Faculty Development Day, Fall 2026

Derek Bruff, educator, author, and higher education consultant, will give the keynote, titled "AI-Aware Teaching: Designing for Learning and Assessment in an Age of AI." Drawing on his extensive experience in faculty development and his forthcoming work on AI-aware teaching, Bruff will share practical strategies for designing courses and assessments that support learning in a world where AI is ever-present. The day will also include breakout sessions and a poster session led by New York Tech faculty and staff. Classes are canceled on November 4, and an additional day of class has been added on Wednesday, December 16. Student Engagement and Development will also host activities for students. The keynote for this event is "AI-Aware Teaching: Designing for Learning and Assessment in an Age of AI." With generative AI making its way into all manner of domains, educators have a role to play in teaching students how to use AI effectively and ethically, as well as when to avoid using it altogether. Even when AI can be useful for a particular task, it's not always useful for learning how to do that task. How can we support learning when AI tools are ubiquitous? In this keynote, Bruff will explore strategies for minimizing the use of AI by our students when it's likely to undermine learning, as well as assignment structures that thoughtfully integrate AI in the learning process. Whatever your mix of resisting and engaging AI, you'll learn about teaching principles and practices for supporting and assessing learning in this age of AI.Register (https://www.nyit.edu/u/Qkf1R0) Support Our Students Please remember to bring a non-perishable food donation for the Grizzly Cupboard ( New York Tech's food and resource pantry, and/or dry-cleaned new or gently used clothing or accessory donations for our new Tech Threads ( professional closet. Items will be collected when you sign in at the event. Everyone who donates will be entered into a special raffle! Location Agendas New York Events for New York are Eastern Time (ET). 8:30 a.m. Registration and Light Breakfast 9 a.m. Poster Session After you check in, join us for a light breakfast while connecting with colleagues and exploring posters that highlight innovative teaching practices, research projects, and initiatives tied to this year's theme. 10:30 a.m. Opening Remarks 10:45 a.m. Keynote:AI-Aware Teaching: Designing for Learning and Assessment in an Age of AI, Derek Bruff 11:45 a.m. Chat and Travel Make your way to Anna Rubin Hall for your chosen breakout session. A shuttle will be available outside Riland for anyone who needs transportation. 12:15 p.m. Breakout Sessions: Using Generative AI as an Instructional Assistant, Derek Bruff Many faculty are finding ways to integrate generative AI into their teaching prep, either to save time or enhance the quality of their teaching materials. In this session, we'll take a tour of the ways that AI can be used as an instructional assistant, from brainstorming class activities and building better rubrics to synthesizing student feedback and helping you reflect on your teaching. We'll see how a little AI knowhow can yield more useful outcomes for these tasks, and consider some of the limitations of AI in these roles. Participants will gain a deeper understanding of AI's potential in their teaching, which will help them think more concretely about what roles AI might play in their students' learning. This session will be interactive with time to experiment briefly with using AI as an instructional assistant.The Useful AI Hour: No Hype, No Policing, Just Strategies That Actually Work, John Misak, Associate Professor and Director, Technical Communications and Professional Writing, College of Arts and Sciences Nope, not another "AI is going to transform education" keynote. You've suffered enough of that. What you probably haven't done is spent a productive hour actually using AI for the work you're doing this week. This session fixes that. We'll run live demos on real faculty work — rubrics, Canvas content, feedback comment banks, the email you've been avoiding since Tuesday, and let you try your hand in a paired "prompt-off" that is a little bit competitive in a friendly way. You'll leave with a stack of prompts you'll actually use, one concrete commitment for Monday, and a QR code to a resource library I maintain for this kind of thing. No icebreakers. No buzzwords. AI-augmented Operations management and Project Engineering, Zheng Li, Adjunct Associate Professor, College of Engineering and Computing Sciences This proposal presents data‑driven approaches to AI‑augmented Operations Management (OM) and Project Engineering (PE/ IENG251). We show how perceptrons can naturally generalize weighted‑sum decision models, and how deep learning (ANN, TensorFlow, LSTM) and Azure AutoML enhance forecasting, cost estimation, and location/layout analysis beyond classical methods in IENG 251. The proposal also illustrates how AI-supported