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Greetings everyone! My name is Rashad Muhammad. I am a Learning Experience Designer in the Hub for Innovation in Learning and Technology. As we begin the new year, I am excited to step into the role of the project manager for the Catalyst Innovation Program. Catalyst Innovation Program was designed to incentivize the MSU community to develop creative and innovative student learning experiences by funding projects that encourage discovery and experimentation. 
In this spirit, it is with great enthusiasm that I present this year’s 2019-2020 Catalyst Innovation Program recipients:

Alice Lynn McMichaelHistoryExperiential Environments: Modeling the Past for Embodied Learning
Allison EdenDepartment of CommunicationScreen-based versus immersive virtual training platforms for improving public speaking
Andrea BieremaCenter for Integrative Studies in General ScienceCreating Open-Sourced H5P Adaptive Learning Modules
Ashley HewlettAsc Provost For Undergraduate EducationNew Student Orientation Online Experience
Brad WIlcuts, Daniel TregoDepartment of Theatre/ Al Academic And Information Tech SupportSocial Dancing and Culture meets Extended Reality
Dean AslamElectrical And Computer EngineeringFlipped STEM Learning Using Smartphones and Hands-On FBEI (Functionalized Bricks with Embedded Intelligence) Modules
Jennifer DunnDepartment of ManagementPilot Use of Qualtrics 360 Tool to Provide Multi-Rater Feedback to Students
Jeno RiveraCollege of Agriculture and Natural Resources Office of Academic Student Affairs and Institute of Agricultural TechnologyJamming together: Educational technologies to enhance collaborative learning
John PaskusMI Natural Features InventoryIncreasing Student Engagement via Teamwork, Collaboration, and Real World Connections 
Judy WalgrenSchool of JournalismHarnessing the Power of Immersive Media With MSU’s School of Journalism Students
Michelle GrimmMechanical EngineeringInteractive Digital Experience as an Alternative Laboratory (IDEAL): Creative Investigation with Data Analysis 
Nick Lepeschkin-NoelIT Services – Advanced Academic and Research TechnologyRemaking the Future – An Education Focused Simulation Framework  
Quentin TylerSchool of Planning, Construction and Design and Office of Diversity, Equity and Inclusion in the College of Agriculture and Natural Resources collaboration.Bridging Student Learning in Diversity, Equity and Inclusion Through Virtual Reality
Rachel Morris and Michelle RussellBiomedical Laboratory Diagnostics ProgramUtilizing Genome Mutation Analysis Software to Enhance Student Learning, Preparation, and Engagement in Molecular Diagnostics 
Saul Beceiro-NovoBiomedical-Physical SciencesCurriculum reform for ISP209L
Zachary NealPsychologyBuilding a Social Simulation Makerspace

This year we increased the total number of winners from 10 to 16. Each proposal was double-blind peer-reviewed. Thirty-five applications were received, each seeking to improve the learning experience at MSU for and with students. 
Jeff Grabill, Associate Provost for Teaching, Learning, and Technology said “As we iterate toward a more explicit story about MSU’s digital learning future, it seems necessary to provide as many opportunities as possible for faculty and students to experiment, invent, make, and learn. This program is one of our small bets to create space for faculty and to see what happens.”
MSU’s Chief Digital Academic Officer Brendan Guenther points to the rapidity with which innovation happens, and how structures must adapt – “Catalyst awards give us a rapid investment lever for individuals in the #iteachMSU community, when they sense the need for innovation and have an inspired idea, we can give them the boost needed to make something happen.”
As the year progresses, we will share out stories to keep you updated on the progress these projects are making. Our goal is to empower our recipients to experiment, learn and share that knowledge with the rest of the MSU community. If you missed this application cycle, the next opportunity will be available in the Fall of 2020. Get your ideas ready!

A central part of the student experience as a music major in a school or department of music is the studio. Studios are essentially a home-away-from-home for students and is where some of the most fruitful learning and social opportunities can occur. One could equate studios with working in a research lab in the sciences. With this in mind, the culture and atmosphere of studios and how studios interact with others are central to the culture and effectiveness of the larger school or department.
 
Music students often enter higher education with a fairly high standard of what classroom culture looks like. Ensemble music courses that music students likely took in high school, such as band, choir, and orchestra, foster a high-level classroom culture and community by the nature of the activity. This creates an expectation that music education, at any level and in any situation, will have that same sort of cooperation and community. The ensemble nature of large group instruction fosters a strong sense of shared identity and a culture that defines everything from day-to-day classroom routine to learner outcomes. University music programs (departments, schools, colleges, or conservatories) are structured in order to teach, perform, and experience music in a variety of ways. While the large ensemble (band, choir, orchestra, opera, etc) is a significant part of the school – and perhaps the most visible to the general public – learning also occurs in traditional classrooms and labs where foundational knowledge such as music theory, music history, music technology, music education, and aural skills are taught.
 
The core of a college or university music program or conservatory, however, is the studio. Each area of performance is organized by a studio and led by an applied teacher. At Michigan State, for example, within the College of Music there are areas of study for composition, conducting, jazz, voice, brass, woodwinds, percussion, strings and piano. Each of these areas consist of studios led by artist-teachers. The woodwind area, for example, consists of studios for flute, oboe, bassoon, clarinet, and saxophone and an applied teacher for each of those studios. For many students, especially graduate students, they elect to come to certain school to specifically study with that applied teacher. While students participate in ensembles, take classroom courses, and are educated through several avenues, the studio teacher is their major professor and advisor, and typically has the most contact time and influence on that student.
 
Studios in schools of music, however, can sometimes seem isolated from each other. This can occur for several valid reasons and not the fault of any one student or faculty member. Unlike large ensembles, where cooperation and a mutual understanding of each member’s role is an essential aspect to music-making, studios often focus on specific pedagogical goals based around the expertise of the individual teacher. And studios can have very specific ideas of what they want their “sound” or approach to playing to be. This can sometimes lead to issues in understanding the priorities of other studios and creates a divide in the school where philosophical conflicts may arise between teaching goals and strategies. This conflict is not the fault of the teachers, and usually is not caused or perpetuated by faculty. Faculty typically understand this dynamic because they have a vision of what they want their studio to be and each understands that other faculty may have different goals. While it is possible they may disagree with certain choices in other studios, each teacher comes to the job with their own unique set of skills and priorities. As long as students are choosing to come to the school, being successful within the school, and being productive musicians contributing to the field after school – the teacher’s work is often judged as a success.
 
Sometimes the breakdown occurs with how students perceive the work of other studios. Learning does not occur in a vacuum. While the studio is often the hub of the learning, much of a student’s time is spent in performing ensembles. It is in cooperative spaces like this that the breakdown can come to a head. Teachers have different priorities and students have different goals. When one person’s goal rubs against another’s goal, conflict can arise. Each instrument has inherent attributes that make them unique and different from others – and therefore difficult to compare. Oboist have to learn to make reeds, tubists may also need to learn euphonium, violinists sometimes also learn viola, trombonists may need to learn to read tenor clef, and saxophonists are always stretching their skills with extended performance techniques. Every instrument has its own challenge, and the fundamental knowledge necessary before moving onto the next step of learning varies considerably between all of them. Furthermore, every student focuses their study in order to be competitive for differing jobs following graduation. Students seeking college teaching positions may need to study theory pedagogy in addition to learning to play their instrument well, while other students may focus on obtaining an orchestral playing position – which has very specific skills you need to perfect.  These are facts often overlooked in the frustration that occurs when goals do not align in rehearsal. Understanding where students are coming from and the different paths and pacing each needs to take to meet different goals is something that my colleague and fellow DMA student Evan Harger calls “vocational empathy.” These unique and varied paths sometimes create a flawed perception of what really is progress.
 
