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What's next to learn? If you're interested in learning more about dealing with conflict and transition, try the "Managing Professional Transitions" playlist.
 
If you're interested in more resources about wellness and supporting your mental/emotional (and physical) health in grad school, try the "Managing Stress" playlist or the "Sustaining Support Systems" playlist.
 
If you want to consider a totally different facet of grad life, try the "Preparing for Your Job Search and Postdoc" playlist or the "Using Your Teaching Skills" playlist.

Alternative Text
Alternative (alt) text describes visual images or objects within the context that they appear. It helps individuals that rely on assistive technology, such as screen readers to understand the provided content. A good description of an image or table can also help all students understand the purpose of the content and begin to practice viewing images and tables as experts.  
It may sounds like a simple process of describing an image, but depending on your content (graphic, animation, or table) or the purpose of your content, generating alt text can be challenging.  
In addition to providing alt-text resources below, we have compiled some alt text related experiences from faculty. We asked what challenges they have faced surrounding alt text in their academic content, what they have done to tackle these challenges, and what resources they would like to see to help with alt text concerns. Please share your own challenges or solutions in the comments! 
Who are We? 
We are the Accessible Course Design Learning Community. We are a group of faculty and staff that meets once a month and takes a practice-based approach to exploring accessibility and Universal Design for Learning.  
Alt-text Resources 

The DigitalX Team at MSU has created tutorial about adding alt text to images, charts, and graphs  

Microsoft Word  
Microsoft PowerPoint  


Tips for creating meaningful alternative text from WebAIM 
The Diagram Center is striving to ensure that accessible educational material is created, published and available for all types of disabilities and learning styles 

Faculty Experiences with Alt Text 
Questions 

What dilemmas or difficulties with alt text have you experienced? Are there any important types of images in your field that are particularly tricky to describe? Why? 
How have you solved your difficulties/dilemmas (for now)? 
Do you feel more is needed? Are there any technologies (real or imagined) that could help?  

Casey Henley, Neuroscience & Physiology 

My undergraduate course content centers on students analyzing data from primary literature research articles. Alt text has proven to be quite challenging. The simple solution would be to describe the results of the graph, and tell the students the main takeaway message from the graph. However, the skill I am teaching in the course is for students to interpret the data and generate a conclusion on their own.  
My current solution is to provide numerical data points. Sometimes this requires a rather detailed table if there are multiple time points and/or multiple experimental groups.  
I do not feel my alt text solution gives an equivalent educational experience to students. As an individual without sight impairment, visualizing data in a graph is a completely different, more efficient experience for interpreting data compared to reading a clump of numbers in a table. I believe a technology that could create braille-like representations of the graphs would help the situation. A raised version of the graph could allow individuals to compare bars or lines. However, even this solution might not work for more complex graphs.  

Emilia Marcyk, Libraries Teaching & Learning 

When I create tutorials with screenshots that show important features of websites or interfaces that students will need to notice in order to complete an assignment, I find it difficult to decide how much alt text to provide. Should I just describe the important features (such as search boxes or menu buttons that the student needs to interact with) or describe everything in the screenshot? 
Currently, I provide a link to the active page with the screenshot, and only describe the important features that I am calling out in the screenshot in the alternate text. If the student needs greater context, they can go to the live page.  
I would be nice to have the ability to embed directions into the live version of pages, rather than rely on screenshots to emphasize important aspects. There are tools that do this, but I don't have access to them currently.  

Heidi Chen, Online Master of Science in Food Safety program 

For complicated data graphs, the instructors only talk about what the graph demonstrates or takeaways as Casey mentioned above. For posters we try to describe the content on them but it can get really long 
No good solution for screenshots. We try to persuade our instructors to reduce using screenshots. 