predictions feed into digital‑twin simulations and reinforcement learning (RL), enabling adaptive decision and project control that extends CPM/PERT rather than replacing them. Participants will gain curricular ideas, instructional resources, and a practical roadmap for progressively incorporating AI-enabled analytics into engineering and technology courses. The session is designed for faculty seeking innovative ways to prepare students for data-driven decision-making in modern industrial and project environments. The Proxy Problem: Why AI Broke Your Assignments, and How to Rebuild Them, George M. Salayka, Teaching Assistant Professor, College of Engineering and Computing Sciences The arms race against AI detection is over, and educators lost. But that's only a crisis if we believe our assignments were ever really about the essays, code, and reports students turn in. This session makes the case that generative AI doesn't threaten our learning outcomes; it threatens the proxies we've long used to measure them, and the fix is to reanchor assessment on the industry-expected skills AI can't supply: framing the right problem, reasoning about stakeholders, and creating value under uncertainty. Drawing on the entrepreneurial mindset, curiosity, connections, and creating value, alongside the human-facing dimensions of professional and accreditation standards, we'll walk through a concrete before-and-after assignment redesign. Participants will leave having mapped one of their own assignments onto outcomes that stay meaningful whether or not a student opens a chatbot. Study Buddy: ChatGPT for Better Learning, Stephanie Wolcott, Senior Academic Advisor, Undergraduate Academic Advising and Madeline Leonard, Assistant Director, Academic Success and Enrichment This session introduces student-facing staff to practical, ethical, and research-supported strategies for coaching students on responsible use of ChatGPT specifically as a study tool. As students continue to rely on AI, it is imperative to consider what counts as "appropriate use," how to support student learning without enabling shortcuts, and how to talk about academic integrity in a rapidly evolving technological landscape. This presentation offers clear guidance and hands-on examples that staff can use immediately in advising, student success coaching, tutoring, and other support conversations. Participants will explore real student scenarios, practice effective prompting, and analyze AI-generated responses to understand the opportunities and limitations of these tools. The session emphasizes developing judgment, critical thinking, and transparency so staff can help students leverage AI to deepen comprehension and not replace academic effort. By the end of the session, attendees will feel more confident about engaging students in meaningful conversations about AI, learning, and academic responsibility. An AI Foundations Course for Health Professions Students, Staff and Faculty, Lise McCoy, Director, Faculty Development, College of Osteopathic Medicine, Mihir Matalia, Senior Development Security Operations Engineer and HIPAA Security Officer, College of Osteopathic Medicine, Milan Toma, Associate Professor, College of Osteopathic Medicine This session presents the results of an innovation project to provide an AI Foundations curriculum to medical students, staff and faculty, using a blended model that combines asynchronous learning modules with live interactive workshops. Over the first six months of implementation, the project establisheda scalable and institutionally aligned approach to AI literacy focused on responsible use, ethical practice, evaluation of AI outputs, and emerging applications in medicine and research. This initiative helped create a shared culture of informed and professional AI use across campuses. The initiative also positioned the institution to expand AI education into clinical training, faculty development, and research workflows as healthcare and medical education continue to evolve. Navigating AI and Academic Integrity through Community Perspectives, Jeunelle Hoffman, Associate Dean of Students and Jennifer Griffiths, Associate Dean and Professor, College of Arts and Sciences Over the past two years, the New York Tech community has worked with various stakeholders to build an academic integrity policy that incorporates AI use. We know that students, faculty, and staff continue to use AI inside and outside of the classroom, which can make the policy application challenging at times. This breakout session intends to engage the participants in conversation about the emerging issues that may inform further development of this policy to reflect the dynamic landscape in which it operates. Avoiding Generative AI Slop in Your Research and Publishing, Rosemary Burgos-Mira, Director, Public and Technical Services, Millie Gonzalez, Dean of Libraries, Eduardo Rivera, Librarian, Vanessa Viola, Associate Director, Library The Library Scholarly Communications Team introduces the latest developments in generative and agentic AI tools for academic research and publishing. Attendees interact with research assistance workflows and guided open discussion about avoiding 'AI Slop' from the literature search through manuscript submission. The session also launches a series of scholarly communications topical mini-workshops including AI and copyright implications, AgenticAIand AI literacy frameworks. We want to empower scholars to use AI responsibly, effectively, and with confidence in their academic work. 1:15 p.m. LunchJonesboro Events for Jonesboro are Central Time (CT). 