{"id":21141,"date":"2026-07-09T15:23:50","date_gmt":"2026-07-09T20:23:50","guid":{"rendered":"https:\/\/intra.valpo.edu\/cital\/?post_type=workshop&p=21141"},"modified":"2026-07-10T09:14:02","modified_gmt":"2026-07-10T14:14:02","slug":"2026-summer-faculty-institute-on-ai","status":"publish","type":"workshop","link":"https:\/\/intra.valpo.edu\/cital\/workshop\/2026-summer-faculty-institute-on-ai\/","title":{"rendered":"2026 Summer Faculty Institute on AI"},"content":{"rendered":"\n

As part of the Lilly Endowment AI in Higher Education planning grant, CITAL will be hosting a two-day Summer Faculty Institute on AI on Wednesday, July 29 and Thursday, July 30.<\/p>\n\n\n\n

\n
<\/path><\/path><\/svg><\/path><\/path><\/svg><\/span>

Wednesday, July 29, 2026 (Day 1)<\/h4><\/div>
\n\n

Morning Schedule<\/h2>\n\n\n

7:30-8:30 A.M.  Breakfast at Founders Table <\/strong><\/h3>\n\n\n

7:30-8:30<\/strong> <\/strong><\/strong>Coffee and Registration outside the Ballrooms<\/strong><\/h3>\n\n\n

8:30-9:30 <\/strong><\/strong> <\/strong>OPENING PLENARY SESSION IN BALLROOM B <\/strong><\/h3>\n\n\n

Report from Team Members of the <\/strong>AAC&U Institute on AI, Pedagogy, & the Curriculum<\/em><\/strong>:<\/strong><\/h3>\n\n\n

Betsy Burow-Flak (English), Ed Finn (College of Arts & Sciences, MOL), Teresa Augustine (Library), Julie Brandy (CONHP), Jamie Stangel (COB)<\/em><\/p>\n\n\n

This session will provide an overview of the work done by the AAC&U team, including lessons learned, next steps, and how grant and collaborative opportunities emerged. The group welcomes your questions and hopes to have a lively discussion.<\/p>\n\n\n

9:30-11:00  <\/strong><\/strong>KEYNOTE ADDRESS IN BALLROOM B<\/strong><\/h3>\n\n\n

\u201cEmbracing AI as Essential Learning: Preparing Students for Life Beyond College\u201d<\/strong><\/p>\n\n\n

C. Edward Watson<\/em><\/p>\n\n\n

11:00-11:15 <\/strong><\/strong>Break<\/strong><\/h3>\n\n\n

11:15-12:00  <\/strong><\/strong>BREAKOUT SESSION #1: various locations<\/strong><\/h3>\n\n\n

Socratic Questioning with AI: Using<\/strong> Papyrus<\/em><\/strong> for the Writing Process <\/strong><\/p>\n\n\n

Betsy Burow-Flak (English)<\/em> <\/p>\n\n\n

Papyrus<\/em>, a Socratic \u201cwalled garden\u201d AI for writers developed at the University of California\u2013Irvine, offers assistance for all stages of the writing process. In this session, we will look at Papyrus <\/em>transcripts from WIC and first-year writing classes. In particular, we will look at what the general revision chatbot calls  “grows” and “glows\u201d and students\u2019 responses to them, as well as Papyrus <\/em>feedback on faculty scholarship. We will discuss best practices on using Papyrus <\/em>to support writing without offloading cognitive work or the generation of drafts. Papyrus <\/em>is freely available to university and k-12 educators and students.<\/p>\n\n\n

The AI-Enhanced Teaching Toolkit <\/strong><\/p>\n\n\n

Jessica Bruskoski (CONHP)<\/em> <\/em><\/p>\n\n\n

My fellowship project focuses on how AI can help faculty create more engaging learning experiences while reducing the time required to develop educational materials. In clinical medicine, students are often expected to learn dozens of diagnoses in only a handful of class sessions, so I am exploring how AI can help shift learning from memorizing lecture content to repeated application and clinical reasoning activities that better prepare students for practice.<\/p>\n\n\n

How Students use AI\/How Faculty use AI<\/strong> <\/strong><\/p>\n\n\n

Jamie Stangel (College of Business), Ed Finn (College of Arts & Sciences, MOL) <\/em> <\/em><\/p>\n\n\n

