Month: August 2025

We’ve assembled a collection of books to support faculty interested in AI and education. These resources cover pedagogy, curriculum design, and practical AI applications in teaching. All books are available for checkout.

Available Books

Co-Intelligence: Living and Working with AI by Ethan Mollick
How to work alongside AI as a collaborative partner in education. Mollick, a Wharton professor, provides practical strategies for using AI to enhance rather than replace human creativity and teaching. Includes real classroom examples and immediately applicable techniques.

AI Snake Oil by Arvind Narayanan and Sayash Kapoor
A critical look at what AI can actually do versus marketing hype. The book helps educators identify which AI tools deliver real value and which are empty promises. Essential reading for making informed decisions about AI adoption.

More than Words by John Warner
Rethinking writing instruction in the age of AI. Warner addresses the fundamental question of what writing means when machines can generate text, arguing that writing is about thinking, not just producing words. Offers practical approaches to maintaining academic integrity while embracing useful AI tools.

AI Optimism by Becky Keene
A guide to using AI effectively in educational settings. Keene focuses on equity and accessibility, showing how AI can help level the playing field for diverse learners. Provides frameworks for ethical implementation across different educational contexts.

AI with Intention by Tony Frontier
Principles and action steps for teachers and school leaders. This book moves beyond random AI experiments to strategic, purposeful implementation. Ideal for department chairs and coordinators leading AI initiatives.

The AI Workshop by Milo Foster
A beginner’s guide to understanding AI basics. Written specifically for educators without technical backgrounds, Foster breaks down complex concepts into clear, manageable chapters. Perfect starting point for faculty new to AI.

Teaching with AI by Jose Antonio Bowen and C. Edward Watson
Practical guide for integrating AI into teaching practice. The authors combine pedagogical expertise with AI insights, offering specific examples across various disciplines. Includes case studies from the humanities, sciences, and professional programs.

The Power of AI for Educators by Victoria R. Summers
Tools and techniques for classroom use. Summers focuses on time-saving applications and student engagement strategies that work today. Features step-by-step guides for popular AI education tools.

The AI Con by Emily M. Bender and Alex Hanna
Critical perspectives on AI development and implementation. The authors examine the dangers of unchecked AI adoption and advocate for technology that serves educational rather than corporate goals. Important counterbalance to tech industry narratives.

Empire of AI by Karen Hao
Global perspectives on AI’s impact and implications. Through investigative journalism, Hao reveals the human stories behind AI development worldwide. Helps faculty understand the broader context students will face in an AI-driven world.

How to Borrow

1. Fill out the checkout form here or at the QR code below.
2. Pick up the book from the CRTLE office.

Checkout Form: Here
Location: Trinity Hall, Room 106
Contact: crtle@uta.edu

Join the Conversation

We’re also accepting suggestions for additional books on teaching, learning, and AI. Let us know in the comments below what titles you’d like to see in our collection.

CRTLE Faculty Facilitators – Learning Analytics Fellowship (Two faculty members) 

Position Title: University Faculty Facilitator: Learning Analytics Fellows

*Use the following subject line in your application email.: 2025-26 Analytics-Focused CRTLE Facilitator Application. 

Hosted by: CRTLE (Center for Research on Teaching and Learning Excellence) in conjunction/collaboration with University Analytics. 

Duration: 2 Years (Fall and Spring Semesters)  

Weekly Time Commitment: 3-4 hours per week.

Stipend: $4,000 per year [paid $2000 at end of fall semester and $2000 at end of spring semester] 

Overview: This would be two faculty members to join the CRTLE Faculty Facilitator program. There will already be eight funded faculty facilitators (one per academic unit). The Learning Analytics Fellowship program will be part of this broader program and would aim to enhance our understanding and application of learning analytics to improve student outcomes and institutional effectiveness. These two positions are funded by University Analytics and the position is in CRTLE but those in these roles will collaborate with University Analytics.

Expectations: 

• Collaborate with faculty, CRTLE, and University Analytics to identify key areas for learning analytics application to teaching and learning (e.g., DFW Courses or large courses, gainful employment). 

• Design and implement data-driven strategies to enhance teaching and learning practices with accessible deliverables for faculty (e.g., videos, handouts, guides, blog posts, infographics). 

• Conduct virtual-only or blended workshops and training sessions for faculty and staff on the use of learning analytics tools and methodologies with clear applications to teaching and learning. 

• Work with University Analytics to analyze and interpret data to provide actionable insights and recommendations for CRTLE. 

• Participate in regular CRTLE Faculty Facilitator meetings and contribute to the community through knowledge sharing and collaboration. 

• Work collaboratively with other units as needed (e.g., career center) to look at issues related to teaching and learning.  

Qualifications: 

• Current full-time faculty member with a strong interest and background in learning analytics and educational technology. 

• Demonstrated experience in data analysis, research, and applications to teaching is preferred. 

• Background in applying analytics or quantitative approaches to pedagogy preferred.  

