Newsletter

Director’s Welcome

Dr. Alexandra Barnett, Director of Teaching Excellence

Dear Faculty,

Welcome to a new academic year at Liberty University! As we begin this August, I remain thankful for each of you and for the work God has placed before us. A new year always brings excitement, full schedules, and plenty of unknowns, but it also gives us a renewed opportunity to be faithful in the work we have been called to do.

This year’s theme, The Way: Know it, walk it, teach it, based on Isaiah 30:21, gives us a clear and simple focus. First, we are called to know the way. That means we stay rooted in Christ by practicing spiritual disciplines like prayer, spending time in the Word, and fellowshipping with other believers. Then, we are called to walk in His way. Our students are blessed when they see our faith lived out in real and practical ways. From there, we teach His way not only through course content but also through the care we show each student.

At CTE, we are looking forward to supporting you in that work. Our role is to come alongside faculty as you engage students well and continue growing in your own professional practice. Whether through workshops, consultations, resources, learning communities, or Teaching Analysis Polls, we want to be a place of encouragement, practical support, and shared growth. Please do not hesitate to contact us anytime.

Thank you for the steady commitment to excellence that you bring to Liberty. What you do matters so much. May this year be marked by faithful steps as we know, walk, and teach His way, together.

With appreciation,

Dr. Alexandra Barnett

Growing in Wisdom in an Age of AI: Teaching with Purpose and Discernment

Dr. Jerry Pitts, Assistant Director, Center for Teaching Excellence

Scripture reminds us that knowledge alone is not sufficient, for “the fear of the Lord is the beginning of wisdom” (New International Bible, 1978/2011, Prov. 9:10), and in light of this truth, an important question emerges in today’s learning environment: what happens when students can produce answers instantly, yet still struggle to develop genuine understanding and wisdom? In an era where artificial intelligence is reshaping how students access and produce knowledge, educators are being called to reconsider what it truly means to learn well, as this tension reflects the gap between the quick generation of information through artificial intelligence (AI) and the slower process of building deep comprehension and critical thinking. As AI continues to shape how students engage with learning in both online and residential classrooms, this tension is becoming increasingly visible in higher education. For faculty, the challenge is to respond in ways that help students grow in their ability to think critically and engage meaningfully with course content, while also guiding them to approach learning through a biblical worldview that emphasizes discernment and reverence for God.

AI tools can offer significant benefits, such as adapting instruction to meet individual learner needs and enhancing student engagement through personalized learning experiences (Dong et al., 2025; Katalinic et al., 2026). However, research also highlights a critical tension: these same tools can either strengthen or weaken students’ capacity for deep engagement, critical thinking, and independent judgment, depending on how they are used (Hassen, 2025; Melisa et al., 2025). When students rely on AI primarily as a shortcut to produce answers, they risk bypassing the cognitive processes necessary for analysis and reflection. For this reason, faculty must take an intentional role in helping students make wise decisions about when and how to use AI. This includes designing learning experiences that require students to evaluate AI-generated content, reflect on its accuracy and limitations, and engage course material more deeply rather than passively accepting automated responses. In this way, AI becomes not merely a productivity tool, but a means for cultivating discernment by guiding students to engage technology with critical awareness and ethical responsibility, aligning their learning practices with a broader commitment to truth and integrity (McPhee & Jerowsky, 2025; Papakostas, 2025).

In the end, the question is not whether artificial intelligence will shape higher education, but how educators will navigate its presence in ways that promote true learning and wisdom. The call to teach in an age of AI is ultimately a call to lead with discernment, guiding students beyond mere efficiency toward meaningful understanding, integrity, and purposeful engagement. As faculty design learning experiences and set expectations for AI use, they help form students who are not only knowledgeable, but also thoughtful, ethical, and grounded in truth. Rooted in the biblical understanding that wisdom begins with reverence for God (Prov. 9:10), this work invites educators to approach teaching as both an intellectual and spiritual responsibility. In doing so, teaching becomes an act of stewardship, shaping learners who are prepared not only to succeed academically, but to live wisely and faithfully in all areas of life.