This session will walk through the findings from student and faculty surveys and focus groups conducted as part of the AAC&U Institute on AI, Pedagogy, and the Curriculum<\/em>. We will focus on student and faculty use, specifically similarities, differences, and perceptions, while engaging attendees in discussions related to their own thoughts about acceptable use of AI in the classroom.<\/p>\n\n\n

The Energy Implications of AI<\/strong><\/p>\n\n\n

Luke Venstrom  & Pete Johnson (Mechanical Eng. & Bioengineering)<\/em><\/p>\n\n\n

This session looks behind the AI prompt box at the resource requirements of the physical infrastructure on which Large Language Models (LLMs) run. The relationship between AI data centers and the global energy transition is complex; this session invites participants to unpack this complexity.  Together, we will critically examine two competing narratives: the evidence that AI\u2019s electricity demands could become a major climate boondoggle, versus the perspective that these data centers could be leveraged as vital assets for building a more sustainable grid.<\/p>\n\n\n

The AI-Proficient Graduate: Preparing Students for AI in the Workplace<\/strong><\/p>\n\n\n

Brett Calland (College of Business)<\/em><\/p>\n\n\n

As employers work to leverage AI, we can prepare students for evolving workplace expectations while protecting the learning process. We need to prevent students\u2019 passive shortcutting by implementing scaffolded assignments within a flipped classroom model, ensuring that students master foundational learning processes before using AI. This intentional structure dedicates valuable in-class time to human-centered critical thinking, teaching students how to evaluate AI as a collaborative tool. Ultimately, this approach seeks to bridge the gap between academic learning and the working AI literacy employers are seeking.<\/p>\n\n\n

\n\n\n

Afternoon Schedule<\/h2>\n\n\n

12:00-1:00 Lunch at Founders Table<\/strong><\/p>\n\n\n

1:00-1:45  <\/strong><\/strong> <\/strong>PLENARY SESSION IN BALLROOM B<\/strong><\/p>\n\n\n

How AI Impacts Teaching & Learning Technologies <\/strong><\/h3>\n\n\n

Ed Finn (College of Arts & Sciences, MOL), Raina Isaacs (CITAL), Jessica Wilson (IT), Erik Kispert (IT) <\/em><\/p>\n\n\n

The relationship between CITAL and IT is crucial with the rise of AI. In this panel session, we will talk about the unique and shared challenges that AI represents from a technical and user implementation perspective. Representatives from the CITAL and IT teams will share experiences related to different AI implementations and engage attendees in a Q&A discussion about how our groups can best support faculty and students.<\/p>\n\n\n

1:45-2:00 <\/strong><\/strong> <\/strong>Break<\/strong><\/p>\n\n\n

2:00-2:45 <\/strong><\/strong> <\/strong>BREAKOUT SESSION #2: various locations <\/strong><\/p>\n\n\n

AI Exploratorium<\/strong><\/h3>\n\n\n

Melissa Desjarlais ( Mathematics and Computer Science) <\/em><\/p>\n\n\n

This Faculty Learning Community was for faculty who are curious about the use of AI and ways to help students use it appropriately in the classroom. They engaged with Flower Darby’s “Small Teaching with AI” and other resources that demonstrate how various fields are using AI. They also learned about different ways that AI might be utilized in and out of the classroom, including generating paper prompts, completing data analysis, and AI as a brainstorming tool.<\/p>\n\n\n

What Our Students Think about AI<\/strong><\/p>\n\n\n

Student Panelists<\/em><\/p>\n\n\n

Valpo\u2019s summer research students have graciously agreed to form a panel to give us an idea about how our students view AI. They will voice both their concerns about the technology and also their hopes for how it might positively affect their academic and future work. They will also share how they and their classmates are currently using AI, and in what ways their faculty are choosing or not choosing to incorporate AI in their classes.<\/p>\n\n\n

Socratic Questioning with AI: Using<\/strong> Papyrus<\/em><\/strong> for the Writing Process <\/strong><\/p>\n\n\n

Betsy Burow-Flak (English) <\/em><\/p>\n\n\n

Papyrus<\/em>, a Socratic \u201cwalled garden\u201d AI for writers developed at the University of California\u2013Irvine, offers assistance for all stages of the writing process. In this session, we will look at Papyrus <\/em>transcripts from WIC and first-year writing classes. In particular, we will look at what the general revision chatbot calls  “grows” and “glows\u201d and students\u2019 responses to them, as well as Papyrus <\/em>feedback on faculty scholarship. We will discuss best practices on using Papyrus <\/em>to support writing without offloading cognitive work or the generation of drafts. Papyrus <\/em>is freely available to university and k-12 educators and students.<\/p>\n\n\n

