FTI 2026

Your students aren't switching into a separate academic mindset when they open your course. They're navigating their academic lives inside the same digital ecosystem they use for everything else, and they've developed habits and workarounds you may never see. This panel brings together Lewis & Clark students to pull back the curtain on how they manage information across a full course load, where institutional tools fit (or don't) into how they already work, and what they wish faculty knew about what it's like to be a student navigating it all.

Hear directly from colleagues who have built peer learning into their courses, from social annotation with Hypothesis to peer review and polling tools that support this work. Panelists will share what they tried, what surprised them, and what feedback they're receiving from students.

Humans are using AI tools every day to research, write, create, and teach, but professional norms have been slow to catch up and are still being developed. AI use puts longstanding assumptions about authorship, expertise, labor, and learning under pressure, and developing new guides and norms is complicated by a constantly shifting jagged edge of what AI does well, where it stumbles, and what it does differently next month or even at the next prompt. Join us to unpack this new disconnect between process and output and how we're navigating AI disclosure in our own work. 

As we lower the barrier to software creation, we must ask: are we saving time or just expanding the "to-do" list? Join a candid discussion on how AI tools are shifting the boundaries between faculty, staff, and administration. We’ll explore the long-term impact of AI and vibe coding on your workload and the evolving nature of academic expertise in a post-syntax world.