can integrate into their own practice and teaching. This project is currently being developed by Stanford Medicine’s Educational Technology, LGBTQ+ Adult Clinical Program, LGBTQ+ Health Program, and Department of Emergency Medicine. It will be shown as an alpha release and ATXpo participants can provide feedback to us on the experience.
William Bottini, Claire Follis, Huy Tran, Katherine Cao, Lauren Watley, Grace Sextro, Michael McAuliffe, Jessica Whittemore
Stanford University
Station 7: Streamlining Educational Resource Development with Generative AI
This project uses generative AI to simplify the creation of educational resources. UCSF’s Generative AI tool, Versa, transforms lecture transcripts into multiple-choice and true/false quiz questions for low-stakes assessments. It can also generate study guides summarizing key concepts and terms. By automating these tasks, the project reduces faculty workload, allowing them to focus on core teaching activities. Additionally, it supports student learning by providing timely, relevant materials that reinforce lecture content.
Silvia Stone
UCSF Library
University of California, San Francisco
Station 9: GENAI-Powered Interactive Virtual Simulation
This project leverages advanced generative AI technologies, including text, image, audio, and video, to enhance clinical education for nurse practitioner students. By developing diverse and realistic virtual simulations, it offers interactive visual representations of patients, audio components of patient encounters, and integration of multimedia elements and interactive questions. These simulations enable students to practice clinical reasoning across various cases, from routine to emergent, facilitating learning in both asynchronous and synchronous formats.
Xinxin Huang, Bridget Gramkowski, Mary Gallagher
School of Nursing
University of California, San Francisco
Station 10: A Rubric for Assessing Student-AI Collaboration and AI Information Literacy
Recognizing the increasing presence of AI and student use in education (mirroring human-AI collaboration in the workforce) and the importance of guiding and measuring responsible, skillful use of AI, we have developed a grading rubric for assessing student-AI collaboration on assignments. We have conducted an initial test and have revised the rubric for retest early this fall. This student-AI collaboration rubric draws from AAC&U (American Association of Colleges & Universities) value rubrics and others. Larry is an instructor at Golden Gate University (GGU) and University of San Francisco. Jennifer is an instructional designer at GGU.
Larry Ebert, Jennifer Light
Department of Management, Department of Entrepreneurship & Innovation, Organizational Leadership & Human Skills, Instructional Design Department
University of San Francisco, Golden Gate University; also former consultant at Stanford University
Station 11: AI-generated CourseMAPS (CLO/MLO), CoursePACKS & TextBOOKS
We (Professors & Students) have developed a technology tool that utilizes AI that professors can utilize to easily and quickly create AI COURSEMAPS (including AI generated Course & Module Level Objectives (CLO/MLO), AI COURSEPACKS & AI TEXBOOKS that are interactive, inclusive, accessible for students and is being utilize for enhanced, effective learning and outcomes. Our tool is for professors, universities and students and significantly reduces costs of Textbooks for the students. Cost of textbooks is the 2nd largest cost for students after tution.
We have built an AI tool that lets professors create 1) coursemaps (clo/mlo) 2) AI textbooks and AI coursepacks. It’s fantastic and are getting a lot of traction. Our tool brings edu power to the professors and universities and significantly reduces costs for the students. We have developed significant number of CoursePacks with several university customers as a pilot and are now ready to deploy the AI tool at all universities in the USA.
Gurmeet Naroola, Piyush Modi, Akshat Gupta
Lucas College and Graduate School of Business, Mineta Transportation Institute, Center for Academic Technologies, School of Computing & Design
San Jose State University, CSU Monterey
Station 12: Smart Teaching with AI – A Guide for AI Use in Assignments
With AI’s disruption of learning environments, you may be grappling with how to guide students on acceptable AI use in coursework. In this Idea Lab Helper, you will hear about a process and framework faculty can use with AI to develop meaningful AI guidance to share with students. We’ll demonstrate the two phase process using an AI chatbot and a sample business school assignment.
