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Sheridan Newsletter
February 2026
News from the Center
New AI Landing Page
The Sheridan Center has a new ‘landing page’ for all things related to AI and teaching & learning. Please check out our programs and resources and feel free to email sheridan_center@brown.edu with questions or suggestions.
Spring Programs
Fundamentals of Canvas Accessibility: Mini-Course
February 9-23
Asynchronous
Register here by February 5
Want to learn how to make your Canvas course accessible? Then enroll in Digital Learning and Design’s Fundamentals of Canvas Course Accessibility mini-course. This two-week, asynchronous course, which begins February 9, covers the seven pillars of digital accessibility. During this mini-course, there will be an opportunity to participate in an optional synchronous session hosted by DLD staff. This course is open to graduate students, post docs, faculty, and staff.
Teaching AI Ethics Through Project-Based Learning
Tuesday, February 10, 12:00 - 1:00 pm
Zoom
Register here
Dr. Emily Dux Speltz, Assistant Professor of Applied Linguistics & Technology and Director of the Virtual Communication Lab (VCL) in the Department of Humanities and Communication at Embry-Riddle Aeronautical University Worldwide, will share a hands-on, project-based approach for helping university students make thoughtful decisions about how to use generative AI ethically and when to avoid it. Participants will explore how structured projects can mitigate academic integrity concerns and promote ethical decision-making while also fostering the AI literacy students need for future professional contexts. Drawing on specific assignments from an asynchronous “Ethics and Artificial Intelligence” course, the session offers concrete design examples and practical strategies to help participants brainstorm and adapt similar approaches for their own teaching.
The Opposite of Cheating Faculty Reading Group
In Person
Register here by February 9
Tricia Bertram Gallant and David Rettinger's The Opposite of Cheating: Teaching for Integrity in the Age of AI has become a must read for faculty concerned about how students are using GenAI tools for academic work. The Sheridan Center is pleased to offer a faculty reading group on their book facilitated by Lisa Di Carlo, Associate Teaching Professor of Anthropology. The reading group will meet on February 27, March 13, and April 3 from 2-3pm in SciLi 1004.
This reading group has space for 12 faculty members and books will be provided. Priority will be given to those able to attend all three meetings. The deadline to apply is Monday, February 9.
Graduate Student Reading Group: ‘Teaching for Integrity’
In Person
Register here
The Sheridan Center is offering a reading group on The Opposite of Cheating: Teaching for Integrity in the Age of AI for graduate students on select Thursdays from 1:00-2:30 pm (February 26, March 19, April 2, and April 23).
Each meeting will cover 2 chapters of the book (40-60 pages). Participants will be given a hard copy of the book provided by the Sheridan Center that they can keep at the end of the reading group.
“Learning to Lead” Book Talk
Thursday, March 12, 5:00-6:30 pm
Pembroke 305 and Zoom
Register here
Please join us for a book talk and discussion with Dr. Jennifer Nájera, author of Learning to Lead: Undocumented Students Mobilizing Education. Dr. Nájera will continue the conversation regarding liminal status student experiences the following day, as part of a panelist discussion. Snacks will be provided!
“Learning to Lead” and Teach in STEM: Supporting Liminal Status Students (Panel Discussion)
Friday, March 13, 12:00 - 1:30 pm
SciLi 720 and Zoom
Register here
Join a panel discussion with Drs. Jennifer Nájera (Stanford University), Jeff Li (Thermo Fisher Scientific), and Marcelo Vinces (Northwestern University), moderated by Dr. Kevin Escudero (American Studies), on liminal status students in STEM. The panel discussion will focus on: the unique circumstances for liminal status students in higher education; the experiences of liminal status students in STEM pathways and disciplines; and effective ways to support and design classroom environments for students with liminal status in STEM and STEM pathways. After the panel discussion, the audience will have the opportunity to ask questions and engage with the panelists.
CIRTL Self-Paced Teaching & Learning Courses (2025-2026 Academic Year)
Develop your teaching & learning knowledge and skills in one of CIRTL’s nine self-paced, asynchronous courses designed for graduate students and postdocs. These courses are now open for registration for the Spring 2026 term. You can read detailed descriptions of this programming and register by visiting the CIRTL website. If you have any questions, please email Dr. Logan Gin (logan_gin@brown.edu).
Spring Teaching and Learning Communities
Conversations on AI Policies and Academic Tasks
Select Fridays, 12:00 - 1:00 pm
Zoom
Register here
This faculty discussion group meets 3-4 times a semester on Fridays from 12 to 1pm on Zoom. Each conversation explores a different topic related to when and how faculty should develop policies on undergraduate and graduate student use of Gen AI tools for various academic tasks (e.g., writing, revision, reviewing, tutoring, research). If you would like to join these conversations, please complete this Google form. Hosted by Lisa Di Carlo, Associate Teaching Professor of Anthropology and Provost’s Faculty Teaching Fellow; and Eric Kaldor, Director of Assessment and Transformational Programs, Sheridan Center for Teaching and Learning.