9:30 a.m. Opening Remarks 9:45 a.m. Keynote:AI-Aware Teaching: Designing for Learning and Assessment in an Age of AI, Derek Bruff 11:15 a.m. Breakout Session: An AI Foundations Course for Health Professions Students, Staff and Faculty, Lise McCoy, Director, Faculty Development, College of Osteopathic Medicine, Mihir Matalia, Senior Development Security Operations Engineer and HIPAA Security Officer, College of Osteopathic Medicine, Milan Toma, Associate Professor, College of Osteopathic Medicine This session presents the results of an innovation project to provide an AI Foundations curriculum to medical students, staff and faculty, using a blended model that combines asynchronous learning modules with live interactive workshops. Over the first six months of implementation, the project establisheda scalable and institutionally aligned approach to AI literacy focused on responsible use, ethical practice, evaluation of AI outputs, and emerging applications in medicine and research. This initiative helped create a shared culture of informed and professional AI use across campuses. The initiative also positioned the institution to expand AI education into clinical training, faculty development, and research workflows as healthcare and medical education continue to evolve. Keynote Presenter Derek Bruff, Ph.D. Educator, author, and higher education consultant. Derek Bruff directed the Vanderbilt University Center for Teaching for more than a decade, where he helped faculty and other instructors develop foundational teaching skills and explore new ideas in teaching. Bruff consults regularly with faculty and administrators across higher education on issues of teaching, learning, and faculty development, and he provides practical advice for educators through his Intentional Teaching podcast. He is the author of Teaching with Classroom Response Systems: Creating Active Learning Environments, Intentional Tech: Principles to Guide the Use of Educational Technology in College Teaching, and the forthcoming The Norton Guide to AI-Aware Teaching, which he is co-authoring with Annette Vee and Marc Watkins. Bruff has a Ph.D. in mathematics from Vanderbilt University, and he has taught a variety of undergraduate and graduate level mathematics courses at Vanderbilt and Harvard University. He is currently an associate director at the Center for Teaching Excellence at the University of Virginia, working remotely from his home outside Nashville. Presenters Biographies John Misak John Misak is an associate professor of humanities and the director of technical communication, with teaching and research interests in writing, communication, emerging media, and the ethical and human-centered use of artificial intelligence in education and professional settings. Misak developed a technical communication with AI solutions major designed to prepare graduates with a background in human-machine communication for an AI-infused workplace. His teaching incorporates AI literacy, prompt engineering, context engineering, and the responsible use of generative AI. He is especially interested in helping students and faculty use AI effectively while recognizing its limitations and preserving meaningful human judgment. Beyond the classroom, he consults and develops AI automations and assistive systems that keep people meaningfully in the loop, with applications in healthcare, market research, government, and education. His work emphasizes using AI to improve efficiency and expand capabilities while preserving human judgment, creativity, accountability, and critical thinking. Zheng Li Zheng Li is an adjunct associate professor in the College of Engineering and Computing Sciences at New York Institute of Technology, where he has taught since 2023. He teaches courses in project engineering, engineering economics, and digital electronics. Li earned his Ph.D. in electronics, communication and information engineering from the University of Tokyo and is a senior member of the IEEE. Prior to joining New York Tech, he held engineering and research leadership roles at Nokia, Alcatel-Lucent, Lucent Technologies, and Ericsson, where he contributed to the research and development of 3G, 4G, and 5G wireless technologies, baseband systems, and ASIC design. His research background also includes computational CMOS image sensor design at the University of Tokyo. Stephanie Wolcott Stephanie Wolcott is