We found 104 results that contain "community engagement"

AI Commons Bulletin 2/5/2025
Human-curated news about generative AI for Teaching and Learning in Higher Education.

📝 Try This: Teach Students How to Direct AI to Write an Entire Paper Well
Zufelt (2025) proposes an A to Z strategy for quality writing, whether done manually or with AI. Students follow stages: Gather & Summarize, Prompt & Draft, Curate, Revise & Edit, Review, and Format, with clear instructions at each step.

Learn More: http://doi.org/10.1177/23294906241309846

🤖 The Education Revolution Through AI
AI holds immense potential in education, offering opportunities for personalized learning, task automation, and adaptive teaching. However, challenges such as bias, ethical concerns, and data privacy must be carefully addressed. Its applications are vast, spanning research, teaching, and course design integration.

Learn More: http://octaedro.com/libro/the-education-revolution-through-artificial-intelligence/

💬 Engage With Your Colleagues to Establish Your Strategy for AI in Teaching and Learning
The BYU theatre education faculty proactively explored AI’s role in their curriculum, adopting a shared perspective of AI as a multiplier to enhance their work. They established and shared a set of values on AI use with students, fostering clarity and alignment.

Learn More: Jensen in ArtsPraxis vol. 11, no. 2, p. 43. http://sites.google.com/nyu.edu/artspraxis/2024/volume-11-issue-2.

🎭 Try This: Make a Discussion of AI Ethics More “Real” For Your Students With Personas
To make ethical AI discussions relatable, create characters representing diverse perspectives on AI’s impact. For each character, detail:

* What they’ve heard or read about AI
* Their direct experiences with AI
* Their opinions and statements about AI
* Actions they’ve taken regarding AI
* Their skill level as an influencer, user, or researcher

Learn More: Prietch, S. S., et al. (2024). http://doi.org/10.47756/aihc.y9i1.142

Bulletin items compiled by MJ Jackson and Sarah Freye with production assistance from Lisa Batchelder. Get the AI-Commons Bulletin on our Microsoft Teams channel, at aicommons.commons.msu.edu, or by email (send an email to aicommons@msu.edu with the word “subscribe”).

"This study investigated the role of resilience and gratitude in the relationship between trauma exposure, posttraumatic stress (PTS), and posttraumatic growth (PTG) following the campus shooting at Seattle Pacific University. The prevalence of community traumatic events such as school shootings has increased dramatically in the last decade. However, a significant number of individuals report positive changes such as enhanced appreciation for life, suggesting that some people are able to convert adverse experiences into personal growth. The purpose of this study was to understand characteristics about trauma and protective characteristics that contribute to PTG."

Vieselmeyer, J., Holguin, J. & Mezulis, A (2017). The role of resilience and gratitude in posttraumatic stress and growth following a campus shooting, Psychological Trauma: Theory, Research, Practice, and Policy, 9(1), 62-69.

This artifact is one of a collection of evidence-based resources for educators coming back to class after collective tragedy was compiled by Spartans:
Jason Moser (Professor of Clinical Science, Cognition, and Cognitive Neuroscience in MSU's Department of Psychology & PhD Psychology | Clinical Science)
Jon Novello (Director of MSU Employee Assistant Program & Licensed Clinical Social Worker)
Mark Patishnock (Director of MSU Counseling and Psychiatric Services [CAPS] & Licensed Psychologist)
Joshua Turchan (Assistant Director of Training, Assessment and Planning at MSU CAPS & Licensed Psychologist)
Karen Stanley-Kime (Assistant Director of Intensive Clinical Services at MSU CAPS & Licensed Psychologist)
and more throughout University Health and Wellness departments.

Hello again everyone,

Namaskar/Sewaro! We, Stokes and Marohang, invite you to join our “Digital Collaborative Learning for the 21st Century 2.0 Learning Community” on 10-11am on Friday, December 08, 2023 US Eastern Time (ET) Kathmandu Time 7:45 PM.

