SEEdS:
AI Mentors: Supporting Teaching and Learning at Scale
Seminar Description
As enrollments grow and courses become more complex, faculty are increasingly asked to support learners with diverse prior knowledge, pacing needs, confidence levels, and executive function limitations. This seminar introduces AI mentors as intentionally designed, role-based instructional supports that extend teaching presence without replacing faculty judgment or increasing workload. Drawing on practical design patterns, the session explores how AI mentors can reduce instructional friction, support the work of learning beyond content, and provide consistent, course-aligned guidance at scale.
This presentation was part of the Fulton Schools of Engineering Education Seminar (SEEdS) series, a monthly virtual speaker series that engages community members in discussions on engineering education. Learn more about SEEdS here.
From the discussion
While the discussion portions of SEEdS are not included in the recordings, here are a few key takeaways:
AI mentors expand instructor presence – they don’t replace it.
When asked whether AI could eventually replace faculty tasks, Dr. Salik emphasized that AI tools should be viewed as a secondary layer of instructional presence. In online courses especially, maintaining social presence is essential for effective learning. AI mentors can increase social presence, helping answer student questions, guide reflection, and support students outside faculty working hours. However, they do not replace the relational, ethical, and pedagogical judgment faculty bring to teaching.
💡 How might AI tools increase your instructional presence without replacing meaningful faculty interaction?
Let AI handle course maintenance so you can focus on “Learning Design.”
AI tools can review Canvas courses for alignment, clarity, accessibility compliance, consistency, and minor errors. Automating these time-consuming checks allows faculty and learning designers to concentrate on the work that matters most: designing meaningful learning experiences and supporting student learning. As Dr. Salik framed it, AI can take over “learning design with a little d” so educators can focus on Learning Design with a capital D.
💡 What routine course maintenance tasks could AI handle so you can focus on higher-impact teaching work?
Guest Speaker
Dr. Steve Salik is a Clinical Associate Professor of Learning Design and Technologies in the Mary Lou Fulton College of Teaching and Learning Innovation at Arizona State University. His work focuses on designing effective online and blended learning experiences, with current research exploring how generative AI and emerging technologies can enhance instructor presence, student support, feedback, and communication to improve learner engagement and success. He earned an interdisciplinary Ph.D. in Curriculum and Instruction from ASU.Dr. Salik serves as Program Coordinator for the Learning Design and Technologies M.Ed. and Certificate programs, where he emphasizes instructional quality, evidence-based design, and innovative, performance-focused learning experiences. He also coordinates the Mastercard Foundation e-Learning Scholars Program, building instructional design capacity across partner institutions, primarily in Africa. Previously, he served as Director of Online Academic Services at ASU’s W. P. Carey School of Business, where he helped architect the Online MBA program. His experience also includes faculty roles and advisory work with organizations such as Blackboard, TechSmith, and Ensightful.
Missed a session? Access recordings of past SEEdS topicson our YouTube channel or those in the ASU community can explore our SEEdS resource folder.