Andrea Taylor, Kirstin Haag
Graduate School of Education
Stanford University
Station 13: Embedding AI Student Training in Campus Services
San Francisco State University has developed a unique partnership for AI student education programming between Academic Technology and its Tutoring and Academic Support Center. Surveys of SF State students show a gap in AI knowledge among a segment of students raising the stakes on student-based AI training. But how do you reach students? This partnership builds a foundation for the intersection of a central AI student curriculum and core student service areas where education is reinforced as part of everyday interactions. Those interactions then feedback iterative changes into the overall curriculum. This pilot will additionally incorporate additional student service units throughout the year.
Michelle Montoya, Ethan Cortes
Academic Technology, Tutoring and Academic Support Center
San Francisco State University
Station 14: Fostering Collaboration, Engagement, and Scholarship Through Digital Spaces in the Italian Studies Curriculum
This presentation will highlight the progress of a Digital Humanities (DH) project within the SCU Italian Program, focused on archiving and curating student work to enhance accessibility and showcase how digital technologies can enrich students’ learning experiences. Our comprehensive digital archive fosters new opportunities for engagement, community collaboration, and knowledge production, both inside and outside the classroom. By elevating the impact and visibility of a teaching-scholar pedagogical model, this initiative underscores its importance within Italian and Italian-American humanities.
Marie Bertola, Evelyn Ferraro
Modern Languages & Literatures, Academic Technology
Santa Clara University
Station 16: Zoom AI: How Did We Get Here and Where does it Lead?
The use of Generative AI has been a topic of great interest for higher education; it’s not just the standalone tools like Copilot and ChatGPT but tools that are integrated into existing services. This poster takes a look at the Zoom AI Companion, in particular, the Meeting Summary and Smart Recording. We’ll take a look at the process for deciding to enable the tool and the exciting opportunities that are possible in both academic and business scenarios.
Ken Yoshioka
Educational Technology Services
University of San Francisco
Station 18: GenAI for Intro STEM: Making Learning Better and More Equitable
At Stanford, several departmental teams are using generative AI toward greater equity and belonging in introductory STEM curricula. In Chemistry, AI is being implemented to help students recognize deeper concepts in problems that help them link different looking practice problems together by identifying overlapping skills and build better knowledge organization—for example, by asking students questions during problem-solving to encourage exploring the deeper structures of the problem. In Physics, an AI-driven chatbot is giving instructors actionable insights into student experiences. Stop by to ideate about AI in equity-oriented curriculum change!
Cassandra Horii, Karen D. Wang, Jennifer Schwartz Poehlmann, Shima Salehi, Jocelyn E. Nardo, Felicia Tam
Center for Teaching and Learning, Chemistry Department, Physics Department, Graduate School of Education
Stanford University
Station 20: Build-a-Bot Workshop: Make Your Own AI to Make Sense of AI
Designed and led by SAL (the Stanford Accelerator for Learning) and GSE IT staff, this project involves collaborating with Stanford faculty, the broader Stanford community, and the public, including professional development for teachers and conference participants. The workshop offers hands-on AI design experience, focusing on adaptable, warm interactions in educational contexts. Over the 5 workshops we’ve conducted, both online and in-person, participants learn to conceptualize, outline, and create conversation flows for AI assistants. The goal is to equip participants with the skills to create customized chatbots and deepen their understanding of the technology through guided hands-on experiences.
Reuben Thiessen, Mae Bethel, Jessica Ann
Stanford Accelerator for Learning (SAL), Stanford Graduate School of Education IT (GSE IT)
Stanford University
Station 22: Expanding the Reach of GenAI: Enhancing Curriculum and Services
In April 2024, the CTE’s Faculty Learning Community on GenAI and ETS (Educational Technology Services) organized a Symposium on GenAI in Higher Education, which discussed how GenAI could enhance learning and teaching and prepare students for a GenAI-driven world. The event featured talks, panels, workshops, and presentations on leveraging GenAI for classroom success, ethical considerations, improving learning outcomes, and student experiences and expectations. In Fall 2024, ETS launched a GenAI Certification program for faculty, supporting a deeper understanding of GenAI tools and practices in higher education. Faculty can earn a GenAI Certificate or opt for individual courses.
Poonam Kakodkar
Instructional Technology & Training
University of San Francisco
Station 23: Promptcraft for using GenAi to create and Interpret Images
I have been teaching workshops on GenAI since January of 2023, but focused mostly on text until last Spring, when I pivoted towards image generation and interpretation. Now I am illustrating videorecorded lectures on Human Behavioral Biology, by using both text and image generation.