Scott Mulrooney, Microbiology and Molecular Genetics 

In my Introductory Microbiology MMG 301 (enrollment ~500), we use PowerPoint slides containing over 700 images. Almost all of these do not have alternative text, so I added the text to each image. It took several days of being "in the zone" but I got the job done. 
As I said, a brute force approach was used to simple get the job done. 
Textbook publishers are addressing this issue. I have spoken to several publisher reps and they all say that future editions of their textbooks will address accessibility. The problem I faced was that the edition we are currently using does not have alternative text for its images. In addition, I use images from other creative commons sources that does not have alternative text. I suppose that undergraduates who are very familiar with the subject could enter much of the alternative text. In recording material for online presentations, I do a lot of drawing and creation of diagrams. I am now careful to describe what I am creating as I speak in the recording. 

Antoinette Tessmer, Department of Finance 

My challenge is in using alt text (or more likely another tool) to describe the content of an Excel sheet. (My course is 100% Excel-based) 
I have not found a solution... 
I am curious to learn about existing technology that could help. 

Anne Violin-Wigent, Romance and Classical Studies 

 I teach French and teaching methods for foreign language teaching. The main dilemma is that the current methods encourage us to use visuals to present the meaning of new vocab and to avoid the use of English and translations. In addition, when teaching grammar, we highlight endings or whatever grammar point we're teaching so that we can make it salient and help students figure out grammatical rules on their own. For example, we use pink for feminine endings and blue for masculine endings (I know, stereotypical but it's helpful for what we do). Therefore, using alt text may go against the method we use. And I'm not sure how to reconcile this. 
For some elements, it's easy to use bold or underline or italics to replace color. But at the same time, sometimes, it feels like something underlined is not as salient as something in bold. I personally like to use bold and color. 
 We do not get a lot of students who request accessible material in French, and I'm not sure if it's because RCPD waives language requirements for them or because of other reasons. Regardless, I'm working (with a team) on developing new class material, especially the hybrid/online component and I'd love some guidelines.  

What's next to learn? If you're interested in learning more about what you need to do as you apply for jobs, try the "Preparing for Your Job Search & Postdoc" playlist.
 
If you're interested in more resources about teaching, try the "Using Your Teaching Skills" playlist or the "Working with English Language Learners" playlist.
 
If you want to consider a totally different facet of grad life, try the "Financial Planning for Early Career" playlist or the "Publishing Your Work" playlist.

The following is a list of the educators receiving the #iteachmsu Educator Award from the College of Education. For more information on these awards, check out the article entitled "#iteachmsu Educator Awards".
Alexandra Lee: Alexandra’s research focuses on the social-psychological processes underpinning achievement motivation specifically implicit theories of intelligence, competence beliefs, and achievement goals. She has taught in the K-12 setting and in a variety of cultural contexts, prior to coming to MSU (in Thailand, Singapore, rural Mississippi, and Denver, CO). As is currently the instructor of record for TE 150 (Reflections on Learning). Alexandra shared her teaching expertise and enthusiasm at a recent Lunch and Learn session with Graduate Teaching Assistants at MSU. Those in attendance really enjoyed learning from her and her expertise. We hope to have Alexandra share more of her great work in the teaching space for all those interested in teaching.
 
Lori Bruner: For always having my back! For being patient and flexible when I was diagnosed with arthritis. For teaching me how to be organized and new technology tricks. For being a great leader and mentor to other graduate and undergraduate students! Thank you for being there and helping me with teaching tasks when I needed it the most!
 
Eliana Castro: In addition to being an incredible, brilliant scholar and a devoted, compassionate teacher educator, Eliana Castro is a generous, contributing citizen in our Department. She provides invaluable service in myriad ways: mentoring other doctoral students, serving on a search committee for a new social studies colleague, helping to recruit incoming doctoral students, among many other ways. She is also a warm, kind person of whom we are all so proud. Thank you, Eliana!
 