Spring Faculty and Staff Writing Group
Fridays beginning on February 6
Zoom; 10:00 am - 12:00 pm
Register here
All Brown faculty and staff are invited to participate in the Sheridan Center’s Faculty and Staff Writing Group. Writing groups can be an invaluable source of motivation and accountability, and the group is a “guilt-free” opportunity that prioritizes spending time in community and goal-setting together. Please register to receive the Zoom link for the sessions. Registration questions can be directed to sheridan_center@brown.edu. All other inquiries can be directed to Annie Gjelsvik (Public Health; Provost’s Faculty Teaching Fellow) at annie_gjelsvik@brown.edu.
Photo by Wilhelm Gunkel on Unsplash
STEM Ed Fridays
Select Fridays, Noon - 1:00 pm
SciLi 720 and Zoom
Register here
Are you interested in discussing STEM education at Brown? STEM Ed Friday is a vibrant learning community where STEM instructors and staff members share ideas, experiences, and challenges related to STEM education.
Brown Learning Collaborative
The Brown Learning Collaborative provides opportunities for undergraduate fellows to collaborate with faculty and peer partners in key academic areas: Data Science, Problem Solving, and Writing.
Problem-Solving Fellows Invited Speaker
Dr. Chad Topaz
Thursday, April 2, 2026
We are excited to welcome Chad Topaz to campus on April 2nd as this year’s invited Problem-Solving Fellows speaker. Dr. Topaz serves as Professor of Complex Systems at Williams College, Adjunct Professor of Applied Mathematics at University of Colorado Boulder, and co-founder of The QSIDE Institute. His first book, Unlocking Justice, will be released in May. Members of the Brown community will have two opportunities to engage with Dr. Topaz during his visit to Brown:
Presentation: “Unlocking Justice: Data Science, Race, and the Criminal Legal System”
10:00-11:30 am
SciLi 720
Register here
Roundtable Discussion: “Data, Justice, and the Choices We Make in Teaching and Research”
12:00-1:30 pm
SciLi 720
Lunch provided
Register here
Problem-Solving
Fellows
Improve Your Teaching with a Problem-Solving Fellow!
Are you a UTA, tutor, or professor who wants a student perspective on your teaching? Sign up for a Problem-Solving Fellow (PSF) Teaching Consultation! PSFs are undergraduate students trained to give feedback on any and all elements of teaching or assisting in teaching a course. If you are looking to increase the effectiveness of your assignments, lecturing, or general teaching strategies, consider reaching out! Each consultation is confidential, personalized, and led from a student-based perspective. Please fill out our interest form to get started. Questions? Please contact psf@brown.edu.
The PSFs are also working on projects related to faculty, staff, and advisor perceptions of S/NC; Brown STEM cultures from a student perspective; and making sense of new educational environments.
Asynchronous Resources and Programs
English Language Support: Self-Paced Modules for Academic and Professional Communication
A series of asynchronous modules is available for supporting international-identifying and multilingual learners’ academic and professional communication in the U.S.-specific context. These self-paced modules cover key communicative strategies, including effective email writing, professional communication for job search and networking, and navigating advisor-advisee interactions. Newly added to the series is a Critical AI Literacy module for multilingual academic writers, which introduces strategies and an Ethical–Effective–Efficient framework to help writers make informed decisions about whether, when, and how to use generative AI tools thoughtfully and responsibly while maintaining agency, voice, and learning goals.
Register to gain access to all modules using this Asynchronous English Language Support Request Form. Participants will be added to the English Language Resource Google Group and receive a link to the resource site. For questions, please contact Dr. Joy Liu at joy_s_liu@brown.edu.
Teaching Metacognition
Based on Saundra McGuire’s book, Teach Yourself How to Learn, this Canvas Commons module can be added to any Brown course. The resource addresses these topics:
What is metacognition?
What is the difference between studying and learning?
How might your own study habits be setting you up for success, or holding you back?
What are proven systems, strategies, and mindsets to improve one's learning?
Faculty might also be interested in this Sheridan newsletter on Teaching Metacognition.
Creating a Teaching Portfolio
This online, self-paced Canvas workshop from the Sheridan Center guides participants through the process of writing a teaching statement and creating a teaching portfolio. For more information and to register, visit the Teaching Portfolio program website.
Faculty Guide Spotlight: Organizing Your Canvas Site
Feedback has one of the greatest impacts on student learning, yet it can be time-intensive, particularly in large or writing-intensive classes. Our faculty guide on efficient grading highlights strategies for making your feedback workload more manageable, from all-class feedback to staggered due dates.
Planning Resource: Sheridan Calendars
Interested in knowing when Sheridan Center programs typically run during the year? Please see the calendars below.