In this IdeaLab I will share the algorithm I use to expedite the process of enhancing with slides a pre-existing lecture that had no slides, including a few salient detailed examples. What GenAI can do and what it can’t do is unpredictable, and quality also differs widely across Dall-E 3, MJ 6.1, Copilot, and locally run models like Juggernaut and Flux.1.
I will also share my latest Promptcraft for GenAI Images Google Doc.
Carlos Seligo
The Program in Human Biology
Stanford University
Station 1: Reducing Barriers in Healthcare Education
We are exploring the impact of captioning externally-created co-curricular content into Arabic on pre-health and health students across the Arabic-reading world. The Osmosis YouTube channel has over 3.2 million subscribers and provides in-depth basic and clinical sciences videos for health professionals, students, and the general public. In partnership with the Osmosis from Elsevier hosts, we designed a service-learning strategy: each student volunteer who captions and peer-reviews 2 videos receives 2 weeks of Osmosis Prime (the full Osmosis.org learning platform) for free. We will share results to date and lessons learned.
Mohammad Kabakibi, Perla Nafeh, Yasin Jazieh, Dr. Amin Azzam
UCSF School of Medicine; UC Berkeley School of Public Health
University of California, Berkeley, University of California, San Francisco, Lebanese American University
Station 3: Student-Centered Approach to Academic Integrity Tools at UC Berkeley
Academic integrity has traditionally had punitive connotations rooted in zero-tolerance plagiarism policies. However, when it comes to AI, questions about academic integrity are more nuanced. With the availability of Turnitin’s AI Writing Detection Tool, staff from Research, Teaching, and Learning (RTL) recognized the need for deep examination of the tool to understand and address concerns around academic integrity, accuracy, equity, privacy, student access, and actionability. In collaboration with the Center for Teaching and Learning (CTL) and the Center for Student Conduct, UC Berkeley’s RTL department invited instructors to participate in an opt-in pilot starting in Fall 2023, centered on students and pedagogical strategy. The goal of the pilot is to develop robust feedback for Turnitin on product developments that de-prioritize punitive measures while meeting instructors’ varied definitions of acceptable LLM use in student coursework. This IdeaLab will share early results of the pilot and provide space to engage in discussion about the approach to this tool across campuses.
Catherine McChrystal, Miles Lincoln
Research, Teaching, and Learning
University of California, Berkeley
Station 5: Nurturing Reflective Practice through Inspiration Trivia: A Team Building Tradition With Global Applications
Since 2018, Stanford EdTech has practiced a weekly reflection we call Inspiration Trivia. On Thursday, our designated trivia host sends out a call to the team asking for trivia questions.Team members submit questions through an online form, highlighting their accomplishments for the week, something they learned, or recognizing a team partner for their contributions. On Friday we have a 30-minute meeting, led by our trivia host, where team members participate remotely in the friendly, fun and lighthearted competition. Each question contributor shares the inspiration behind their question and why it’s significant to them or to our team’s work.
Pauline Becker, William Bottini, Britt Carr, Michael McAuliffe, Teggin Summers, Jessica Whittemore
Educational Technology, Stanford Medicine
Stanford University
Station 7: Empowering Teaching and Learning: Self-Service Recording Studio Upgrades and New Technology
Stanford Medicine provides a self-service recording studio for staff, faculty, and students. The studio, offered by the EdTech department, is conveniently located in the main learning building. Users can reserve studio space through our online form and receive a guided orientation if it’s their first time using the studio. This recently updated studio space is perfect for screen capture, audio recordings like podcasts, and video editing. The studio is equipped with new user-friendly lighting, 4K webcams and monitors, studio-quality speakers and microphones, headphones, video and audio editing software, a green-screen background, and a remote team available for live support.
Grace Sextro, Tela Caul
School of Medicine, Educational Technology
Stanford University
Station 9: Transition to FigJam: Enhancing Collaborative Learning and Brainstorming
The project involved the exploration of alternative software solutions that provided an interactive online whiteboard tool to enhance collaborative learning and brainstorming sessions for in-person courses and online courses. Following the exploration phase, the instructional design team offered faculty and staff guidance with transitioning from Jamboard to FigJam. They provided and will continue to provide workshops, individual consultations, and resources to explore different ways to integrate FigJam into instructional activities. The project is ongoing with continuing opportunities to equip faculty and staff with the skills to effectively use FigJam for teaching and collaboration.
