Events

Wednesday, June 10, 2026

About the Event The rapid evolution of artificial intelligence hasn’t just changed how students learn—it has fundamentally shifted what it means to develop as an educator. Traditional, tech-heavy workshops are no longer enough. To thrive in this new landscape, faculty professional learning must evolve from a model of tool mastery to one of continuous pedagogical adaptation. In this 45-minute online event, we will explore how institutions can cultivate agile, supportive learning communities for faculty. We will discuss strategies for balancing AI literacy with core pedagogical values, overcoming tech fatigue, and creating space for meaningful experimentation. Discover how to revitalize your professional development approach to empower educators in a world with AI. About the Participants Dr. Eric Carbaugh Dr. Eric Carbaugh Dr. Carbaugh is a skilled educator with primary and secondary teaching experience; an award-winning, tenured university professor; and an effective and seasoned educational consultant. He is currently a Full Professor at James Madison University in the Department of Middle, Secondary, and Math Education, where he teaches a variety of undergraduate and graduate classes. A common thread among his work is helping others understand the relationship between the learning environment, curriculum, instruction, and assessment, and how educators can leverage these related elements to better meet the needs of diverse learners. Eric’s work with schools focuses on helping educators design student-centered classrooms through a variety of pathways, including differentiated instruction, learner-driven assessment, and meaningful curriculum. More recently, these workshops have evolved to include Generative AI (GenAI) to assist educators with this important design work. He also regularly presents at both international and national conferences on professional development topics related to assessment, differentiated instruction, UbD/curriculum design, GenAI use, instructional coaching, equitable grading, and other educational best practices. Dr. Leah Lattimore (Guest) Dr. Leah LattimoreLeah Lattimore, Ed.D., is a Program Manager on the Google for Education Impact Team, where she designs high-impact learning content for higher education faculty. Before joining Google, Leah served as the Director of Undergraduate Programs at the Forté Foundation, leading the strategy and execution of scalable leadership and workforce development initiatives for early-career professionals. Her extensive background includes serving as Assistant Vice President for Inclusive Global Student Leadership and Engagement at New York University (NYU). In this capacity, she oversaw the University’s Center for Multicultural Education and Programs (CMEP) and the LGBTQ+ Center, championing diversity, equity, inclusion, and belonging. Leah’s career at NYU also featured leadership roles such as Deputy Director of NYU Shanghai’s Career Development Center and Senior Director of the Wasserman Center. A dedicated advocate for underrepresented students, she has consistently focused on expanding opportunities across diverse sectors. Leah earned her BA in English, MA in Higher Education, and Doctorate in Education from New York University. 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.

17 attendees

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Wednesday, June 24, 2026

About the Event With information—and generative tools—always at their fingertips, today’s students risk "cognitive off-loading," or outsourcing everything from critical thinking to basic recall to external devices. As educators, how do we pivot from punishing this behavior to designing around it? This webinar moves past the AI panic to focus on practical, evidence-based instructional design. We will explore how to restructure assignments, assessments, and classroom discussions to place a premium on unique human cognition. Join us to discover how you can design learning experiences that motivate students to engage, think deeply, and reclaim ownership of their own intellectual growth. About the Participants Dr. James Basham, University of Kansas (Guest) Dr. Elisabeth Bauer, University of Augsburg (Guest) Anil Hurkadli (Host) Anil HurkadliAnil B. Hurkadli's experience sits at the intersection of policy and practice. Prior to working with the Google for Education team, Anil served at the U.S. Department of Education as Acting Deputy Director for the Office of Educational Technology and Chief of Staff for the Office of Planning, Evaluation, and Policy Development. His role included shaping guidance on AI’s use in educational settings and advising the Education Secretary and other senior agency officials on issues related to emerging technologies and digital equity. In addition to his education policy experience, Anil taught at the University of Minnesota's Hubert H. Humphrey School of Public Affairs and Harvard University's Kennedy School of Government and coached educators at the primary, secondary, and post-secondary levels. Anil was also the Senior Vice President of Community Impact with the Saint Paul and Minnesota Foundation; in that role, he managed philanthropic partnerships with city, county, and state governments to implement innovative policy solutions. He previously worked with the Thrivent Foundation, Teach For America, and Minneapolis Public Schools. Anil holds degrees from Northwestern University, the University of Minnesota, and Harvard University.

