Today on the podcast, we’ll get a window into how AI is affecting the teaching and learning landscape at one university, the University of Notre Dame in Indiana. My guest today is Alex Ambrose, professor of the practice and director of the Lab for AI in Teaching and Learning at the Kaneb Center for Teaching Excellence at Notre Dame.

Alex discusses Notre Dame’s recent decision to adopt Google Gemini campuswide, surveys of Notre Dame students and faculty about their changing views of generative AI, and the need for higher ed to do a better job teaching AI literacy than we did teaching digital literacy a decade ago. Plus, we hear about a really interesting project in the Notre Dame physics department using AI to provide feedback on handwritten student work on physics problems.

Episode Resources

Alex Ambrose’s website

“Navigating AI’s Evolving Role in Teaching and Learning” with Jim Lang and Alex Ambrose, Designed for Learning podcast

“What Is AI Literacy? Competencies and Design Considerations,” Duri Long & Brian Magerko, Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems

“Assessing and Developing Generative AI Literacy in Instructors,” Alex Ambrose, Si Chen, & Xiuxui Tang, University of Central Florida 2025 Teaching & Learning with AI Conference

“Student Perspectives on Generative AI: Usage, Ethics, and Institutional Support in the Humanities,” Xiuxui Tang et al., 2025 Midwest Scholarship of Teaching and Learning Conference

“Leveraging AI for Rubric Scoring and Feedback: Evaluating Generative AI’s Role in Academic Assessment,” Xuixui Tang et al., University of Central Florida 2025 Teaching & Learning with AI Conference

Anthropic’s AI Fluency course, https://www.anthropic.com/ai-fluency 

“Validity of peer grading using Calibrated Peer Review in a guided-inquiry, conceptual physics course,” Price, Goldberg, Robinson, & McKean, Physics Review Physics Education Research, 2016

 

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