Jennifer Redd, Shichen Guo
Center for Faculty Excellence and Teaching Innovation
San Jose State University
Station 10: Building Student Literacy for Using Generative AI
After collecting student feedback on generative (gen) AI tools in 2 tech surveys, the UCSF TEE Technology Innovations team & a student partner developed a gen AI FAQ guide & companion workshops to support building medical student gen AI literacy. The FAQs & workshops, which drew from a newly created school policy related to gen AI use in medical education, were designed to include approachable guidelines with use cases and caveats. In this IdeaLab, our Team will share our FAQs/workshop development process and share recommendations to help others address this critical first step in building student gen AI literacy.
Jill Bond, Sahithee Batchu, Christian Burke, Sam Chung
School of Medicine, Technology Enhanced Education (TEE)
University of California, San Francisco
Station 11: The Various Applications of Content Capture in Higher Education
Discover the transformative power of content capture in higher education. Join us at this interactive Lab to explore the diverse ways capture technology is enhancing learning experiences and streamlining operations. Learn how UCSF is leveraging capture for:
Technical Support Monitoring: Streamline troubleshooting and provide timely assistance remotely.
Automated Content Capture: Seamlessly record classes based on room reservations
Video Hosting and Management: Organize and share captured content efficiently.
Zoom Integration: Record Zoom sessions directly into hardware capture recorders.
Gain valuable insights into how content capture can save time, improve accessibility, and foster a more engaging learning environment.
Benjamin Wallen, Matt Epperson
Educational Technology Services
University of California, San Francisco
Station 12: Inclusive Instruction: Opportunities and Challenges with AI Voice Generators
Our project explores the integration of AI voice generators in educational settings, focusing on their potential to enhance accessibility for diverse learners. We will critically examine how AI technology can provide benefits such as increased availability of instructional content while also addressing its limitations, such as a lack of emotional nuance compared to human voices. This balanced analysis aims to guide educators in effectively incorporating AI voice technology into their teaching materials.
Naryman (Nary) Mustafa, Helen Chen
UCSF Library
University of California, San Francisco
Station 13: Excellence in Online Pedagogies: Optimizing Online Education for the Present Day
San Francisco State University’s “Excellence in Online Pedagogies” (EOP) course helps faculty of all ranks and across our 7 colleges navigate the evolving online education landscape, a CSU-wide Canvas transition, and shifting student demographics. Developed by the Center for Equity and Excellence in Teaching and Learning, Academic Technology, and faculty collaborators, the course features five asynchronous modules. These modules cover course design, online learning frameworks, student orientation, online presence, and assessment. Emphasizing Quality Matters standards, JEDI principles, and effective strategies, the course offers activities to engage, explore, and apply new skills.
Dr. Jessica Adams-Grigorieff, Angie Petty, Breanna Hamm, Brandon York
CEETL & Academic Technology
San Francisco State University
Station 14: Incorporating AI Modules into Stats-Methods Courses
We have developed a set of 15 modules that can be used in our statistics-methods courses to help students understand the benefits, utility, and limitations of AI in understanding and conducting research in psychology. The modules cover a range of topics, including how to generate practice quizzes with AI, how to evaluate psychological research, and how to spot and overcome some of the biases in AI (e.g., gender, ethnic, WEIRD). The modules include instructions for how to deliver the modules in-class and how to moderate a discussion about what was learned from the AI activity in each module.
Tim Urdan, Birgit Koopmann-Holm, Lang Chen
Psychology
Santa Clara University
Station 16: GenAI Syllabus Statements — Meeting Individual Course Needs at an Institutional Level
As genAI tools continue to evolve, presenting students with clear guidelines for their use within a course is critical, yet such guidelines may be very different across courses. In this context, instructors must weigh a range of concerns including academic integrity, equity, the importance of supporting AI literacy, and the need to define robust working habits. USF’s newly launched syllabus statements address this need at an institutional level by providing three statement options with an accompanying guide to support instructors’ customization for individual courses.
