About the Event

The rapid rise of generative text tools has introduced new complexities to how we assign, guide, and evaluate student work. As technology evolves, it invites us to pause and reflect on a fundamental question: how do we ensure our learning experiences continue to foster authentic student voice, deep critical thinking, and genuine engagement?

In this 45-minute webinar, we sit down with Dr. David Rettinger (University of Tulsa), a leading expert on the behavioral ethics of academic integrity. Rather than focusing on policing or detection, this conversation explores how we can support students through these technological shifts by building cultures of trust and purposeful learning.

Together, we will discuss:

• The Student Perspective: Understanding the motivations, anxieties, and ethical choices that influence how students interact with new digital tools.

• Emphasizing the Learning Journey: Practical ways to structure assignments that value the process of learning, reflection, and growth, rather than just the final product.

• Designing for Authenticity: Exploring flexible, creative, or reflective assessment formats that invite students to bring their unique identities and lived experiences to their work.

Join us for an encouraging, collaborative discussion on how we can adapt our teaching practices to keep human connection and authentic learning at the heart of education.

About the Participants

Dr. David RettingerDr. David Rettinger (Guest)

David Rettinger is a teacher, administrator, and scholar with over two decades of experience, currently serving as an Applied Professor and Undergraduate Program Director at the University of Tulsa. He holds a Ph.D. in Psychology from the University of Colorado, Boulder and a Bachelors from the University of Michigan, Ann Arbor.

David has authored several influential books, including "The Opposite of Cheating: Teaching for Integrity in the Age of AI" (2025) and "Cheating Academic Integrity: Lessons from 30 Years of Research" (2022) both with Tricia Bertram Gallant. His research has been widely published in psychology and education journals, and he has presented his findings at numerous international conferences, such as the Annual Meeting of the International Center for Academic Integrity and the AAC&U Conference on General Education, Pedagogy, and Assessment. His work has been featured in prominent media outlets such as the CBS Morning Show, The New York Times, The Washington Post, Inside Higher Education, and The Chronicle of Higher Education.

David's international experience is extensive, having delivered keynote addresses and workshops in countries like Nepal, Montenegro, and Mexico. His Fulbright Specialist appointment in Nepal in 2023 highlights his global impact on academic integrity. He also served as President of the International Center for Academic Integrity, where he led their research efforts, particularly the revision of the McCabe-ICAI Academic Misconduct Survey.

In addition to his research and international engagements, David is a dedicated educator. He taught at the University of Mary Washington for over 15 years, where he held various positions, including Professor and Director of Academic Integrity Programs. He has taught a wide range of courses, from introductory psychology to advanced courses in cognition. He leads a study abroad program in Nepal that has introduced more than 50 undergraduates to that amazing country and its people. His teaching philosophy emphasizes active student engagement and the importance of research in education.

David lives in Tulsa, Oklahoma, with his wife and daughter. His commitment to academic integrity, combined with his extensive teaching and international experience, makes him a respected figure in the academic community.

Zac Chase (Host)

Zac Chase, M.A., M.Ed.

Zac Chase, M.A., M.Ed., is the Global Lead of Scaled Programming for Google for Education. He served as a digital equity advisor for the U.S. Department of Education, where he led the development of the 2024 National Educational Technology Plan. He has also worked as a classroom teacher, adjunct instructor, and a school & district administrator.

Chase’s publications include the 2024 and 2016 National Educational Technology Plans, “Future Ready Learning: Reimagining the Role of Technology in Education," and “School 2.0: Building the Schools We Need.” He holds a master’s degree in education policy and management from Harvard Graduate School of Education, a master’s degree in curriculum and instruction from Nova Southeastern University, and a bachelor of arts degree in English and secondary education from Illinois State University.