TEACHx 2026

As generative AI becomes embedded in students' creative and analytical workflows, traditional assessment models must evolve. This lightning talk showcases how StratCom 310 was redesigned into an “AI‑first” learning environment that embraces student use of AI while safeguarding authenticity and deep learning. Working from a real client brief for YSL’s Le Vestiaire des Parfums, students used AI transparently to brainstorm, critique, and prototype campaign concepts. Assessment shifted from polished outputs to reasoning, transfer, and evidence‑based decision‑making. The session illustrates how AI‑supported processes can strengthen digital literacy, algorithmic transparency, and critical engagement across creative and marketing courses.

A growing movement has challenged the accuracy and equity of commonly-used grading systems, leading to  practices like standards-based grading, specifications grading, and ungrading as possible alternatives. While promising pedagogically, these practices are often difficult to sustain in reality.  This talk will focus on the role of gradebooks and the way they may nudge us either to continue old practices and discourage adoption of new practices or to lean into more promising practices. The talk will follow the author’s personal experience with alternative grading systems and with a beta-version of a gradebook designed to support alternative grading rather than traditional grading. 

As part of Northwestern’s Higher Education Administration and Policy Program, master’s level graduate students in a leadership development course have used AI to reflect on leadership networking experiences to help develop their leadership approaches. This lightning talk highlights an in-class assignment that integrates human-based and AI‑supported analysis and synthesis to deepen students’ understanding of leadership theory and professional competencies.  
Students conducted semi‑structured interviews grounded in a selected leadership theory, individually generated 15 talking points, and collaboratively synthesized 60 combined points in groups of four. Students then used Northwestern’s Copilot to produce an AI‑generated analysis and synthesis and compared it to what they independently produced. The activity intentionally strengthened two NACE (National Association of Colleges and Employers) competencies: technology, by requiring students to use AI for analysis, synthesis, prompt design, and pattern recognition; and professionalism, by emphasizing ethical decision‑making, responsible technology use, and reflective comparison of human and AI reasoning. 
Survey data from the activity explores how students use AI, how AI influenced learning in the classroom, and students’ evolving views on AI use. 
Participants who are curious about human-centered, AI-assisted learning for students and colleagues would benefit from this example of intentional, practical learning that orders individual, group, and AI-assisted theme analysis.

In a lecture hall full of glowing screens, the most "disruptive" technology I introduced was... paper. This talk explores my return to physical handouts in a large, required 200-level Computer Science course. I will share my surprisingly positive experience using this analog tool to combat distraction and promote active learning through guided note-taking, 'clear/muddy' reflections, and streamlined attendance.

Many institutions articulate strong commitments to equity, inclusion, and belonging. Yet disparities in outcomes often persist, even within organizations explicitly oriented toward social justice. Why?


Drawing from mixed-methods research on the influence of culturally responsive praxis on academic engagement in higher education, this lightning talk explores the critical distinction between equity intentions and equity infrastructure. This tension suggests that goodwill and inclusive values alone are insufficient without structural alignment. Using a systems lens, this session introduces the concept of equity infrastructure: the policies, design choices, assessment practices, and accountability mechanisms that translate values into measurable outcomes.

Participants will be invited to reconsider how equity shows up, not just in mission statements or interpersonal practice, but in the architecture of learning environments.

Large language models (LLMs) are already in our students’ pockets, and many use them to “get through” financial accounting rather than to learn it. This lightning talk shares a set of structured activities that channel LLM use into deeper conceptual understanding and more deliberate practice in an introductory financial accounting course, aligning with TEACHx’s focus on AI/Digital Literacy and Innovative Learning Experiences.
First, I show how I incorporate LLMs to explain accounting concepts and generate homework solutions. Students independently attempt problems, compare their work to the model’s answer, and reconcile differences by explaining which approach is correct and why. Second, I demonstrate a guided “LLM-generated study guide” activity in which the model produces an initial exam outline and students critique and revise it, adding missing concepts and correcting vague or inaccurate explanations. Third, I present a structured way for students to use LLMs with sample exams by contrasting their own timed responses with the model’s answers to drive targeted review.
For each activity, I share sample prompts, representative LLM responses, and student-facing instructions, highlighting brief evidence on student perceptions and performance. Attendees will leave with ready-to-use ideas and framing language to help students use LLMs responsibly and productively.

Two-stage assessments (2SAs) are a form of cooperative learning activities (CL) applied to evaluative contexts. In stage 1, students take an exam individually and discussion is prohibited–mirroring standard practices. However, in stage 2, students form small groups and complete the same exam collaboratively. Students are given time to discuss, to try to reach consensus. Typically, no between-stages feedback is provided. To incentivize discussion, stage 1 and 2 scores are weighted and combined (typically, 85%/15%), unless stage 1 is better (100%). Decades of research have evidenced the efficacy of 2SAs for motivation, engagement, emotions, and achievement. On average, students–even high baseline scorers–consistently show large performance and learning gains after stage 2 discussion, with most exceeding the top stage 1 score in their group. However, though 2SAs have been theoretically linked to CL, the literature would benefit from more explicit empirical connections to the CL evidence base, which has shown additional socio-emotional changes (self-concept and belongingness) as a result of high-quality group interactions in 2SAs. 


