This workshop will be of interest to attendees who want to design and facilitate learning experiences for their students that are highly resistant to manipulation through artificial intelligence (AI), a part of “the future that has already happened” (Drucker, 1997) Because AI tools are ubiquitous, more than ever, our students at all levels will need to develop the judgment and skills to evaluate situations and evidence and make sound and principled. We have found that teaching with cases written by students based on their own experience is an effective way to center learning on critical thinking and essential interpersonal skills while learning course content in a range of subjects and levels of students, from undergraduate to executive programs. Student-written cases provide compelling content for problem-based learning. Student-written cases are unique, often unstructured situations that require unique solutions. The “right” answer cannot be retrieved by a machine; instead, the “best” answer must come from a group of people in real-time, working to understand the presenting issues and addressing the most important underlying issues. The use of student-written cases calls upon students to do for themselves what AI cannot (as yet) do for them: critical skills including working in groups, applying course subject matter, critical thinking, problem identification, problem-solving, presentation, facilitation, and engaging in reflection. This workshop will address faculty interests and concerns about teaching with student cases — “AI’s Kryptonite” — and provide resources to build faculty confidence in their exploration or application of student-written cases.