Large ensembles are led by conductors who guide the direction, philosophy, and culture of the learning environment. Conductors navigate through the web of individual philosophies of each studio and performer to create an ensemble experience that proves to be a successful composite of a variety of pedagogical approaches. In addition to large ensembles, another significant performance opportunity for students are chamber ensembles. In these small groups, students have more autonomy and sometimes conflict can arise between contrasting ideologies and rehearsal priorities. It is not uncommon in chamber ensembles, where there is little faculty input and the music-making is purely student-led, to have differing approaches to the ensemble experience. Everything from rehearsal strategies and what components of the music needs addressing to ideas about performance practice and interpretation can differ and pose potential conflicts. While these are issues and topics to consider in any ensemble opportunity, even in the professional ranks, academia sometimes creates environments where students develop tunnel vision to their own learning biases and objectives.
 
In order to create healthier ensemble experiences, understanding and developing positive studio culture allows students to not only feel comfortable and foster deeper learning within their studios but also allows for more meaningful cross-studio learning. By allowing students the opportunity to understand the focus and approaches of other studios, students are able to more easily collaborate with those who might approach the same musical issue from an entirely different angle. This awareness of multiple ways to view the same idea, or even being presented with new ideas entirely, creates an environment where cooperation happens more deeply, naturally, and genuinely. This allows for the development of stronger ensemble skills in rehearsal and contributes to more authentic performances. Additionally, this awareness of why certain studios focus on particular aspects allows for students to be better colleagues in future professional, academic, and business environments. We approach conflict and problem-solving through a lens developed in rehearsal and through conversations in the studios. For future teachers and professors, we have a deeper toolbox of instructional strategies to pick from to use in our own future classrooms and studios. This shared knowledge combats the issue of tunnel-vision-learning that limits our capacity for performance as well as the capacity for understanding, cooperation, and growth. 
 
An awareness of vocational empathy creates an avenue where students can share what they value in their studios and as individual learners in order to better understand the values of others. To be a successful 21st century musician, a wide variety of skills are necessary. But what we focus on, the degree to which one does, and the end goal of that study is something that cannot be compared. Richard Floyd, a noted music educator and State Director of Music Emeritus for Texas, calls this space where students are engaged and seeking to learn in a variety of ways a “happy workshop.” And within this workshop, there are a lot of people doing a lot of different jobs in a lot of different ways that all work together to teach and learn from each other. This healthy culture knocks on the door of Paulo Freire’s view that teaching and learning are interchangeable and that the student and teacher do both.
 
Through working with the Graduate School as a Leadership Development Fellow, I was able to dig into what defines a successful studio culture and how we can best connect these cultures to foster a positive and productive learning environment within the entire College of Music. This past year served as essentially a fact-finding year: defining, through research and student voice, what a productive studio culture looks like and where conflict can arise and how to work through conflict. Higher education music rarely defines this awareness and implications of how studio culture effects an entire school. By and large, music studios look very similar today as they did twenty-five or even fifty years ago. Generally, many teachers still teach the way they were taught. MSU is fortunate that we have many innovative and progressive educators, but the notion of still teaching as we were taught is all too common in academia.
 
To define best practices in studio culture and to compare the music field to other fields, I looked for defining qualities in classroom culture in higher education. Some of the most relevant ideas of studio culture came from architecture. The American Institute of Architecture Students In-StudioBlog travels to architecture studios across the country, asking many of the same questions that we are asking in the College of Music.
 

Describe your studio culture.
Give one tip that helped you succeed in studio.
What motivated you to work hard in studio?
What aspect of your studio experience do you think will help you get a job?
What can professors do to create a helpful and supportive studio culture?
What should a high school student understand about studio at my university?
What can the College do to help improve your studio experience?
What would be your ideal studio care package?
I love my studio because….

 
Schools of architecture have a fairly well-thought out approach to what culture looks like in their studios. The Princeton University School of Architecture has a detailed “Studio Culture Policy” which aligns well with similar concerns in a music studio. From speaking with students in the College of Music, topics raised in these architecture policies are similar to concerns shared here – and I would venture to say any classroom can benefit from tough conversations about culture and productive, cooperative learning environments. These same conversations can apply to other close learning environments in the arts such as dance studios and theater programs; but they are equally relevant and impactful in scientific research labs.
 
Through the Graduate School’s Leadership Development Fellowship, we’ve created a forum where music students can share what makes their studio’s unique, what brought them to study at MSU, and also concerns or suggestions they have to improve our College. In an open environment where all can share ideas, we not only create a space where cooperation and understanding are built, but also allow ourselves to deepen our own toolbox that can be used in the professional world and in future classrooms and studios. An initial meeting of this forum quickly veered away from talking about our own studios and personal interests, but to larger questions in the discipline of music: ideas about music and its role in global citizenship, entrepreneurial skills in the performing arts, repertoire selection and variety, and diversity and representation. These are important topics beyond the scope of studio culture, but agreement exists that each studio can make a significant difference in these areas. Studios can be the start of grassroot change in tackling bigger issues in music and music education. When we come together to talk about these significant issues and how each studio confronts them, we are making positive change – not only in our studios and the College of Music – but in music and music-making at large. This year we just barely scratched the surface of the impact that we can have on understanding and developing the culture in our studios. From the initial research and student conversations, it is apparent that these ideas make a meaningful difference on our learning environment in real ways that will have impacts far beyond the walls of the College of Music.

***This is part of a series of articles compiling useful resources and information for new graduate students. Some of the information in this series will be relevant for anybody new to MSU, including undergraduates, postdocs, faculty and staff. The topical areas range from settling into East Lansing and Michigan, getting to know which services can be found on campus to administrative steps and information needed throughout a graduate program at MSU. For the full series, see this playlist dedicated to (international) graduate students.***
 
Welcome to East Lansing! Here are a few resources and tips on good places to eat, drink, shop and visit. Some things that will help make settling into your new hometown easier. These suggestions don’t represent any official endorsements but are rather some favourites from your fellow graduate students. There are always new shops and restaurants opening up, so keep exploring.
Housing
On campus
There are a few on campus housing options available for graduate students. Please see this website for an overview. Make sure they are open to graduate students! Common choices are Spartan Village, Owen Hall and 1855 Place. Spartan Village is a little older and a little further from main campus than the newer 1855 Place for example. Be aware that due to demand, you may be placed on a waiting list and not get an apartment immediately.
Off-campus
There are many options to live off campus, in apartments or houses, individually or shared with others, depending on budget and location. Some help to get started can be found here. Other common websites to use are Zillow and this Facebook page specific to MSU students. Again, this is just to name a few, you will find more options googling for housing in (East) Lansing. You can also ask around in your department.
Note that MSU offers legal support services to have lease agreements and such checked for you.
Grocery shopping
The big grocery chains in this area are Kroger and Meijer. They both have several stores around East Lansing and Lansing and are reachable by bus in case you don’t have a car.
On the west side of campus is a nice “farmer’s market” type supermarket called Fresh Thyme that is really good.
For organic, nice but a little expensive groceries, check out Whole Foods and Foods for Living.
For Asian and other ethnic foods try out Fresh International Market. Specifically Indian food can be found at Swagath Foods, next to Swagath Indian restaurant (near Fresh Thyme market).
There is an Aldi in Okemos (east of East Lansing), near Meridian Mall that is a great cheap option.
Horrocks on the west side of Lansing is a little far away but definitely worth the drive! Fantastic produce, cheese and beer/ wine section and you can grab a coffee while you’re shopping.
A word on groceries…
Many stores have rewards programs or special days on which you can save money. They can definitely be worth it! Just ask!
Restaurants
I thought about listing restaurants that have become favourites, however, everybody enjoys something different. So instead, I would like to point you to some areas (East) Lansing where there is a variety of dining options. This is by no means a comprehensive overview, so please google for restaurants serving your favourite cuisine!
Just north of campus in downtown East Lansing you can find several of the bigger chain restaurants but also some smaller businesses.
There are a few places near Hanna Plaza on Hagadorn Road just east of campus.
A few are dotted around Frandor Shopping Center just west of campus.
In Lansing, look at restaurants in ReoTown (southern Washington Avenue), in downtown (on Washington Avenue and Michigan Avenue) as well as Old Town (around César E. Chávez Avenue and Center Street).
Breweries
If you like to try new beers, check out the following local breweries:

Lansing Brewing Company
Midtown Brewing Company
Ellison Brewing (great Pizza food truck outside)
EagleMonk Pub and Brewery
Old Nation Brewing (outside of East Lansing, towards Williamston)

Coffee Shops
For local coffee shops, try Blue Owl Coffee and Foster Coffee in downtown East Lansing. Hooked (coffee, books, and wine) and Strange Matter are other local favourites. Find coffee, fantastic pastries and breads at Mitten Raised. For a little French flair, amazing pastries and desserts visit Chapelure east of campus.
Besides those, (East) Lansing is home to many bigger coffee shop chains such as Starbucks and Biggby Coffee with locations on and near campus.
Shopping
There are a few malls close by: Meridian Mall, Eastwood Towne Center and Lansing Mall (a little further away in west Lansing). Outlet malls are further away but can be great for finding bargains, e.g. Tanger Outlets.
(East) Lansing also has several second-hand shops, including Plato’s Closet, 2nd Time Around (both east of campus towards Okemos), St. Vincent and Paul Thrift Store (and more in ReoTown Marketplace) or Metro Retro (in Old Town).
Big “supermarkets” like Meijer, Walmart and Target also have a selection of clothing, as well as selling household products, electronics and even gardening supplies and furniture. Good to get some basics.
There are a few places that sell second-hand furniture (and used bicycles) like the MSU Surplus store and for example Dicker and Deal and many more. Facebook Marketplace and Craigslist can also be helpful for finding cheap second-hand stuff online.
A word on shopping…
There are many different stores, both big department stores that offer lots of different things as well as designated furniture/ gardening/ clothing/ etc. stores around. Too many to list here. They are often NOT located in the downtown areas but on the outskirts of the city. The closest place with a collection of stores is east of MSU campus towards and around Meridian Mall (can be reached by taking bus #1).
Cultural attractions
(East) Lansing has many cultural attractions and activities. Sometimes you just need to look a bit harder than in other places 😊 Many events use Facebook for advertising.
Directly on campus is the Wharton Center for Performing Arts that shows anything from orchestra and opera to musicals and Broadway shows. They have student discounts!
The Broad Art Museum is home to changing art exhibits and can be visited for free! There is also a Starbucks in there and sometimes free Yoga classes are hosted in the lobby.
Another great thing to do on campus is seeing a show at the Abrams Planetarium. They sometimes offer free lunch time Relaxing under the Stars or Rest with Music sessions, in cooperation with Health4You.
Old Town (a district in Lansing) is hosting different types of festivals throughout the year, including Art’s Night Out and Jazz Fest, etc. The same goes for Reo Town that regularly hosts pop-up (and thrift) stores and is home to the cute little Robin Theatre.
For a glimpse at historic Michigan, check out Meridian Historical Village.
A lot of bars have Live Music nights. I usually find out about those by “liking” events on Facebook and then getting suggestions for similar events. Again, you might have to look a little to find events but they do exist!
Nature/ Outdoors Activities
You might be wondering if there are things to do outdoors in “cold” Michigan. Of course! It actually gets pretty hot during the summer. In my experience, Michigan has very short Spring and Fall seasons, a pretty long winter with snow and cold temperatures below freezing, and hot humid summers. There is plenty to explore at any time of year. You might just have to layer up 😊 In the summer, don’t forget your sunscreen (if you’re as pale as me) and mosquito spray!
On Campus:
For a walk in the woods right on MSU’s campus, go to Baker Woodlot/ Rachana Rajendra Neotropical Bird Sanctuary. It’s beautiful any time of year. Beware the muddy pathways though!
Want to explore all sorts of plants and flowers? Check out the Beal Botanical Gardens, Horticultural Gardens and Arboretum.
Need some peace and quiet? Try the MSU Radiology Healing Gardens.
Near campus:
THE nature thing to do in Lansing in my opinion is to walk, run or cycle the Lansing River Trail. Check out the different parks along the way – Crego Park, Potter Park, Hawk Island – and follow its extensions trails further south and west. It’s a beautiful way to cycle from campus to ReoTown or all the way into Old Town for instance. There’s swimming at Crego Park and Hawk Island Park where you can also go tubing (think sliding down a snowy hill in a big rubber donut) in the winter.
Just slightly off the River Trail is Fenner Nature Center, good for a stroll and to learn more about specific vegetation and landscapes.
Missing a trip to the Zoo but don’t want to go all the way to Detroit or Chicago? Lansing has its own Zoo that also does a lot of conservation work! Visit Potter Park Zoo and maybe combine it with a walk down the River Trail.
If you’re into water sports, you can kayak on the Grand River. A rental company right in downtown Lansing is Rivertown Adventures. Though there are many more rental companies around, e.g. it’s very pretty heading towards Grand Ledge. Also make sure to check out the MSU Sailing Center for sailing boat, kayak and paddle board rentals on Lake Lansing (student discounts!).
Further afield:
Try Woldumar Nature Center for trail running and walking.
There is outdoor rock climbing at Grand Ledge.
Michigan has a decent network of hiking trails and even longer distance biking trails (e.g. the Great Lake-to-Lake Trail that crosses Michigan from east to west)
And of course so much more in other parts of Michigan, the further North you go, the more diverse the landscape 😊 Pure Michigan is a good website to use as a starting point. Definitely try to get to the Upper Peninsula while you are here. It is gorgeous up there.
 
Beauty/ Fitness
Besides the opportunities to stay fit on campus (see “Campus Services”), (East) Lansing has a multitude of gyms and fitness options to offer. From general gyms to dedicated Yoga studios, there is something for everybody. I won’t try to list them here. Please google for your most convenient location and check whether they have student specials.
In terms of hair and beauty salons, again, there are many different ones catering to all sorts of needs. Conveniently located and with good prices is Aveda Institute on Grand River Avenue, just across from campus. Be aware that this is a school, hence, students cut hair and provide the services – supervised by experienced staff.
When looking for things like beauty services or massages, it can be worth checking Groupon or other sites that offer special deals in local shops.
 
Other essentials
Postal Services
There are two post offices close to campus, one on Abbot Road and one on Collins Road. You can buy stamps and envelopes also online from USPS (United States Postal Services). Other common carriers include UPS and FedEx, especially when sending larger things. Make sure to compare prices!
A word on the postal service…
The mail is delivered every day. If you are expecting a package but weren’t home when a delivery attempt was made, THEY WILL NOT TRY AGAIN. They will leave a little note for you to know either where to pick up the package or to fill out, place in the outgoing mail box and have them try another time (according to a date you specified).
Phone plans
When choosing a phone plan, make sure you “shop around” for the best offers. The big companies here are AT&T, xfinity, Verizon, and T-mobile. But there are others too.