References

Dong, Y., Long, Y., Wang, S., Rashid, S. M. S. M., & Lu, X. T. (2025). Artificial intelligence in higher education: A systematic review of its impact on student engagement and the mediating role of teaching methods. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1648661

Hassen, M. Z. (2025). The impact of AI on students’ reading, critical thinking, and problem-solving skills. American Journal of Education and Information Technology, 9(2), 82-90. https://doi.org/10.11648/j.ajeit.20250902.12

Katalinic, A., Slavuj, V., & Jaksic, D. (2026). Artificial intelligence in online education: A systematic review of its impact on learner engagement and satisfaction. Education Sciences, 16(3), 389. https://doi.org/10.3390/educsci16030389

McPhee, S. W., & Jerowsky, M. (2025). Beyond technical skills: A pedagogical perspective on fostering critical engagement with generative AI in university classrooms. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1593278

Melisa, R., Ashadi, A., Triastuti, A., Hidayati, S., Salido, A., Ero, P. E. L., Marlini, C., Zefrin, Z., & Al Fuad, Z. (2025). Critical thinking in the age of AI: A systematic review of AI’s effects on higher education. Education Process: International Journal, 14(1), e2025031. https://doi.org/10.22521/edupij.2025.14.31

Papakostas, C. (2025). Artificial intelligence in religious education: Ethical, pedagogical, and theological perspectives. Religions, 16(5), 563. https://doi.org/10.3390/rel16050563

Xue, Y., Khalid, F. K. F., & Karim, A. A. (2025). Cognitive and behavioral engagement challenges in open and distance learning and potential solutions from artificial intelligence. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1610148

Metacognitive Learning in the Age of Artificial Intelligence

Justin Bamba, Educational Technologist

Since the emergence of large language models like ChatGPT, artificial intelligence (AI) has continued to transform the landscape of higher education. The potential educational benefits and value of AI are impressive, but with AI’s rapidly evolving capabilities, students also face the temptation to “off-load” their work (Fan et al., 2025; Yan et al., 2025). But rather than banning the use of AI altogether, it may be more effective for educators to focus on equipping students with the metacognitive strategies and habits to self-regulate their learning and use of AI.

Metacognition is essentially the awareness and regulation of one’s own cognitive processes (Flavell, 1979), which includes the process of learning. As AI expands into education, whether formally through AI-integrated curricula or indirectly through student usage, it is necessary to discuss how student learning may be affected (Fan et al., 2025; Yan et al., 2025). But while it is too early to speak definitively on the efficacy of an AI-integrated or AI-supplemented education, metacognitive approaches offer a promising framework to provide the kind of foundational skills for self-regulation and learning that will prepare students for the AI-saturated educational and societal landscape that lies ahead of them (Fan et al., 2025; Faza & Lestari, 2025; Zimmerman, 2002).

Yet an effort to implement metacognitive strategies in the classroom and academic courses need not require an extensive redesign of assignments and activities. One practical framework, based on the approach described by Xu et al. (2025), involves a simple, three-step reflective process that encourages students to think critically about their use of AI. This framework guides students to complete a task or assignment in three stages so that they reflect before, during, and after its completion (Xu et al., 2025).

In the first stage, students should carefully think through the requirements of the task at hand, its objectives, and its intended purpose, and plan how to complete it. This should allow space to think through what elements of the task can or should be entrusted to AI and what aspects should be retained. After this “planning” stage, students should continue this critical reflection as they work to complete the task. This might take the form of a learning journal, where they detail what steps were taken, where AI was involved, and their thought process for these decisions. Then, in the third and final step, the students should critically reflect on the task’s completion (e.g., where AI was effective, whether there were any benefits or downsides, and whether they would do anything differently).

