Vision Resource Center
Resisting the pervasive narratives about AI’s “speed,” “efficiency,” “personalization,” and “productivity,” this interactive talk reframes generative AI’s impact on education around the human values, skills, and concerns that matter most to us as educators. What happens when we approach generative AI’s emergence using a different set of terms—concepts like “community,” “joy,” “patience,” and “discernment?” Drawing on Analog Inspiration, a card deck project featuring over 80 concepts ranging from accessibility to wonder, we will envision a human-centered AI pedagogy that begins with identifying our pedagogical values and discussing our personal concerns about AI. By pairing this values work with evidence-based teaching approaches, we can develop tangible strategies to build trust with students, proactively address academic integrity concerns, prevent cognitive offloading, and, ultimately, strengthen the human relationships that anchor the work of teaching and learning.
About Dr. Moulton:
Carter Moulton is an educational developer, facilitator, and media researcher. He works as a faculty developer at Colorado School of Mines and holds a PhD from Northwestern University, where he was a Graduate Teaching Fellow and Consultant at the Searle Center for Advancing Teaching and Learning. He is the creator of Analog Inspiration, an educational card deck designed to help faculty discuss and reflect on how critical human values, skills, and concerns are being impacted by the age of generative AI. Since its launch in June 2025, the card deck has been adopted by educators at hundreds of universities worldwide, and has been featured by Teaching in Higher Ed, Inside Higher Ed, OneHE, and the Association of College and University Educators, among others. A Returned Peace Corps Volunteer, Carter has designed teacher training programs in Thailand, created peer observation programs at Northwestern, and facilitated faculty development workshops in India. His work focuses on classroom community, human-centered AI in education, alternative grading, and critical pedagogy. His research has been published in a wide range of venues like Teaching and Learning Inquiry, the American Society of Engineering Education, and the International Journal of Cultural Studies.
The ground is shifting. Agentic AI browsers can now log into Canvas and submit assignments on behalf of students. For many faculty, this feels like betrayal—exhausting detection work, forced surveillance, fear that everything we’ve built is suddenly obsolete.
But what if this rupture is also an invitation?
This event offers a different response: one grounded in joy, community, and the deeply human core of education. The best defense against automation isn’t tighter surveillance—it’s returning to what machines cannot do: witness authentic growth, honor cultural knowledge, and create learning where students show up as their full selves.
Our goal is to help you maintain joy and community as essential tools as you design human-first courses that make student thinking visible, invite lived experience into coursework, and protect transfer integrity without eroding equity.
This event offers permission, possibility, and community—a space to process your fatigue, learn from colleagues, and discover practices that make teaching feel creative and relational again.
Because if we lose joy, we’ve already lost.
Note: Users cannot register for this webinar through the Vision Resource Center. This webinar requires access/registration outside of the Vision Resource Center. If you would like to track the time you spent attending any trainings from external providers please record your time using External Training and the time will be reflected on your Learning Transcript.