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Developing your Scholarly and Ethical Approaches to Generative AI 
Taken, with slight modification, from “Update Your Course Syllabus for chatGPT” by Ryan Watkins, Professor of Educational Technology Leadership, and Human-Technology Collaboration at George Washington University in Washington DC (2022), via Medium. 
Beyond Syllabi Language 
Communicate your perspective about AI use. In addition to syllabus statements, consider talking with your students about AI tools like ChatGPT. Regardless of your orientation to generative AI use, it is important that you clearly communicate your expectations with the introduction of each assignment/assessment.   
Different levels of familiarity: As an emerging technology, students will have differing levels of familiarity with these tools. For instance, while ChatGPT can write a grammatically correct paper or appear to solve a math problem, it may be unreliable and limited in scope. Discuss with students the uses and limitations of AI tools more broadly in addition to your perspective on their use in your class. 
Connect to critical thinking skills: AI tools have many implications beyond the classroom. Consider talking with students about how to be engaged-consumers of AI content (e.g., how to identify trusted sources, reading critically, privacy concerns). Discuss how you and colleagues use AI in your own work.
Adapt assessments. AI tools are emerging and it can be incredibly difficult to make any assessment completely free from AI interference. Beyond a syllabus statement, you may also consider adapting your assessments to help reduce the usefulness of AI products. However before revising any assignment, it’s helpful to reflect on what exactly you want students to get out of the experience and share your expectations with your students. Is it just the end product, or does the process of creating the product play a significant role? 

Create assessments that allow students to develop ideas over time. Depending on your class size, consider scaffolding assessments to be completed in small components (e.g., proposal, annotated bibliography, outline, first draft, revised drafts). 
Ask students to connect their writing to specific course materials or current events. Students can draw from the course textbook, additional readings on Moodle or Blackboard, and even class discussion boards or in-class discussions.  
Incorporate personal experiences and reflections. Provide students with opportunities to connect what they are learning to their own lives and experiences—stories unique to each individual. 
Incorporate Multimedia Assessments. Consider developing or adapting assessments to include multimedia submissions (e.g., audio or video components). Also, consider peer-review and social annotation tools like Eli Review or Google Docs for students to use when responding to assigned readings or other materials.  
Use class time. Ask students to complete writing assignments during class time (e.g. complete reading reflections at the beginning of class, or use exit tickets). Asking students to organize their ideas by writing during class may also support student engagement in other class activities such as discussions and group work.  

Get Creative With Your Assignments: Visit “Update Your Course Syllabus for chatGPT” by Ryan Watkins (Medium article) for 10 ideas for creative assignments adapted for a classroom with chatGPT. You can mitigate the risk of students using chatGPT to cheat, and at the same time improve their knowledge and skills for appropriately using new AI technologies inside and outside the classroom.
Additional Considerations for Developing your Scholarly and Ethical Approaches to Generative AI

Accessible Presentations Guide
This article series provides an overview of pathways for delivering presentations, workshops, etc. for some of digital composition accessibility requirements. This is meant to serve as a starting place, rather than an end-all-be-all to access. Accessibility should be considered throughout all parts of the presentation design process, and designing accessible compositions benefits all people, not just those with disabilities. This article is the final of three in its series: 

Choosing a Physical Space
Planning for Accessible Presentations
Delivering Accessible Presentations

Delivering Accessible Presentations
Multimedia includes any design that pairs text, visuals, and/or sound, such as videos, audio recordings, and graphics. 

Access Throughout:There are two main ways of doing access throughout the presentation. The first is a holistic overview at the beginning, usually through an access statement (sometimes also called an invitation or invocation). The second are ongoing access checks. This includes asking the audience about adjustments to sounds, visuals, the space, etc. (e.g., “How’s the microphone volume? Anything we need to adjust about things right now?”).    
Audio: Always use the microphone whenever it’s available, even if you have a loud voice. For participants who may not have a microphone, repeat their question or comment into the microphone before moving on. As discussed in the previous article in this series, you will also want to have a conversational speaking speed, inclusive speech, and aural indicators.
Introductions: At the beginning of the presentation, it is best practice to introduce yourself and give a brief visual description of yourself. For example, I usually say, “Hi, I’m Bethany Meadows, and I use she/they pronouns in tandem to refer to me. Visually, I am a white femme person with glasses and dark hair, and I’m wearing [specific outfit].” That said, there can be many embodied implications and consequences for certain disclosures of identity, and your safety is also important so only share what you feel comfortable doing.
Pathways for Engagement: Consider access before requiring certain forms of engagement from participants. This includes reflection before asking them to stand up, look at visuals/listen, walk around, talk with others, etc. These pathways may be exclusionary from some who don’t have the ability to move or be in a place to communicate with others. In general, it’s recommended to have alternative pathways for engagement that will not exclude participants.

Gratitudes and Resources for Accessible Presentations
The first iteration of this series came from the work of Raven Baugh and Bethany Meadows for the East Center Writing Center Association’s 2022 conference, sponsored by the Writing Center at Michigan State University.