This is a simple framework that can be incorporated into academic courses as a formal assignment or even as an optional, supplemental activity. But it is by no means the only way to guide students towards such reflective habits. Project outlines, learning journals, and post-assessment reflections are all helpful assignments or activities that can encourage students to think through their education. The goal is to encourage reflective “pauses” throughout the process of completing a task or assignment (Zimmerman, 2002). It is less about arriving at a correct answer than it is about fostering a habit of consciously and critically thinking through one’s learning process (i.e., metacognition), thinking beyond the mere acquisition of information and reflecting on what cognitive skills underlie a specific task or assignment.

The transformations that AI has wrought over higher education and society at large pose some unique challenges, but the opportunities for new forms of creativity, accessibility, and pedagogy continue to grow. And while it is certainly difficult to predict how AI will continue to evolve and impact the future, educators can still strive to instill reflective habits and principles that can help prepare students beyond their current academic studies, for whatever lies ahead of them.

References

Faza, A., & Lestari, I. A. (2025). Self-regulated learning in the digital age: A systematic review of strategies, technologies, benefits, and challenges. The International Review of Research in Open and Distributed Learning, 26(2), 23–58. https://doi.org/10.19173/irrodl.v26i2.8119

Fan, Y., Tang, L., Le, H., Shen, K., Tan, S., Zhao, Y., Shen, Y., Li, X., & Gašević, D. (2025). Beware of metacognitive laziness: Effects of generative artificial intelligence on learning motivation, processes, and performance. British Journal of Educational Technology, 56, 489–530. https://doi.org/10.1111/bjet.13544

Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist, 34(10), 906–911. https://doi.org/10.1037/0003-066X.34.10.906

Yan, L., Greiff, S., Lodge, J. M., & Gašević, D. (2025). Distinguishing performance gains from learning when using generative AI. Nature Reviews Psychology, 4, 435–436. https://doi.org/10.1038/s44159-025-00467-5

Xu, X., Qiao, L., Cheng, N., Liu, H., & Zhao, W. (2025). Enhancing self‐regulated learning and learning experience in generative AI environments: The critical role of metacognitive support. British Journal of Educational Technology, 56(5), 1842–1863. https://doi.org/10.1111/bjet.13599

Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2

Video Resources

Focus on Faculty: Dr. Hanna Byrd

Instructional Mentor | Assistant Professor
School of Music
Years of Faculty Service: 13 years
Favorite Scripture: Romans 12

For Dr. Hanna Byrd, teaching is far more than a profession; it is a ministry. Whether mentoring faculty, guiding graduate research, or teaching students about Christian worship, her passion for helping others grow is evident in every aspect of her work.

Dr. Byrd serves as an Instructional Mentor and Assistant Professor in Liberty University’s School of Music. During her time at Liberty, she has held a variety of roles that have allowed her to invest in both students and faculty. In recognition of her commitment to teaching and student success, she was selected as a recipient of Liberty University’s 2025 President’s Award for Excellence in Teaching, the institution’s highest teaching honor. Today, she mentors more than 30 online instructors while teaching undergraduate, master’s, and doctoral courses in worship studies.

At the heart of her teaching is a desire to help students connect what they learn to how they live. One of the courses she teaches, Biblical Foundations of Christian Worship, brings together students from a wide range of backgrounds and experiences. Each year, she supports more than 200 students across multiple sections and serves as a thesis chair or reader for graduate research projects.

Dr. Byrd believes learning is most meaningful when it moves beyond content acquisition, so she challenges students to apply biblical principles to real-life situations. She also creates opportunities for meaningful connection in her online courses through optional Microsoft Teams discussions, helping students engage with course concepts while building a sense of community.

One student described her course as “challenging yet rewarding,” while another shared that she created a virtual classroom where students felt “valued, heard, and inspired.” These comments reflect the balance she strives to maintain, holding students to high standards while providing encouragement and support.

Away from work, her life centers on faith, family, and service. As the mother of two young children, she enjoys family life, studying Scripture, home projects, and learning mahjong. She also serves as a worship leader in her local church and leads a weekly women’s Bible study.

