Topic One
Our foundational topic — and the one that has taken us from Michigan school districts to Buenos Aires to the Government of Ghana. The core question is not whether AI belongs in education. It is how educators can lead thoughtfully in a landscape that keeps changing.
AI does not replace critical thinking — but it does change what critical thinking requires. Students and educators learn to interrogate AI outputs, question assumptions, evaluate sources, and take genuine ownership of what they produce in collaboration with AI tools. The goal is not skepticism of AI but fluency with it: knowing when to trust it, when to push back, and how to think better because of it.
Practical, hands-on exploration of how AI tools can make the work of teaching more effective and more manageable. Session formats range from tool demonstrations to guided workshops where participants work with AI on real tasks — lesson planning, content generation, feedback drafting, research, and more. No technical background required. This is about what AI can do for you in the classroom today.
AI raises real questions that educators cannot hand off to someone else: about academic integrity, about bias and error in AI outputs, about what it means to use AI honestly and equitably. This session addresses those questions directly — not with rules, but with frameworks that help educators and students develop their own principled approach to working with AI.
The AI conversation looks different depending on the level. K–12 educators face questions about age-appropriate access, district policy, and foundational skill development. Higher education faculty face questions about research, academic integrity, and professional preparation. This session addresses both contexts and the distinct challenges each presents — separately or together for mixed audiences.
Topic Two
AI Fluency goes further than AI Literacy. Literacy is understanding what AI is. Fluency is knowing how to use it — purposefully, critically, and at increasing scale — to solve problems that actually matter.
This topic draws directly from ART 490, the AI Fluency course we developed and piloted at SVSU. Students with no prior development experience built functional applications — a campus marketplace, a multiplayer gaming platform, a riddle-based exploration game, a fully realized band website with integrated merchandise — in a single semester.
The method is called vibe coding: using AI as a primary development partner while the human supplies direction, judgment, and taste. It is a transferable model for any discipline where real work and real stakes drive real learning.
Presentations on AI Fluency are built for educators who want to move their students — or their own practice — beyond passive AI awareness into active, accountable AI use.
Sessions range from a single keynote framing the distinction between literacy and fluency, to multi-session faculty development programs that walk participants through the course structure, the weekly commitment model, and what it produces.
“The project is the course. Everything else exists to serve what you build.”
Student Project Samples — ART 490
Campus Marketplace App
SVSU Student Project
A fully functional peer-to-peer buying and selling platform built for the SVSU campus community. No prior development experience.
Multiplayer Tabletop Platform
SVSU Student Project
A networked gaming environment supporting simultaneous multiplayer sessions, built entirely through vibe coding.
Riddle-Based Exploration Game
SVSU Student Project
An interactive narrative experience with branching logic and original world-building.
Band Website & Merch Store
SVSU Student Project
A fully realized brand presence with integrated video, streaming, and merchandise functionality.
How We Work
Every engagement is built around your audience, your context, and your goals. Topics can be combined, sequenced, or customized. The format that works best depends on what you need your participants to walk away with.
45–90 minutes. A single focused argument about AI and education — where it is, where it is going, and what it means for your audience. Suitable for all-staff events, conference openings, and leadership gatherings.
Hands-on and participatory. Participants work with AI tools on real tasks relevant to their role. Best for faculty professional development, district-wide training days, and teams who want to leave with skills they can use immediately.
Three or more sessions over weeks or a semester. Designed for institutions that want to build genuine AI fluency rather than one-day awareness. Includes the weekly commitment model and structured project development drawn from the ART 490 curriculum.
Tell us about your audience and your goals. We will recommend the right format and build the session around what your participants actually need.
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