The AI-Enhanced Teaching Toolkit <\/strong><\/p>\n\n\n

Jessica Bruskoski (CONHP) <\/em><\/p>\n\n\n

My fellowship project focuses on how AI can help faculty create more engaging learning experiences while reducing the time required to develop educational materials. In clinical medicine, students are often expected to learn dozens of diagnoses in only a handful of class sessions, so I am exploring how AI can help shift learning from memorizing lecture content to repeated application and clinical reasoning activities that better prepare students for practice.<\/p>\n\n\n

How Students use AI\/How Faculty use AI <\/strong><\/h3>\n\n\n

Jamie Stangel (College of Business), Ed Finn (College of Arts & Sciences, MOL) <\/em><\/p>\n\n\n

This session will walk through the findings from student and faculty surveys and focus groups conducted as part of the AAC&U Institute on AI, Pedagogy, and the Curriculum<\/em>. We will focus on student and faculty use, specifically similarities, differences, and perceptions, while engaging attendees in discussions related to their own thoughts about acceptable use of AI in the classroom.<\/p>\n\n\n

2:45-3:15 <\/strong><\/strong>Snack Break in Ballroom B<\/strong><\/p>\n\n\n

3:15-4:00 <\/strong><\/strong>BREAKOUT SESSION #3: various locations<\/strong><\/p>\n\n\n

Author Talk Session with C. Edward Watson <\/strong><\/p>\n\n\n

The Energy Implications of AI<\/strong><\/p>\n\n\n

Luke Venstrom & Pete Johnson  (Mechanical Eng. & Bioengineering)<\/em><\/p>\n\n\n

This session looks behind the AI prompt box at the resource requirements of the physical infrastructure on which Large Language Models (LLMs) run. The relationship between AI data centers and the global energy transition is complex; this session invites participants to unpack this complexity.  Together, we will critically examine two competing narratives: the evidence that AI\u2019s electricity demands could become a major climate boondoggle, versus the perspective that these data centers could be leveraged as vital assets for building a more sustainable grid.<\/p>\n\n\n

The AI-Proficient Graduate: Preparing Students for AI in the Workplace<\/strong><\/p>\n\n\n

Brett Calland  (College of Business)<\/em><\/p>\n\n\n

As employers work to leverage AI, we can prepare students for evolving workplace expectations while protecting the learning process. We need to prevent students\u2019 passive shortcutting by implementing scaffolded assignments within a flipped classroom model, ensuring that students master foundational learning processes before using AI. This intentional structure dedicates valuable in-class time to human-centered critical thinking, teaching students how to evaluate AI as a collaborative tool. Ultimately, this approach seeks to bridge the gap between academic learning and the working AI literacy employers are seeking.<\/p>\n\n\n

AI Exploratorium<\/strong><\/h3>\n\n\n

Melissa Desjarlais ( Mathematics and Computer Science)<\/em><\/p>\n\n\n

This Faculty Learning Community was for faculty who are curious about the use of AI and ways to help students use it appropriately in the classroom. They engaged with Flower Darby’s “Small Teaching with AI” and other resources that demonstrate how various fields are using AI. They also learned about different ways that AI might be utilized in and out of the classroom, including generating paper prompts, completing data analysis, and AI as a brainstorming tool.<\/p>\n\n\n

What Our Students Think about AI<\/strong><\/p>\n\n\n

Student Panelists<\/em><\/p>\n\n\n

Valpo\u2019s summer research students have graciously agreed to form a panel to give us an idea about how our students view AI. They will voice both their concerns about the technology and also their hopes for how it might positively affect their academic and future work. They will also share how they and their classmates are currently using AI, and in what ways their faculty are choosing or not choosing to incorporate AI in their classes.<\/p>\n\n<\/div><\/div>\n<\/div>\n\n\n\n

\n
<\/path><\/path><\/svg><\/path><\/path><\/svg><\/span>

Thursday, July 30, 2026 (Day 2)<\/h4><\/div>
\n\n

Morning Schedule<\/h2>\n\n\n

7:30-8:30 A.M.  <\/strong><\/strong>Breakfast at Founders Table <\/strong><\/p>\n\n\n

