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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meet.google.com/atn-jyhu-hye

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. James BashamJames D. Basham, Ph. D., is a Professor in the Department of Special Education at the University of Kansas. His research is focused on developing future-ready learning environments that are beneficial and meaningful for all learners, especially those with disabilities. His research focuses on how the design and innovative technologies, including Artificial Intelligence (AI) and Universal Design for Learning (UDL), impact human progress. He has received and managed over $30 million in externally funded research and technical assistance projects, including the Center for Innovation, Design, and Digital Learning (CIDDL). He is well-published, has given hundreds of talks, and serves on various national and international boards for journals, companies, and educational organizations. Dr. Elisabeth Bauer, University of Augsburg (Guest) Dr. Elizabeth BauerDr. Elisabeth Bauer is Assistant Professor in the Learning Analytics group at the University of Augsburg. Her research is situated at the intersection of educational psychology, learning sciences, AI in education, and learning analytics. A central focus of her work is on AI-enhanced learning, especially on how AI can be integrated into educational settings to support cognitive engagement and effective learning. Within this area, she has conducted several empirical studies on automated, adaptive, and AI-supported feedback in digital learning environments, including studies in higher education and teacher education contexts. Her work investigates how feedback can support learners’ reasoning under different learner, task, and contextual conditions. Her work also addresses the development of complex professional skills, particularly diagnostic reasoning in teacher education. In this context, she examines how simulation-based learning environments can help pre-service teachers analyze classroom situations, integrate evidence, and develop well-founded professional judgments. Her work combines theory-driven perspectives on cognition, motivation, and self-regulated learning with process-oriented methods and experimental approaches. A central aim of her research is to identify which forms of instructional support are effective, for whom, and under which conditions, and to contribute to the design of educational technologies that are both data-informed and pedagogically meaningful. 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. This event will be recorded and the link to the recording and text recap will be posted as a comment to this post.

11 attendees

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meet.google.com/byz-eafz-fto

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 Jonathan D. Becker, J.D., Ph.D. After graduating cum laude from Duke University with a B.A. in Public Policy Studies in 1994, Jonathan Becker received a law degree and a master's degree in curriculum and instruction from Boston College Law School and the Boston College Graduate School of Education in 1997. Additionally, in May of 2003, he earned a Ph.D. in the Politics of Education from Teachers College, Columbia University. From September 2002 to August 2007, he was an assistant professor in the Department of Foundations, Leadership and Policy Studies in the School of Education and Allied Human Services at Hofstra University. After moving to Virginia Commonwealth University where he served as an assistant professor of educational leadership from 2007-2012, Becker became the director of innovation and online academic programs. Having done that from 2012 through 2017, he is now back in the Department of Educational Leadership at VCU as an associate professor. Becker’s expertise lies clearly at the intersection of education, technology and law/policy, and he teaches courses in school law, the politics of education, educational technology and school leadership, and educational research methods. In collaboration with school law experts Dr. Scott McLeod and Dr. Justin Bathon at the University of Kentucky, Becker developed a set of multimedia tutorials on legal issues in education for the National Association of Secondary School Principals (NASSP). Additionally, he has published articles and presented to various audiences on the use of social media by educational leaders. Most recently, Becker co-authored a book chapter with Dr. Laura Gogia on Universal Design Through Openly Networked Connected Learning. Lance Eaton, Ph.D Dr. Eaton is the Senior Associate Director of AI in Teaching and Learning at Northeastern University. He has earned a Master's in American Studies (UMASS Boston), Public Administration (Suffolk University), and Instructional Design (UMASS Boston). He completed his Ph.D. in Higher Education (UMASS Boston) with a focus on academic piracy and how scholars navigate the privatization of research literature in the 21st century. His work engages with the possibility of digital tools for expanding teaching and learning communities while considering the profound issues and questions that educational technologies open up for students, faculty, and higher ed as a whole. He has engaged with scores of higher education institutions about navigating the complexities and possibilities that generative AI represents for us at this moment. His musings, reflections, and ramblings on AI and Education can be found on his blog: AI Simplified. 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.

18 attendees

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meet.google.com/gve-pdyi-puw

Wednesday, July 22, 2026

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.

23 attendees

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meet.google.com/stz-makc-roc

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.

18 attending

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meet.google.com/bnn-xgsg-npk

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