When asked what she enjoys most about being a faculty member at Liberty, her answer reflects the same passion that defines her teaching: “I get to connect with students as I teach the things I love. My classroom is my ministry, and it’s a privilege to help my students grow in their academic understanding, but also in their spiritual understanding as well.” Dr. Byrd’s commitment to academic excellence, meaningful relationships, and spiritual growth reflects her calling as a Christian educator, one who views teaching not simply as a profession but as an opportunity to serve, disciple, and invest in the lives of others.

Campus Services Spotlight: Center for Biblical Integration

Helping students develop a strong biblical worldview can feel like both a calling and a challenge. Faculty across disciplines often ask, “How can I meaningfully integrate faith into my teaching in a way that is authentic, rigorous, and impactful for students?” At Liberty University, the Center for Biblical Integration (CBI) exists to come alongside faculty in that work, equipping them to engage their disciplines through the lens of God’s Word.

The Center for Biblical Integration supports faculty and students in understanding the world through a biblical perspective. At the heart of this work is Biblical Worldview Integration (BWI), which emphasizes that biblical principles are not an addition to academic study but are already present in every field.

For faculty, this perspective shapes not only what is taught but how it is taught. The CBI helps instructors think intentionally about their disciplines from a Hebraic-Christian perspective and guides students toward deeper understanding, helping them not only know what they believe, but also why they believe it.

To support this work, CBI offers a variety of resources for faculty development. Academic departments and individual faculty members can request presentations and seminars exploring how biblical worldview integration applies to specific disciplines. These sessions provide practical examples and resources that help instructors connect biblical truth with academic content.

Leading these efforts is Dr. Mark Eckel, Executive Director of the Center for Biblical Integration. In this role, he works with faculty across the university to explore the relationship between faith and learning, encouraging educators to recognize God’s presence in every discipline and to equip students to engage the world through a distinctly Christian perspective.

Beyond presentations and workshops, faculty can engage in collaborative conversations about their disciplines, exploring how biblical truth intersects with their field of study and identifying resources that enrich both teaching and scholarship. The center also provides personalized consultations and classroom speaking opportunities, offering tailored support that addresses specific academic needs and course objectives.

Another valuable resource available through CBI is the Christian Professors Project video series. This collection of instructional content examines how Christian faith shapes teaching, methodology, and academic inquiry across disciplines. Faculty can use these videos for personal development and as practical resources to support classroom discussions.

The impact of these services extends directly to students. When faculty are equipped to integrate biblical truth into their teaching, students are better positioned to think critically, engage deeply, and develop a cohesive understanding of their faith and academic pursuits. This alignment supports Liberty University’s mission of Training Champions for Christ by preparing students to carry both knowledge and conviction into their future careers and callings.

Faculty interested in partnering with the Center for Biblical Integration can request consultations, presentations, and classroom support by contacting the team directly. The center is housed within the Center for Teaching Excellence in DeMoss Hall, Room 3066, and is available Monday through Friday from 7 a.m. to 3:30 p.m. to serve faculty throughout the academic year. As faculty continue the vital work of shaping both minds and hearts, the Center for Biblical Integration offers a valuable partnership, helping educators faithfully connect academic excellence with biblical truth across all disciplines.

It Ought to Be Christian and Better

Dr. Melissa Clemmons, Assistant Director, Center for Biblical Integration

Not long ago, a young woman enrolled in graduate school at Christian University (CU).  Let’s call her Lucy for the sake of anonymity. Though she would exchange some of her discretionary time normally spent on leisure, Lucy felt compelled to pursue further formal study to answer questions that had bubbled up in her work over several years in the industry, questions about how to manage the inevitable tensions that arise in any field as one endeavors to serve others well.