8:30-9:30 <\/strong><\/strong> <\/strong>PLENARY SESSION IN BALLROOM B<\/strong><\/p>\n\n\n

AI and Academic Integrity<\/strong><\/p>\n\n\n

Alison Downey (Library), Stacy Hoult (World Lang. & Culture), Jon Beagley (Mathematics)<\/em><\/p>\n\n\n

This session will include an overview of newly adopted Honor Council guidance on AI, examples of opportunities to integrate AI into assignments, and suggestions for discussing AI ethics\/academic integrity with your students. There will also be an open forum on how AI has been used by students unethically, and how faculty would like the Honor Council to help during this new era of AI.<\/p>\n\n\n

9:30-9:45 <\/strong><\/strong> <\/strong>Break<\/strong><\/p>\n\n\n

9:45-10:30  <\/strong><\/strong>BREAKOUT SESSION #4: various locations  <\/strong><\/p>\n\n\n

Teaching our Students AI Literacy<\/strong><\/p>\n\n\n

Teresa Augustine (Library)<\/em><\/p>\n\n\n

This interactive session will help faculty explore the mechanics of generative artificial intelligence by assessing the components of an AI literacy framework. Through creative expression and active discussion, participants will unpack the technical foundations, ethical implications, and critical discernment required to navigate generative AI models. By the end of the session, educators will evaluate their own comprehension and consider the AI competency needs of their students.<\/p>\n\n\n

Practical AI Tools for Teaching and Research<\/strong><\/p>\n\n\n

Jesse Sestito  (Mechanical & Bioengineering)<\/em><\/p>\n\n\n

This workshop covers how large language models work, the current landscape of AI models, and advanced workflows for using them in research, teaching, and classroom integration. Participants will leave with a working knowledge of Claude<\/em>‘s main interfaces and the plugins that connect AI to the software that they already use.<\/p>\n\n\n

Using AI in Assignments<\/strong><\/p>\n\n\n

Sedefka Beck (Economics)<\/em><\/p>\n\n\n

This will be a  quick overview of my philosophy for using GenAI in the classroom and the framework I use to revise classroom activities. I will then walk attendees through a sample activity and reflect on how GenAI can support student learning and engagement.<\/p>\n\n\n

IgniteAI: <\/strong>Canvas<\/em><\/strong> AI Tools for Learning<\/strong><\/h3>\n\n\n

Ed Finn (College of Arts & Sciences, MOL) <\/em><\/p>\n\n\n

IgniteAI<\/em> is a collection of focused, innovative tools built directly into Canvas <\/em>to help faculty and students more effectively navigate the teaching and learning process. In this session, attendees will be exposed to the tools and the guiding philosophy that makes IgniteAI<\/em> different from more \u201cchat-centric\u201d Large Language Models (LLMs). We will cover current functionality and upcoming changes, while engaging faculty in a discussion of possible improvements or desires related to IgniteAI<\/em> tools.<\/p>\n\n\n

Valpo\u2019s New AI Practitioner Certificate: Open to All (Starts Fall 2026)<\/strong><\/p>\n\n\n

Aysegul Yayimli, Haydar Cukurtepe, Nick Rosasco (all: <\/em>Mathematics and Computer Science<\/em>)<\/em><\/p>\n\n\n

The AI Practitioner Certificate aims to equip students from all departments with theoretical knowledge, practical skills, and hands-on experience using recent AI tools and technologies. In this session, we will be giving more information about the program, including why students should get this certificate and how they hope to collaborate with other departments to design an elective course or a Capstone Project for the certificate.<\/p>\n\n\n

10:30-10:45 <\/strong><\/strong>Break<\/strong><\/p>\n\n\n

10:45-11:30 <\/strong><\/strong>BREAKOUT SESSION #5: various locations<\/strong><\/p>\n\n\n

Finding Balance with AI: The Low-Tech Classroom <\/strong><\/p>\n\n\n

Kirsten Bullock (College of Business); Danielle Lavin-Loucks & Margarita Rayzberg (Sociology & Criminology)<\/em><\/p>\n\n\n

