Generative Artificial Intelligence (AI) such as ChatGPT has become a buzzword in college campuses, but faculty responses to ChatGPT use in education remain mixed. The objectives of this presentation are two-fold: 1) to share our recent research on student perception, experiences, and concerns about using ChatGPT for learning; and 2) to demonstrate how faculty can design and implement learning activities using ChatGPT to create opportunities for students to embrace the emerging technology.
In this presentation, we first detail how we drew upon Kolb's (1984) experiential learning model and designed a ChatGPT learning activity flow corresponding to the four continuous learning steps: Experiencing – Reflecting – Thinking – Acting. Then we share the main findings of our research study on student experiences in their ChatGPT-facilitated learning along two dimensions of the Revised Bloom’s Taxonomy – knowledge and cognitive process (Anderson et al., 2001). Finally, we summarize student concerns about using AI for learning and the blurred boundary between ethical and unethical AI use in education. Data were collected through a survey of 70 college students between May 1-July 18, 2023.
The intended audience is faculty and administrators who are interested in generative AI technology for teaching and learning in higher education.

This mixed-methods research investigates adapted teaching strategies in a college-level precalculus course, emphasizing inclusivity for students with aphasia. The study examines the impact of interactive learning techniques and tools on students with communication challenges in math. Qualitative data from in-depth interviews explore students' perceptions of class participation, group activities, color-coded equations, and tools like Desmos, providing insights into their learning experiences and challenges. Quantitatively, the study measures changes in motivation, self-efficacy, and confidence in mathematics, comparing these metrics before and after the course and against overall class performance. This analysis assesses the effectiveness of inclusive teaching methods, aiming to enhance understanding of their influence on the broader learning environment. The research seeks to inform educational strategies for students with special needs in mathematics at the college level, offering guidance for educators to create more effective, inclusive classrooms and encouraging further exploration in this essential area of educational development.