As a Christian education novice, Lucy was looking forward to learning that encompassed the intellectual, social, and spiritual facets of her studies. She entered with enthusiasm and anticipation. Her courses were well-organized and rigorous— packed with reading and writing. Professors began class with prayer and often with a devotional before they got down to the business of the day’s topic. The pace and depth of graduate work surprised and energized her. Lucy’s mind marinated in the new theories, long histories, and the practices of application. Assignments generally included a section for faith learning integration, but it was a case of students working with what they brought with them rather than being taught how to integrate. No examples were given nor biblical principles specific to the content taught. The discipline’s history and theories were covered and applied without examination through a Christian lens. And the question lingered —what exactly is Christian about this education? Lucy was being taught by Christians, but was she being taught Christianly? Surely there was a way to examine the ideas presented through a biblical lens to discern truth or error, to search out the presuppositions of the discipline’s theories and the ends to which they lead and compare and contrast them with God’s way in creation and revelation.

As Lucy worked on her master’s thesis, she pursued one of the big questions that set her on the quest of further study. Her faith, however, was built through her personal walk with the Lord through the labor and trials of the two years, not through her CU education. Her personal faith had grown, perhaps as it would have in the labors and trials apart from the graduate program, but not through her CU courses. Upon reflection, Lucy came to conclude that while her personal faith had grown, her understanding of The Faith, its impact on, and application in her vocation had not been built through CU. And the question that echoed in her mind was still: what is a Christian education?

Lucy’s experience misses the mark of a distinctively Christian education. At Liberty University we have the opportunity to show that biblical principles permeate everything, every discipline, every theory, every idea, every practice. We can discover and help our students discover God’s way through diligent study of creation and revelation. We each play a part creating, tending, and protecting a distinctively Christian education that answers the clarion calls from two of Liberty’s champions:

“If it’s Christian, it ought to be better.” – Dr. Jerry Falwell

“If it’s Christian, it ought to be Christian” – Dr. Dondi Costin

For a scholarly summary of such a distinctive Christian education, see “eight implications for thoughtful Christians” at the end of Dockery and Finn’s (2024) article Educational Integrity: The Integration of Faith and Learning.

2027 Conference on Teaching Excellence: Call For Proposals

This academic year’s January professional development event will take place on Wednesday, Jan. 13, 2027 (recordings will be available all spring semester). The day will feature a live, virtual conference, known as the Conference on Teaching Excellence.

2027 Conference on Teaching Excellence Theme: The Way: Know It, Walk it, Teach it

The conference focuses on academic research, best practices, new strategies or technologies, biblical worldview integration, and student support services. The Call for Proposals deadline has been extended to November 9th. All residential and online faculty, support services staff, and academic administrators are encouraged to submit proposals.

Apply to present:

• Poster (accepted formats: jpg, png, pdf, PPT)
• Academic Paper/Research Article (accepted format: pdf, doc)
• Workshop (30 min. Live Presentation via MS Teams, CTE creates Link)
• Roundtable (30 min. Live Discussion via MS Teams, CTE creates Link)
• Video/Screencast (30 min. max, upload mp4 file to Kaltura and provide link)
• Adobe Express Presentation (provide link)
  

Note – Proposals submitted by the original October 15 deadline will be reviewed by November 15. Information on uploading files/links will be provided in the conference acceptance email. For those who plan to present synchronously, MS Teams links will be included in CTE calendar invitations. To avoid scheduling conflicts, faculty should limit their submissions to two items. A draft schedule will be available before the Conference.

The conference is open to all residential and online faculty, and participation is strongly encouraged. Faculty may earn CEUs by completing a verification quiz in the Canvas course. For more information, visit the Conference on Teaching Excellence website or contact CTE@liberty.edu.

Research Boot Camp (Monday-Friday, June 7-11, 2027; 8:30 a.m.-4:30 p.m.)

CTE is excited to announce the 2027 Research Boot Camp, June 7-11. Designed exclusively for higher education faculty, this multiday camp allows participants to be part of a team that conducts academic research and completes an entire journal article and academic poster in one week.