Ada Hubrig’s 2021 "Conference on Community Writing Presentation Accessibility Guide"
Conference on College Composition and Communication’s 2024 "Conference Accessibility Guide"
Composing Access’ “Preparing Your Presentation”

This article, Accessible Presentations Guide: Delivering Accessible Presentations © 2024 by Bethany Meadows, is licensed under CC BY-NC 4.0. The cover photo for this article, "Photo of a Woman Doing a Speech with a Microphone" by Mikhail Nilov is licensed for use by Pexels.

The Hub for Innovation in Learning and Technology is supporting two assessment workshops in March: Assessment Options Beyond the Exam and Exam Design. 
1) Assessment Options Beyond the Exam, led by Dr. Andrea Bierema: This workshop is for any MSU educator who is looking for resources and help with formative assessments and alternatives to exams such as projects, infographics, and debates. Examples include ideas for classes with 100 or more students. This workshop ran synchronously on 3/10 via zoom. 
 
2) Exam Design, led by Dr. Casey Henley: This workshop is for any MSU educator who is looking for resources and help with academic integrity on summative quizzes and exams. We will focus on writing multiple-choice and short-answer questions, creating a climate of integrity in the course, the pros and cons of video proctoring and creating exams specifically in D2L. This workshop ran synchronously on 3/9 via zoom. 
 
If you have questions related to the SOIREE workshops, please reach out to Ashley Braman (behanash@msu.edu) for additional support.

Create surveys for your students.

Select the Surveys link in Course Admin. 
 

Select the New Survey button. 
 

Enter the Name of the survey.
Select Add/Edit Questions if you want to add questions to the survey. See instructions below for more detail.
Select one of the Save options at the bottom of the screen to save your changes. Moving to a different tab of the survey will also save. 
 

To preview your survey, click the caret to open the Actions Menu.
 

Select Preview. 
 

You will need to make the survey available to students, either by adding the Surveys link to the course navbar or by adding the survey to Content through the Existing Activities button.

You can access MSU's self-enrollment link for D2L self-directed training videos (including surveys) here.

Photo by Caleb Woods on Unsplash
 
Learning Objects and Resources
Research Basics Modules: libguides.lib.msu.edu/modules 
Topics include: deciding on a paper topic, evaluating information, dealing with uncertainty, learning when to cite, and more
 
Two Minute Tips: libguides.lib.msu.edu/twominutetips
Quick introductory videos about using different library systems. Can be helpful for students who are unfamiliar with how to use the library website. 
 
News Literacy: libguides.lib.msu.edu/newsliteracy
Resources and activities around evaluating news and other online information
 
Instruction Session Request: lib.msu.edu/about/libinstr/sessreq/
May be referred to the appropriate subject librarian. 
 
Subject Librarians
 
Course Guides: libguides.lib.msu.edu/courseguides
Guides created by subject librarians for specific courses, often in conjunction with one or more in-class sessions
 
Research Guides: libguides.lib.msu.edu/researchguides
Guides created by subject librarians that cover a specific topic or discipline. Often include where to find information, search strategies, etc. 
 
Contact a subject librarian: lib.msu.edu/contact/subjectlibrarian/
 
 

Photo by Glenn Carstens-Peters on Unsplash
 
Research suggests that providing corrective feedback for students is highly effective (0.8 effect size).*  Here are suggested strategies for using feedback using MSU’s FREE software.  A more detailed document explaining how to implement these strategies can be found here:  https://tinyurl.com/y8tudxed
 
D2L:  Leave audio feedback on Assignment files
This tool allows an instructor to leave spoken comments on items that have been submitted to the D2L Assignments tool.  This can add a personalized feel to feedback. 
 
Zoom:  Offer virtual office hours
You can offer virtual office hours that can have up to 49 participants face-to-face online.  Correct common misunderstandings of students from afar.
 
MediaSpace:  Create a video summary of the 5 biggest mistakes in an assignment
On low-stakes assignments, looking over submissions of students and offering an overall summary of the most common mistakes can cut down on the time required to give feedback.  Capturing this on MediaSpace allows you to offer it as a resource for the next course’s preparation for the assignment.
 
Microsoft 365:  Require students to respond to inline comments
Sometimes students do not look or respond to feedback.  To improve growth from feedback, you might require that students respond to inline document comments before getting credit on an assignment.
 
Google Docs:  Set up peer review of an assignment before the final assignment is due
Giving students a rubric or guide for what they are looking for in an assignment and allowing them to apply it to another student’s submission can provide feedback for both students.  Google Docs allows for easy sharing and commenting on documents, presentations, and spreadsheets.
 
All of these techniques can help to move a course from being very lecture-centered and passive for students to being more active and student-centered.
 
Reference:
*Hattie, J., & Timperley, H. (2007).  The power of feedback.  Review of Educational Research, 77(1), 81-112.