a senior academic advisor at New York Institute of Technology, where she supports undergraduate students through academic advising, student success programming, and strategic retention initiatives. She collaborates with faculty, staff, and campus partners to create programs that help students build confidence, develop effective academic habits, and stay on track toward graduation. Stephanie has played a key role in developing faculty advising initiatives and strengthening institutional programming through Title III, with an emphasis on increasing student engagement through innovative approaches and technology. She is passionate about helping students and educators leverage artificial intelligence to enhance learning, work more efficiently, and develop ethical, responsible AI practices that complement, not replace, critical thinking. In addition to her advising work, Wolcott enjoys designing workshops, streamlining student communications, and exploring new technologies that enhance learning inside and outside the classroom. Madeline Leonard Madeline Leonard is the assistant director in the Office of Academic Success and Enrichment, overseeing undergraduate academic support programs including peer tutoring, supplemental instruction, peer success guides, and academic skill building. in addition, Leonard has developed Canvas courses and modules focused on academic success skills and college transitions. She received her bachelor's degree in psychology and her master's degree from Springfield College in clinical athletic counseling. She is passionate about helping students recognize the skills they develop throughout college and understand how those skills can transfer to other courses, the workplace, and their personal lives. She especially enjoys helping students develop practical strategies for time management, effective learning, and navigating the college experience with greater confidence. Jeunelle Hoffman Jeunelle Hoffman is a higher education practitioner with more than 15 years of experience advancing student success through leadership, service, and holistic student support. She currently serves as the associate dean of students at New York Tech, where she provides strategic leadership across key areas of student affairs. Throughout her career, Hoffman has held progressive leadership roles spanning student engagement, residence life, military and veteran affairs, student conduct, and crisis response. She is passionate about creating inclusive, student-centered environments that foster belonging, accountability, leadership development, and personal growth. Her collaborative approach and commitment to student success have enabled her to build meaningful partnerships across campus while supporting students throughout every stage of their collegiate experience. Originally from New Jersey and now rooted in the Bronx with her partner and young son, Jeunelle believes that growth is necessary, change is inevitable, and life experience is the lesson. She earned both her Bachelor of Science in communications and media studies and her Master of Science for teaching (M.S.T.) from Pace University in New York City. She remains committed to empowering students, strengthening communities, and making a lasting impact, one student at a time. Jennifer Griffiths Jennifer L. Griffiths, Ph.D., is associate dean of curriculum and programs and professor of humanities at New York Institute of Technology, where she leads the responsible integration of artificial intelligence across teaching, curriculum, and student programming. She is the founder and director of the Responsible Tech Ambassadors, a federal work-study program that reimagines student employment as a professional-development and research pathway—engaging students in real projects with New York City government and community partners while building career-ready skills. Her work sits at the intersection of student employment, workforce readiness, and emerging technology, helping administrators and managers put AI to practical, ethical use in a rapidly evolving landscape. She is key personnel on the $2.5 million federal Tech Talks grant and serves as New York Tech's liaison to the Public Interest Technology University Network. She holds a Ph.D. from the CUNY Graduate Center. George M. Salayka George Salayka is an assistant teaching professor at the College of Engineering and Computing Sciences at New York Tech. He spent 15 years in software development and uses his experience to help deliver industry-focused skills and mindset to his students. In recognition of his work on engineering pedagogy, Salayka was named a KEEN Fellow in 2024 and selected as a 2026 Campus KEEN Rising Star. As the chair of the College of Engineering AI Taskforce, he is leading a team of seasoned faculty to bring the computer science curriculum forward into the age of AI. Having taught courses in AI and LLMs, he is acutely aware of the issues these tools have brought into the assessment landscape. His work now focuses on