Jill Ballard
Instructional Design, ETS
University of San Francisco
Station 18: Transforming Workshops on AI Pedagogy into DIY Workshop Kits
Stanford Center for Teaching and Learning staff adapted our AI teaching guide and workshops into versatile, do-it-yourself workshop kits. These kits, designed for easy customization and reuse are intended to introduce instructors to AI in education. They are now available on the Teaching Commons website, serving as an open resource for all. We are also developing new guides, workshops, and kits that address AI literacy skills for students and instructors. We hope to leverage the Stanford Teaching Commons and ATXpo communities in promoting and growing this repository.
Kenji Ikemoto
Center for Teaching and Learning
Stanford University
Station 20: Gen AI in the Curriculum: From Demystification to Responsible Use
Last academic year at Samuel Merritt University (SMU), a small health-sciences university in Oakland, instructional designers collaborated with faculty to form the SMU Generative AI Institute to advance GenAI literacy and responsible use at SMU. In 2023-24 we focused faculty development on the basics–demystifying GenAI and harnessing it for teaching and productivity–with department-level trainings, faculty speaker series, and curated resources. Faculty use more than doubled, but it wasn’t translating to curricula fast enough. At the same time, potential healthcare employers want graduates to be practice ready with GenAI. Now, for 2024-25 in addition to continuing with faculty trainings, we’re trying a strategy that was successful during the pandemic: creating direct instruction for students, including developing student AI literacy modules to complement faculty development offerings.
Liz Winer
Department of Academic and Instructional Innovation (A&II)
Samuel Merritt University
Station 22: Zoom Rooms, Communities of Practice and Learning Spaces – The State of AV at Berkeley in 2024
Since the 2023 ATXpo, the RTL Departmental Spaces service has expanded its service offering to provide Zoom Room support to departments across campus, organized a university-wide Learning Spaces Community of Practice and facilitated dozens of departmental space AV upgrades and Zoom Room installs.
Tim Gotch
Research, Teaching, and Learning – Classroom Technology
University of California, Berkeley
Station 23: Building Inclusion and Equity into Digital Education Projects
In this session, we will share our process for building diversity, equity, and inclusion practices into our teaching and learning project management process. We are now anchored in a newly-launched structured ‘Equity and Inclusion Project Management Checklist’, in addition to a strong project management practice, that were both collaboratively crafted from shared learning activities, team brainstorms, discussions, and dialogues. This work has helped us better meet the needs of our diverse learners.
Cindy Berhtram, Paloma Gutierrez
Stanford Digital Education
Stanford University
Station 1: Collaborative Excellence: Designing Effective Faculty Programming with Instructional Designers
This Summer the USF ID team collaborated with two faculty to design and develop a faculty intensive focused on Active Learning. The target audience for the Intensive were full and part time faculty that will be teaching in the Fall. Through this collaboration, we were able to gather insights and strategies on developing effective faculty programming through expert knowledge and experience. In this presentation, we will share the process of discussing faculty needs, outline the steps involved in collaboratively designing faculty programming and discuss the roles of instructional designers and faculty members in the process.
Angie Portacio, Kelly L’Engle, Leslie Bach
Instructional Design, ETS
University of San Francisco
Station 3: Inclusive Insights: Increasing inclusion and belonging with a new tool for exploring trends in final grade
Inspired by student-facing tools that show final grade information to help students gauge the difficulty of a course, we built an LMS-embedded tool designed for instructors using that same grade data, as well as non-public information, to provide insight about their grading trends. Grade data, displayed to instructors in novel ways, allows them a metric for determining the efficacy of their instruction and course design. Do all students have an equal chance of succeeding, or is my course excluding certain groups? What direction are grades trending over time? How well do prerequisites prepare students for my course?
Miles Lincoln, Richard Millet, Pauline Kerschen
Research, Teaching, and Learning
University of California, Berkeley
Station 5: Transforming Anatomy and Histology Education: Immersive, Interactive Learning Experiences in Reproductive Health
Stanford Medicine’s Educational Technology team, in collaboration with the MD Program faculty, revitalized the pre-clinical Reproductive Health Block curriculum offered to undergraduate medical education students. Based on consistent student feedback, the team transformed a challenging foundational anatomy and histology module into an immersive, asynchronous, interactive learning experience. The new curriculum features short, focused videos on the female and male reproductive system, a medically accurate 3D model that is freely accessible online, test your knowledge type quizzes on histology, and an interactive infographic on the menstrual cycle.
