"AI as the Great Equalizer or Great Divider: Preventing AI from Becoming the Next Hidden Curriculum"
Presenter(s): Tracy Hobbs, EDOL / Doctoral Student, School of Education
Track II. Equity in a Digital Age: Inclusive Teaching, Technology, and Access
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Abstract: Artificial intelligence is often framed as a “great equalizer,” capable of expanding access to information, skill development, and professional readiness. For students from overlooked communities, AI has the potential to reduce barriers related to academic language, confidence, and exposure to industry norms. Yet inconsistent policies, fear-driven restrictions, and unclear guidance around AI use risk turning these tools into another layer of hidden curriculum, benefiting students who already know how to navigate them while leaving others behind. In this interactive workshop, participants will explore how educators can intentionally and ethically integrate AI into teaching and learning in ways that promote equity rather than widen gaps. Participants will also examine common pitfalls in AI adoption and learn practical strategies for designing assignments, norms, and classroom practices that support learning and critical thinking.
- Themes: ethical AI use for students, transparency, course design, hidden curriculum.
"Moving the Needle Through Voice: Journaling as a Practice of Belonging and Transformative Growth"
Presenters(s) Tanio McCallum and Sanjida Yasmin, instructors, English Department
Track I. Belonging: Teaching as a Human-Centered Practice
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Abstract: This presentation ingrates and examines practices for close reading, critical journalling practices, literary analysis as human-centered teaching and learning opportunities that cultivate belonging in and beyond the classroom that resonate with many first-generation and multilingual students. This session will share practical strategies for designing literature-based composition courses that intentionally move students from interpretation to impact, demonstrating how thoughtful curricular framing can transform literary study into meaningful engagement.
- Themes: journalling, literary analysis, close reading, first-generation, multilingual learners.
"Innovate to Elevate: Teaching Multilingual Learners at Grade Level"
Presenter(s): Nikki Rank, Instructor - Educational Leadership, School of Education and Kimmy McGuire-Tabb, Teacher at Simon Baruch Middle School
Track I. Belonging: Teaching as a Human-Centered Practice
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Abstract: In this session, we share our experience as two New York City public educators navigating rapidly increasing linguistic diversity and our asset-based framework that is designed to guide lesson planning for multilingual learners (MLLs) in the secondary classroom. This framework begins with honoring multiple literacies, leveraging student knowledge, and valuing student identities and cultures. From this foundation, educators consider the academic, linguistic, and socio-emotional skills of their students for teaching and learning. This framework can also guide educators to consider the levels of scaffolding that are necessary to support their students at both unit and lesson planning levels.