The following is a full list of the educators receiving the 2022 #iteachmsu Educator Award from all colleges and educator units. For more information on these awards, check out the article entitled "#iteachmsu Educator Awards".
Broad College of Business

Jeremy Van Hof
Sarah Wellman

College of Agriculture and Natural Resources

Tyler Becker

College of Arts & Letters 

Scott Schopieray
Kaelyn Muiru
Alexis Black
Brad Willcuts
Cheryl Caesar
Elizabeth Spence
Kathy Hadley
Jill McKay-Chrobak
Ilse Schweitzer
Floyd Pouncil
Sharieka Botex

College of Communication Arts & Sciences 

Jason Archer

College of Education

John Olle
Sandro Barros

College of Engineering  

Geoffrey Recktenwald

College of Human Medicine 

Steven Ashmead
Robert Malinowski

College of Natural Science 

Chris Shaltry
Beth Gettings

College of Nursing

Kathleen Poindexter
Andy Greger

College of Social Science 

Kevin Ford

Lyman Briggs College 

Georgina Montgomery
Ellie Louson

Residential College in Arts and Humanities  

Jeno Rivera

Other Educator Units 
The Center for Teaching and Learning Innovation (formerly Hub for Innovation in Learning and Technology)

Dave Goodrich
Sarah Gretter
Summer Issawi
Jay Loftus
Angie Martin
Rashad Muhammad
Alicia Jenner
Jerry Rhead
Brendan Guenther
Makena Neal
Michael Lockett

Provost Communications

Kelly Mazurkiewicz
Erica Venton

Office for Enrollment Management and Academic Strategic Planning

Ashely Braman
Emilio Esposito

Center for Integrative Studies in General Science

Stephen Thomas

Institutional Diversity and Inclusion

 Patti Stewart

Kognito 4 Education

Sheila Marquardt

MSU Libraries

Sarah Miller
Terri Miller
Rachel Minkin
Ben Oberdick
Jessica Sender
Abraham (Abe) Wheeler

MOASIC (Multicultural Unity Center)

Maggie Chen-Hernandez

MSU IT Services

Jason Beaudin
Nick Noel

Office for Faculty and Academic Staff Development (OFASD)

Marilyn Amey

Omsbudsperson’s Office

Shannon Burton

Resource Center for Persons with Disabilities (RCPD)

Leslie Johnson

The Graduate School

Stefanie Baier
Hima Rawal

University Outreach and Engagement (UOE)

Diane Doberneck

WorkLife Office (WLO)

Jaimie Hutchison


Anyone can recognize a fellow Spartan for their contributions to MSU's teaching and learning mission or for how they made a lasting impression on your experience. All you have to do is click "Thank an Educator" in the left panel of iteach.msu.edu. From there you'll see a short form where you can enter the name, netID, and a short story of the educator you'd like to recognize.

This discussion of Teaching to Transgress: Education as the Practice of Freedom by bell hooks (published by Routledge in 1994) was held on April 16, 2024. Should you wish to read and reflect on your own (or in the comments) this title is available in print at the MSU Main Library (Call Number: LC196 .H66 1994) or as an eBook (via Taylor & Francis eBooks). This book was a selection of the CTLI Graduate Fellows for the 2023-24 academic year and has been a regular source of pedagogical discussion for our cohort. 

If you missed the discussion or want to continue your reflection, in addition to the great reflection questions incorporated in each chapter of the book, here are the prompts we used for our discussion:


In what ways does bell hooks advocate for the integration of personal experiences and emotions into the learning process? How might this approach impact the dynamics of the classroom?
What are your thoughts about the way bell hooks addresses the intersection of race, gender, class, and other identities in the classroom? How can educators facilitate meaningful discussions and collaboration within diverse classroom settings?
What could we take from bell hooks’ approach to teaching and learning to respond to current anti-DEI trends? 
Discuss bell hooks' perspective on the relationship between education and social change. How does she argue that education can be a tool for liberation and resistance?
What role does courage play in bell hooks' approach to teaching? How can educators foster courage for themselves and among students and create inclusive learning environments? 
Reflect on your own experiences as a student or educator. How might bell hooks' insights and strategies in "Teaching to Transgress" inform your approach to teaching and learning?


Additional resources shared:

Addy, T. M., Dube, D., Mitchell, K. A., SoRelle, M. E., Longmire-Avital, B., & Felten, P. (2021). What inclusive instructors do: Principles and practices for excellence in college teaching. Routledge.
Collins, H. P., & Bilge, S. (2016). Intersectionality. Polity Press.
King, R. (2018). Mindful of Race: Transforming Racism from the Inside Out. Sounds True.

Ideas from the discussion:

There are ways to acknowledge and express humanity through pedagogical design.
Engaged pedagogy that is inclusive of all learners' bodies and knowledge can help move the liberation needle, but only when it is authentic and not performatively. 
Engaged pedagogical design weaves inclusivity and care into the fabric of the course through learning outcomes, instructor facilitated inquiry, and the subsequent alignment of materials, assignments, and assessments.
A “culture of care" doesn’t have to be rhetorical; educators can be trained to embody that work / do that work in the classroom. Resources like the Center for Teaching and Learning Innovation can help!
Building opportunities for learners to share their experience and knowledge with the classroom community is essential. 
“It is important to think critically about who counts as knowers and what counts as knowledge.” How might educators frame or norm what is considered “knowledge” in the classroom?
When we think about engaged pedagogy and the commitments (and labor!) of doing this work, we call upon courage. How can educators courageously build a community that promotes solidarity and facilitates the dismantling of unsafe spaces in higher education?


 
“The academy is not paradise. But learning is a place where paradise can be created. The classroom, with all its limitations, remains a location  of possibility.  In  that field of possibility we have the opportunity to labor for freedom,  to demand of our­selves and our comrades, an openness of mind and heart that allows us to face reality even as we collectively imagine ways to move  beyond  boundaries,  to  transgress.  This  is  education  as the practice of freedom” (hooks, 1994, p.207).

If you’d like to nominate a title for a future CTLI book discussion and/or volunteer to co-facilitate a discussion, please reach out to Makena Neal at mneal@msu.edu

Cover photo by Kari Shea on Unsplash

This week, we are featuring Makena Neal (she/them), PhD, one of the Center for Teaching and Learning Innovation's educational developers! Makena was recognized via iteach.msu.edu's Thank and Educator Initiative! We encourage MSU community members to nominate high-impact Spartan educators (via our Thank an Educator initiative) regularly!
Read more about Makena’s perspectives below. #iteachmsu's questions are bolded below, followed by their responses! 