Marilyn Amey: I cannot say enough positive things about Dr. Amey. After taking one of her doctoral courses as a part of my PhD electives, I asked Marilyn to be the chair of my dissertation committee (and while the HALE department is filled with talented educators - I feel this was one of the best decisions of my doctoral career). Not only is Marilyn competent in her field and extremely knowledgeable, she is a fantastic educator who creates spaces where learning happens in multiple directions. She is kind, compassionate, and thoughtful - all things she demonstrates as my committee advisor and as a departmental leader. There are few people who have recognized and accommodated me as a "whole person" (with things in my life outside of school), and I will feel forever indebted to her for that. MSU needs more faculty, administrators, and educators like Dr. Marilyn Amey!
 
Courtney Kosloski: Courtney truly has "the backs" of the graduate students in the HALE Department. Every time I interact with her she is professional and kind in helping answer questions and connect me with relevant resources. She keeps students' best interests in mind and takes it upon herself to reach out when better supports can be accessed. She's a wonderful person, and an asset to HALE and MSU. 
 
Mallory Weiner: Mallory is my co-instructor in ANR 310.  This class is unique in that our students come in with a blank syllabus and they create one from scratch, deciding what they want to learn, how they want to learn, and how they want to assess their learning.  Mallory has been instrumental in supporting the learning of our students by preparing them to become self-directed learners with the capacity to practice democratic decision making.  It isn't easy for a student who is a peer to the students in her class to take on the responsibility of instructor, but Mallory wears the crown with ease.  She is an excellent communicator, the ideal partner who doesn't hesitate to take action when necessary, and a supportive co-learner.  I'm proud to know that she will be educating the next generation of learners in K12 classrooms beginning next year.
 
Austin Wellette-Hunsucker: Austin regularly goes above and beyond his duties as a graduate teaching assistant. Not only does he provide tremendous support to the instructor, but he is always willing to go the extra mile for the students. I appreciate his time and effort with the students and the course, and am thankful for his assistance this semester.
 
Taren Going: Taren worked with me as a TA for my TE 407 course. As a 5 credit course, the work is demanding - there are 5 hours of lab per week and 3 hours of seminar. Taren showed tireless dedication to students' success in the course. Her primary responsibilities were to support students' work in their labs, but she often attended seminar to help her understand the core ideas of TE 407 and support students' learning from the lab. She also regularly sought feedback on her performance as a TA because of her genuine concern for students' learning. I could trust Taren to seek help when she needed it. Taren inspires others to work hard and be their best, and I am so grateful she gave so much of her talents and energy to this course.
 
Juan Mascorro-Guerrero: I appreciate Juan because he is our graduate advisor for culturas de las razas unidas outside of helping us with our roles on e board he always offers to help us with applications for scholarships, finding internships, or just provides us a space to talk. Juan is an assistant community director in Wilson Hall , he has a busy schedule but never fails to provide support and help those around him. Juan is the true definition of Latino/Latinx Excellence.
 
Terry Edwards: Terry Edwards is the rock that anchors the TE department. I thanked her last year but that is not enough, not nearly enough for all that she does in the department. Over this semester, Terry has helped me and several other doctoral students in numerous ways. She is always making sure that the doctoral students are thriving--physically and mentally. She ensures to talk to everyone and showers us with affirmations, love, and praise. I am grateful for Terry and also recognize that she does a lot of the emotional and physical work of supporting doctoral students. Terry's commitment is not merely about her role but a much deeper commitment, a commitment that is about creating a space that is welcoming to all and one where everyone feels seen and heard. She has helped me track down packages that are lost. She brought a sewing machine off craigslist because some of us wanted to use it for our work. She plays a crucial role in organizing a department potluck. She is always advocating for us. And no matter what issue you are facing, Terry will do her best to help you find a solution. We are so grateful for Terry and everything she does for us. 
 
