{"id":267,"date":"2026-04-01T11:29:31","date_gmt":"2026-04-01T11:29:31","guid":{"rendered":"https:\/\/dlinq.middcreate.net\/updates\/?page_id=267"},"modified":"2026-04-28T16:09:29","modified_gmt":"2026-04-28T16:09:29","slug":"browse","status":"publish","type":"page","link":"https:\/\/dlinq.middcreate.net\/updates\/","title":{"rendered":"Browse"},"content":{"rendered":"\n

DLINQ is providing a monthly email update containing discipline-specific AI resources. You can update your subscription preference and disciplinary focus at any time using this online form<\/u><\/a>. We encourage you to share the subscription link or this site with interested colleagues.<\/p>\n\n\n\n

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Designing and governing generative AI for language education<\/a><\/h2>\n Posted on September 25, 2026<\/span>\n \n
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This open-access perspective article argues that AI tools built mainly for efficiency and personalization pose three risks in language education: students outsourcing their communicative judgment, AI treating dominant language varieties as the \"correct\" default, and opaque collection of student data. In response, the authors propose the RAiLE framework, which pairs teaching practices with design features and data safeguards, such as having students accept, reject, or revise AI suggestions and justify their choices, offering multiple options with explanations rather than a single corrected version, and adopting clear data agreements that bar using students' AI logs for discipline or ranking.<\/p>\n<\/blockquote>\n\n\n\n

Themes: Critical AI<\/a> , Critical Thinking<\/a> , Pedagogy<\/a> <\/div> <\/div>\n
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How AI Is Changing Foreign Language College Classes<\/a><\/h2>\n Posted on September 25, 2026<\/span>\n \n
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College language instructors are increasingly using AI to generate target-language texts and dialogues, simplify difficult materials, create class activities, and give students more chances to practice speaking outside class, uses that are especially valuable for less commonly taught languages where materials are scarce. Instructors at the University of Chicago Language Center and elsewhere stress starting with institutionally supported tools, choosing them for what they enable pedagogically rather than for popularity, and treating AI as a supplement, since it can sound robotic, varies in quality across languages, and can't replace real conversation with other speakers.<\/p>\n<\/blockquote>\n\n\n\n

Theme: Pedagogy<\/a> <\/div> <\/div>\n
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Climate-control ChatGPT for EFL writing and AI literacy<\/a><\/h2>\n Posted on September 25, 2026<\/span>\n \n
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In a study of 120 undergraduate EFL writers in Jordan, a structured ChatGPT approach that required students to justify and rewrite their own claims improved argumentative writing and critical AI literacy more than standard ChatGPT use or no AI, with gains lasting even when students later wrote without it.<\/p>\n<\/blockquote>\n\n\n\n

Themes: Critical Thinking<\/a> , Pedagogy<\/a> <\/div> <\/div>\n
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When AI Meets Language Class<\/a><\/h2>\n Posted on September 25, 2026<\/span>\n \n
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Scholars from Rutgers University\u2013Newark and Howard University argue that AI guidance focused on efficiency misses what language teaching is really about: meaning-making, voice, and identity. They propose a Position\u2013Design\u2013Enact framework that helps teachers define AI's role, design tasks that invite students to question AI output, and stay attentive to bias and authorship, keeping final language choices in students' hands.<\/p>\n<\/blockquote>\n\n\n\n

Themes: Critical AI<\/a> , Pedagogy<\/a> <\/div> <\/div>\n
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Carnegie Mellon to Lead National Study of AI in Arts Education<\/a><\/h2>\n Posted on September 25, 2026<\/span>\n \n
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Right now, every art school is figuring out AI on its own, and Carnegie Mellon wants to change that. With a highly selective National Endowment for the Arts grant, CMU's College of Fine Arts is launching a national study of how higher education is bringing AI into the arts, with benchmarks to help institutions see what their peers are doing and help the arts, in principal investigator Daragh Byrne's words, \"lead the national conversation \u2014 not follow it.\"<\/p>\n<\/blockquote>\n\n\n\n

