The Center for Equity and Excellence in Teaching and Learning (CEETL) fosters an inclusive and welcoming teaching & learning community for faculty and the campus community to engage across disciplines. Our CEETL educational program offerings, initiatives, and resources promote learning environments that value diverse perspectives, experiences, and contributions. Through fostering partnerships across campus schools, departments, and offices, we provide institutional support at all levels of teaching and champion opportunities for reflection, connection, innovation, and inspiration.
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CALL FOR CEETL AI FELLOWS FOR SPRING 2026
Call for CEETL AI Fellows to participate in the CSU Innovation Grant to study student’s writing processes with Generative AI
CEETL secured a CSU Innovation grant to study students’ writing processes with generative AI. See this page for more details on the goals of the grant. We are seeking AI Fellows to join the grant team and participate in reflective teaching during the Spring semester of 2026. The purpose of the grant is to learn about how students use GenAI tools during their writing processes, and to develop writing-focused teaching materials and resources for our campus. We are looking for tenure-track / lecturer faculty with experience teaching either lower division writing courses or GWAR courses for at least two semesters—and who are scheduled to teach writing in the Spring semester of 2026. Preference will be given to instructors who have participated in professional development in writing pedagogy, and who have some knowledge about GenAI and its impacts on education. Scope of work and how to apply is on this page. Please email your application by November 15, 2026 to ceetl@sfsu.edu with the subject heading: CSU Innovation Grant CEETL AI Fellow Application. We will make a decision by the end of the fall semester. There will be a few planning meetings in late January before the start of the semester. CEETL AI Fellows will be compensated $3750 for their participation during the semester.
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