What are EASE Reports?
EASE (Enhancing Academic Success Early) Reports are a great way to provide students- and their advisors- feedback on how they are doing in your class. Instructors post students' current grades, attendance and engagement, and comments. The instructor chooses if the information is sent just to the advisors or to both students and advisors. I complete the reports during the third week, fourth week (prior to the last day to drop with a refund), halfway through the semester (before the last day to drop without a grade reported), and toward the end of the semester. 
How are EASE Reports Completed?
EASE reports are completed on the Registrar's website. There are two options for posting them: entering grades and comments individually for each student in an online form or uploading a file. Uploading a file is the most efficient way to provide feedback for large classes because information can be quickly copied and pasted for multiple students. This way, you can provide feedback to every student. The tutorial below describes 1) how to download a student list EASE report template from the Registrar's website, 2) how to export grades from D2L, 3) how to combine the student list file and the D2L file, 4) tips and tricks to consider while working on the file, and 5) how to edit and upload the final file for an EASE Report upload to the registrar's website.

Notes to Consider
Make sure to upload it as a CSV.D2L calculates the final grade. Just note that if you have any drops already set up in your gradebook, that it will adjust the grade for those drops. Because of this, when I complete reports at the beginning of the semester, I manually calculate the grade so that drops are not set up. This way, they have a more accurate reflection of how they are doing in the course. Then I add a comment to anyone with a grade below 4.0 that their grade on D2L may be higher than what is reported here because the lowest grade for select assignments is dropped. In the video, I mentioned an equation that I use to check that the D2L and the EASE student list files match. Make sure to delete the demo students from the D2L list and put them both in order by NetID/email. Here is the equation: =if(G2=O2,1) You may need to change "G" and "O" depending on your columns. In my example, the MSU Net ID is in the G column of the file and the Email from D2L is in the O column of the file.I briefly went over the different columns in the EASE report file. Here is a description of each one (do not change the heading of any of the columns):

The first several columns contain information that you do not change:

Term_Code: semester roster
Subj_Code: the subject of your course
Crse_Code: the course code
Sctn_Code: the section number
Student_ID: students' PIDs
Student_Name: last name, first name of each student
MSUNet_ID: The student's Net_ID; the first part of their email address
Require: Does the student require an EASE report? There will be a "yes" for each student that requires an EASE report and nothing entered for those that do not. Try to complete a report for more than just those that require one.


You enter information for the next several columns:

Grade: Enter a grade for each student (0, 1, 1.5, 2, 2.5, 3, 3.5, 4). One easy way to calculate this is to add a percentage grade column from D2L and then put it in order of percentage (make sure to delete this extra column before uploading the file).
Attendance: enter "yes," "intermittent," or "no." If needed, add any clarifications to the comments column.
Engagement: enter "yes," "intermittent," or "no." If needed, add any clarifications to the comments column.
MeasuresDoNotApply: enter "yes" if the measures "grade," "attendance," and "engagement" do not apply to your course or for that student.
Comments: This is where you type useful feedback to the student's advisor and the student, if applicable. Try to be as specific as possible. Consider having a separate document of feedback that you can copy and paste from each semester.
ShareComments: Enter "yes" if you want students to also see the comments that you provided.



Additional information is provided on the EASE report file upload page on the registrar's website.

Designing Your Course
 
The semester will begin soon, and we’re sure you’re busy prepping your course. This design work before the beginning of the semester is an essential part of overall student learning and provides a framework you can respond to as you gather assessment evidence across the semester. As you are designing this week, we want to provide some guidance by sharing “backward design” principles from our Preparing Future Faculty for the Assessment of Student Learning (PFF-ASL) Institute. We’ve found these principles extremely helpful for making sure student learning is always in focus and all elements of our courses are aligned toward our learning outcomes.
 
Designing Your Course “Backward”
 
Initially introduced by Wiggins and McTighe (1998), “backward design” for curriculum involves building your course from end-of-course learning outcomes, through evidence you’ll gather out of assessments, and finally to the instructional activities students will engage in to help them learn towards readiness for assessments and meeting learning outcomes. In this video, Dr. Cori Fata-Hartley further outlines essential steps of backward design: 
 

 
Using Dr. Fata-Hartley’s outlining of backward design principles as our guide, here are four questions to help you this week as you’re designing your course:
 
1) What Do You Hope Students Know and Are Able to Do?: This question can help anchor your creation of learning outcomes. We’ve found “Students Will Be Able To” (SWBAT) as a helpful lead-in statement to direct the writing of our learning outcomes. And remember, your learning outcomes should be observable (and thus assessable), which leads to question # two.
 
2) What Assessment Evidence Will You Gather?: Answering this question allows you to think about how you’ll know if students have met course learning outcomes. Assessments provide the necessary evidence of learning out of which you can make decisions about where you and students are along the way to meeting learning outcomes. 
3) What Learning Experiences Will You Provide for Students?: The learning experiences you plan across your course builds towards the assessments students will do towards learning outcomes. What will students and you engage in at each step along the way? How do these steps lead towards assessments and learning outcomes?
 
4) Is Your Course Design Aligned?: Tracing across your answers to the previous three questions, you can begin to see whether your course design is aligned. This can allow you to make the necessary revisions towards best alignment and student learning, and keep elements that are already working. This alignment work is a constant process across–and even after–your course as students respond to your design.
 
Resources
Wiggins, G., & McTighe, J. (1998). Understanding by Design. Alexandria, Va: Association for Supervision & Curriculum Development.