Olivia Furman: I (Naseeb) entered into community with Olivia through WOCI, which she co-leads. Last Fall, Olivia worked with an MSU alumnus, Shakara Tyler, to promote a nature centered self-care program, where folx were able to engage in forest walks, soil meditation, and herbal foraging. As a first-year Ph.D. student, I have tremendously valued Olivia’s commitment to addressing the isolation graduate students often experience through holistic wellness practices. Most notably, Olivia has modeled for me how to leverage research to support the wellness of communities our inquiry is based upon. For example, I had the opportunity to engage in an educational research methods course with Olivia this past fall. Despite the overwhelming valuation of quantitative methods in educational inquiry, Olivia drew upon bell hooks, Audre Lorde, the Combahee River Collective and other Black womxn feminisms, as well as her professional experiences with K-12 teaching, to weave together arts-based research methods with Black feminist epistemologies to explore how Black girls experience schooling. She was met with subtle, and sometimes direct, resistance from the course peers who failed to see the transformative and community-based nature of her methodological position. Despite this, she actively pursued her arts-based research agenda, refusing to spend time justifying her methodological decisions and instead carried out her efforts with integrity and creativity. As a non-Black WOC, I have valued Olivia’s leadership example in leveraging the critical practices of wellness found in Black and Brown communities (e.g. quilts, knitting, and ceramics) to reform teaching and learning practices at MSU.
 
Kristi Lowrie: Kristi is an integral part of the TE department and has supported doctoral students tirelessly! She has been pivotal in me having a successful semester. Kristi is always willing to help and goes above and beyond to find resources/solutions. Several times when I walked into her office with a challenge/issue she would drop everything else and help me figure things out. I appreciate Kristi and her relentless support for doctoral students in the program. Thank you, Kristi! 
 
Sheila Orr: In her first year, Sheila has contributed extensively not only to the improvement of secondary mathematics methods courses in teacher education but also to the success of my NSF UTEMPT project. In only a few short months "on the job," Sheila conducted independent analyses of new data for the project and took the lead in presenting this data at a national conference in Pheonix in February. She also went beyond in her role to shadow TE 407, the first mathematics methods course for prospective secondary mathematics teachers (PSTs), by taking the lead in several sessions to help PSTs try out new mathematics teaching practices. I continue to be impressed not only by her passion and drive for learning to teach future teachers, but also by her engagement with improving MSU's coursework, in concert with innovations supported by the UTEMPT project, to better support PSTs' learning.
 
Teacher Education Undergraduate Staff: The undergraduate students working for the TE department are integral to the success of doctoral students. We are deeply appreciative of their hardwork and support. They are always willing to support us with crucial tasks--supplies, scans, photocopies, etc. Even though several of the students are not in the TE program, they go above and beyond to understand the needs of doctoral students and willing to support us. I have also learned a great deal from each of them about their respective fields and appreciate how they brighten up the department with their indomitable spirit! Thank you all for your work. 
 
Dr. Amey’s HALE Graduate Students: Students with whom I work most closely are all adult learners with very complex lives during these difficult times. They are eldercare providers, researchers whose studies have been totally interrupted as they neared completion of dissertations, those hoping for employment next year on and off campus now on hold due to hiring chills and freezes, those who have to find ways to focus on class while becoming homeschool teachers, and those who have put up my constantly shifting schedule of an academic administrator. Yet, they continue to show up to meet with me on zoom and email, inspire through their insights and leadership in these challenging times, find ways to bolster each other in virtual writing groups, and make it clear that postsecondary education will be in good hands. They remind me why I wanted to be a faculty member and are my motivation every day. Thank you isn't enough to each of them.
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 be directed to a form where you can enter the name, netID, and a short story of the educator you'd like to recognize.

As teachers or students, we each enter the classroom with expectations and norms that have been cultivated by the communities and cultures from which we come. As in many social spaces shared by people with diverse identities and backgrounds, it takes explicit effort to ensure that equity and inclusion are truly guiding principles for interactions in the classroom. These are important considerations for all educators; in your reflections and preparations for classroom instruction, interactions with graduate teaching assistants and advisees, and even in many engagments with other educators.CLASSROOM DYNAMICS