You were recognized via the Thank an Educator Initiative. In one word, what does being an educator mean to you?  
Praxis 
What does this word/quality looks like in your practice? Have your ideas on this changed over time? If so how?
When I think about being an educator, I also think of being a lifelong learner. I really like the word “praxis” because it can describe so many things when it comes to teaching and learning. As an educator, I see my role as designing and facilitating learning experiences in ways that engage participants in reflection and meaning making. Praxis for me is moving beyond content, to the application of that new content in one's everyday life. Because each learner’s positionality and experiences are unique, the ways they could practically employ new information in their life is also unique. My role as an educator is to intentionally build space and opportunities for learners to engage in this practice. 
Praxis also connects directly to my on-going growth and development as an educator. As I seek out opportunities to learn new skills and information, interact with new individuals in the Educator Network, and collaborate across new spaces… I too must engage in a practice of reflection and meaning making. My own praxis as an educational developer means intentionally connecting new knowledge with what I already know, and using that knowledge collectively to engage in the practice of educator development. 
Here are some definitions of/ideas about praxis from other scholars that resonate with me:

Paulo Freire (1972, p. 52) described praxis as “reflection and action upon the world in order to transform it”.
Ortrun Zuber-Skerritt (2001, p.15) defines praxis as “The interdependence and integration – not separation – of theory and practice, research and development, thought and action.”
Five assumptions about knowledge and knowing that underpins praxis (White, 2007):

Knowledge/knowing is inherently social and collective
Knowledge/knowing is always highly contextual
Singular forms of knowledge/knowing (e.g. empirical or experiential) are insufficient for informing complex, holistic practices like [youth, family work and community work)
Different knowledges/ways of knowing are equally valid in particular contexts
Knowledge is made, not discovered. (p. 226)


My ideas around who “counts” as an educator and a knower, what teaching and learning is and where it can [and does] happen, have all shifted drastically over my years at MSU. I credit my learning and experiences in MSU’s Liberty Hyde Bailey Scholars Program (both as an undergraduate and a graduate fellow) as a catalyst for the changes in my perspectives. Followed by my doctoral research in the Higher, Adult and Lifelong Education program at MSU (specifically the mentorship of my committee- Drs. Marilyn Amey, John Drikx, Steve Weiland, and Diane Doberneck) I am very proud of the work I now do to advocate for and serve a broadly defined and intentionally inclusive community of educators in my role. 
Tell us more about your educational “setting.” This can include, but not limited to departmental affiliations, community connections, co-instructors, and students. (AKA, where do you work?)
I am an educational developer with MSU’s Center for Teaching and Learning Innovation (CTLI). I focus on efforts and initiatives that recenter teaching and learning for Spartans by advancing MSU’s culture toward recognition and support for all educators. I take a hands-on approach to collaboration, and enjoy working across a variety of units on campus. A lot of really wonderful educator work happens at MSU, and I am dedicated to advancing aligned educator development in our decentralized spaces by cultivating and continually engaging in MSU Educator Network.

Director of CTLI’s Graduate Fellowship experience with Dr. Ellie Louson
#iteachmsu Commons Champion and Coach
Founder of the Thank an Educator initiative
Lead on CTLI’s Affiliates program
Author of the Educator Development Competency Framework with Maddie Shellgren

What is a challenge you experience in your educator role?
There are two challenges that I’ve experienced as an educator, regardless of my formal role. 

Ground-level buy-in to the broad definition of educator… we can intentionally build offerings and lead experiences for an inclusive group of folx at MSU, but if people don’t identify with the “educator” nomenclature, they won’t show up.
Capacity… I always want to do more, but need to navigate my own professional development, my life’s other roles and responsibilities, and the scope of CTLI. 

Any particular “solutions” or “best practices” you’ve found that help you support student success at the university despite/in the face of this? What are practices you utilize that help you feel successful as an educator?
Working with individuals to highlight their impacts on the teaching and learning, outreach, and/or student success missions of the university WHILE engaging positional leadership in similar efforts can help. This is one of the reasons I’m very proud of the Thank an Educator Initiative, and connected #iteachmsu Educator Awards. We established the Thank an Educator initiative and are recognizing those individuals with the #iteachmsu Educator Awards to:1. help demonstrate the diversity of educators across roles on campus2. celebrate the amazing individuals we have shaping the learning experiences and success of students on our campus. 3. help individuals associate their name/work with “educator” and embrace their educator identity
What topics or ideas about teaching and learning would you like to see discussed on the iteach.msu.edu platform? Why do you think this conversation is needed at MSU?
I am always looking for ways to integrate core teaching & learning best practices into the ways we design and facilitate offerings and experiences. One example of this would be to not limit ourselves to “one-off” programs on diversity, equity, inclusion, justice and  belonging (DEIJB)- but to integrate DEIJB into all our work and model some ways educators can think, apply, reflect DEIJB in their contexts. 
I would also encourage educators to use the iteach.msu.edu platform as a way to engage in on-going dialogue about your practices. The functionality of the platform exists to support educators in sharing ideas and resources, connecting across roles, and growing in their practice. It is a space built for educators, by educators- theoretically this is awesome, but practically this means the site can only be what people make it; can only serve as a place for resources and ideas if educators share their resources and ideas. What are you looking forward to (or excited to be a part of) next semester?
The 2023-24 academic year will be the first full year with a fully established CTLI. I’m very excited to be moving into a year of fully articulated core offerings and experiences with my colleagues. All of this along with a new CTLI Director and a physical space in the MSU Library!
References:
Freire, P. (1972). Pedagogy of the oppressed. Penguin.
White, J. (2007). Knowing, Doing and Being in Context: A Praxis-oriented Approach to Child and Youth Care. Child & Youth Care Forum, 36(5), 225-244. https://doi.org/10.1007/s10566-007-9043-1  
Zuber-Skerritt, O. (2001). Action learning and action research: paradigm, praxis and programs. In S. Sankara, B. Dick, & R. Passfield (Eds.), Effective change management through action research and action learning: Concepts, perspectives, processes and applications (pp. 1-20). Southern Cross University Press, Lismore, Australia. https://pdfs.semanticscholar.org/23a6/89ad465ddfe212d08e4db3becca58bdbf784.pdf  

Don't forget to celebrate individuals you see making a difference in teaching, learning, or student success at MSU with #iteachmsu's Thank an Educator initiative. You might just see them appear in the next feature! 

The following is a list of the educators receiving the #iteachmsu Educator Award from the College of Arts and Letters. For more information on these awards, check out the article entitled "#iteachmsu Educator Awards".
Deric McNish: Deric is an outstanding educator, for sure. But he is also an exceptional colleague and I just want people to recognize his compassionate and thoughtful approach to holistic learning and his coordination and organization of the largest population in our department-- the Bachelor of Fine Arts in Acting. He is a wonderful leader in that program. He also inspires me to be more thoughtful with decisions I make through his guidance and examples. He is a colleague and peer that inspires me and others.

Danielle Devoss: Danielle is an inspirational leader and guide. I have worked with her on numerous projects-- or more likely watched her work. She is tireless and completely focused and committed. I am constantly inspired by her dedication and selfless willingness to help and guide.

Krsna Santos: Herr Santos has been one of the most considerate Professors I've had in my Freshman year so far. Starting off school online with this pandemic and all has not been easy but I've never had to stress out with Herr Santos and his class, as he is very understanding of the circumstances and is willing to make compromises to help me succeed.

Hannah Allen: Professor Allen has been extremely helpful in my first year as a freshman here at MSU. Her method for preparing for and going over essays is less stressful and she is always willing to offer additional assistance if needed. She is very kind and considerate as well, especially when connection issues arise.

Adam Gacs: I dropped out of GRM 202 the first time I tried to take it. I felt overwhelmed and I was drowning. After I left nearly the entire first test blank, I dropped the class. It took two years before I tried again, this time with Adam Gacs. Under his gentle guidance, I’ve been able to maintain a 4.0 and grow in my confidence. I no longer worry about not having all the words or stumbling over grammar. I think confidence was the one place my German knowledge was really failing, and I feel like I’ve gotten to be much more capable.
He’s also done an incredibly good job at teaching a language online. We seem to all be pretty in tune with each other in class and he lets us have fun and make jokes (as long as they’re in German!) and we have a genuinely good time. The assignments are easy to find and follow, and I never feel overwhelmed with work in his class like I have in language classes previously.
Massive thanks to Adam Gacs.

Nicola Imbrascio: She has been one of the most impactful professors I have had in my time at MSU, and my field isn't even related to what I learned in her classes. She cares so much about her students in both their academic and personal lives. I learned so much in both of the classes I took with her because she is so engaging and you can tell that she is really passionate about what she teaches.