In this Lightening Talk, I will provide data from two large-enrollment classes that implemented 2SAs as the main form of assessment of student learning. One class is a Biology class (400+ enrollment), the other a Psychology class (100+). Both classes used 2SAs for multiple terms. Analyses of student belonging, performance changes, quality of cooperative discussions, and open-ended satisfaction data will be provided. In sum, data suggest students generated knowledge during their discussions (gains were more than just transmitting answers), enjoyed the activities,  and spontaneously remarked on many aspects of CL and 2SAs shown to promote deep learning.  

Growing up with iPads and Chromebooks in the classroom, Gen Z didn't get the same exposure to filesystems as previous generations. Concepts of files and folders are critical to getting started in data, coding and media production labs -- but often create stumbling blocks for students who are unfamiliar with the fundamentals. I recently came up with an active learning exercise to help make those ideas stick: gamification. ctrl-alt-esc is a filesystem escape room, prompting students to navigate their way through a digital NU campus while learning about file paths, extensions and metadata. I'll walk through this specific, how it can be extended with subject-specific activities and we'll discuss strategies to come up with your own similar low-tech, high-engagement activities that help students bridge technical gaps. 

As higher education institutions increasingly prioritize accessibility and inclusive teaching, many institutions struggle to move beyond one-time compliance initiatives toward sustained instructional change. At the same time, many Centers for Teaching and Learning face a challenge of how to support hundreds of instructors in making meaningful accessibility improvements without overwhelming faculty or staff capacity. At a medium-sized private university, the Center for Learning Innovation has initiated a faculty development approach focused on improving accessibility within Canvas course sites. This lightning talk shares a scalable faculty-development initiative designed to help approximately course instructors to improve course accessibility within Canvas using its built-in Accessibility Checker aligned with WCAG 2.1AA standards.
This lightning talk shares how our team analyzed more than 70 Canvas courses to identify recurring accessibility issues aligned with WCAG 2.1AA standards and translated those findings into a practical instructor guide supported by the Canvas Accessibility Checker. Rather than framing accessibility as compliance requirement, we reframed accessibility work as a teaching-and-learning enhancement grounded in Universal Design for Learning (UDL).
Participants will leave with a replicable model demonstrating how they can use LMS analytics, targeted guidance, for launching or scaling similar initiatives at their own institutions to build institutional momentum toward accessible course design.

Human anatomy is taught largely via organ-based modular system at Feinberg School of Medicine and virtual reality (VR) has been a supplemental part of the anatomy thread for years.  Changes with hardware (HoloLens discontinued and now using Meta Quest headsets) and software as well as school resources have informed the pedagogical evolution of the educational tool.  Students enjoy the VR sessions and the design of sessions have changed significantly along with school resources, hardware, software and student feedback. We will explore the evolution of resources (ie, staffing, technical expertise, headset battery limitations, software needs, accessibility, and general logistics) and its impact on authentic and fulfilling VR experiences.  

This lightning talk highlights two intentionally juxtaposed teaching innovations that advance digital literacy and innovative learning in a graduate‑level public administration course. The first is a field‑based experience in which students tour City Hall, observe a live agenda‑setting meeting, and participate in a policy workshop built around a current local issue. This immersive activity sharpens understanding of core concepts by grounding them in authentic civic practice.


In contrast, the second innovation is a fully digital memo‑writing assignment series requiring students to use generative AI tools to draft, revise, and critique professional policy memoranda. The sequence builds digital literacy, strengthens analytical writing, and promotes ethical, reflective use of AI in public‑sector contexts.


Together, these contrasting approaches—embodied field engagement and AI‑enabled analytical skill‑building—create a modern, multidimensional learning experience that prepares students to navigate both the human and technological dimensions of contemporary governance.

Let’s head into the forest, oh let’s explore! Theatre has the power to provide social and emotional connection, imaginative play, and laughter to children facing long-term illnesses. For undergraduate Theatre students, bringing theatre bedside to pediatric patients further instills skills in empathy, communication, and improvisation necessary for a thriving career in the arts. Situated within a course, what are the unique considerations to student learning and self-care in this work? Join our journey through the woods—thorns and all—as we bring the play Let’s Go Camping! to children’s hospitals in Chicago in Northwestern’s new course Bedside Pediatric Theatre, recipient of a 2025 Alumnae Award for Curriculum Innovation. Attendees will learn about how the course design integrated self-care practices, reflection, and university partnerships to provide a rich, meaningful, and nurturing learning experience for students.