AI Gallery
The critical analysis and nuanced understanding that courses in communication and media studies develop require students’ own intellectual engagement. AI can support the process, but the ideas must be theirs.
Adriana de Souza e Silva
College of Arts, Media, and Design
Director of the Center for Transformative Media at the College of Arts
Grading has long been viewed as a complex task in law teaching, and I wanted to find a way to make it more efficient without sacrificing the quality of feedback students receive.
Andrew Haile
Assistant Teaching Professor
School of Law
I designed these AI interactions because I wanted students to engage with their research more deeply, not more quickly. Framing Claude as a “critical friend” or a “Dissertation in Practice committee member” gave students a low-stakes way to practice receiving hard questions before their actual committee interactions.
Daniel Serig
Associate Teaching Professor
Graduate School of Education
I believe ethical use of AI in teaching means being honest with students about both its potential and its unresolved problems – especially the serious copyright and authorship questions surrounding how visual AI systems are trained on artists’ work.
Jason Donati
Teaching Professor, Art + Design
College of Arts, Media and Design
AI is rapidly changing how people learn, create, and solve problems. My goal is to teach students how to become thoughtful, critical users who understand both the opportunities and limitations of new technologies.
Laney Strange
Teaching Professor, Associate Dean for Undergraduate Programs, Co-Director of AI Curricular Transformation
Students do want to improve; they just do not always connect with traditional forms of support. When given a tool that feels relevant to how they already engage with the world, they show up.
Rangoli Goyal
Assistant Teaching Professor
College of Science
I’m not expecting expert-level results or miracles from a single session. What matters to me is that students begin to understand that the way they frame a question shapes the answer they get.
Sharon Persons
Associate Teaching Professor
School of Law
I approach AI tools as pedagogical spaces, or emerging environments that reshape the relations between teachers, learners, and knowledge.
Tomás Galguera
Professor of Education, College of Professional Studies and Director of AI Curricular Transformation, Mills College
The critical analysis and nuanced understanding that courses in communication and media studies develop require students’ own intellectual engagement. AI can support the process, but the ideas must be theirs.
Adriana de Souza e Silva
College of Arts, Media, and Design
Director of the Center for Transformative Media at the College of Arts
Grading has long been viewed as a complex task in law teaching, and I wanted to find a way to make it more efficient without sacrificing the quality of feedback students receive.
Andrew Haile
Assistant Teaching Professor
School of Law
I designed these AI interactions because I wanted students to engage with their research more deeply, not more quickly. Framing Claude as a “critical friend” or a “Dissertation in Practice committee member” gave students a low-stakes way to practice receiving hard questions before their actual committee interactions.
Daniel Serig
Associate Teaching Professor
Graduate School of Education
I believe ethical use of AI in teaching means being honest with students about both its potential and its unresolved problems – especially the serious copyright and authorship questions surrounding how visual AI systems are trained on artists’ work.
Jason Donati
Teaching Professor, Art + Design
College of Arts, Media and Design
AI is rapidly changing how people learn, create, and solve problems. My goal is to teach students how to become thoughtful, critical users who understand both the opportunities and limitations of new technologies.
Laney Strange
Teaching Professor, Associate Dean for Undergraduate Programs, Co-Director of AI Curricular Transformation
Students do want to improve; they just do not always connect with traditional forms of support. When given a tool that feels relevant to how they already engage with the world, they show up.
Rangoli Goyal
Assistant Teaching Professor
College of Science
I’m not expecting expert-level results or miracles from a single session. What matters to me is that students begin to understand that the way they frame a question shapes the answer they get.
Sharon Persons
Associate Teaching Professor
School of Law
I approach AI tools as pedagogical spaces, or emerging environments that reshape the relations between teachers, learners, and knowledge.
Tomás Galguera
Professor of Education, College of Professional Studies and Director of AI Curricular Transformation, Mills College
Explore faculty AI profiles, activities and assignments, and additional resources provided below.
Tiffany Kim
Associate Clinical Professor
School of Nursing, Bouvé College of Health Sciences
Adriana de Souza e Silva
Professor, Communication Studies
College of Arts, Media, and Design, Director of the Center for Transformative Media at the College of Arts
Nia Johnson
Assistant Program Director; Assistant Clinical Professor
Bouvé College of Health Sciences
Shane Schweitzer
Assistant Professor, Management and Organizational Development
D’Amore-McKim School of Business
Laney Strange
Teaching Professor, Associate Dean for Undergraduate Programs, Co-Director of AI Curricular Transformation
Khoury College of Computer Science
Dan Metzger
Associate Teaching Professor in English
College of Social Sciences and Humanities
Tomás Galguera
Professor of Education, College of Professional Studies and Director of AI Curricular Transformation
Mills College
Faculty Resource: Overview and Guidance for Generative AI in Teaching
Student Resource: An Insider’s Guide to Learning with AI
Interactive Self-Paced Resource: Introduction to Teaching with Generative AI is a set of self-paced modules, available through Canvas. The modules are designed for Northeastern faculty who are just beginning to learn about Generative AI, considering how they might want to incorporate Generative AI into their teaching and learning process. The modules are available to all faculty, staff, and students who have active Northeastern accounts.
Each Canvas module contains examples of how NU faculty are using AI in their teaching now, along with short (less than 4 minutes) video introductions featuring faculty talking about their own process of learning to teach with AI and sharing lessons learned. The modules each take about an hour to complete and they address the following questions:
- What is Generative AI?
- How Can Generative AI Enhance Teaching and Learning?
- How Can I Address Concerns About Using Generative AI in Teaching and Learning?
- How Do I Go About Designing an AI Assignment or Activity?
To enroll, follow these simple steps:
- Click this link to access a self-enroll page: Introduction to Teaching with Generative AI (opens in new tab)
- Click the red Enroll in Course button in the upper right corner of the page. Click Go to the Course, and you’re in!
NOTE: These modules are self-paced and therefore not moderated. You will need to use your Northeastern credentials when enrolling in this course. For additional questions, please contact [email protected]