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Monday, July 6, 2026
July GFG Assignment Redesign Cohort
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The July GFG Assignment Redesign Cohort begins 6 July 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/P2EVxaG25se2eaVG8
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Wednesday, July 22, 2026
GFG Events: Academic Integrity in the AI Age
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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.
meet.google.com/stz-makc-roc
Event has ended
Monday, August 3, 2026
August GFG Assignment Redesign Cohort
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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/mPEjdMHPKiP3qomp8
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Wednesday, August 26, 2026
GFG Event: Redesigning your Curriculum - A Reflection
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The Google Faculty Group Assignment Redesign Cohort (ARC) 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. We are just finishing up our second cohort and are connecting with one of the Cohort members to discuss their work in higher ed, their experiences around professional learning and the ARC professional learning experience.  Join us here --> https://meet.google.com/pca-txie-nge About the Participants Dr. Shelli Wynants (Guest) Learning Design Coordinator, Faculty Development Center Faculty, Child and Adolescent Studies With 29 years of experience in higher education, Dr. Wynants is a passionate instructor and instructional designer specializing in online and blended course development. She creates engaging, accessible learning experiences and lead professional development workshops that empower faculty to excel in digital teaching environments, including how to use generative AI as a faculty assistant. Her expertise includes Universal Design for Learning and Open Educational Resources, which she integrates into innovative course design to support diverse learners. She is skilled in leveraging generative AI to help students use these tools responsibly to augment their learning, both through course assignments and custom-built GPT activities, as well as through professional development series designed specifically for students. As a Quality Matters Certified Facilitator, she guides faculty in implementing best practices for online teaching. Her contributions have been recognized by Cal State Fullerton with the 2025 SchoolsFirst Excellence in Education Award, the 2023 Diversity, Inclusion, and Equity Team Award, and the 2016-17 Outstanding Lecturer Award. I am committed to advancing inclusive, innovative teaching that benefits both students and faculty.   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.
Event has ended
Monday, September 7, 2026
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
Event has ended
Monday, September 7, 2026
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
Event has ended
Wednesday, September 9, 2026
GFG Event: A Conversation with the Spelman Innovation Lab
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 About the Event Join host Zac Chase for a compelling conversation with Jaycee Holmes and Blanca Burch from the Spelman Innovation Lab (SIL) as they unpack the evolving intersection of technology, higher education, and workforce readiness. As artificial intelligence reshapes industries overnight, how do we ensure students are not just technical builders, but critical thinkers and creative problem-solvers? Anchored by an arts and humanities perspective, the team at SIL is redefining tech education—moving beyond rigid code syntax toward human-centered design, product management, and creative thinking. What We’ll Explore: Innovation vs. Disruption: How hands-on makerspaces, bootcamps, and co-curricular programs are transforming traditional higher education. The AI Balance: Integrating emerging AI tools into the classroom while sharpening students' critical thinking and analytical literacy. Career Preparedness: Preparing students for modern tech and tech-adjacent roles through cross-disciplinary learning and project-based experience. Empowering Faculty: Creating supportive opportunities where educators across all disciplines can tinker, experiment, and adapt to the rapid pace of change. About the Participants Jaycee Holmes (Guest) Jaycee Holmes, C'2016, serves as director of Spelman Innovation and the Arthur M. Blank Innovation Lab, and as assistant professor in the Department of Art and Visual Culture at Spelman College. She is also a co-founder of CodeHouse, a 501(c)(3) nonprofit that prepares students of color for the technology industry. Through her leadership at both CodeHouse and Spelman College, she develops initiatives and curricula focused on broadening participation in emerging technologies, game development, and computer science using makerspace pedagogy and project-based curriculum. Her work has been recognized by the inaugural Obama Foundation Leadership Program, the Afrotech Future 50 in the Changemakers category, and Forbes 30 Under 30. Holmes remains passionate about ensuring all voices are represented at the product development table. Blanca Burch (Guest)  Blanca Burch is a creative technologist, educator, and AI Innovation Strategist at Spelman College, where she helps faculty, staff, and students thoughtfully navigate the evolving role of artificial intelligence in higher education. A former Technical Lab Manager at the Microsoft Garage, she brings experience in emerging technology, instructional design, and hands-on learning to her work developing AI courses, workshops, research initiatives, and campus strategy. Her research and creative practice explore human-centered AI, cultural representation, and equity, including In the Context of Curls, a community-centered study examining how generative AI depicts Black women’s hair. A Spelman alumna and graduate student in Instructional Design and Technology at Georgia State University, Blanca is committed to helping communities move beyond simply adopting AI toward actively shaping how it is understood, taught, and used.     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.
Topics:
  • Gemini
Event has ended
Wednesday, October 21, 2026
GFG Event: How does AI allow for humans to be more relational in our time and efforts?
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  About the Event In this 45-minute webinar, we sit down with Isabelle Hau, Executive Director of the Stanford Accelerator for Learning. Hau's work directly targets a critical gap in the current AI transition: redefining human value in an automated world. As artificial intelligence rapidly develops, traditional metrics of intelligence (like standardized testing or raw knowledge retrieval) are no longer sufficient differentiators. Hau’s research makes the case that human success will increasingly rely on Relational Intelligence (RQ)—our capacity to build trust, connect, and collaborate. By pushing higher education to adopt lessons from medical training, K–12 innovations, and novel AI-driven assessments, her framework offers a path forward for using technology to strengthen human connection rather than replace it. About the Participants Isabelle Hau (Guest) Executive Director of the Stanford Accelerator for Learning Isabelle C. Hau is Executive Director of the Stanford Accelerator for Learning, where she harnesses learning sciences, neuroscience, and artificial intelligence to improve learning across the lifespan. Previously, she led U.S. education investments at Omidyar Network and was a founding partner of Imaginable Futures. She is the author of Love to Learn and a pioneer of Relational Intelligence (RQ). A Harvard Business School 100 Most Innovative Alumni honoree and a 2026 ISTE impact awardee, she serves on the boards of EDC and Design Tech High School. She champions innovative, effective, and inclusive solutions for deeper learning and human flourishing.   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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