Themes: Access and equity<\/a> , Ethics and Fairness<\/a> , Pedagogy<\/a> <\/div> <\/div>\n
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Academy of Art University Launches MFA in AI-Driven Creative Practice<\/a><\/h2>\n Posted on September 25, 2026<\/span>\n \n
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Academy of Art University in San Francisco has launched an MFA in AI-Driven Creative Practice, a 60-unit program offered online and on campus starting Summer 2026. Building on its fast-growing MA in AI Marketing & Design, the degree combines studio practice with venture creation, so students graduate with a pitch-ready business concept.<\/p>\n<\/blockquote>\n\n\n\n

Theme: Pedagogy<\/a> <\/div> <\/div>\n
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Generative AI in Higher Music Education: Pedagogy and Ethics<\/a><\/h2>\n Posted on September 25, 2026<\/span>\n \n

This review examines generative AI in university music education, highlighting benefits like personalized learning and creative AI courses alongside concerns about integrity, authorship, copyright, bias, and over-reliance. The author argues that careful course design, teacher preparation, and clear institutional guidance can support responsible adoption.<\/p>\n

Themes: Critical AI<\/a> , Ethics and Fairness<\/a> , Pedagogy<\/a> <\/div> <\/div>\n
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From AI Acceptance to Co-Creation: A Framework for Art and Design Faculty Creativity<\/a><\/h2>\n Posted on September 25, 2026<\/span>\n \n
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Artificial intelligence generated content (AIGC) is increasingly used in art and design education, but research often assumes adoption alone boosts creativity. Integrating TAM and DOI theory, this conceptual study proposes an Acceptance\u2013Practice\u2013Creativity framework for university art and design teachers, arguing that creativity emerges only through sustained human\u2013AI co-creative practice. Because AIGC also risks dependency, copyright issues, and aesthetic sameness, the framework calls for faculty development, process-based assessment, and human-centered AI practice.


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Themes: Pedagogy<\/a> , Research<\/a> <\/div> <\/div>\n
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AI for the Humanities Videos<\/a><\/h2>\n Posted on September 24, 2026<\/span>\n \n
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AI for the Humanities, created by Dr. Meghan McInnis-Dom\u00ednguez, Associate Professor of Spanish at the University of Delaware, explores how generative AI and the humanities can shape each other\u2019s future. Each episode combines practical demonstrations\u2014using tools like ChatGPT, image and video generators, and Google\u2019s NotebookLM\u2014with critical discussions on ethics, pedagogy, and culture. From reimagining poetry through AI music to analyzing the latest tech developments, the channel shows educators, students, and curious learners how to integrate AI responsibly. The goal: to use AI as a dialogue partner, preserving human-centered inquiry while unlocking new creative and scholarly possibilities.<\/p>\n<\/blockquote>\n\n\n\n

Themes: Assignment Design + Examples<\/a> , Critical AI<\/a> , Ethics and Fairness<\/a> , Pedagogy<\/a> <\/div> <\/div>\n
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Understanding \u201cAI psychosis\u201d<\/a><\/h2>\n Posted on September 24, 2026<\/span>\n \n
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Protecting users from psychological harm may, to some extent, require shattering the illusion of AI\u2019s humanlike understanding. Most platforms already tell users they are interacting with a machine, but Girgis said these reminders could be much more frequent.\n\nBetter public awareness about the limitations of these platforms, including how they are developed and their capacity for errors, could also help, Morrin said. Without that context, users may view them as \u201cauthors of truth\u201d because they are trained on such vast quantities of data, he said.<\/p>\n<\/blockquote>\n\n\n\n

Theme: Critical AI<\/a> <\/div> <\/div>\n
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Full article: Why Anthropology Matters in the Age of AI: Seeing Like a Human<\/a><\/h2>\n Posted on September 24, 2026<\/span>\n \n
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Importantly, including anthropological perspectives and tools in technology development can counteract AI\u2019s tendency to marginalize local knowledge. One example is the work of PolArctic, a company founded by Yup\u2019ik Alaska Natives that collaborates directly with Inuit communities to design marine mapping and early warning systems. Instead of treating Indigenous ecological knowledge as an afterthought or a validation check, PolArctic builds it into the AI models from the start\u2014integrating oral histories, seasonal observations of sea ice and local, place-based expertise alongside satellite imagery and remote sensing data. This coproduction approach does more than improve model accuracy; it ensures that AI outputs are meaningful and usable for the people whose lives depend on them. By recognizing Inuit expertise as equal to scientific and technical knowledge, PolArctic demonstrates that AI can be designed not to erase cultural perspectives but to amplify them.<\/p>\n<\/blockquote>\n\n\n\n

