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The Studio serves as a hub for resources, workshops, conversations, and connecting with like-minded colleagues. Discover new technologies, consider new approaches to AI, develop assessment plans for multimodal assignments and become more innovative teachers.

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Register for a workshop here!

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Running time is 90 minutes, and light refreshments will be available. Doors open at 4:00 pm. The reading is FREE and open to the public.

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This event is open to all WFU students (WFU ID and signed release forms are required of every participant).

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This research-grounded guide helps college educators use generative AI to strengthen, not sideline, what they already know about effective teaching.

Drawing on decades of experience in faculty development and learning science, Ludwig and Zakrajsek propose a three-stage progression model, Adapt, Create, Embed, to help faculty from any discipline thoughtfully incorporate AI into their teaching. Rather than chasing the latest tech tools, this book focuses on how AI can deepen student learning by enhancing time-tested frameworks such as TILT, Universal Design for Learning, Bloom’s Taxonomy, and Backward Design. Each chapter includes classroom-tested examples, reflection prompts, and activities ready for individual exploration or group discussion.

Whether you’re skeptical, curious, or cautiously optimistic, this book offers a clear, practical path to using AI as a partner, not a replacement, in ways that support students and reinvigorate teaching.

Meeting Schedule

9/14: Chapters 1 & 2 (Orientation)
9/28: Chapter 3 (The Framework)
10/5: Chapters 4 & 5 (Foundation)
10/19: Chapter 6 (Backward Design)
10/26: Chapters 7 & 8 (Deeper Learning)
11/2: Chapters 9, 10 & Epilogue (Sustaining)

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At the age of sixteen, Dr. Guy-Sheftall began her matriculation at Spelman College where she majored in English and minored in secondary education. Upon graduating with honors, she attended Wellesley College for a fifth year of study. In 1968, she began pursuing her Master’s Degree in English at Atlanta University. A year later Dr. Guy-Sheftall began teaching at Alabama State University in the Department of English. But it was her return to Spelman in 1971 that ignited her true mission— to disrupt the silences surrounding Black women’s interconnected experiences. Within the traditional confines of Spelman that had once educated her, she has pushed boundaries, demanded space for Black feminist thought, and laid the foundation for future generations of radical scholarship.

Dr. Shanna Greene Benjamin, Reynolds Professor of African American Studies at Wake Forest University, will lead the conversation with Dr. Sheftall. A reception and book signing will follow. Books will be available for purchase at the event.

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The Studio will walk you through the podcasting process from start to finish, covering how to plan and record your podcast, find copyright-free music and sound effects, edit your audio using accessible tools, and explore options for publishing and sharing your finished podcast.

Whether you've always wanted to start a podcast or are simply curious about what goes into making one, this workshop will give you the tools and knowledge to get started!

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Do Your students (and colleagues) know they matter? We talk a lot about engagement, motivation, and burnout, but Wallace argues something more fundamental is often missing underneath all three: mattering, the felt sense that we’re valued and have value to offer. In this research-grounded, story-rich book, Wallace names the “erosion of mattering” driving today’s mental and social health struggles and offers a practical path back: a “mattering core” built on recognizing impact, being appropriately relied on, feeling prioritized, and being genuinely known. For those of us in teaching roles, we can easily see how mattering is an important part of the work we do, both with our students and each other.

Bring your own connections to discussion. Where do you see mattering (or its absence) showing up in your classroom, your team, or your own week? And what are things we can do to rebuild it?

Meeting Schedule:

9/8: Introduction & Chapters 1-2 (Naming the Problem)9/22: Chapters 3-5 (Completing the Mattering Core)10/6: Chapters 6-8 & Epilogue (Putting It Into Practice)

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Register for a workshop here!

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This research-grounded guide helps college educators use generative AI to strengthen, not sideline, what they already know about effective teaching.

Drawing on decades of experience in faculty development and learning science, Ludwig and Zakrajsek propose a three-stage progression model, Adapt, Create, Embed, to help faculty from any discipline thoughtfully incorporate AI into their teaching. Rather than chasing the latest tech tools, this book focuses on how AI can deepen student learning by enhancing time-tested frameworks such as TILT, Universal Design for Learning, Bloom’s Taxonomy, and Backward Design. Each chapter includes classroom-tested examples, reflection prompts, and activities ready for individual exploration or group discussion.