Over the course of boot camp, you will:

• Attend sessions on creating a journal article, submission strategies, and navigating the publication process
• Conduct original academic research with live participants
• Receive expert guidance on methodology, data collection, analysis, and reporting
• Prepare a scholarly article for submission to Liberty University’s Journal for the Scholarship of Teaching and Learning
• Create an academic poster to showcase your project at an upcoming conference

By the conclusion of the week, faculty will leave Research Boot Camp with an article accepted for publication in a scholarly journal, approval to present at a conference, a template for an academic poster, and skills for scholarly success. Additionally, participants will be provided meals and a stipend for attending all five days of camp. Continuing Education Units (CEUs) will be available upon request. Register by emailing cte@liberty.edu or via the Course Registration tool in myLU (Subject Code: PDCT).

Don’t miss out on CTE’s Spring professional development opportunities. In our calendar, you will find a full range of topics, such as teaching and learning, biblical worldview integration, and teaching with technology. Please register via the Course Registration tool in myLU (Subject Code: PDCT). For workshops that are held via MS Teams, links will be sent to registered participants in advance. Email cte@liberty.edu with questions.

August

• CTE Virtual Open Office Hours; Tuesday, Aug. 18, 25
  Noon-4:30 p.m. No registration required. Log on: MS Teams
• New Faculty Orientation;
  Tuesday, Aug 11 – 8 a.m.-4:30 p.m.; Terrace Conference Room, Jerry Falwell Library
  Friday, Aug 14 – 8 a.m.-4:30 p.m.; DeMoss Hall, Room 3066
• All-Faculty Orientation; Wednesday, Aug. 12
  8 a.m.-4:30 p.m.; Montview Alumni Ballroom
• Getting Started with Top Hat; Tuesday, Aug. 18
  10:30-11:15 a.m.; DeMoss Hall, Room 3066 and MS Teams
• Tech Tips for the First Week of Class; Wednesday, Aug. 19
  10:30-11:15 a.m.; DeMoss Hall, Room 3066 and MS Teams.
• Setting Up and Recording with MS Teams; Thursday, Aug. 20
  10:30-11:15 a.m.; DeMoss Hall, Room 3066 and MS Teams
• Present Like a Pro: Using Effective Vocal Presentation to Capture Student Engagement: Part 1; Friday, Aug. 21
  10:30-11:15 a.m.; DeMoss Hall, Room 3066 and MS Teams
• Canvas Basics for the First Week of Class; Monday, Aug. 24
  10:30-11:15 a.m.; DeMoss Hall, Room 3066 and MS Teams
• Virtual Prayer Session: Fall B-Term; Monday, Aug. 24
  Noon-1 p.m.
• Logos for Educators: Part 1; Wednesday, Aug. 26
  Noon-12:45 p.m.; MS Teams
• Online Teaching Exchange; Thursday, Aug. 27
  Noon-1 p.m.: MS Teams
• Communicating with Students About AI and Academic Integrity; Friday, Aug. 28
  10:30-11:15 a.m.; DeMoss Hall, Room 3066 and MS Teams
• Canvas Tools for Communicating with Students; Monday, Aug. 31
  10:30-11:15 a.m.; DeMoss Hall, Room 3066 and MS Teams