Themes: Bias and representation<\/a> , Critical AI<\/a> , Research<\/a> <\/div> <\/div>\n
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Legislative Tracker: 2026 State AI in Education Bills – FutureEd<\/a><\/h2>\n Posted on September 24, 2026<\/span>\n \n
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States are moving quickly to define how schools should respond. During the 2026 legislative session, FutureEd is tracking 77 bills across 27 states that address artificial intelligence in classroom instruction. While lawmakers are also considering broader AI-related issues such as youth online safety and consumer protection, this tracker focuses specifically on measures shaping teaching and learning: what students would learn about AI, how schools would integrate it into coursework, and what guardrails would govern its use.<\/p>\n<\/blockquote>\n\n\n\n

Theme: Policy<\/a> <\/div> <\/div>\n
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AI cannot replace human participants in behavioral research | PNAS<\/a><\/h2>\n Posted on September 24, 2026<\/span>\n \n
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An AI can fluently describe the sensation of a motion aftereffect illusion, for example, or the irritation of being cut off in traffic. But that description is drawn from other people\u2019s prior descriptions in its training data, not its own \u201cexperience\u201d in any true sense of the word.\nThis drawback drastically affects a major area of behavioral inquiry. Any subconscious process, or one connected to causes through multiple steps not shown by simple text associations, will be invisible to a model. LLMs approach the world by predicting likely words and can only convey what has already been written about an experience, decision, or emotion. Only human participants can convey reliable human nature to researchers.<\/p>\n<\/blockquote>\n\n\n\n

Themes: Critical AI<\/a> , Research<\/a> <\/div> <\/div>\n
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Ten Pros and Cons of Using AI in Social Work<\/a><\/h2>\n Posted on September 23, 2026<\/span>\n \n
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A new open-access book\u2014coedited by two NYU Silver researchers\u2014offers perspective on the promise and perils of artificial intelligence in research, education, and care<\/p>\n<\/blockquote>\n\n\n\n

Themes: Bias and representation<\/a> , Critical AI<\/a> <\/div> <\/div>\n
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Columbia prohibits electronic devices in all Literature Humanities, Contemporary Civilization sections<\/a><\/h2>\n Posted on September 18, 2026<\/span>\n \n
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Columbia has prohibited the use of electronic devices in all Literature Humanities and Contemporary Civilization sections starting this fall, 12 syllabi for the courses reviewed by Spectator show and a Columbia College spokesperson confirmed.<\/p>\n<\/blockquote>\n\n\n\n

Themes: Pedagogy<\/a> , Policy<\/a> <\/div> <\/div>\n
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Harvard Humanities Faculty Push Back on Deming\u2019s Call for AI Use in Writing Courses | The Harvard Crimson<\/a><\/h2>\n Posted on September 18, 2026<\/span>\n \n
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Harvard faculty in the humanities and social sciences expressed broad concern over an email Harvard College Dean David J. Deming sent students Wednesday suggesting that artificial intelligence be integrated into \u201cwriting-intensive\u201d courses.<\/p>\n<\/blockquote>\n\n\n\n

Themes: Pedagogy<\/a> , Writing<\/a> <\/div> <\/div>\n
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Boston University Adds AI-Free Writing Requirement for English Majors | Law Commentary<\/a><\/h2>\n Posted on September 18, 2026<\/span>\n \n
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Boston University has added an AI-free writing requirement for English majors, with newly approved learning outcomes calling on students to demonstrate that they can produce sustained, original writing without artificial intelligence.<\/p>\n<\/blockquote>\n\n\n\n

Themes: Pedagogy<\/a> , Writing<\/a> <\/div> <\/div>\n
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Faculty Spotlight Interview – Dr. Erick Gong<\/a><\/h2>\n Posted on September 14, 2026<\/span>\n \n

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This faculty spotlight interview is the fourth in a series that tries to answer the question, how are faculty at Middlebury actually using AI? These interviews move beyond the hype about the potential power of AI to share how Middlebury faculty think about, and use, AI in their work. <\/p>\n\n\n\n