Whether you’re skeptical, curious, or cautiously optimistic, this book offers a clear, practical path to using AI as a partner, not a replacement, in ways that support students and reinvigorate teaching.

Meeting Schedule

9/14: Chapters 1 & 2 (Orientation)
9/28: Chapter 3 (The Framework)
10/5: Chapters 4 & 5 (Foundation)
10/19: Chapter 6 (Backward Design)
10/26: Chapters 7 & 8 (Deeper Learning)
11/2: Chapters 9, 10 & Epilogue (Sustaining)

View on site | Email this event

This research-grounded guide helps college educators use generative AI to strengthen, not sideline, what they already know about effective teaching.

Drawing on decades of experience in faculty development and learning science, Ludwig and Zakrajsek propose a three-stage progression model, Adapt, Create, Embed, to help faculty from any discipline thoughtfully incorporate AI into their teaching. Rather than chasing the latest tech tools, this book focuses on how AI can deepen student learning by enhancing time-tested frameworks such as TILT, Universal Design for Learning, Bloom’s Taxonomy, and Backward Design. Each chapter includes classroom-tested examples, reflection prompts, and activities ready for individual exploration or group discussion.

Whether you’re skeptical, curious, or cautiously optimistic, this book offers a clear, practical path to using AI as a partner, not a replacement, in ways that support students and reinvigorate teaching.

Meeting Schedule

9/14: Chapters 1 & 2 (Orientation)
9/28: Chapter 3 (The Framework)
10/5: Chapters 4 & 5 (Foundation)
10/19: Chapter 6 (Backward Design)
10/26: Chapters 7 & 8 (Deeper Learning)
11/2: Chapters 9, 10 & Epilogue (Sustaining)

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Do Your students (and colleagues) know they matter? We talk a lot about engagement, motivation, and burnout, but Wallace argues something more fundamental is often missing underneath all three: mattering, the felt sense that we’re valued and have value to offer. In this research-grounded, story-rich book, Wallace names the “erosion of mattering” driving today’s mental and social health struggles and offers a practical path back: a “mattering core” built on recognizing impact, being appropriately relied on, feeling prioritized, and being genuinely known. For those of us in teaching roles, we can easily see how mattering is an important part of the work we do, both with our students and each other.

Bring your own connections to discussion. Where do you see mattering (or its absence) showing up in your classroom, your team, or your own week? And what are things we can do to rebuild it?

Meeting Schedule:

9/8: Introduction & Chapters 1-2 (Naming the Problem)9/22: Chapters 3-5 (Completing the Mattering Core)10/6: Chapters 6-8 & Epilogue (Putting It Into Practice)

View on site | Email this event

View on site | Email this event

This research-grounded guide helps college educators use generative AI to strengthen, not sideline, what they already know about effective teaching.

Drawing on decades of experience in faculty development and learning science, Ludwig and Zakrajsek propose a three-stage progression model, Adapt, Create, Embed, to help faculty from any discipline thoughtfully incorporate AI into their teaching. Rather than chasing the latest tech tools, this book focuses on how AI can deepen student learning by enhancing time-tested frameworks such as TILT, Universal Design for Learning, Bloom’s Taxonomy, and Backward Design. Each chapter includes classroom-tested examples, reflection prompts, and activities ready for individual exploration or group discussion.

Whether you’re skeptical, curious, or cautiously optimistic, this book offers a clear, practical path to using AI as a partner, not a replacement, in ways that support students and reinvigorate teaching.

Meeting Schedule

9/14: Chapters 1 & 2 (Orientation)
9/28: Chapter 3 (The Framework)
10/5: Chapters 4 & 5 (Foundation)
10/19: Chapter 6 (Backward Design)
10/26: Chapters 7 & 8 (Deeper Learning)
11/2: Chapters 9, 10 & Epilogue (Sustaining)

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Abstract:

During his second term office, the Trump administration has—under the guise of fighting antisemitism—shattered preexisting norms that historically acted to limit governmental power. These actions have been widely criticized on a multitude of grounds, an obvious one being the chilling effect such suppression has had on pro-Palestinian expression. Without discounting the importance of this consequence, I wish to draw draw attention to another, less obvious impact of these endeavors: the chilling effect they have on Jewish students experiencing antisemitism. This may seem counterintuitive. The critique of the Trump administration's actions seems to be that it is overzealous and overwrought in its efforts against antisemitism. It may capture too much; it is hard to fathom it will capture too little. But drawing on the literature on epistemic injustice, and in particular Kristie Dotson's seminal work on “testimonial smothering,” I will argue that in many cases, Jews experiencing antisemitism will be systematically deterred from speaking out about their experiences and seeking redress, for fear that they will be involuntarily conscripted into a project of political repression they do not support. Instead of "going too far", the effect of the Trump administration's interventions on Jewish students has been to squelch expression around antisemitism and further isolate and marginalize Jews experiencing instances of antisemitism they would, in an ideal world, very much like to see addressed and redressed.

David teaches classes on constitutional law, anti-discrimination law, and Supreme Court decisionmaking. His scholarship concerns contemporary issues of discrimination and inequality, with a particular focus on modern antisemitism, and has appeared in venues including the New York University Law Review, the Association for Jewish Studies (AJS) Review, and the American Political Science Review. His first book, Deliberation, Dismissal, and Democracy, was published in 2025 by the Oxford University Press. David holds a B.A. from Carleton College, a J.D. from the University of Chicago Law School, and a Ph.D. in political science from the University of California, Berkeley.

A reception will follow after the discussion.

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View on site | Email this event

View on site | Email this event

This research-grounded guide helps college educators use generative AI to strengthen, not sideline, what they already know about effective teaching.

Drawing on decades of experience in faculty development and learning science, Ludwig and Zakrajsek propose a three-stage progression model, Adapt, Create, Embed, to help faculty from any discipline thoughtfully incorporate AI into their teaching. Rather than chasing the latest tech tools, this book focuses on how AI can deepen student learning by enhancing time-tested frameworks such as TILT, Universal Design for Learning, Bloom’s Taxonomy, and Backward Design. Each chapter includes classroom-tested examples, reflection prompts, and activities ready for individual exploration or group discussion.

Whether you’re skeptical, curious, or cautiously optimistic, this book offers a clear, practical path to using AI as a partner, not a replacement, in ways that support students and reinvigorate teaching.

Meeting Schedule

9/14: Chapters 1 & 2 (Orientation)
9/28: Chapter 3 (The Framework)
10/5: Chapters 4 & 5 (Foundation)
10/19: Chapter 6 (Backward Design)
10/26: Chapters 7 & 8 (Deeper Learning)
11/2: Chapters 9, 10 & Epilogue (Sustaining)

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A lecture will be held in the ZSR Library auditorium, followed by a book signing and reception. Filthy Feminism: On Race, Media Representation, and Resisting Being Clean considers how the ubiquitous digital landscape influences racial representation by locking black women into predictable and stereotypical roles. Dr. Boylorn argues that black feminism and a lens of black lived experience can offer a more critical and nuanced perspective of representation that complicates notions of respectability, identity and perception.

Thank you to our event co-sponsors:

African American and African Studies at Wake Forest University | Department of Communications at Wake Forest University | ZSR Library at Wake Forest University

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This research-grounded guide helps college educators use generative AI to strengthen, not sideline, what they already know about effective teaching.

Drawing on decades of experience in faculty development and learning science, Ludwig and Zakrajsek propose a three-stage progression model, Adapt, Create, Embed, to help faculty from any discipline thoughtfully incorporate AI into their teaching. Rather than chasing the latest tech tools, this book focuses on how AI can deepen student learning by enhancing time-tested frameworks such as TILT, Universal Design for Learning, Bloom’s Taxonomy, and Backward Design. Each chapter includes classroom-tested examples, reflection prompts, and activities ready for individual exploration or group discussion.

Whether you’re skeptical, curious, or cautiously optimistic, this book offers a clear, practical path to using AI as a partner, not a replacement, in ways that support students and reinvigorate teaching.

Meeting Schedule

9/14: Chapters 1 & 2 (Orientation)
9/28: Chapter 3 (The Framework)
10/5: Chapters 4 & 5 (Foundation)
10/19: Chapter 6 (Backward Design)
10/26: Chapters 7 & 8 (Deeper Learning)
11/2: Chapters 9, 10 & Epilogue (Sustaining)

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