As generative AI becomes increasingly embedded in student life and learning, universities around the world are re-examining how we design assessment, not only to uphold academic integrity, but to ensure our tasks remain valid, inclusive, and future-oriented.

Rather than relying solely on detection tools or restrictive policies, there is growing momentum toward reimagining assessment itself: creating tasks where students can credibly demonstrate their learning, whether or not AI tools are used.

This is not about adding more to your already full plates; it’s about revisiting what matters most in your disciplinary context:

• What do we really want students to learn?

• What kinds of tasks help them show that, in ways that are meaningful and engaging?

To support these conversations, we’re inviting faculty from [Faculty/Department] to a dedicated session on Wednesday, August 20 in CLARI (AT 340):

• Arts: 11:00 am

• Business: 12:45 pm

• Science: 2:00 pm

This session is designed to be a safe and supportive space to:

• Share what we’re seeing across disciplines and institutions.

• Hear your experiences and questions, whether you’re feeling cautious, curious, or concerned.

• Explore small, practical shifts (like brief oral checks or reflective scaffolds) that can make a big difference.

• Shape the direction of future sessions and supports based on your priorities.

Whether you’re actively experimenting or still unsure about AI’s place in your teaching, we’d like to invite you to be part of the discussion. Together, we’ll focus on assessment as design, not just rule-setting, and how we can align that with your curriculum goals, disciplinary values, and student needs.

If you’re interested in participating or would like to learn more, please register below.