\"Professor<\/figure>\n\n\n\n

Dr. Erick Gong is a professor of Economics<\/a> and has been at Middlebury since 2011. He was kind enough to sit down with us to talk about his AI usage at the terribly busy start of September. Read on to learn more about how Erick is using AI to help keep his curriculum up-to-date and aligned, help with his research, and address student learning needs.  <\/p>\n\n\n\n

Professor Gong primarily teaches intro level statistics and also a course focused on advanced econometric methods. He also often advises senior thesis students. This teaching load allows Erick to observe students work with data from the very beginning of their Middlebury careers all the way to the end.  <\/p>\n\n\n\n

Using AI in Research<\/strong> <\/h2>\n\n\n\n

In his research, Erick tries to answer questions that are of interest to social scientists. For his latest project he is asking the question: \u201cWhat was the effect of Martin Luther King Jr\u2019s leadership on the Civil Rights Movement?\u201d To answer that question, he considers if King did not exist, would we have had the same trajectory of the Civil Rights Movement? This is a big historical question Erick acknowledges he cannot fully answer. However, he can put together a data set where he documents and tracks everywhere that King spoke, and then he tries to link those events to various outcomes in the civil rights movement, specifically nonviolent protests.  <\/p>\n\n\n\n

As you can imagine, this generates data from many sources. AI can help him work with that data. Erick estimates that he began using AI in 2024 or 2025, and it often helped him code in different languages that he was not as familiar with. An example prompt might be \u201chere\u2019s the code from Stata, here\u2019s what I\u2019d like to do, what would be the Python or R equivalent?\u201d <\/p>\n\n\n\n

In January of 2026 Claude Code came along. Claude Code enabled Erick to do a lot of the tedious data cleaning work at a much faster rate. It also assisted with more advanced statistical analysis. Erick then adjusted his work methods to begin by writing a strategic plan for what he wanted to do with his research, and then he would work with Claude Code on designing a plan for that work. This placed Erick\u2019s role into more of an evaluator of the work as opposed to doing the actual coding of specific parts of the project.  <\/p>\n\n\n\n

This efficiency allows Erick to focus his time and attention on the analysis of the data. He can carefully think through questions like \u201cDo these results make sense?\u201d and \u201cAre there problems with this result?\u201d <\/p>\n\n\n\n

Using AI in Teaching<\/strong> <\/h2>\n\n\n\n

Erick noted that agentic AI has transformed his teaching in multiple ways. The way that he teaches the use of AI to students has evolved as the tool has changed and become more embedded in the tools that students use. However, perhaps the most exciting change to his teaching has been his ability to quickly implement curricular changes on the fly. It usually takes several iterations for a faculty member to get a course to a place where they feel happy with the resulting design. However, that time commitment often discourages professors from continuing to change the class once it gets to a stable state.  <\/p>\n\n\n\n

In Erick\u2019s curriculum, he has many pieces that are working together: problem sets, data labs, and class assignments. They are all tied together. So, if he decides to pull one thing out to make space for another topic or component, he has to revise everything. Claude Code has made this process much faster and more streamlined. He can ask Claude to check all of the places, assignments, class notes, etc. that touch on the topic that he is adjusting or changing. Claude will then generate a list of items that need to be changed. It can then go a step further and help Erick make the necessary changes to achieve his goal.  <\/p>\n\n\n\n

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It\u2019s allowed me to constantly refresh and update my curriculum so that I feel like it\u2019s basically helping students wherever they are at.<\/em> <\/p>\n<\/blockquote>\n\n\n\n

In addition, Erick works to understand what employers are expecting in terms of what our students should be able to do with AI, and he tries to update his curriculum to integrate these skills.  <\/p>\n\n\n\n

AI\u2019s role in Curriculum Differentiation<\/strong> <\/h2>\n\n\n\n

Erick also uses AI to help him test his curriculum\u2019s impact on students with differing abilities so that he can find areas that might be problematic and be proactive in the way that he manages those sections of the curriculum. He identifies areas of struggle and uses AI as a partner to figure out better ways to present those areas of the curriculum and help students practice their skills in effective ways.  <\/p>\n\n\n\n

