Transform Your Teaching

Why is it so important to make sure our assessments are effective and appropriate for our courses? What do we need to consider as we develop AI-resilient assessments? Join Rob and Jared as they work with Dr. Trent Rogers (Dean of the School of Biblical and Theological Studies at Cedarville University) to revise assessments in the course he brought to the lab.

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Resources

• FOCUS Blog - Cedarville University CTL

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How does changing your objectives to be AI-resilient affect your assessments? Join Rob and Jared as they discuss the connection between objectives and assessment and share tips on how to make your assessments more AI-resilient. 

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Resources 

• FOCUS Blog - Cedarville University CTL 

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How can faculty make their learning objectives clearer and more specific? Does AI resilience require changing the objectives themselves, or changing how students demonstrate their learning? Join Rob and Jared as they work with Dr. Trent Rogers (Dean of the School of Biblical and Theological Studies at Cedarville University) to revise objectives in a biblical exposition capstone course.

View a transcript of this week’s episode.

Resources

• FOCUS Blog- Cedarville University CTL

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• Connect with us via LinkedIn
• Contact us at [email protected]with any questions

In this coffee drop, Jared shares with Rob research on the perception of innovation adoption in higher education and how it could inform the current perceptions of Generative AI.

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Resources

• Ajjan, H., & Hartshorne, R. (2008). Investigating faculty decisions to adopt Web 2.0 technologies: Theory and empirical tests. The Internet and Higher Education, 11(2), 71–80. 
• Head, A. J., & Eisenberg, M. B. (2010). How today’s college students use Wikipedia for course-related research. First Monday, 15(3).
• Lim, S. (2009). How and why do college students use Wikipedia? Journal of the American Society for Information Science and Technology, 60(11), 2189–2202.
• Mitchell, L. D., Parlamis, J. D., & Claiborne, S. A. (2015). Overcoming faculty avoidance of online education: From resistance to support to active participation. Journal of Management Education, 39(3), 350–371.
• Perkins, M., Roe, J., & Furze, L. (2025). Reimagining the Artificial Intelligence Assessment Scale (AIAS): A refined framework for educational assessment. Journal of University Teaching and Learning Practice, 22(7).
  Shata, A. (2025). “Opting out of AI”: Exploring perceptions, reasons, and concerns behind faculty resistance to generative AI. Frontiers in Communication, 10, 1614804.
• Simkute, A., Kewenig, V., Sellen, A., Rintel, S., & Tankelevitch, L. (2025). The new calculator? Practices, norms, and implications of generative AI in higher education [Preprint]. arXiv.
• Waits, B. K., & Demana, F. (2001). Calculators in mathematics teaching and learning: Past, present, and future. Part 2: Technology and the mathematics classroom. National Council of Teachers of Mathematics.
• Willie, M. M. (2026). From calculators to artificial intelligence: A multi-level framework for technology adoption and resistance in education and organisations. Computing and Artificial Intelligence, 4(1), Article 3958.
• FOCUS Blog - Cedarville University CTL

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Why is it so important to provide students with a clear target? How can better objectives lead to better outcomes? Join Rob and Jared as they discuss how to create AI-Resilient objectives.

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Resources

• Understanding by Design by Grant Wiggins & Jay McTighe
• FOCUS Blog- Cedarville University CTL

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In this coffee drop, Jared and Rob discuss a recent story about Michigan University's proposed Pass/No Credit strategy for freshmen in their college of Literature, Science, and the Arts.

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Resources

• FOCUS Blog - Cedarville University CTL

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Does Backward Design look different now that AI has changed the world of education? How does “starting with the end in mind” produce courses that serve students well? Join Rob and Jared as they discuss how a backward-design approach enables teachers to create AI-resilient courses.

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Resources

• FOCUS Blog - Cedarville University CTL

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• Connect with us via LinkedIn
• Contact us at [email protected] with any questions

What level of specificity should you provide about how students can use AI in your courses? What are some practical steps for implementing design concepts that will help your courses be more AI-resilient? Join Rob and Jared as they share a “practical menu” of six components instructors can use in their courses.

View a transcript of this week’s episode.

Resources

• Resilient Course Design Practical Menu (PDF)
• Resilient Course Design Practical Menu (Word Document)
• FOCUS Blog - Cedarville University CTL

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When should your courses be AI-resistant? How could creating AI-resilient courses produce better student outcomes? Join Rob and Jared as they start a new series titled “AI-Resilient Course Design.”

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Resources

• FOCUS Blog - Cedarville University CTL

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What is happening at the bleeding edge of Generative AI? Can an LLM ever be controlled? What is being done to help users get the best outputs from their LLM? Join Rob and Jared as they discuss this with our newest needle mover, Dr. Carmen Amo Alonso, Postdoctoral Fellow in AI at Stanford University.

View a transcript of this week's episode.

Resources

• FOCUS Blog - Cedarville University CTL

Chat with us!

• Connect with us via LinkedIn
• Contact us at [email protected] with any questions