Be aware of power attached to social roles and power attached to social identities. Unequal power manifests in the classroom, for one, due to the differing social roles of instructor and student. Instructors exercise power in designing courses, leading class discussions or activities, deciding grades, and offering mentorship and connection to resources for student support and development. 
Acknowledge and counter bias in the classroom. In the classroom, bias shows up implicitly and explicitly by way of course materials, classroom discussions, grading, evaluations, and more.When critically examining your course or classroom for bias, you may consider explicit and unacknowledge norms and expectations, financial burden of your course, representation in your syllabus (reading materials, cases, scenarios etc.), weight of class participation in grades, and other class policies. 
Recognize and counter stereotype threat and lift. Stereotype threat is a phenomenon in which certain groups’ academic performance is negatively impacted due to increased vigilance about possibly confirming existing stereotypes. It's important to respect each of your students as individual learners and encourage a growth mindset in the classroom. This means normalizing mistakes and failures, emphasizing the value of challenge, and offering students a variety of ways to demonstrate their learning. 

EARLY IN THE TERM

Introduce yourself to your class. Tell them about your background: how you first became interested in the subject, how it has been important to you, and why you are teaching this course. Genuinely convey your enthusiasm for the field and the subject; sharing your "why" for teaching in an authentic way. If you are comfortable doing so, introduce yourself so that your students know more than your name and contact information (e.g., outside interests, family, academic history, personal experiences). Centering yourself as a whole-human can set the tone for students doing the same. 
Give students an opportunity to meet each other. Ask students to divide themselves into groups of three to five and introduce themselves. Or go around the room and ask all students to respond to one question, such as “What’s the one thing you really want to learn from this course?” or “What aspect of the course seems most appealing to you?”
Invite students to fill out an introduction card. Suggest that they indicate their name, year in school, major field of study, goals in the course, career plans, and so on.
Learn students’ names. By learning and using your students’ names, you can create a comfortable classroom environment that will encourage student interaction. Knowing your students’ names also tells them that you are interested in them as individuals. Did you know 
Divide students into small groups. Give groups a small task, such as a brainstorming exercise, then place responses on the board for discussion and interpretation. These groups can change over time, regardless setting group agreements should be an established practice. CTLI has a student-facing survey library that includes a group agreement form. Learn more on accessing this library here.
Encourage students to actively support one another. Help them connect with at one or two other students in the class whom they can contact about missed classes, homework assignments, study groups and so on. You might also use the learning management system to create an online discussion forum where students can respond to each other's queries.  

THROUGHOUT THE TERM

Let students know that they are not faces in an anonymous audience. In large courses, students often think that their classroom behaviour (eating, talking, sleeping, arriving late, etc.) goes unnoticed. Remind students that you and their classmates are aware of -- and affected by -- their behaviour. 
If your class has extra seating space, ask students to refrain from sitting in certain rows of the classroom. For example, if you teach in a room that has rowed seating, ask students to sit in rows 1, 2, 4, 5, 7, 8 and so on so that you can walk through the audience where there is an empty row.
Recognize students’ extracurricular accomplishments. Read your campus newspaper, scan the dean’s list, pay attention to undergraduate awards and honours, and let students know that you are aware of their achievements.
Listen to students with warmth and respect. Give them your full attention. Be personable and approachable – remember the positive power of a smile.
Validate all comments and questions, even those that might seem irrelevant.
Welcome criticism and receive it with an open mind. Model for your students how you would like them to reflect on the feedback that you will be providing to them. 
When you don’t know something, ask your students for help. For example, during class, ask someone with a laptop to do a Google search for a fact or piece of information that pertains to class discussion. 
Be inclusive. Use gender-inclusive language and when giving examples make them culturally diverse.
Capitalize on outside events or situations, as appropriate. Relate major world events or events on campus both to your class and to the fabric of your students’ lives outside the classroom.
Arrive early and chat with students. Ask how the course is going. Are they enjoying the readings? Is there anything they want you to include in lectures?
Seek out students who are doing poorly in the course. Write “See me during my office hours” on all exams graded C- or below to provide individualized feedback.
Acknowledge students who are doing well in the course. Write “Good job! See me after class” on all exams graded A- or above. Take a moment after class to compliment students who are excelling.
Schedule topics for office hours. If students are reluctant to come, periodically schedule a “help session” on a particular topic rather than a free-form office hour.
Talk about questions students have asked in previous terms. Mention specific questions former students have asked and explain why they were excellent questions. This lets students know that you take their questions seriously and that their questions will contribute to the course in the future.
When feasible, give students a choice in the type of assignments they can do. For example, rather than assigning a traditional essay, give them the option of making a podcast, analysing a case study, giving a poster presentation, and so on. 
Consider providing options for how the final grade will be calculated. For example,  individual students can decide that the midterm will be worth 25% and a major project worth 35% -- or vice versa. 
Listen attentively to all questions and answer them directly. If you will cover the answer during the remainder of the lecture, acknowledge the aptness of the question, ask the student to remember it, and answer the question directly when you arrive at that subject.
Try to empathize with beginners. Remember that not all of your students are as highly motivated and interested in the discipline as you were when you were a student. Slow down when explaining complex ideas, and acknowledge the difficulty and importance of certain concepts or operations. Try to recall your first encounter with a concept – what examples, strategies, or techniques clarified it for you? 
When a student seems disgruntled with some aspect of the course, approach him or her in a supportive way and discuss the feelings, experiences, and perceptions that are contributing to the issue.
Celebrate student or class accomplishments. Instigate a round of applause, give congratulations, share cookies! 