We look forward to continuing the discussion of the use of digital and cloud-based tools in our work with students across all modalities, as well as the challenges and opportunities that digital collaborative practices afford both students and instructors. We are interested in exploring links between digital collaborative learning and diversity, equity, and inclusion (DEI) pedagogy, and how the rise of generative artificial intelligence (AI) might play a role these activities and aims.

Our meeting is via Zoom, and you can find the recurring link and passcode below. To assist everyone with their planning, our meetings for Fall 2023 are scheduled for the following dates and times:

10-11am on Friday, October 13, 2023 US Eastern Time (ET) Kathmandu Time 7:45 PM

10-11am on Friday, November 10, 2023 US Eastern Time (ET) Kathmandu Time 7:45 PM

10-11am on Friday, December 08, 2023 US Eastern Time (ET) Kathmandu Time 7:45 PM

Our Recurring Zoom Meeting: https://msu.zoom.us/j/94545089588

Meeting ID: 945 4508 9588

Passcode: 851121


Looking forward to seeing you on Friday, December 08, 2023 (10-11am US Eastern Time (ET), Kathmandu Time 7:45 PM).

Kind regards,

Marohang & Stokes

Lerner's essay "Social Workers Can't Be Republicans: Engaging Conservative Students in the Classroom" certainly has one of the more provocative titles that I've ever seen in a scholarly essay. Stokes and I are asking you to give it a look as part of our conversation on 3/18/22; see the link below!

If you have a research writing/information finding component in your class, the MSU Libraries Peer Research Assistant program is equipped to help. These undergraduate students can help their peers:

Plan for a research project (such as developing a search strategy)
Find information for research papers (like scholarly articles or books)
Evaluate information (is this paper scholarly?)
Understand citation styles and create citations (MLA, APA, etc.)
Get connected to library services

Appointments and walk in hours are available in Hubbard and the Main Library: https://libguides.lib.msu.edu/engage

Good morning! I'm today's AMA Host on Making/Using Videos. I believe adding videos to any course (online or face-to-face) can provide students with a number of benefits. Videos can often provide deeper connections to course content, inspire and engage students, and put more autonomy into the hands of learners. The key becomes making videos effective, efficient, and adaptable. I have lots of tips that I've learned from so many experts on campus. Looking forward to your questions, your own suggestions, and any advice we can all use.

ASK ME ANYTHING with Justin Wigard - Graphic Possibilities: Teaching with Comics in the Online Classroom
As part of my ongoing work with the Graphic Possibilities research workshop here at MSU, I approach comics through two interrelated approaches, critical inquiry and engaged pedagogy, and have taught comics in several different classroom formats (lower-level in-person classes, various online synchronous environments, and most recently, in a fully asynchronous online classroom). Throughout the day, I will be online talking through approaches to teaching comics in the online classroom, including but not limited to different methodological approaches (quantitative and qualitative), how to choose the best comic for the class, and even some helpful comics-making pedagogical strategies (best tips, assessment, resources, etc). Ask Me Anything! :)

The University of Waterloo's Center for Faculty Excellence has shared some interesting approaches for engaging students who are disruptive to your classroom learning environments:

1. Ask the students if they have a question. Sometimes talking during class is legitimate; students have missed a key definition or number and need clarification from someone sitting nearby.

2. Move closer to the disruptive students. Your proximity may signal to them that they are interrupting the class.

3. Make a general statement to the class about the disruption. If you do not feel comfortable singling people out, you can indicate to the class in general that the disruption level is too high and remind them of the ground rules you set on day one.

4. Use an active learning activity. Try a think-pair-share where you have students turn to the person next to them to discuss a problem or question. This will break up the flow of the class and help to re-capture students’ attention. It will also give you an opportunity to approach the disruptive students and discuss your concern with them.

5. Ask those who consistently disrupt the class to see you after class. This will give you an opportunity to air your concerns outside of class and indicate your displeasure with the students’ behavior without embarrassing them in front of the class.

(Large Classes: Limiting the Chaos. Centre for Teaching Excellence, University of Waterloo)
https://uwaterloo.ca/centre-for-teaching-excellence/catalogs/tip-sheets/large-classes-limiting-chaos link