This session invites faculty to pause and ask what returning to low- and no-tech teaching approaches can contribute to student engagement and learning as AI tools become ubiquitous. Three faculty members who run low- and no- tech classrooms will share their strategies, experience, and student feedback. Participants will be invited to share their own experiences, ask questions, consider whether their course is appropriate for this approach, and experiment with incorporating low-stakes, low-tech strategies into their own courses.<\/p>\n\n\n

Teaching Students to Program AI Tools<\/strong><\/p>\n\n\n

Christopher Phillips  (Geography & Meteorology)<\/em><\/p>\n\n\n

As AI becomes more prevalent, there is increasing need for subject matter experts who are familiar with both their own field and the development of AI tools. This session will report on the outcomes of a new course that trains meteorology students to program deep learning AI without prior exposure to the theory of machine learning.<\/p>\n\n\n

Using AI in Assignments<\/strong><\/p>\n\n\n

Sedefka Beck (Economics)<\/em><\/p>\n\n\n

This will be a  quick overview of my philosophy for using GenAI in the classroom and the framework I use to revise classroom activities. I will then walk attendees through a sample activity and reflect on how GenAI can support student learning and engagement.<\/p>\n\n\n

IgniteAI: Canvas AI Tools for Learning<\/strong><\/h3>\n\n\n

Ed Finn (College of Arts & Sciences, MOL) <\/em><\/p>\n\n\n

IgniteAI<\/em> is a collection of focused, innovative tools built directly into Canvas <\/em>to help faculty and students more effectively navigate the teaching and learning process. In this session, attendees will be exposed to the tools and the guiding philosophy that makes IgniteAI<\/em> different from more \u201cchat-centric\u201d Large Language Models (LLMs). We will cover current functionality and upcoming changes, while engaging faculty in a discussion of possible improvements or desires related to IgniteAI<\/em> tools.<\/p>\n\n\n

Valpo\u2019s New AI Practitioner Certificate: Open to All  (Starts Fall 2026)<\/strong><\/p>\n\n\n

Aysegul Yayimli, Haydar Cukurtepe, Nick Rosasco (all: <\/em>Mathematics and Computer Science)<\/em><\/p>\n\n\n

The AI Practitioner Certificate aims to equip students from all departments with theoretical knowledge, practical skills, and hands-on experience using recent AI tools and technologies. In this session, we will be giving more information about the program, including why students should get this certificate and how they hope to collaborate with other departments to design an elective course or a Capstone Project for the certificate.<\/p>\n\n\n

\n\n\n

Afternoon Schedule<\/h2>\n\n\n

11:30-12:30 Lunch at Founders Table<\/strong><\/p>\n\n\n

12:30-1:15 <\/strong><\/strong>BREAKOUT SESSION #6:  various locations<\/strong><\/p>\n\n\n

Finding Balance with AI: The Low-Tech Classroom <\/strong><\/p>\n\n\n

Kirsten Bullock (College of Business); Danielle Lavin-Loucks & Margarita Rayzberg (Sociology & Criminology)<\/em><\/p>\n\n\n

This session invites faculty to pause and ask what returning to low- and no-tech teaching approaches can contribute to student engagement and learning as AI tools become ubiquitous. Three faculty members who run low- and no- tech classrooms will share their strategies, experience, and student feedback. Participants will be invited to share their own experiences, ask questions, consider whether their course is appropriate for this approach, and experiment with incorporating low-stakes, low-tech strategies into their own courses.<\/p>\n\n\n

Teaching our Students AI Literacy<\/strong><\/p>\n\n\n

Teresa Augustine (Library)<\/em><\/p>\n\n\n

This interactive session will help faculty explore the mechanics of generative artificial intelligence by assessing the components of an AI literacy framework. Through creative expression and active discussion, participants will unpack the technical foundations, ethical implications, and critical discernment required to navigate generative AI models. By the end of the session, educators will evaluate their own comprehension and consider the AI competency needs of their students.<\/p>\n\n\n

Practical AI Tools for Teaching and Research<\/strong><\/p>\n\n\n

Jesse Sestito  (Mechanical & Bioengineering)<\/em><\/p>\n\n\n

This workshop covers how large language models work, the current landscape of AI models, and advanced workflows for using them in research, teaching, and classroom integration. Participants will leave with a working knowledge of Claude<\/em>‘s main interfaces and the plugins that connect AI to the software that they already use.<\/p>\n\n\n