Thank you to colleagues in university educator development at the Derek Bok Center for Teaching and Learning at Harvard University, the Center for Teaching Excellence at the University of Waterloo, and others for their materials that informed or were adapted into this resource. 
Resources

Eble, K. E. (1988). The Craft of Teaching: A Guide to Mastering the Profession and Art. 2nd Edition. San Francisco: Jossey-Bass Publishers.
Forsyth, D. R, & McMillan, J. H. (1991). Practical Proposals for Motivating Students. In Menges, R. J., & Svinicki, M. D., eds. College Teaching: From Theory to Practice. New Directions in Teaching and Learning, No.45. San Francisco: Jossey-Bass Publishers, p.53-65.
Gross Davis, B. (2009). Tools for Teaching, 2nd Edition. San Francisco: Jossey-Bass Publishers.
Ralph, E. G. (1998). Motivating Teaching in Higher Education: A Manual for Faculty Development. Stillwater, Oklahoma: New Forums Press, Inc.
Wlodkowski, R. J. (1978). Motivation and Teaching: A Practical Guide. Washington, D.C.: National Education Association.
Fostering Student Morale and Confidence. Centre for Teaching Excellence, University of Waterloo

Photo by Towfiqu barbhuiya on Unsplash

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.

Unfortunately, it has become far too commonplace for students to “help each other out” by posting test questions and answers on websites. Try a google search for your course code and exam title and you may find sites listing your exam (e.g., Course Hero, Koofers, Chegg, and Quizlet). Also try a search of specific questions to see what’s out there. Most of these sites are meant to help students study and they post honor codes* but not all students will abide by them.
As the instructor, you can ask these study sites to remove your material when you find it.
Here are some ways to minimize issues when using the D2L Quiz tool, while also promoting honesty and learning. 
Recommendations to reduce cheating

Limit the opportunity to use outside sources by enforcing a time-limit.
Add a mandatory academic honesty question at the beginning of the exam, asking students to certify that the test represents their independent work.
Create large question pools (reword questions and choices each semester so they cannot be easily searched).
Randomize the question sequence and/or answer choices.
Display one question per page, or at least fewer questions per page. This makes it harder for students to take a screenshot of the questions in bulk. 
Craft questions that require critical thinking: Avoid straightforward identification questions, where students can answer through a quick search.
Ask students to select all of the correct answers (use multiple-select type and change the setting to "correct answers" to award partial credit).
Provide limited views of results upon submission. Limiting the viewing window does not prevent copying but it can reduce the ability to go back later to copy.
Use remote proctoring opens in new window for high-stakes exams. The downside can be technical obstacles, cost, and privacy issues (e.g., use of webcams).

