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Study Hall is back! This is the format where I talk to three fantastic guests about three recent studies on generative AI in higher education.

Guests for this edition of Study Hall are: Flower Darby, incoming director of the Center for Teaching and Learning at Estrella Mountain Community College; Josh Eyler, senior director of the Center for Excellence in Teaching and Learning and assistant professor of teacher education at the University of Mississippi; and Regan Gurung, professor of psychology at Oregon State University.

Episode Resources

STUDY #1

Kestin, G., Miller, K., Klales, A., Milbourne, T., & Ponti, G. (2025). AI tutoring outperforms in-class active learning: An RCT introducing a novel research-based design in an authentic educational setting. Nature Scientific Reports, 15, 17458. https://doi.org/10.1038/s41598-025-97652-6

STUDY #2

Lodge, J. M., and Loble, L., (2026). Artificial intelligence, cognitive offloading and implications for education, University of Technology Sydney, https://www.uts.edu.au/news/2026/03/experts-warn-unstructured-ai-use-in-schools-risks-cognitive-atrophy/contentassets/ai-cognitive-offloading-and-implications-for-education.pdf

STUDY #3

Wadinambiarachchi, S., Kelly, R., Pareek, S., Zhou, Q., & Velloso, E. (2024.) The effects of generative AI on design fixation and divergent thinking. In Proceedings of the 2024 CHI Conference on Human Factors in Computing Systems (CHI '24). Association for Computing Machinery, New York, NY, USA, Article 380, 1–18. https://doi.org/10.1145/3613904.3642919

• Flower Darby's website: https://flowerdarby.com/
• Josh Eyler's website: https://josheyler.wordpress.com/
• Regan Gurung's website: https://regangurung.com/
• Study Hall 2025 with Lance Eaton, Michelle D. Miller, and David Nelson

Support the show

Podcast Links:

Pre-order The Norton Guide to AI-Aware Teaching by Annette Vee, Marc Watkins, and Derek Bruff.

Intentional Teaching is sponsored by UPCEA, the online and professional education association.

Subscribe to the Intentional Teaching newsletter: https://derekbruff.ck.page/subscribe

Support Intentional Teaching on Patreon: https://www.patreon.com/intentionalteaching

Find me on LinkedIn and Bluesky.

See my website for my "Agile Learning" blog and information about having me speak at your campus or conference.

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On the podcast today, I talk with author and consultant Leon Furze about the ideas found in some of his recent writing on AI and learning. We talk about resistance as a framework for combatting cognitive offloading, the mental models that educators and students have of working with AI (and how they can lead us astray), and classroom activities that can help students build the kinds of expertise they need to use AI effectively.

Episode Resources

Leon Furze’s website

Leon Furze on LinkedIn

“Resistance as a Framework for Combating Cognitive Offload,” Leon Furze, March 22, 2026

“IYKYK: How Do We Know What AI Can Really Do?”, Leon Furze, March 18, 2026

“Resistance Training Toolkit: Expertise,” Leon Furze, April 22, 2026

“On the Sensibility of Cognitive Outsourcing,” Derek’s take on that MIT study, July 7, 2025

Lodge, J. M., and Loble, L. (2026). Artificial intelligence, cognitive offloading, and implications for education. University of Technology Sydney

Corbin, T., Tai, J., and Flenady, G. (2025). “Understanding the place and value of GenAI feedback: A recognition-based framework.” Assessment & Evaluation in Higher Education 50, 718-731

“It’s time to move past the notion of AI as an answer machine,” Derek’s elaboration on Leon’s comment about mental models of AI, May 15, 2026

Support the show

Podcast Links:

Pre-order The Norton Guide to AI-Aware Teaching by Annette Vee, Marc Watkins, and Derek Bruff.

Intentional Teaching is sponsored by UPCEA, the online and professional education association.

Subscribe to the Intentional Teaching newsletter: https://derekbruff.ck.page/subscribe

Support Intentional Teaching on Patreon: https://www.patreon.com/intentionalteaching

Find me on LinkedIn and Bluesky.

See my website for my "Agile Learning" blog and information about having me speak at your campus or conference.

Share your thoughts about this episode as a text message.

Today on the podcast, I’m excited to welcome Jessa Roisen, professor of philosophy at St. Ambrose University. Jessa teaches those intro to philosophy courses with really challenging primary sources—Plato and Kant and Descartes and the like. She’s seen her students struggle with those readings, and it’s changed her approach to teaching these courses. She provides a lot of support and scaffolding for her students, both before and during class.

This episode of Intentional Teaching was produced in partnership with Top Hat, and joining the conversation is Donna Battista, managing director for learning solutions at Top Hat. Donna partners with educators across higher ed, helping them use the Top Hat platform to address the teaching challenges they face.

In today’s episode, Donna and Jessa share their perspectives on the challenge of teaching students to read hard things, and they offer both philosophical and practical responses to that challenge.

Episode Resources

· Jessa Roisen’s faculty page

· Donna Battista’s LinkedIn page

· Top Hat

Support the show

Podcast Links:

Pre-order The Norton Guide to AI-Aware Teaching by Annette Vee, Marc Watkins, and Derek Bruff.

Intentional Teaching is sponsored by UPCEA, the online and professional education association.

Subscribe to the Intentional Teaching newsletter: https://derekbruff.ck.page/subscribe

Support Intentional Teaching on Patreon: https://www.patreon.com/intentionalteaching

Find me on LinkedIn and Bluesky.

See my website for my "Agile Learning" blog and information about having me speak at your campus or conference.