7 attending

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Wednesday, July 8, 2026

About the Event "Use AI responsibly" can mean a dozen different things depending on the course, the professor, or the assignment. Misaligned expectations lead to frustration, confusion, and accidental academic integrity violations. To build a transparent learning environment, we have to move past vague syllabus policies and establish explicit, clear boundaries. This 45-minute webinar offers practical frameworks for communicating exactly how, when, and why AI tools should—or shouldn't—be used in your classroom. We will explore how to craft dynamic syllabus statements, use clear expectations for assignments, and facilitate open, productive dialogues with students. Learn how to transform your AI policy from a standard disclaimer into a powerful teaching tool. About the Participants TBA (Guests) Kristina Ishmael (Host) Kristina IshmaelKristina Ishmael is the AI Policy Program Manager at Google and a Global Strategist who bridges the gap between ambitious national policy and the daily realities of the classroom. While she most recently served as the Deputy Director of the U.S. Department of Education’s Office of Educational Technology—where she led the world’s first national ministry guidance on Artificial Intelligence—her leadership is anchored in a singular truth: her policy brain was built sitting on tiny chairs. Kristina began her career as an early childhood educator, where she witnessed firsthand the disconnect between policy mandates and the practical realities of the classroom. This "human-first" perspective became her north star during her tenure in the Biden-Harris Administration. There, she ensured that the landmark report, Artificial Intelligence and the Future of Teaching and Learning, moved beyond high-level theory to provide actionable guardrails and guidelines designed to bridge the gap between national policy and classroom practice. Known for her grounded and transparent approach to leadership, Kristina provides a unique 360-degree perspective that spans from the classroom carpet to the federal cabinet. Whether leading internal AI strategy or engaging with global ministries, she remains a dedicated advocate for a world where technology serves the whole person and policy remains deeply rooted in the humanity of the learner. Currently based in Bilbao, Spain, Kristina brings a vibrant, transatlantic lens to creating equitable, "anywhere, anytime" learning environments for all.

8 attending

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Wednesday, July 22, 2026

About the Event For centuries, the traditional essay has been the gold standard for assessing critical thought, synthesis, and student voice. Today, generative text can mimic that structure in seconds, forcing us to ask an uncomfortable question: are we assessing our students' ability to think, or just their ability to format prose? It’s time to move beyond the panic of the "death of the essay" and explore what comes next. This 45-minute webinar dives into the future of writing-based assessments. We will discuss how to restructure the writing process itself, shift the focus toward metacognition, and explore alternative or multimodal formats that AI cannot easily replicate. Join us to discover how we can revitalize writing assignments to ensure they remain a true, authentic reflection of a student’s unique intellectual journey. About the Participants TBA (Guests) 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.

9 attending

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Wednesday, August 5, 2026

About the Event As artificial intelligence reshapes the educational landscape, universities face a difficult tension. On one hand, institutions must provide clear, cohesive guidance to maintain academic integrity and protect the value of a degree. On the other, the cornerstone of higher education is academic freedom—the right of individual professors to determine the pedagogy, tools, and philosophy that best suit their discipline. This 45-minute webinar tackles this delicate balancing act head-on. We will discuss how academic leaders and faculty senates can establish flexible, institution-wide frameworks that protect and support students without micromanaging the classroom. Join us to explore collaborative models of governance that empower instructors to innovate with AI on their own terms while maintaining shared institutional standards. About the Participants TBA (Guests) 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.

9 attending

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