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Monday, September 7, 2026
Event in progress
September GFG Assignment Redesign Cohort
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The September GFG Assignment Redesign Cohort begins 7 September 2026. The Google Faculty Group Assignment Redesign Cohort is a professional development experience designed to help higher education faculty rethink classroom activities using learning science and modern tools, such as AI, to lower the threat of cognitive off-loading and improve relevance and engagement. All tools used throughout the four-week cohort will leverage Google's no-cost offerings. The experience is structured into four modules: Module 1: Shifting the Conversation: Participants explore challenges in assessment and use the ICAP framework to audit their current assignments. The focus is on moving from "how to stop cheating" to "how to facilitate learning". Module 2: Instructional Design Frameworks: Faculty use TILT and GRASPS frameworks to restructure an old assignment. Module 3: Stress Testing: Participants "stress test" their rough drafts through a "Council of Critics" and explore how Gemini and other instructional design elements can enhance their work. Module 4: Final Presentation: The cohort concludes with the presentation of the final redesigned assignments, peer feedback, and a reflection on the process. Key Resources & Tools: Frameworks: ICAP, TILT, and GRASPS. Tools: NotebookLM for managing resources and Gemini for instructional design assistance. Community: A closed Google Faculty Group and the Curriculum Resources space for sharing final work. The program is designed for international accessibility, offering support across 38 languages. Cost: Free Space is limited, apply now here --> https://forms.gle/7GRx5YNLeuGDJp6AA
Monday, September 7, 2026
Event in progress
September Assignment Redesign Cohort (ARC)
The August GFG Assignment Redesign Cohort begins 4 August 2026. The Google Faculty Group Assignment Redesign Cohort is a professional development experience designed to help higher education faculty rethink classroom activities using learning science and modern tools, such as AI, to lower the threat of cognitive off-loading and improve relevance and engagement. All tools used throughout the four-week cohort will leverage Google's no-cost offerings. The experience is structured into four modules: Module 1: Shifting the Conversation: Participants explore challenges in assessment and use the ICAP framework to audit their current assignments. The focus is on moving from "how to stop cheating" to "how to facilitate learning". Module 2: Instructional Design Frameworks: Faculty use TILT and GRASPS frameworks to restructure an old assignment. Module 3: Stress Testing: Participants "stress test" their rough drafts through a "Council of Critics" and explore how Gemini and other instructional design elements can enhance their work. Module 4: Final Presentation: The cohort concludes with the presentation of the final redesigned assignments, peer feedback, and a reflection on the process. Key Resources & Tools: Frameworks: ICAP, TILT, and GRASPS. Tools: NotebookLM for managing resources and Gemini for instructional design assistance. Community: A closed Google Faculty Group and the Curriculum Resources space for sharing final work. The program is designed for international accessibility, offering support across 38 languages. Cost: Free Space is limited, apply now here --> https://forms.gle/yGC3pX6qAJtDW43k7
Wednesday, September 23, 2026
GFG Event: How can critical literacy help higher education navigate an AI world?
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 About the Event Physicist, professor, poet, parent, partner - Sam Illingworth approaches AI from many vantage points. Perhaps the most important is that of practical, pragmatic optimist.  Join us for this GFG Event as we talk with Illingworth and attempt to answer the essential question, How can critical literacy help higher education navigate an AI world? About the Participants Sam Illingworth, PhD (guest) Sam is a Full Professor of Critical AI Literacy at Edinburgh Napier University. He started in atmospheric physics, measuring greenhouse gases from satellites. After his PhD he spent two years in Japan as a Daiwa Anglo-Japanese Foundation scholar, studying science and theatre. Then he moved into science communication. Now he work at the intersection of AI, education, and critical thinking. He founded Slow AI, a newsletter and curriculum that helps people develop the judgement to know when AI is useful and when it is not. Not productivity tips. Critical faculties. He is also a poet. His work has been performed by the Royal Shakespeare Company, at the Edinburgh Festival Fringe, and at Green Man festival. He have written and presented for the BBC. Zac Chase (Host)  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.
Monday, October 5, 2026
October GFG Assignment Redesign Cohort
The October GFG Assignment Redesign Cohort begins 5 October 2026. The Google Faculty Group Assignment Redesign Cohort is a professional development experience designed to help higher education faculty rethink classroom activities using learning science and modern tools, such as AI, to lower the threat of cognitive off-loading and improve relevance and engagement. All tools used throughout the four-week cohort will leverage Google's no-cost offerings. The experience is structured into four modules: Module 1: Shifting the Conversation: Participants explore challenges in assessment and use the ICAP framework to audit their current assignments. The focus is on moving from "how to stop cheating" to "how to facilitate learning". Module 2: Instructional Design Frameworks: Faculty use TILT and GRASPS frameworks to restructure an old assignment. Module 3: Stress Testing: Participants "stress test" their rough drafts through a "Council of Critics" and explore how Gemini and other instructional design elements can enhance their work. Module 4: Final Presentation: The cohort concludes with the presentation of the final redesigned assignments, peer feedback, and a reflection on the process. Key Resources & Tools: Frameworks: ICAP, TILT, and GRASPS. Tools: NotebookLM for managing resources and Gemini for instructional design assistance. Community: A closed Google Faculty Group and the Curriculum Resources space for sharing final work. The program is designed for international accessibility, offering support across 38 languages. Cost: Free Space is limited, apply now here --> https://forms.gle/7GRx5YNLeuGDJp6AA 
Wednesday, October 7, 2026
GFG Event: How can higher education, industry, and government realign to prepare the workforce for a
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About the Event In this 45-minute webinar, we sit down with Hanna Adeyema and Rupa Shah from MIT PATH to discuss how higher education, industry, and government can realign to prepare the workforce for an unpredictable future?  PATH is a new model for building America’s AI-skilled workforce. The program delivers affordable, hands-on AI education that leads directly to good careers. Designed with input from industry, government, and educators, PATH closes the skills gap, empowers communities, and ensures that all Americans can thrive in an economy transformed by AI. Join us for an encouraging, collaborative discussion on how we need to work differently between sectors to provide opportunities for a vastly changing workforce landscape. About the Participants Rupa Laxmi Shah (Guest) Director, Global Philanthropy and Partnerships Rupa is a seasoned non-profit executive with extensive experience in global fundraising and partnership development. She has played a pivotal role in raising more than $500 million and collaborating on projects exceeding $2.5 billion globally. Rupa specializes in scaling high-impact nonprofits. At Scratch, an MIT-incubated organization, she led a 400% expansion, increasing its operations from $7 million to $28 million in three years. She also helped scale the App Inventor Foundation, another MIT-incubated nonprofit, growing it from $200K to $3 million in just 18 months—a remarkable 1,400% growth. With deep expertise in fundraising, strategy, and capacity building, Rupa is dedicated to empowering small yet transformative initiatives to achieve sustainable global impact.   Hanna Adeyema (Guest) Director, Immersive Program Innovation at MIT Open Learning Hanna designs high-impact learning experiences for diverse audiences. Previously, she led MIT Bootcamps. Hanna is passionate about technology, entrepreneurship, health, and education. She began her career at a DC think tank researching technology trends. Her career includes technology consulting with clients ranging from startups to Fortune 500 companies, coaching, and international projects, such as internet access expansion in Indonesia. Hanna co-founded Tenacity, a startup acquired by Cogito Corp, where she served as COO. Zac Chase (Host) 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.  
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