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The initial aim of the BioMolViz project was to produce a repository of validated, visualization-based assessment questions that any instructor could use. However, as assessment-writing workshops began, it became clear that participants varied in their ability to create molecular visualizations. Some could easily generate precise custom images for new assessments using modeling programs, while others could not and wanted to be trained to do so. Through an NSF grant supplement, BioMolViz was able to incorporate two virtual modeling program training sessions for faculty. We developed a two-day online workshop that trained participants to navigate the Protein Data Bank, find resources for structures, and model a macromolecule of their choice. In breakout rooms, participants specialized in one of three popular molecular modeling programs (PyMOL, ChimeraX, or iCn3D). The wealth of training materials developed and used for the workshops remained in an online folder until members of the BioMolViz working group began designing formative assessments that utilized molecular modeling. Upon revisiting the materials, the working group noted there were enough resources to develop an online manual to help instructors take the first steps toward bringing molecular modeling into their classrooms. Group members organized activities into chapters and identified concepts that required elaboration to be translated from a workshop format to an open educational resource (OER). Here, we present the structure of the book Teaching with Molecular Visualization: A BioMolViz Guide for Educators. With chapters authored by over a dozen different members of the working group based on their specific expertise, the OER is a model for a network-wide collaboration for broad dissemination of educational material outside of the traditional publication avenue. This work showcases how a near-forgotten wealth of resources provided the basis for a creative work shaped by authors across numerous institutions and strengthened the BioMolViz community. 

We describe the development of a one-credit course to promote AI literacy at The University of Texas at Austin. In response to a call for the rapid deployment of class to serve a broad audience in Fall of 2023, we designed a 14-week seminar-style course that incorporated an interdisciplinary group of speakers who lectured on topics ranging from the fundamentals of AI to societal concerns including disinformation and employment. University students, faculty, and staff, and even community members outside of the University, were invited to enroll in this online offering: The Essentials of AI for Life and Society. We collected feedback from course participants through weekly reflections and a final survey. Satisfyingly, we found that attendees reported gains in their AI literacy. We sought critical feedback through quantitative and qualitative analysis, which uncovered challenges in designing a course for this general audience. We utilized the course feedback to design a three-credit version of the course that is being offered in Fall of 2024. The lessons we learned and our plans for this new iteration may serve as a guide to instructors designing AI courses for a broad audience.