Lauren Watley, Huy Tran, Teggin Summers
Undergraduate Medical Education
Stanford University
Station 7: The use of iClicker to increase student engagement
Human Physiology (BIOL115) is a prerequisite course for several majors at the University of San Francisco including, nursing, kinesiology, and public health. Nour Al-muhtasib, a term-faculty, has taught the course for four semesters. For the past two semesters, we have used the polling technology, iClicker. It was used to ask students check-in questions at the beginning of each class and content knowledge questions throughout the lecture. The check-in questions ranged from simply asking students how they are doing to questions about their favorite color. The content knowledge questions checked student understanding of the material. Students were graded on participation.
Nour Al-muhtasib
Biology, College of Arts and Sciences
University of San Francisco
Station 9: Learning AI Together: A Summer Reading Club Model
The Technology Innovations Work Group (TIWG) at UCSF launched a monthly online summer reading club centered on AI articles and news, targeting staff in educational technology, instructional design, and course coordination. Each month, a different member or expert moderated the session, presenting summary slides and crafting engaging discussion questions. The club fostered dynamic discussions, incorporating side topics, anecdotes, and demonstrations of emerging tech tools into the broader conversations. Resources and presentation materials were shared on Microsoft Teams, while asynchronous participation was enabled through our instance of Moodle using Feedback Fruits, allowing broader engagement and showcasing a new campus collaboration tool.
Xinxin Huang, Gina Gaiser, Lisa Leiva
School of Nursing (SON), Digital Teaching & Learning Services (DTLS), UCSF Library
University of California, San Francisco
Station 10: Casez – An Interactive Integrated Case-Based Learning Tool
Case-based learning (CBL) is a popular teaching method in MedEd. It has been shown to encourage active learning, improve clinical reasoning skills, and enhance knowledge retention, but the delivery of CBL can be challenging. Most methods involve paper handouts or a series of presentation slides, either revealed or downloaded, jerry-rigging existing tools to fill a unique need. The goal of this project was to improve the experience of CBL by creating an integrated tool with slides, a presenter view, and a learner view with multiple facilitators able to share control of the phase of the case. The tool offers interactivity via audience response (no more trying to remember your PollEverywhere password) and interactive CT/MR imaging. It also can be shared as a self-study module for students who may have had to miss a group session.
Brandon Fennell MD MS, Julia Goupil MD
UCSF Department of Medicine
University of California, San Francisco
Station 11: Providing Meaningful and Contextual Time-stamped Feedback in Panopto Video Assignments
Students in the Care of Acute and Episodic Condition class were tasked with recording and submitting a series of skills demonstration video assignments. Originally, faculty used Voice Thread for providing student feedback. That was not a suitable tool. Faculty needed an efficient and effective solution to provide timely, meaningful, time-stamped feedback about skill performed, student/patient interactions, assessment, and diagnosis. Accurate and contextual referencing was imperative. Using the Canvas SpeedGrader feature, faculty were able to review the Panopto video submissions and comment directly on the video. Faculty learned that while the rubric facilitates grading, the Panopto comments feature enriched faculty/student engagement through timestamped threaded discussion. This also added opportunities for correcting skills and methodologies, for improving practitioner/patient interaction, and for deepening understanding and learning.
Elba Rios
Academic and Instructional Innovation
Samuel Merritt University (SMU)
Station 12: ProSt – The AI Marketplace for Growth for Professors and Students
Pro is for Professor & St is for Students and means “Cheers” in German. ProSt.ai is an AI-powered platform that connects professors and students fostering collaboration on startups, projects, and knowledge exchange while generating revenue. Grow your network, deepen your expertise, and even grow your wealth – all while achieving your goals. Professors and students, together, build a first-of-its-kind platform to bridge the gap between professors and students. Existing platforms don’t foster collaboration or knowledge sharing effectively. ProSt.ai will use AI to facilitate collaboration on projects, startups, and knowledge exchange within an EDU community.