• Solid communication and presentation skills. 

• Ability to work collaboratively. 

• Commitment to improving student learning outcomes through innovative approaches and analytics. 

Application:

To Apply, submit the following by or before Friday, August 15, 2025 (5 pm) to CRTLE@uta.edu. Use the following subject line in your email: 2025-26 Analytics-Focused CRTLE Facilitator Application. Please be sure to note this is for the Analytics facilitator role in addition to it being noted in your materials, as well.

1. Detailed cover letter with your background related to teaching, why you want to be a facilitator, experience with CRTLE or faculty professional development related to teaching, and ideas you would bring to the role. 
2. Include a formal letter of support from your department chair or indicating that they are aware of the time demands of being a facilitator.  
3. Include a second letter from another colleague who can support your qualifications to be a facilitator, including the criteria listed here.  
4. Copy of your Curriculum vita

Before 2020, online learning was growing steadily but was not as ubiquitous as it is today. Then, in the spring semester of 2020, everything changed due to the COVID-19 pandemic, requiring rapid, widespread adoption of remote instruction. Millions of faculty and students, many of whom had never experienced digital learning environments, experienced online education up close and personal. This period undeniably accelerated the integration of technology into how we approach education and, ever since, faculty have been learning what works and what doesn’t when the physical environment is removed.

Many of us for the first time had to take a crash course in learning the distinction between delivering content online and facilitating learning online. This is where Regular and Substantive Interaction (RSI) moves from a compliance check box to an essential pedagogical strategy. RSI has been a requirement in some form or fashion since 1992, when the federal government distinguished between correspondence courses and online learning, noting (of correspondence courses) that “Interaction between the instructor and student is limited, is not regular and substantive, and is primarily initiated by the student.” In 2005 the phrase “regular and substantive interaction” officially entered the lexicon in the Higher Education Reconciliation Act of 2005 and was further clarified and codified in 2021 in response to the COVID-19 pandemic (1). Quality distance learning programs, regardless of the technologies used, must provide a certain amount of interaction and mentoring with faculty.

In asynchronous classes, the absence of the physical environment and in-person connection with peers can lead to feelings of isolation and disengagement if not carefully counteracted, according to Gasell, et al. (2). They report that students in asynchronous classes may report a lack of engagement, feeling impatient, bored, and a lack of instructor involvement. This is important, as instructor-to-student interaction significantly influences student perception, satisfaction, and achievement in online courses. The work of Gasell et al also found that 23% of analyzed online courses had no instructor posts in discussion boards. This method of “set and forget” is clearly not meeting the needs of our students.

Fortunately, regular and substantive interaction doesn’t have to be a daunting task. Here are some steps faculty can take to ensure that students feel engaged in asynchronous online classes:

1. For larger online classes that use discussion boards, put students into discussion groups. Instructions on how to do this can be found here. When grading the discussion boards, you can interact with the students by focusing on themes and specific interactions within the group.
2. Use Inspire for Faculty. Inspire for Faculty allows instructors to send individual correspondence to groups of students based on certain criteria. For example, Inspire has the functionality to sort students by performance on a certain assessment or assignment (<70%, for example). A  neat feature of Inspire is that you can then send an email to the group who meets the specified criteria and it will automatically personalize it by addressing the email to the individual student (so instead of “dear student” it will say “Dear Tyler”). I’ve used this strategy myself and I have received overwhelmingly positive feedback, with some students saying that was the first time a professor had ever emailed them personally before.
3. Hold virtual office hours or scheduled one-on-one meetings. Tools like Microsoft Teams can be used to set up regular times when students can drop in to ask questions, discuss course material, or just check in. For larger classes, you could offer sign-up slots for brief 10-15 minute individual meetings. This provides a clear, predictable opportunity for direct, live interaction. The personal connection can be especially valuable for students who might be struggling or feel isolated in a fully asynchronous environment. With online asynchronous classes it’s easy to default to “by appointment” but by holding regular “drop-in hours” at a set time (and actively encouraging students to attend!), students feel more comfortable and welcome knowing that you’re going to be there regardless of whether they have an appointment or not.

Ultimately, the journey since 2020 has challenged us to reframe our understanding of online teaching. The distinction between simply delivering content and facilitating learning has become clearer than ever, with Regular and Substantive Interaction (RSI) standing as the bridge between the two. The strategies outlined here—using small discussion groups, leveraging technology for personalized communication, and offering virtual meetings—demonstrate that meeting the criteria for RSI is not a burden, but an opportunity. It is a chance to intentionally design courses that prioritize student engagement, combat feelings of isolation, and create a supportive educational community, no matter the physical distance. In doing so, we not only meet a regulatory standard but also fulfill our primary mission as educators.

Join the Conversation

How has your approach to online teaching changed since 2020? What strategies have you found most effective in fostering regular and substantive interaction with your students—especially in asynchronous environments? Share your reflections, challenges, and success stories in the comments below. Let’s continue learning from one another as we move from compliance to connection in digital teaching.