Generative AI in teaching & learning
Guidance, resources, and events to help instructors engage thoughtfully with AI tools and their impact on learning.
CTLM’s generative AI support is tailored to the questions, interests, and needs of academic departments as well as individual instructors. Contact us to request one-on-one consultations, customized departmental workshops, and more.
Our approach
UW–Madison students need knowledge, skills, and experiences to help them thrive in a world powered by generative AI. CTLM recognizes that there are differing views about the use of generative AI in teaching, as well as about AI’s broader social, environmental, and economic impacts. We do not take a position on whether instructors should use AI. Rather, we support instructors in exploration, understanding, and thoughtful use or non-use of AI in ways that best serve their teaching and learning contexts.
Key resources
AI Showcase: Teaching examples from across campus
A growing collection of innovative work from UW–Madison instructors that can be adapted across disciplines.
UW–Madison AI tools & policies
These tools are available for free and provide higher data security and privacy protection.
AI syllabus statements
It’s important to share your expectations for AI use with your students. Your syllabus is a great place to start.
Promoting academic integrity
Consider these approaches for promoting academic integrity and responding if a student may be using AI inappropriately.
Planning AI use in your course
Consult this step-by-step approach to determine whether a potential use of AI makes sense in your course context.
Events
Exploring AI in Teaching is an event series for instructors who seek to expand their knowledge, develop practical skills, and explore the opportunities and limitations of generative AI in teaching and learning. Sessions take place on Zoom.
Abdollah Mohammadi, Ph.D. (Physics), surveyed more than 700 students in spring 2026 about how they engage with AI in their physics courses for learning, problem-solving, and testing their understanding, as well as their perceptions of its benefits and limitations. He’ll share the results, which may surprise you, and we’ll collectively discuss the implications for teaching.
This faculty-facilitated session provides a supportive space for instructors to share concerns about generative AI and explore non-use as an intentional pedagogical choice. You will have the opportunity to consider topics such as how decisions about AI use or non-use connect to broader ethical questions involving student learning, equity, privacy, academic integrity, and instructor and student agency. You’re encouraged to bring specific questions, challenges, or classroom situations for discussion.
In this fifth year of AI in academia, things still feel uncertain and unclear. Lance Eaton, Ph.D., of Northeastern University, a nationally recognized speaker, will share insights about where we might be headed and provide instructors with strategies for navigating this “messy middle” period. He’ll also encourage participants to share their own experiences and approaches.
How do we promote student success and academic inclusion as generative AI transforms the higher education classroom? Heidi Evans, M.A., (Global English Language Learning and Teaching Program) will share key insights from working with international and multilingual students, who make up a growing portion of the UW–Madison student body. She will outline essential AI considerations when designing learning tasks and demonstrate how to adopt an asset-based approach to language diversity, offering equitable assessment strategies that ultimately enrich the learning experience for all students.
Back by popular demand, this session will offer instructors an opportunity to hear directly from a panel of UW–Madison students about how they are and are not using generative AI in their academic work. Panelists will share their experiences, perspectives, and concerns, followed by time for audience discussion and questions.