September

• CTE Virtual Open Office Hours; Tuesday, Sept. 1, 8, 15, 22, 29
  Noon-4:30 p.m. No registration required. Log on: MS Teams
• Logos for Educators: Part 2; Wednesday, Sept. 2
  Noon-12:45 p.m.; MS Teams
• Present Like a Pro: Using Effective Vocal Presentation to Capture Student Engagement: Part 2 (Pitch & Melody, Tonality, and Pause); Friday, Sept. 4
  10:30-11:15 a.m.; DeMoss Hall, Room 3066 and MS Teams
• Creating Assignments, Quizzes, and Rubrics in Canvas; Monday, Sept. 7
  10:30-11:15 a.m.; DeMoss Hall, Room 3066 and MS Teams
• Using MS Breakout Rooms, Polls, and Reactions: Tools for Interactive MS Teams Meetings Series; Wednesday, Sept. 9
  12-12:45 p.m.; MS Teams
• Creating Question Banks and Question Groups in Canvas; Friday, Sept. 11
  10:30-11:15 a.m.; DeMoss Hall, Room 3066 and MS Teams
• Recording and Embedding Videos with Kaltura; Monday, Sept. 14
  10:30-11:15 a.m.; DeMoss Hall, Room 3066 and MS Teams
• Using MS Whiteboard: Tools for Interactive MS Teams Meetings Series; Wednesday, Sept. 16
  12-12:45 p.m.; MS Teams
• Biblical Worldview Integration with Dr. Mark Eckel; Thursday, Sept 17
  11:30 a.m.-12:30 p.m.; DeMoss Hall, Room 3066 and MS Teams
• Mastering the Complexity of Teaching In-Person and Online Simultaneously; Friday, Sept. 18
  10:30-11:15 a.m.; DeMoss Hall, Room 3066 and MS Teams
• Cultivating Instructor Presence with Canvas Videos; Monday, Sept. 21
  10:30-11:15 a.m.; DeMoss Hall, Room 3066 and MS Teams
• Virtual Prayer Session: Fall C-Term; Monday, Sept. 21
  Noon-1 p.m. No registration required. Log on: MS Teams
• The Online Professor’s Relationship with God: Relational Biblical Worldview Integration (BWI) in Online Teaching Series; Wednesday, Sept. 23
  5-5:45 p.m.; MS Teams
• Online Teaching Exchange; Thursday, Sept. 24
  Noon-1 p.m.; MS Teams
• Designing AI Assignments and Activities for Residential Courses;  Friday, Sept. 25
  10:30-11:15 a.m.; DeMoss Hall, Room 3066 and MS Teams
• Tools for Interactive Meetings in MS Teams; Monday, Sept. 28
  10:30-11:15 a.m.; DeMoss Hall, Room 3066 and MS Teams
• The Online Professor’s Relationship with Ideas: Relational Biblical Worldview Integration (BWI) in Online Teaching Series; Wednesday, Sept. 30:
  5-5:45 p.m.; MS Teams

October

• CTE Virtual Open Office Hours; Tuesday, Oct. 6, 13, 20, 27
  Noon-4:30 p.m. No registration required. Log on: MS Teams
• SpeedGrader Tools for Efficiency and Quality Feedback; Friday, Oct. 2
  10:30-11:15 a.m.; DeMoss Hall, Room 3066 and MS Teams
• How to Stay Well and Happy: Preventing Faculty Burnout; Monday, Oct. 5
  10:30-11:15 a.m.; DeMoss Hall, Room 3066 and MS Teams
• The Online Professor’s Relationship with Things: Relational Biblical Worldview Integration (BWI) in Online Teaching Series; Wednesday, Oct. 7
  5-5:45 p.m.; MS Teams
• Implementing AI Assignments and Activities in Residential Courses; Friday, Oct. 9
  10:30-11:15 a.m.; DeMoss Hall, Room 3066 and MS Teams
• Understanding the Course Copy Process; Monday, Oct. 12
  10:30-11:15 a.m.; DeMoss Hall, Room 3066 and MS Teams
• The Online Professor’s Relationship with People: Relational Biblical Worldview Integration (BWI) in Online Teaching Series; Wednesday, Oct. 14
  5-5:45 p.m.; MS Teams
• Leveling Up Your Presentations with PowerPoint; Friday, Oct. 19
  10:30-11:15 a.m.; DeMoss Hall, Room 3066 and MS Teams
• Understanding AI Literacy in Higher Education: AI Literacy for Online Faculty Series; Wednesday, Oct. 21
  Noon-12:45 p.m.; MS Teams
• Biblical Worldview Integration with Dr. Roger Schultz; Thursday, Oct. 22
  11:30 a.m.-12:30 p.m.; DeMoss Hall, Room 3066 and MS Teams
• Tracking Student Progress with Course Analytics in Canvas; Friday, Oct. 23
  10:30-11:15 a.m.; DeMoss Hall, Room 3066 and MS Teams
• Teaching Students to be Resilient; Monday, Oct. 26
  10:30-11:15 a.m.; DeMoss Hall, Room 3066 and MS Teams
• Virtual Prayer Session: Fall D-Term; Monday, Oct. 26
  Noon-1 p.m. No registration required. Log on: MS Teams
• Navigating the Challenges of AI Literacy in Teaching: AI Literacy for Online Faculty Series; Wednesday, Oct. 28
  Noon-12:45 p.m.; MS Teams
• Online Teaching Exchange; Thursday, Oct. 29
  Noon-1 p.m.; MS Teams
• AI Tools for Creating Images and Designs; Friday, Oct. 30
  10:30-11:15 a.m.; DeMoss Hall, Room 3066 and MS Teams
  