Time limits on exams/quizzes
If you are giving an online exam, time-limits help to both reduce cheating and encourage more studying. See The Value of Time Limits on Internet Quizzes opens in new window.
"Time limits on exams are associated with better learning and exam performance because they reduce the opportunity to look up answers in lieu of learning the material."
There is also a setting in D2L quizzes to disable right-click. This prevents students from doing a quick copy of the whole question in order to search for answers in another window. 
Another potential issue: Submission Views
If the submission view shows all of the questions and what they got right and wrong as soon as they submit it, this can easily be copied and sent to another student without you seeing it posted on the internet. Random selection helps to make this less of an issue but it would be better to have clear end-dates with restricted submission views. Keep the default submission view as "score only" and then don’t show the other details until after the end-date.
Here are recommended Submission View settings.
DEFAULT VIEW
Date: immediatelyShow Questions? NoStatistics: none(Saying "No" to Show Questions means students will only see a score)
ADDITIONAL VIEWS
Display right/wrong answers after the due dateDate: ##/##/####Show Questions? Yes, Show all questions with user responsesShow question answers: NoStatistics: none (or show statistics - your preference)
Back to score only at end of courseDate: ##/##/####Show Questions? NoStatistics: none
Bring the second additional view back to “score only” at the end of the semester so that views are not left open when you copy the course to a new semester.
Reviewing Quiz results
To review quiz activity, go to Assessments > Quizzes and select "Grade" on the pull-down menu by the quiz title. Go to the attempts tab, and click on individual attempts to review results by student. Click on "Attempt Logs" to see the quiz entry and completion for each student.
Use the pull-down menu next to a Quiz title in the Quiz list view, and select Statistics to view Quiz/Question stats (view each tab).
Also, watch student activity within your course content to understand patterns that may alert you to issues. Look at Table of Contents > related tools > view reports > users tab, to compare quiz results with content views to discover potential issues.
Here are the recommendations from the D2L Brightspace Community to help prevent cheating:

On the Edit Quiz page, in the Optional Advanced Properties area, select Disable right click.
Select Disable Email, Instant Messages and alerts (but only if there is an enforced time-limit). Students will not be able to use D2L email in any of their courses while the quiz is pending.
Incorporate question pools into your quizzes to distribute unique sets of questions to users.
In the Quiz Questions area, select Shuffle questions at the quiz level.
If Sections are used, select Shuffle questions in this section.

Note:  You can shuffle within sections rather than shuffling questions at the quiz level if you would like to present auto-graded items first (MC, M-S, T/F) and then present essay (WR) questions later.
*Examples of honor codes

MSU Academic Integrity (PDF) opens in new window
Spartan Academic Pledge opens in new window
Course Hero honor code opens in new window
Chegg Honor Code opens in new window
Quizlet Honor Code opens in new window
Koofers Terms of Use opens in new window

Go to Brightspace D2L Documentation for more on creating and managing quizzes opens in new window.
 
 

Faculty Rights and Responsibilities 
Source MSU Faculty Handbook (Last updated: 7/27/1984)
IV. ACADEMIC HUMAN RESOURCES POLICIES (Cont.)
The following policy was approved by the Board of Trustees on July 27, 1984.
The Bylaws of the Michigan State University Board of Trustees state that "the Constitution (of the State of Michigan) confers upon the Board of Trustees the freedom, power, and responsibility to develop a free and distinguished university and to promote the welfare of mankind through teaching, research, and public service." 1,2,3
As the primary functions of an academic community, learning, teaching, scholarship, and public service must be characterized by a fundamental commitment to academic freedom and maintained through reasoned discourse, intellectual honesty, mutual respect and openness to constructive criticism and change. Faculty members, as central to this community, serve as scholars pursuing the search for knowledge and its free expression, as teachers instructing students, and as professionals and citizens contributing special knowledge and skills through public service and community participation. In the performance of all these functions faculty members are held accountable to the University, in accordance with established policies and procedures, by the Board of Trustees which, as an elected body, is responsible to the people of the State of Michigan. 4
In order to carry out the mission of the University, faculty members, as members of both the academic and the broader public community, have the right to a clear statement of academic freedom, tenure, and other fundamental faculty rights and responsibilities. The purpose of this document is to acknowledge these fundamental rights and responsibilities. 5
Academic Freedom and Responsibility
Michigan State University endorses academic freedom and responsibility as essential to attainment of the University's goal of the unfettered search for knowledge and its free exposition. Academic freedom and responsibility are fundamental characteristics of the University environment and are always closely interwoven and at times indistinguishable. Academic freedom and responsibility are the twin guardians of the integrity and quality of universities. The University looks to its faculty members to exercise their rights responsibly and to meet their obligations fully as professionals. Faculty acceptance of their responsibilities to students, colleagues, the scholarly community, and the public explains in great part why society historically has accepted the concept of academic freedom and has afforded its protection through the institution of academic tenure.
For faculty members, the principal elements of academic freedom include:


