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Supporting Faculty in Navigating GenAI

Lessons From Our Center For Teaching And Learning

Kenji Ikemoto, Stanford University

Carlos Seligo, Stanford University

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Carlos Seligo

Academic Technology Specialist for Human Biology

Kenji Ikemoto

Associate Director for Academic Technology

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GenAI Created A Surge Of Demand For CTL

Volume of requests for support
Diversity of disciplines and teaching contexts
Navigating complex campus ecosystem
Uncertainty and rapid pace of change
Going from pedagogy to practical changes

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Start With Openness And Student Aims, Not AI Tools

”Meets” as an open and neutral starting point
“Aim” reminds us to stay focused on students’ academic goals

Situated within Stanford context

This means that we are fitting out resources into the bigger Stanford ecosystem.
We are not reinventing the wheel or competing with other units who do certain things better

Catalyze and support critical engagement

Within the broader Stanford ecosystem, there was a perceived gap for resources that offer a critical perspective. So we chose to focus on that and be more intentional.
Eg. Instead of marketing material that says “Learn how you can boost your productivity with AI!”, we might say “Learn how AI technology is impacting productivity in the workplace.”

A starting point for considering, rejecting, integrating, or leveraging AI

Other units are doing this in their own way too, HAI is a good example, just that we are all very consciously doing it

Reusable and evergreen where possible with planned refresh cycles

Rather than focus on technology tools (which UIT and LTS are experts in) which can move too fast for us to keep up, we focused on taking foundational staples of pedagogy and helping instructors and students apply them to the AI context.

An ecosystem of complementary activities

The AIMES efforts are serving different needs and audience preferences with a range of different entry points.
Programs and efforts feed each other.

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Four Supports That Reinforce Each Other

Community share-out events

AI literacy Canvas

Library of examples

Custom workshops

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Share-out Events: Making Sense Of AI In A Community

Open to all campus community members
Spotlight real instructors approaches across disciplines and stances
Open call for submissions and nominations
Focused on building community
Structured discussion

Surfaces campus exemplars for library of examples

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Library Of Examples: Learning Objects People Can Adapt

Real-life learning objects, not just advice
Variety of approaches and disciplines
Intended to spark idea and accelerate course redesign

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AI Literacy Canvas: Foundational Knowledge At Scale

Self-paced for instructors new to AI
Foundational knowledge on AI and pedagogy
Critical framing
Creates shared vocabulary

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Custom Workshops: Department-specific Outreach

Co-designed with specific departments
Range from short introduction to AIMES to in-depth workshops on topics such as:

Navigating campus AI policies
Adapting assessments
Setting course policy

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What To Copy: �Start Your Own Ecosystem�

Call for input from the community

Adapt workshop elements into resources

Curate and catalog exemplars

Extend examples into events

“If you’re thinking ‘we don’t have Stanford-scale capacity,’ You can start building a self-reinforcing ecosystem at whatever scale you’re at.
You might start with your most engaged community members or folks on your own team. Then curate those practical examples or proven practices. The best examples can be adapted into mini-workshops, then take the best elements of the workshops and adapt them into more evergreen resources.
The key to our budding success is leveraging the community. We are intentional about building in recognition with the share-out events and library of examples. Our communications use inclusive language so more people feel welcome regardless of their stance on AI. We coordinate with a media producer and communications staff.
We also take the workshops to the departments and co-design to fit their needs. Over time we have variations of workshops, that we can assemble modularly and add to as new needs emerge or new exemplars get on our radars.
Once that community and loop gets going, it builds its own momentum.

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Takeaway: Leverage Community To Build Capacity

Start with clear aims
Connected reinforcing efforts
Build community capacity

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Spotlight on Human Biology Instructors

Shay Brawn (AI-Prohibited)

Writing Specialist in Human Biology��Shashank Joshi

HUMBIO 142M: Special Topics in Adolescent Mental Health

Tamar Brand-Perez (AI-Assigned)�HUMBIO 131: The Science of Human Movement Lab

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Forbids AI for Writing in the Major

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Ambivalence towards AI Companions and AI Therapy

Major (AI)rcana by Carlos Seligo. Autonomous Priestess and The Luddite illustrations on previous slide, and Loneliness on this one were created with OpenAI’s multimodal model and Photoshop. Privacy and Security includes an original ink drawing by C. Seligo

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Encourages the use of Chatbots in a Group Assignment

From 2023-2025 Tamar Brand-Perez encouraged her students to use Chatbots for a Group Project, to:

�• Brainstorm a topic related to the anatomy of movement.�• Assist in a literature review of relevant literature.�• Review the generated content for accuracy and quality.�• Analyze articles and select a specific topic thesis for the group project.�• Critique AI-generated and non-AI-generated images for a slide deck.�• Prompt AI to generate feedback on first drafts of the written report and slide presentation.�• Collaboratively evaluate this feedback and implement appropriate changes.

With the help of HumBio ATS Carlos Seligo the instructor critiqued the responses of a chatbot, reflecting on hallucinations and factual errors, and iteratively prompted so her students could also learn to prompt better and think critically about the strengths and weaknesses of AI in education.

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Critique of AI Generated Content and Feedback

Tamar Brand-Perez’s Slide from her presentation: “Take the confusion out of gen AI use”

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OLC Logos

Please refer to our Brand Guidelines for appropriate logo usage.

Tamar Brand-Perez’s Slide from her presentation: “Take the confusion out of gen AI use”

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Spring 2026 Experiment:

An AI-Moderated quiz on Hip, Joint and Bones

Still under development, the plan is to use either an OpenAi GPT or a Gemini Gem to quiz students on their knowledge about a reading and lecture.

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Question 3 (0.3 pts)

Multiple Choice: The pelvic girdle consists of two hip bones (coxal bones). Each hip bone is formed by the fusion of which three bones?

a. Ilium, Ischium, and Femur �b. Ilium, Ischium, and Pubis �c. Ilium, Sacrum, and Pubis �d. Ischium, Pubis, and Sacrum

You said

c

HW1 - Hip Joint and Bones said�

Not quite. While the sacrum is part of the pelvis, it is not one of the three bones that fuse to form the individual hip bone (coxal bone).

Hint: Think of the three bones that meet at the acetabulum (the hip socket). One is the large upper "wing," one is what you sit on, and one is at the front.

Would you like to try again?

You said

b

HW1 - Hip Joint and Bones said

That is correct!

The three bones that fuse to form the hip bone (also known as the os coxae or innominate bone) are the Ilium, Ischium, and Pubis. These three bones meet at the acetabulum, which is the deep socket where the head of the femur sits.

Sample results of my test of her Quiz, showing the hint and trained feedback of the chatbot.

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Simulated Interviews or Teaching Assistant?

In the same way that a GPT or Gem can be used to quiz students and give hints and feedback, its possible to create a simulated Interview, where students practice asking questions they would have to ask new patients beginning Physical Therapy: chief complaint, medical history, etc.

Although she did not choose to pursue this further, I also introduced Tamar to Third Party Company who already works with Stanford’s School of Medicine, to create a Simulated Teaching Assistant. By providing a syllabus, PPT slides, PDFs, images and custom explanations an instructor can train a chatbot to answer questions on an instructor’s behalf.

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Thank you!

Carlos Seligo

Academic Technology Specialist for Human Biology

Kenji Ikemoto

Associate Director for Academic Technology