Dr. Ahmad Shaar, Prof. Gurmeet Singh, Poorva Jain, Mahmoud Hamad
Lucas College & Graduate School of Business – GIL
San Jose State University
Station 13: Transforming the Advanced Mandarin Chinese courses with AI tools
The project redesigned Advanced Mandarin Chinese courses at SCU by integrating AI tools, including ChatGPT, Midjourney, Microsoft Azure, and AIVA. The faculty developed two new courses: “Understanding Sinophone World through TV Shows and Dramas” (Fall 2024) and “Exploring Sinophone World through News, Social Media, and Video Games” (Winter 2025). The materials were created and tested online and in the classroom, addressing challenges in engaging students with authentic content and contemporary sociocultural phenomena. This initiative also aims to enhance course materials and improve lower-division Mandarin Chinese courses at SCU.
Hsin-hung (Sean) Yeh
Modern Languages and Literature (Santa Clara University); East Asian Languages and Cultures (Berkeley)
Santa Clara University, University of California, Berkeley
Station 14: Articulate Storyline & Rise Course Accessibility
I will provide a demonstration of the materials I developed to help ensure Stanford courses created with Articulate Storyline and Rise are accessible. This will include a demonstration of the Rise and Storyline accessibility checklists. We have also developed modules that cover how to use the checklists and captioning strategies. I can provide additional information about the policies we have put in place to ensure courses published to Stanford’s STARS platform are accessible.
Auston Stamm
Office Of Digital Accessibility
Stanford University
Station 16: AI-Driven Detection of Oppression Themes in Student Feedback
A dedicated group within UCSF’s Technology Enhanced Education (TEE) team is leveraging AI to support UCSF’s anti-oppression curriculum initiative. We are developing an AI-driven text classifier to detect oppression themes in student feedback. Using large language models (LLMs) like GPT-4, this project aims to support narrative text analysis to identify key themes.
The workflow includes data curation, AI analysis, and reporting to medical education teams. This system supports expert human review, ensuring accurate insights. Aligned with UCSF’s commitment to anti-oppression, our goal is to enhance educational equity and create a more inclusive learning environment.
Nick Wadsworth
UCSF School of Medicine, Technology Enhanced Education
University of California, San Francisco
Station 18: Exploring and Engaging Generative Artificial Intelligence
Exploring GenAI in higher education through teaching, research, and hands-on projects to improve teaching and learning.
Freddie Seba
School of Nursing and Health Professions, Masters of Science in Digital Health Informatics
University of San Francisco
Station 20: Designing and Producing Media with Smarts
We will share a one-pager and demonstrate how we use it to work with instructors, staff and students to help them determine a fitting media type for whatever it is they are needing to communicate. On the production side, we will share our podcast set up and show quick and easy tips for recording audio in a variety of environments.
Stephanie Mackley, Laura Hart, Betsy Greer
Research Teaching and Learning (RTL)
University of California, Berkeley
Station 22: Re-imagining Instruction: Maximizing Classroom Tech
Re-imagining Instruction: Maximizing Classroom Tech is a workshop developed by the Stanford Center for Teaching and Learning Academic Technology Solutions team in collaboration with the Learning Technologies and Spaces classroom support group. Running as a pilot in September 2024, we hope to give new and veteran instructors across campus an opportunity to test and explore updated classroom technologies before the first day of classes. This Idea Lab Helper will showcase results and feedback from the first iteration.
Kristin Arguedas
Center for Teaching and Learning
Stanford University
Station 23: Optimizing Transgender & Gender-Diverse Care: Prototyping a Story-based Patient Simulation Experience
Optimizing Transgender & Gender-Diverse Care is a story-based patient simulation experience designed for health educators and practicing physicians. In this game-like experience, learners act as primary care physicians for a variety of transgender & gender-diverse (TGD) patients in the fictional “Cardinal Clinic.” With mentorship from the clinic’s directors, their peers, and their patients, learners walk away with valuable practice and insights they can integrate into their own practice and teaching. This project is currently being developed by Stanford Medicine’s Educational Technology, LGBTQ+ Adult Clinical Program, LGBTQ+ Health Program, and Department of Emergency Medicine. It will be shown as an alpha release and ATXpo participants can provide feedback to us on the experience.
William Bottini, Claire Follis, Katherine Cao, Grace Sextro, Michael McAuliffe, Jessica Whittemore
School of Medicine
Stanford University