Dr. Sheila  Contreras: I would like to thank Dr. Contreras for taking the time to mentor me and other individuals like me. She has always demonstrated care and an interest to see us succeed. She is an extraordinary Latina on our campus and deserves to be recognized for her effort in supporting our community. She has gone above and beyond to see us get into graduate school. She continues to motivate other Latinx individuals to continue their education. I appreciate her effort.

Morgan Shipley: Morgan Shipley is one of the most genuine professors I have ever had. Every class he shows how much he cares for his students and lets us know he is there for us.

Kenlea Pebbles: My freshman year I had professor Pebbles and I enjoyed her class so much. She brought so much positive energy to each class and I still appreciate it today. I remember being a freshman in my fall semester and professor Pebbles made everyone feel so welcomed, it did not feel like I was a first year student that was new to everything. I still use all of the writing skills that Kenlea taught me in my junior year now. Thank you!!

Ann Larabee: I really enjoyed the chance to team-teach the grad seminar on popular culture studies. I also learned a lot from your choice of materials and general expertise in the field. It was especially cool to bring in materials and ideas from JPC. The Zoom sessions with various experts around the country were an added bonus. We created a good dynamic environment for the students.

Mohammad Khalil: A wonderful colleague, Mohammad has enthusiastically come to speak to my Music in Religion course for the last several years. Despite his very busy schedule, he makes time to speak about Muslim popular music, something I knew nothing about before he first visited. Each time he comes with fresh examples and I learn something new. Students invariably remember these visits as one of their favorite lessons from the course.

Kate Sonka: I would like to thank Kate Sonka for her continual student-perspective taking and advocacy. Her efforts have improved the numerous roles she fills across campus, representing our diversity of students and their perspectives in the policy and procedures that are developed. This recently played out more directly in Kate's own class, when one of her students presented at the national Accessible Learning Conference. When the student was asked about where she had experienced any good examples of inclusive teaching, she mentioned her experience in Kate's course. Kate supports those around her, connects relevant communities, and promotes the widest possible range of voices. With Kate Sonka at our institution, our courses, committees, and communities are richer, getting us closer to the ideal of a public land-grant institution of higher learning.

Peter Hoffman: Professor Hoffman goes out of his way to make each and every student feel connected and appreciated. I e-mailed him once apologizing for my recent late assignments due to the stress of online classes. I was struggling and felt overwhelmed, but his kind reply gave me hope that things would get better. He even told me to e-mail him any time I needed words of encouragement. He does an amazing job making online classes positive and stress free while teaching his students the importance of poetry. Aside from poetry, Professor Hoffman gives valuable life lessons and makes each student a better person because of it.

Hui-Ling Malone: In her first year at MSU, Dr. Malone has impacted all of her students so much. She re-kindled my love of teaching, and gave us all confidence in our writing skills as a class.

Amy Lampe: Amy is hands-down the best advisor on campus. She genuinely cares about her students and coworkers, and has cheerleaded me from day one. She's always there for anyone who needs an advisor, friend, or mom figure in their life.

Kate Birdsall

Dr. Birdsall believed in me when it felt like no one else did. She encouraged my best work and gave me hope for my future in academia. 


Learning from KB has truly been the highlight of my experience at MSU. This institution sucks (sorry not sorry), but Kate Birdsall ROCKS. I had the true pleasure of having her for advanced fiction writing as a fluke when the other semester was out. That was three semesters ago and I have taken class with her each semester since. In person and on zoom, Kate cultivates a powerful environment of camaraderie and caring that makes all the difference, especially during the pandemic. She asks her students how they are and cares about the answer. She pushes her students, particularly those writing for The Current in WRA 480, to produce the best work they can and, when she's your teacher, you want nothing more than to make her proud by doing just that. And you do. I am an incomparably better writer, editor, and communicator because I've worked with KB. 


KB has given me the best academic experience during my time at MSU by far. She has a way with words and working to direct a team that I have yet to see replicated at this institution. Whether it be her gracious understanding of the tricky circumstances of life or her ability to relate to the class and what concerns them the most, she's all-around fantastic. She has made a considerable and positive impact on how I will view MSU in the future as I prepare for graduation this summer. My biggest regret is not having her as a professor sooner.


Kathryn Houghton: Kathryn has been an amazing professor. During this semester, she fostered a classroom environment via Zoom that encouraged not only participation, but the challenge of arguing a dissenting opinion. I was uninterested in the subject matter before this class, but quickly became enamored by it after beginning. She utilized appropriate virtual resources to aid in better understanding her well-polished slides for class. Also, the dogs this semester were a cute and uplifting addition.

Kate Fedewa: 

Professor Kate Fedewa is personable instructor who always makes sure her students are doing their best and is very understanding when extra time is needed on an assignment. She begins ever class asking how her students are and any news in their lives. I want to thank her for making my senior year not as stressful and always being there to help and talk.


Kate's Rhetoric of Grammar class has been my favorite of this very difficult semester. I was (most) always excited to hop out of bed once a week for this 8:30 class because Kate never failed to make it more than worth my while with engaging discussion and insightful lessons. She also manages to create a fruitful discussion environment on Zoom, for which she has absolutely earned some kind of medal. Each week she came up with practical exercises to do in breakout rooms which helped to demystify complex grammatical concepts. Our big paper assignment for the year also allowed me to spend two months working with lyrics from my favorite artist which has done wonders for moral. She is empathetic, brilliant, and always ready to help. Multiple times in the semester she scheduled extra review sessions just to ensure those who wanted more time to learn would have it. She is, quite frankly, the bee's knees. 


Casey Miles: Casey has been my advisor for years (a job at which she is freaking stellar), but this semester I had her as an instructor. I have learned a lot from Casey this year and not just about the job market but about how best to be to others. Casey teaches so much about empathy through leading by example. Her motto for our class was "come as you are, as you were, as you want to be." She says this and she *means* it. Casey approaches teaching with such a fabulous sense of humor and a tremendous amount of heart. Her kindness and assurance over the course of the semester has prevented more than one anxiety spirals on my end. She is positively kick-ass at what she does and everyone should be so lucky to experience a class with Casey Miles.

Maileen Bugnaski: Maileen worked with the 4-H and MSU Broad Art Lab collaborative project called Visualizing a Year Like No Other, a Michigan Teen Photo Project. Maileen met weekly with young people ranging from ages 13-18 to take photos on prompts intended to help them make sense of the crazy world around them. Maileen expertly created each week's prompt video, providing inspiration for the youth, and facilitated a weekly small group session for the youth to talk about their photos. Maileen's creativity and ability to create a sense of community among the youth made the program incredibly impactful for the participants. One of the participants said, "My biggest takeaway from the program was probably the feeling of how amazing it was to have my own community of people who shared similar interests as me and that I felt supported me. I also learned a lot about how fun photography is and how it can have a huge impact and very deep meanings." Maileen's contributions helped to make this possible.

