Events

Wednesday, August 26, 2026

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.

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Monday, September 7, 2026

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

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Wednesday, September 23, 2026

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.

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