Claude has also allowed Erick to create his own textbook for his class. While he didn\u2019t intend to do this, by sharing his slides, outlines, and notes for a class, he found that with Claude\u2019s help he was able to draft a rough textbook of materials. It has also helped him to generate many questions for each topic to help students practice their work on each part of his class.  <\/p>\n\n\n\n

He\u2019s also used Claude\u2019s assistance to generate short explainer videos for difficult concepts and even created a web site to help students who have had several semesters between taking a prerequisite for a course (Intro-level statistics) and Linear Regression. Students have often asked to revisit the previous course content to refresh their knowledge. In response, Erick created a website with a series of refresher labs so that they can work their way through the material at their own pace and focus on those areas that they find the most challenging.  <\/p>\n\n\n\n

\"Screen<\/figure>\n\n\n\n

Without Claude, he would have had to learn HTML and JavaScript to put together the site, and it would have been a months-long process which would have left little time for him to evaluate and review the site.  <\/p>\n\n\n\n

Advice for Faculty<\/strong> <\/h2>\n\n\n\n

Erick found that the best way to learn how to use AI to help you in your work is to begin experimenting. Since everyone\u2019s use case is so unique, it is difficult to explain or demo what the work is like. He appreciates that Claude can hold information in memory so that the context of his work is not lost each time he starts working with the tool. This allows him to onboard Claude with his own professional guidelines and expectations for the work that he is doing. <\/p>\n\n\n\n

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I always have a list of ideas that I would like to pursue while teaching and I think what Claude Code is doing is actually allowing me to pursue a lot of these different ideas because it\u2019s not limited as much by time as I am.<\/em> <\/p>\n<\/blockquote>\n\n\n\n

Erick\u2019s attitude going into using AI was that he felt it was important for him to learn, and he wanted to make it fun. Between January and May of this year he was learning a lot of new things every day in his work with Claude. However, he is aware and concerned about cognitive offloading - not only for his students, but also for himself. He considers what he might be losing because of this work, but the fact that he is starting to use AI after he has developed and refined fundamental skills and knowledge is very different from students\u2019 experiences of using AI as a novice in their field.  <\/p>\n\n\n\n

He often guides students through the process of auditing AI\u2019s work by asking \u201cWhat is that line of code doing? How are you verifying that the actual end result, moving from a raw data set to a clean data set that you can use for analysis, is accurate?\u201d <\/p>\n\n\n\n

He notes that working with AI takes patience, but there are a lot of resources available to help you learn. He estimates that he took two weeks in January to really focus on learning the basics, but that window can probably be much shorter now given the way the tools and support have advanced.  <\/p>\n\n\n\n

He also suggests that faculty think of working with AI as if they are onboarding a new RA or employee in terms of teaching it your rules and guidelines for how you want to work. At the same time - he\u2019s not advocating for AI to replace those roles, but when those roles can\u2019t exist, AI can help assist a faculty member with their work.  <\/p>\n\n\n\n

Parting Thoughts<\/strong> <\/h2>\n\n\n\n
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The more that I work with AI, \u2026the greater the importance of [my interaction] in the physical world\u2026. I find that I need to talk to people more \u2026 It really emphasizes the need to unplug.<\/em> <\/p>\n<\/blockquote>\n\n\n\n

Working all day in a digital space can be exhausting and it can be difficult to break away if you feel you\u2019re making a lot of progress. Erick notes that he has developed consistent patterns of unplugging and connecting with people whether through his faith, relationships, learning new things, reading books, or writing things down on actual paper. <\/p>\n\n\n\n

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You have to nourish the mind, nourish the body and nourish the soul.<\/em> <\/p>\n<\/blockquote>\n\n\n\n

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Writing and Rhetoric Studies in the Loop: A GenAI Prompt Library – WAC<\/a><\/h2>\n Posted on August 27, 2026<\/span>\n \n

Writing and Rhetoric Studies in the Loop: A GenAI Prompt Library<\/em> is an open-access, peer-reviewed collection designed to align expert knowledge about writing with the practice of writing prompts for generative artificial intelligence (GenAI) platforms.<\/p>\n\n\n\n

Theme: Writing<\/a> <\/div> <\/div>\n
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Critical AI | Duke University Press<\/a><\/h2>\n Posted on August 27, 2026<\/span>\n \n