November

• CTE Virtual Open Office Hours; Tuesday, Nov. 3, 10. 17
  Noon-4:30 p.m. No registration required. Log on: MS Teams
• Set It and Forget It: Preparing Your Assignment Due Dates; Monday, Nov. 2
  10:30-11:15 a.m.; DeMoss Hall, Room 3066 and MS Teams
• Strategies for Developing AI Literacy in Students: AI Literacy for Online Faculty Series; Wednesday, Nov. 4
  Noon-12:45 p.m.; MS Teams
• Taming the Inbox: Efficient Email Management in Outlook; Friday, Nov. 6
  10:30-11:15 a.m.; DeMoss Hall, Room 3066 and MS Teams
• Using AI for Formative Assessment; Monday, Nov. 9
  10:30-11:15 a.m.; DeMoss Hall, Room 3066 and MS Teams
• Using AI To Prepare Students for their Future: AI Literacy for Online Faculty Series; Wednesday, Nov. 11
  Noon-12:45 p.m.; MS Teams
• Teacher Reflection that Transforms Teaching; Friday, Nov. 13
  10:30-11:15 a.m.; DeMoss Hall, Room 3066 and MS Teams
• Strategies for Interpreting and Addressing Turnitin AI Reports; Monday, Nov. 16
  10:30-11:15 a.m.; DeMoss Hall, Room 3066 and MS Teams
• The Art of Crafting AI Prompts: AI Tools to Streamline Teaching Tasks Series; Wednesday, Nov. 18
  5-5:45 p.m.; MS Teams
• Biblical Worldview Integration with Dr. Melissa Clemmons; Thursday, Nov. 19
  11:30 a.m.-12:30 p.m.; DeMoss Hall, Room 3066 and MS Teams
• Leveraging AI for Iterative Learning; Monday, Nov. 30
  10:30-11:15 a.m.; DeMoss Hall, Room 3066 and MS Team

December

• CTE Virtual Open Office Hours; Tuesday, Dec. 1, 8, 15
  Noon-4:30 p.m. No registration required. Log on: MS Teams
• Optimizing AI for Brainstorming and Planning: AI Tools to Streamline Teaching Tasks Series; Wednesday, Dec. 2
  5-5:45 p.m.; MS Teams
• Engage and Connect: Designing Custom QR Codes for Teaching; Friday, Dec. 4
  10:30-11:15 a.m.; DeMoss Hall, Room 3066 and MS Teams
• Leveraging myStudents in Canvas for Student Retention and Success; Monday, Dec. 7
  10:30-11:15 a.m.; DeMoss Hall, Room 3066 and MS Teams
• Implementing AI Assignments and Activities: AI Tools to Streamline Teaching Tasks Series; Wednesday, Dec, 9
  5-5:45 p.m.; MS Teams
• Ensuring Positive Interactions with Students: Handling Incivility in the Classroom; Friday, Dec. 11
  10:30-11:15 a.m.; DeMoss Hall, Room 3066 and MS Teams
• Saving Time with AI Agents: AI Tools to Streamline Teaching Tasks Series; Wednesday, Dec. 16
  5-5:45 p.m.; MS Teams
• Online Teaching Exchange; Thursday, Dec. 17
  Noon-1 p.m.; MS Teams

Past Editions

• Spring/Summer 2024
• Fall 2024
• Spring/Summer 2025
• Fall 2025
• Spring/Summer 2026