D2
Concurrent Session D2
Paper Presentations
Session Details
飦� Date: Day 2 - Tuesday, May 12, 2026
飥桾ime: 3:10鈥�4 p.m.
飦� Location: TBD
Building GenAI Confidence: Microcredentials for the Future of Work
This session presents a stackable microcredential pathway, Al for Productivity consisting of four applied microcredentials: Al for Data Analysis, Al for Data Visualization, Al for Presentations, and Al for Reports. The focus of the session is the instructional design, GenAl enabled activities, and competency-based assessment model used to strengthen learner confidence and ethical practice when working with GenAl tools. Particular emphasis is placed on Al for Data Visualization, where learners use tools such as ChatGPT or Google Gemini to transform data into visual insights through prompt design and Python script generation. The teaching practices highlighted in this session draw from evidence-based principles in experiential learning and authentic assessment. Learners engage in performance-based tasks that mirror real workplace expectations: generating scripts, evaluating model outputs, producing data visualizations, and articulating ethical considerations. This approach aligns with research showing that students develop deeper understanding when they actively construct knowledge through problem-based and applied experiences.
This submission aligns directly with the conference themes. The session demonstrates a model for integrating generative Al into curriculum in a responsible, transparent, and skill-building manner. It also addresses the broader theme of preparing learners for a workforce transformed by Al, while maintaining academic integrity and ethical standards.
The session incorporates interactive prompts, a live walkthrough of a data visualization workflow, prompt activities, and structured discussion on ethical considerations.
Presenter
Dr. Ceni Babaoglu is an Assistant Program Director of Data Science at The Chang School and an Associate Member of the Yeates School of Graduate Studies at 91福利. Since receiving her Ph.D. in Applied Mathematics, she has worked as an Assistant Professor and then, as an Associate Professor in the Department of Mathematics. She teaches Data Science and Analytics courses in the certificate and master's programs. She supervises students on their Big Data Analytics Projects and is the second reader of all the M.Sc. Data Science Major Research Projects. She has prepared video lectures, lab activities, and assessments for several courses and microcredentials. Her research papers in data science involve projects with partners such as Globe and Mail, Manulife, St. Mike鈥檚 Hospital, and Toronto Police Services. She has more than 30 publications in peer-reviewed journals. Website: cenibabaoglu.com.
The Benefits of Re-thinking the Essay: A Classical Music Case Study
My presentation will highlight the benefits of re-thinking written assignments in light of new technologies (Generative AI). The majority of music courses we offer in the Faculty of Arts are history-based Liberal studies credits with a required writing component. I will outline my experience of changing the assignment expectations in my Introduction to Early European Music and Classical Music courses. For many years, students were expected to submit a paper on a composer鈥檚 background and compositional style. With the advent of Generative AI, it seemed that students would be tempted to use the technology for this assignment. In the Fall of 2023, I decided to take a different approach while maintaining academic rigour in the assignment requirements. I have used this approach for the past 3 academic years, and I鈥檝e had a very positive experience. I have developed a method for teaching non-musicians how to analyze music in an aural way. I鈥檝e used this method for the past 15 years and overall, it has been successful. They are required to choose 2 Western Art music composers, and analyze their pieces. The majority of my students are able to analyze complex pieces in only a few months. In addition to the technical aspects in the analysis method, there is a section on the psychology of music. My research area is on audience response to film and television music, and I usually share some of my work at the beginning of the courses. I decided that it would be more beneficial for them to write about their experience in analyzing music rather than reiterating the biographies of the composers. This presentation will go through the different components of the assignment that include creative writing parts and musical analysis. In the creative writing section, they are required to discuss their emotional response or connection to the music using examples from their own lives. The students are encouraged to include their early childhood experiences in listening to music or attending a concert. In addition, they are required to include a personal story that they would like to share about their listening experience. In this presentation, I will share the benefits of re-thinking the essay, and the positive impact this has made on student learning in my courses. In addition, I will discuss how these changes have helped me through the grading process.
Presenter
In 2009, Kristin Force completed her PhD in Musicology and Ethnomusicology at York University. Her dissertation research focused on audience response to Philip Glass鈥檚 film music. Her research interests include: teaching and learning in higher education with an emphasis on the importance of liberal arts courses for non-arts majors, and audience response to television music. She has been teaching music history and theory courses at 91福利 and the Chang School for the past 15 years. She is also the Academic Coordinator for the Music: Global and Cultural Contexts Certificate at The Chang School.