Dustin De Felice: Dustin spends so much conscientious and dedicated time mentoring graduate students, even those who are not officially his advisees. He is one of those mentors and colleagues who genuinely wants students to succeed not only in relation to course topics but also with respect to professionalization and academic acclimation. His door is, quite literally, always open (pre-COVID, anyway). Dustin, thank you for making students (especially non-traditional ones) feel welcome and supported.
Megan Walsh: Megan Walsh stands out as a MSU Graduate Teaching Assistant. Megan applies pedagogical approaches that promote student agency. Megan keeps students’ attention by changing their focal points. She’s like a highly organized traffic cop. She physically and mentally divides her lessons into clear, logical sequences. Each purposeful transition results in refreshed student mental states. Students could not help but be fully engaged in her fast-paced environment. It was like watching a seasoned sports coach getting team members to run different, complicated plays really well. I was very fortunate to have had Meagan as a student. She is a rising teacher-star!
Bethany Meadows: In this past year, Bethany has done phenomenal work in and beyond the writing center. She has served as an excellent mentor to new consultants, practiced trauma-informed approaches to her work, and demonstrated an enduring commitment to dismantling sexual violence. It has been a pleasure to learn from Bethany this year, especially her commitment to community engagement.
Anyone can recognize a fellow Spartan for their contributions to MSU's teaching and learning mission or for how they made a lasting impression on your experience. All you have to do is click "Thank an Educator" in the left panel of iteach.msu.edu. From there you'll see a short form where you can enter the name, netID, and a short story of the educator you'd like to recognize

The following are a collection of publicly sourced articles related to the recent rise of artificial intelligence in everyday applications. 
note: following each [hyperlinked] title/subtitle are abstracts generated by ChatGPT after receiving prompts from M. Neal. "Write an abstract for [article link]" is indicated with [URL] abstract. "Write an abstract for [article text]" is indicated with [text] abstract. These very similar prompt-responses are shared consecutively in the hope that reading the abstracts will showcase the variations in ChatGPT output (despite similar input). 

Deconstructing ChatGPT on the Future of Continuing Education
The future has arrived in continuing education—however, many have yet to realize the arrival.
[URL] Abstract: "The rise of AI technology and advancements in language models, such as ChatGPT, are poised to change the face of continuing education. The technology offers the potential for personalized and interactive learning experiences, making education more accessible and convenient for students. However, there are concerns about the potential job displacement and ethical implications of relying heavily on AI-powered learning systems. The article explores the potential benefits and drawbacks of ChatGPT and other AI systems in continuing education, and the need for careful consideration of these implications as the technology continues to evolve."
[text] Abstract: The recently released ChatGPT and GPT-3.5 from OpenAI have the potential to revolutionize the field of education. The advancements in AI technology will support heutagogy, which emphasizes student-centered, self-determined learning. AI will serve as a learning assistant, providing personalized and adaptive paths for learners. The technology promises universal access to education and a brighter future for lifelong learning. OpenAI has also taken steps to protect the system from providing harmful content, using a combination of a special prompt and Reinforcement Learning from Human Feedback (RLHF). Early user responses have been positive, with some stating that ChatGPT could potentially replace human-written essays.
ChatGPT and the rise of AI writers: how should higher education respond?
The proliferation of AI text generators such as ChatGPT has major implications for higher education. Nancy Gleason explores how educators should respond to these tools which can write essays in seconds
[URL] Abstract: "The rise of AI language models like ChatGPT is having a significant impact on writing and journalism, and higher education must respond. As AI technology continues to improve and become more prevalent, it is likely to impact the skills and knowledge required of future writers and journalists. Higher education institutions must consider how to adapt and prepare students for a future where AI-generated writing is increasingly common. The article argues that higher education institutions must play a role in preparing students for the ethical and practical implications of working with AI systems and in shaping the future of writing and journalism in an age of AI."
[text] Abstract: The article discusses the latest developments in deep machine learning, specifically the highly sophisticated AI chatbot ChatGPT developed by OpenAI. The author notes that the new interface has attracted over a million users in just five days and that ChatGPT is free and can generate text in various structured languages. The author also acknowledges potential concerns, such as the accuracy and bias of AI-generated text, but argues that these are dynamic and improving. The author argues that higher education institutions need to embrace the use of AI-generated text, but also need to reassess their pedagogical and assessment practices to incorporate AI-generated text in a way that aligns with the goals of equity, inclusion, and access. The author suggests that assessment should focus on process rather than outcome and gives a sample class activity that encourages students to compare assigned readings with AI-generated content.
Chatgpt And Its Effects On Higher Education (Full article written by ChatGPT)
[URL] Abstract: The use of ChatGPT in higher education has both benefits and drawbacks. ChatGPT is a natural language processing model that can generate human-like text responses to input text, and is trained on large amounts of text data to learn the patterns and structures of human language. This makes it useful for enhancing language understanding, improving writing skills, and increasing accessibility for students with disabilities. However, NLP models can also reproduce and amplify biases and discrimination in the data they are trained on, have limited flexibility, and create a dependence on technology. Cheating on exams with NLP models is also possible and difficult to prevent, but strict monitoring and oversight can help mitigate this risk.
How ChatGPT Could Transform Higher Education 
[URL] abstract: This article discusses the potential impact of OpenAI's language model, ChatGPT, on higher education. It highlights the ability of ChatGPT to provide personalized and automated answers to students' questions, allowing for more efficient and accessible education. The article also touches on the potential ethical considerations and the need for proper implementation and regulation in order to maximize the benefits and minimize potential negative consequences.
[text] abstract: ChatGPT is a large language model developed by OpenAI that excels in various text-based tasks, such as writing and composing. In the field of higher education, ChatGPT has the potential to revolutionize the way students and educators approach learning by providing personalized real-time responses to questions and needs. However, there are also significant dangers associated with the use of ChatGPT in higher education, including the potential for the model to reproduce biases and stereotypes and to reduce human interaction and personalized feedback in the learning process.
Freaking Out About ChatGPT—Part I
Artificial intelligence can crank out passable student essays in seconds. What are we going to do?
[text] article: The OpenAI ChatGPT interface has raised concerns in the academic community due to its ability to produce high-quality writing in seconds. The author, who has been monitoring the technology, finds the progress of GPT3 remarkable but also sees it as an opportunity to re-examine teaching practices and align them with pedagogical values. ChatGPT, however, has no understanding of content and cannot synthesize or evaluate information accurately. The author fed ChatGPT sample questions from past AP exams and was surprised by the quality of the responses. The author argues that the prevalence of standardized assessments and templates like the five-paragraph essay has corrupted the learning process and affected student writing abilities and attitudes towards writing and school. To address this, the author suggests providing students with learning experiences of intrinsic interest, utilizing methods of assessment that consider the learning process, and requiring students to demonstrate understanding in different ways.
[URL] abstract: The article "Freaking Out About ChatGPT- Part I" discusses the potential ethical and societal implications of OpenAI's language model, ChatGPT. The author highlights the concerns of chatbots being used for malicious purposes and the consequences of having AI models with advanced language capabilities. The article suggests that as AI technology continues to advance, it is crucial to consider the ethical implications and take steps to mitigate potential negative consequences.
Using Artificial Intelligence in the Classroom
[URL] abstract: This guide provides an overview of using artificial intelligence (AI) in the classroom. It discusses the benefits and challenges of incorporating AI technologies, such as chatbots and machine learning algorithms, into education. It also explores various examples of AI applications in education, such as personalized learning and language tutoring. The guide also provides recommendations for educators and institutions looking to integrate AI into their teaching practices.
[text] Abstract: ChatGPT, a new conversational artificial intelligence (AI) program, has sparked discussions on its potential impact on higher education and the workforce. While some fear its threat, instructors can use it as an opportunity to educate students on AI by incorporating it in their teaching methods. This approach can encourage student participation in a larger societal discussion, help them develop ethical grounding and understanding of academic integrity related to AI. To prepare, instructors should reflect on the potential threats and benefits, test AI themselves, revise assignments, consider data and privacy policies, and identify and communicate opportunities in their course.
4 Ways Universities Can Use AI to Streamline Operations
[URL] Abstract: Artificial intelligence (AI) is increasingly being adopted by universities to streamline their operations and improve the student experience. AI can help universities save time and resources by automating repetitive tasks, such as scheduling, student services, and administrative functions. There are several ways that universities can use AI to streamline operations and improve efficiency.