Critical AI<\/em> is an interdisciplinary journal based at Rutgers University\u2019s Center for Cultural Analysis and is affiliated with the Rutgers Center for Cognitive Science. ... Open to ideas born of new interdisciplinary alliances; design justice principles; antiracist, decolonial, and democratic political practices; community-centered collaborations; experimental pedagogies; and public outreach, Critical AI<\/em> functions as a space for the production of knowledge, research endeavors, teaching ideas, and public humanities that bears on the ongoing history of machine technologies and their place in the world.<\/p>\n\n\n\n

Theme: Critical AI<\/a> <\/div> <\/div>\n
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The Nexus of Research, Policy, and Practice: Narrative Literature Review of AI Adoption in Future-Proof STEM Curriculum in Higher Education<\/a><\/h2>\n Posted on August 27, 2026<\/span>\n \r\n

The purpose of this review is to establish how a research, policy, and practice nexus in AI adoption might inform the development of a future-proof STEM curriculum for higher education. For this reason, we reviewed scientific research reports and policy and strategy documents from various global agencies. The review discovered that (a) research on AI adoption in STEM higher education focuses on a narrower theme of education and learning; (b) policy frameworks and guidelines do not address the entire higher education system; and (c) AI adoption primarily focuses on curriculum implementation but provides limited support for curriculum design, development, and appraisal or review. Thus, we analysed the challenges of establishing an effective research\u2013policy\u2013practice system for producing future-proof STEM curricula in higher education and proposed system-wide reforms. We also showed some mechanisms for creating a unified framework for AI adoption.<\/p>\r\n\r\n\r\n

Themes: Pedagogy<\/a> , Policy<\/a> , Research<\/a> <\/div> <\/div>\n
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New open-access journal on AI in higher education launches at CSUSB<\/a><\/h2>\n Posted on August 27, 2026<\/span>\n \r\n

The International Journal of AI in Pedagogy, Innovation, and Learning Futures<\/em> is designed as a peer-reviewed forum for research on how artificial intelligence is influencing teaching, learning and institutional decision-making. Its focus is on how institutions can build trust in learning outcomes, academic evaluation and long-term degree credibility.<\/p>\r\n\r\n\r\n

Themes: Pedagogy<\/a> , Research<\/a> <\/div> <\/div>\n
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How AI Is Accelerating Scientific Discovery<\/a><\/h2>\n Posted on August 27, 2026<\/span>\n

A feature article from Stanford's Human-Centered AI Institute profiling active research on agentic AI in complex scientific workflows across astrophysics, biomedicine, and other fields. Affiliated faculty are studying both how to use AI agents in complex scientific workflows and how to build frontier models capable of pushing the boundaries of scientific inference, with researchers noting that agentic AI gives scientists a way to scale their expertise across massive datasets and complex experiments.<\/p>\r\n

Themes: Professional context<\/a> , Research<\/a> <\/div> <\/div>\n
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AI isn\u2019t ready to research itself<\/a><\/h2>\n Posted on August 27, 2026<\/span>\n \n

An agentic system successfully developed concepts from two computer-science papers \u2014 but the original authors were not impressed.<\/p>\n\n\n\n

Themes: Critical AI<\/a> , Research<\/a> <\/div> <\/div>\n
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Virtual Discussion on GenAI tools in QL\/QR Coursework<\/a><\/h2>\n Posted on August 27, 2026<\/span>\n \r\n
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Thursday, September 3 from 2-3pm Eastern, the National Numeracy Network will have a virtual discussion on genAI tools in QL\/QR<\/strong> coursework.<\/p>\r\n\r\n\r\n\r\n

Rather than have a designated speaker, we will have time for several folks to briefly share out\u2014for example, a question or an idea\u2014with time for others to respond and converse. We hope you'll come to share and listen to what others have to say! <\/p>\r\n\r\n\r\n\r\n

Register using the short Google Form here<\/a>.<\/strong><\/p>\r\n<\/blockquote>\r\n

Theme: Pedagogy<\/a> <\/div> <\/div>\n <\/div>\n\n\n
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<\/p>\n","protected":false},"excerpt":{"rendered":"

DLINQ is providing a monthly email update containing discipline-specific AI resources. You can update your subscription preference and disciplinary focus at any time using this online form. We encourage you to share the subscription link or this site with interested colleagues. Discipline Theme Search […]<\/p>\n

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