Teaching Students to Program AI Tools<\/strong><\/p>\n\n\n

Christopher Phillips  (Geography & Meteorology)<\/em><\/p>\n\n\n

As AI becomes more prevalent, there is increasing need for subject matter experts who are familiar with both their own field and the development of AI tools. This session will report on the outcomes of a new course that trains meteorology students to program deep learning AI without prior exposure to the theory of machine learning.<\/p>\n\n\n

1:15-1:30 <\/strong><\/strong> <\/strong>Snack Break in Ballroom B<\/strong><\/p>\n\n\n

1:30-2:30 <\/strong><\/strong> <\/strong>FINAL PLENARY SESSION IN BALLROOM B<\/strong><\/p>\n\n\n

Cultivating Human Intelligence Amidst Technological Disruption<\/strong><\/p>\n\n\n

Julian Smith, Sam Graber (Christ College); Margarita Rayzberg (Sociology & Criminology), Andy Richter (Physics & Astronomy)<\/em><\/p>\n\n\n

AI raises a number of ethical questions that this panel will address such as: Is AI antithetical to a liberal arts education? Is it merely a tool or does it actually devalue the role of the teacher in the classroom?  Should we be moving to more low tech classrooms to focus on human expertise and less on technology? Should we be teaching students how to use AI or is it so intuitive (and quickly evolving) that it is pointless to spend time on training?<\/p>\n\n<\/div><\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

As part of the Lilly Endowment AI in Higher Education planning grant, CITAL will be hosting a two-day Summer Faculty Institute on AI on Wednesday, July 29 and Thursday, July 30.<\/p>\n","protected":false},"author":50,"template":"","workshop-categories":[187],"workshop_tag":[231],"class_list":["post-21141","workshop","type-workshop","status-publish","hentry","workshop-categories-cital","workshop_tag-231"],"uagb_featured_image_src":[],"uagb_author_info":{"display_name":"risaacs","author_link":"https:\/\/intra.valpo.edu\/cital\/author\/risaacs\/"},"uagb_comment_info":0,"uagb_excerpt":"As part of the Lilly Endowment AI in Higher Education planning grant, CITAL will be hosting a two-day Summer Faculty Institute on AI on Wednesday, July 29 and Thursday, July 30.","featured_img":false,"coauthors":[],"author_meta":{"author_link":"https:\/\/intra.valpo.edu\/cital\/author\/risaacs\/","display_name":"risaacs"},"relative_dates":{"created":"Posted 2 weeks ago","modified":"Updated 2 weeks ago"},"absolute_dates":{"created":"Posted on July 9, 2026","modified":"Updated on July 10, 2026"},"absolute_dates_time":{"created":"Posted on July 9, 2026 3:23 pm","modified":"Updated on July 10, 2026 9:14 am"},"featured_img_caption":"","tax_additional":{"workshop-categories":{"linked":["CITAL<\/a>"],"unlinked":["CITAL<\/span>"],"slug":"workshop-categories","name":"Workshop Categories"},"workshop_tag":{"linked":["2026<\/a>"],"unlinked":["2026<\/span>"],"slug":"workshop_tag","name":"Workshop Tags"}},"series_order":"","_links":{"self":[{"href":"https:\/\/intra.valpo.edu\/cital\/wp-json\/wp\/v2\/workshop\/21141","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/intra.valpo.edu\/cital\/wp-json\/wp\/v2\/workshop"}],"about":[{"href":"https:\/\/intra.valpo.edu\/cital\/wp-json\/wp\/v2\/types\/workshop"}],"version-history":[{"count":11,"href":"https:\/\/intra.valpo.edu\/cital\/wp-json\/wp\/v2\/workshop\/21141\/revisions"}],"predecessor-version":[{"id":21159,"href":"https:\/\/intra.valpo.edu\/cital\/wp-json\/wp\/v2\/workshop\/21141\/revisions\/21159"}],"wp:attachment":[{"href":"https:\/\/intra.valpo.edu\/cital\/wp-json\/wp\/v2\/media?parent=21141"}],"wp:term":[{"taxonomy":"workshop-categories","embeddable":true,"href":"https:\/\/intra.valpo.edu\/cital\/wp-json\/wp\/v2\/workshop-categories?post=21141"},{"taxonomy":"workshop_tag","embeddable":true,"href":"https:\/\/intra.valpo.edu\/cital\/wp-json\/wp\/v2\/workshop_tag?post=21141"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}