The right, as teachers, to discuss in the classroom any material which has a significant relationship to the subject matter as defined in the approved course description;
The right to determine course content, grading, and classroom procedures in the courses they teach;
The right to conduct research and to engage in creative endeavors;
The right to publish or present research findings and creative works;
The right to engage in public service activities; and
The right to seek changes in institutional policy through established University procedures and by lawful and peaceful means.

Academic freedom carries with it responsibilities. For faculty members, the principal elements include:

The responsibility to carry out assigned teaching, research, and public service duties in a professional manner and in keeping with University policy;
The responsibility, as teachers, to refrain from introducing matters which are not consistent with their teaching duties and professional competence and which have no significant bearing on the subject matter of the course as approved under University procedures;
The responsibility to pursue excellence and intellectual honesty in teaching, research, and other creative endeavors and in public service activities; and in publishing or presenting research findings and creative works;
The responsibility to encourage students and colleagues to engage in free discussion and inquiry; and to evaluate student and colleague performance on a scholarly basis;
The responsibility to work in a collegial manner with appropriate individuals and bodies to encourage the free search for knowledge; its free exposition, and the University's continuing quest for excellence; and
The responsibility to differentiate carefully their official activities as faculty members from their personal activities as citizens and, when the situation warrants, to make it clear that, when speaking as private citizens, they do not speak for the University.

The above list provides a summary outline of the principal elements of academic freedom and responsibility. More detailed and explicit definitional statements applicable to specific faculty rights and responsibilities are set forth below under the following headings: Academic Tenure, Academic Governance, Teaching, Research and Creative Activity, Public Service, Relations with Colleagues, Relation to the University and the Community, and Resolution of Conflicts.
Footnotes:
1  The terms, "faculty" or "faculty members," as used in this document, apply to individuals appointed in the tenure system with the rank of instructor through professor. (However, as applicable in the context of assigned duties and responsibilities, the provisions of this policy apply to all faculty and academic staff).
2  Bylaws of the Board of Trustees, as amended January 24-25, 1980, Preamble, page 1.
3  "The Board of Trustees, the administration, and the faculty carry out their respective responsibilities not as isolated entities, but as major and primary constituents of the total University organization and structure which remain mutually independent and must be supportive of each other's purposes, functions, and obligations. It is within this context that the rights and responsibilities of the faculty are to be construed" (Bylaws of the Board of Trustees, as amended January 24-25, 1980, Article 7, page 7.)
4  "The Board of Trustees, elected by the voters of the State and responsible to all the people of Michigan, exercises the final authority in the government of the University, within the limits fixed by the State Constitution. In exercising its responsibility, the Board delegates to the President of the University and through the President to the faculty, appropriate authority and jurisdiction over matters for which they are held accountable by the Board. These matters include educational policy and the development of a strong and efficient organization with which to accomplish the objectives of the University." (Bylaws of the Board of Trustees, as amended January 24-25, 1980, Preamble, page l.)
5  Some faculty rights and responsibilities referred to in this document are stated elsewhere (see Appendix A).