educating faculty on how students are using AI and the techniques that can be used to ensure that students are still learning. Vanessa Viola Vanessa Viola is the associate director and art and architecture librarian. Viola supports art and design research skills, visual literacy, mapping, and digital humanities for the School of Architecture and Design and New York Tech community. Rosemary Burgos-Mira Rosemary Burgos-Mira is the director of public and technical services at New York Institute of Technology. She has worked in several academic libraries, specialized libraries, non-profits, and legal publishing. She has worked in different departments, including access services, acquisitions, reference, serials, technical services, and digital services. Her interests include digital processing, instructional information technology, and library research. Burgos-Mira received both her Masters of Library and Information Science and her Master of Science in computer science from Long Island University and her bachelor's degree in Spanish literature and education from New York University. Eduardo Rivera Eduardo Rivera, currently serves as a reference/instruction librarian at New York Institute of Technology and previously served as the head of reference services at LIU Post. A graduate from the Palmer School of Library and Information Science at Long Island University, Ed also earned a masters' degree in education from Hofstra University. He is also the author of several articles on using the flipped classroom model for library instruction. Millie Gonzalez Millie González is the dean of libraries at New York Institute of Technology, where she provides strategic leadership for library services, research support, and academic partnerships. Prior to joining New York Tech, she spent nearly 18 years at Framingham State University, serving in roles including librarian, interim chief diversity officer, and dean of library. She holds master's degrees in library and information science and business administration from Simmons University and a bachelor's degree from Hamilton College. Lise McCoy Lise McCoy, Ed.D., is director of faculty development at the New York Institute of Technology College of Osteopathic Medicine (NYITCOM), where she leads faculty development initiatives and contributes to institutional efforts to integrate artificial intelligence into medical education. She serves as a leader of NYITCOM's AI Task Force and is actively involved in national and international initiatives focused on responsible AI integration, faculty and learner competencies, and educational innovation. McCoy's scholarship focuses on AI in medical education, faculty development, critical thinking, and program evaluation. She is a member of the International Advisory Committee for AI in Medical Education (IACAI) and has contributed to the development of international vision statements and integration frameworks for AI in medical education. She also serves as an associate editor for the Journal of Medical Education and Curricular Development and participates in national professional committees through organizations including AACOM and IAMSE. Her work emphasizes thoughtful, evidence-informed approaches to educational innovation that preserve critical thinking, professional judgment, and meaningful human engagement in learning. Mihir Matalia Mihir Matalia is a member of the Academic Technologies Group at NYITCOM, where he also co-chairs the AI Task Force and serves as HIPAA security officer. His work focuses on advancing the thoughtful, secure, and equitable use of technology in education. He leads initiatives across responsible AI development, AI adoption, AI literacy, data governance, learning technologies, and institutional tools, including REDCap and New York Tech-grounded AI solutions. Matalia is committed to helping students, staff, and faculty build practical AI knowledge and sound judgment while safeguarding privacy, promoting equity, and preserving human-centered care. Milan Toma Milan Toma, Ph.D., is an associate professor of algorithmic medicine in the Department of Osteopathic Manipulative Medicine at NYITCOM. He holds a Ph.D. in engineering science from the Technical University of Lisbon and has conducted research at leading institutions worldwide, including Tokyo University and Georgia Institute of Technology. Toma is the author of two books on AI in healthcare, most recently Diagnosing AI: Evaluation of AI in Clinical Practice (2026). Over the past two years, he has published approximately 35 peer-reviewed articles on clinical AI applications, spanning ECG classification, fracture detection, seizure and prediabetes prediction, retinal diagnostics, among others. His research emphasizes moving beyond aggregate accuracy metrics toward clinically responsible, deployment-ready AI systems. Toma collaborates extensively with students and multidisciplinary teams, advocating for detailed validation frameworks and transparent evaluation standards in medical AI.