Personalized Student Services: AI can be used to provide students with personalized support and information, including admission and enrollment guidance, financial aid, and course scheduling.
Improved Admissions Process: AI can automate the time-consuming and repetitive task of reviewing and sorting through large numbers of applications, enabling universities to process applications faster and more efficiently.
Streamlined Administrative Functions: AI can automate routine tasks, such as student registration, grade reporting, and course scheduling, freeing up staff time and resources for more important tasks.
Enhance Student Learning: AI can be integrated into the curriculum, providing students with customized and interactive learning experiences that can improve their comprehension and retention of course material.

In conclusion, AI has the potential to revolutionize the way universities operate, improving efficiency and the student experience. Universities can use AI to streamline operations, save time and resources, and improve the overall educational experience.
[text] Abstract: This article explains the benefits of using AI chatbots in higher education institutions. AI chatbots can help reduce call and email volume, streamline the application process, increase availability and accessibility for students, and improve operational efficiency for staff. For example, chatbots can answer routine questions from students 24/7 and remind students about unfinished applications. This can increase the likelihood of students enrolling, leading to better margins for the institution. By improving operational efficiency, staff can focus on more complex interactions with students. Chatbots have already been successful in reducing costs for universities and colleges.
ChatGPT: A Must-See Before the Semester Begins
[URL] Abstract: The article "ChatGPT: A Must-See Before the Semester Begins" focuses on the application of advanced language model technology in the classroom. It highlights the potential benefits of using OpenAI's ChatGPT for educational purposes, including improved student engagement and increased efficiency in answering frequently asked questions. The article also provides tips for integrating ChatGPT into teaching practices, such as using it for language translation and enhancing discussion forums. Overall, the article emphasizes the importance of utilizing cutting-edge technology in education and presents ChatGPT as a valuable tool for educators.
[text] Abstract: This article discusses the potential impact of AI in education, specifically in the realm of writing. The author highlights the capabilities of a language model called ChatGPT, which is capable of generating various forms of writing including movie scripts, sonnets, grant proposals, and more. The author argues that the advent of AI writing technology could potentially lead to a shift in the way education is approached, moving away from traditional rote learning and towards a model that emphasizes student-driven learning and collaboration with AI. The author also raises questions about the ethical implications of AI writing, and encourages educators to consider the possibilities for creating more meaningful and purposeful learning experiences for students.
How Emotion AI will change the online learning landscape
[URL] Abstract: Emotion AI is a rapidly developing field that uses artificial intelligence to recognize and respond to human emotions. This technology has the potential to revolutionize the online learning landscape by creating a more personalized and engaging learning experience. By using Emotion AI, online learning platforms can track and respond to the emotional state of students, making the learning process more adaptive and effective. This article explores the benefits of Emotion AI in online learning and how it will shape the future of education.
[text] Abstract: Emotion AI, a branch of affective computing, is gaining mainstream attention for its ability to recognize and respond to human emotions. With the growth of technology, understanding both the cognitive and affective channels of human connection is crucial. As such, industries such as automotive, retail, and education are investing in making their technology more human-like using computer vision and speech recognition. In the education sector, Emotion AI is expected to transform online learning by providing a more personalized and engaging experience for learners. By monitoring the emotions of students and providing feedback to instructors, Emotion AI can improve the learning process and tailor the curriculum to each student's needs. The technology has the potential to play an increasingly important role in the online learning landscape and is likely to transform the way we learn in the future.
ChatGPT Advice Academics Can Use Now
To harness the potential and avert the risks of OpenAI’s new chat bot, academics should think a few years out, invite students into the conversation and—most of all—experiment, not panic.
[URL] Abstract: This article reports on advice offered by academic experts on how to use AI language models like ChatGPT in academia. The experts discuss the benefits and limitations of using AI language models, and offer suggestions on how to effectively integrate them into research and teaching. They also emphasize the importance of being aware of ethical considerations, such as ensuring the appropriate use of data and avoiding the spread of misinformation. The article provides valuable insights for academic institutions looking to utilize AI language models in their work.
[text] Abstract: With the advent of ChatGPT, a language model released by OpenAI, the academic community is grappling with the potential and risks posed by this game-changing technology. The bot writes essays, poems, and debates on a wide range of topics and has even earned passing scores on the bar exam. While some see opportunities for accelerating discussions about teaching and learning, others worry about widespread cheating. Experts in higher education suggest a deliberate and flexible approach to ChatGPT. Faculty members should familiarize themselves with AI writing aids and consider their implications for different courses. Administrators should support faculty training and provide clear instructions to students on the use of AI aids. The focus should be on how these tools can achieve learning outcomes and promote equity and access. By thinking a few years ahead and asking the right questions, academic integrity concerns can be minimized while promoting learning outcomes.
Thoughts about the impact of AI text on assessment
[URL] Abstract: The article "Thoughts About the Impact of AI on Text Assessment" explores the potential consequences of the widespread adoption of artificial intelligence in the field of text assessment. The author discusses the various advantages and disadvantages of relying on AI algorithms, including the ability to analyze large amounts of data quickly, the potential for unbiased scoring, and the possibility of oversimplifying complex linguistic phenomena. They also examine the ethical considerations involved in using AI for text assessment, such as accountability, privacy, and the potential for AI to perpetuate existing biases. Overall, the article provides a comprehensive overview of the impact of AI on text assessment and encourages readers to consider both the benefits and challenges of this technology.
[text] Abstract: The use of Large Language Models (LLMs) like ChatGPT has raised concerns in the education community regarding their impact on assessment. The author highlights that AI-generated text is not a new problem, as similar issues exist with the use of search engines and essay-writing services. The truthfulness and trustworthiness of AI-generated text are not exclusive to AI, as people can also write untruthful information. The author suggests that the solution to assessment is not to rely on large texts or quizzes, but to focus on long-term engagement for building reputation. The education system needs to be restructured to keep small class sizes and emphasize 1:1 engagement for quality learning. The author also points out that AIs will play a significant role in our lives and need to be educated to be friendly and not competition.
ADDITIONAL RESOURCES
How to Productively Address AI-Generated Text in Your Classroom

What are ChatGPT and AI-generated text?
How can you most productively address Chat-GPT and other AI text tools?
Why might students use AI-generated text? 
How can you identify AI-generated text?
How can you address AI-generated content in your syllabus and course design? 
How can you adjust assignments to make them more AI-resistant? 
How can you embrace the AI tools for improving student learning? 


ChatGPT and AI in Higher Education: Opportunities and Challenges
Presenters: Vivek Astvansh, Paul Cook, Jeanette Heidewald, Rebecca Itow, Kevin Jones
Moderator: Adam Maksl
Recorded Wednesday, January 18, 2023 3 - 4 p.m. EST
A panel of faculty and experts across IU campuses explores the potential uses and challenges of ChatGPT and other AI technologies in teaching and learning. We've seen many media reports in recent weeks about the technology. Discussions have included not only concerns about students using the tool to cheat but also opportunities to use such tech in automating administrative tasks or proactively introducing students to technology likely to shape the future of work.  
In this webinar, we provided a brief overview of the technology and explored these topics and more, identifying both challenges and opportunities for teaching and learning. Our panelists provided diverse, cross-disciplinary perspectives. This panel was the first in a series of programs offered across IU campuses on AI and its role in teaching and learning.