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the Center for Integrative Studies in the Arts and Humanities invites you to attend a workshop on Alternate Grading April 21st, from 10 to 11:30 am via Zoom.

We are honored to welcome Prof. Nicole Coleman of Wayne State University to run the workshop. If you are interested in learning ways to prioritize learning over grading and to make assessments more meaningful for students, you may want to consider a new grading system. Coleman will lead an interactive program on her experiences with teaching courses in both the Specs Grading and Ungrading structures. She will provide some information on how each system works and the theory behind them. She will then guide educators in adjusting an assignment or a syllabus to work with these methods. Please bring a rubric and/or a syllabus to the session to be able to participate fully in this workshop.

We are hosting a virtual, pre-semester meeting on August 22 to start building our learning community, Navigating Artificial Intelligence and Large Language Models in the Classroom. Here is the description of the learning community, which you can also find on the OFASD website: "The use of large language models, such as ChatGPT, has exploded onto the educational scene with lots of unanswered questions about its implications in the classroom. This learning community will build on the many sources of information that probe these questions, participants’ experiences in the classroom, and create plans to develop guidelines and action research around these questions."


The meeting is Tues, August 22 from 10-11:30am on Zoom. We plan to spend the first part of the meeting doing some introductions, gathering information about members' specific goals for involvement, and share some of the campus resources around generative AI, including a streamlined version of our "generative AI in the classroom" workshop. Please register here if you plan to attend so we get a general sense of how many folks will participate: https://msu.zoom.us/meeting/register/tJcodu6grT4iG9z6AtbgcsDydWnZ2IY4VINN


If you have to miss this one, don't worry! We also have a Teams that you can join if you want to stay updated: https://teams.microsoft.com/l/channel/19%3a6oievzPpG1-Gu3eebonZyK2vpjzfc3ANdaMoCAAqnYQ1%40thread.tacv2/General?groupId=c0bd0cf9-f952-47e1-a2e6-0221348612e2&tenantId=22177130-642f-41d9-9211-74237ad5687d
We plan to have a monthly hybrid meeting on the first Thursday of every month at 9am in the STEM building, with an optional co-working session on the third Thursday of every month at 9am.

AI Commons Bulletin 3/12/2025

🔊 MSU IT Announces ChatGPT and Gemini “Coming Soon”
The new AI page on tech.msu.edu teases that Gemini and ChatGPT are “coming soon” But it is unclear if the applications will be available for purchase or if the campus community will have free access of the latest foundational models.

Learn More: https://tech.msu.edu/technology/ai/

✍️ Departments at Johns Hopkins Integrated AI into their Curriculum Development Process
It’s like experiential learning for faculty – integrate AI into a standard task that you need to do anyway. Also has a list of very concrete bite-sized learning objectives for learning to use AI, like: name 3 chatbots, start a chat, list 3 ways to make a better prompt.

Learn More: Khamis, N., et al. (2025). More intelligent faculty development: Integrating GenAI in curriculum development programs. Medical Teacher, 1–3.

⚙️ AI Tools Are Being Used for All Stages of the Scientific Research Process
This working paper gives quite in-depth description of several AI tools being used for each of step of the research cycle: (1) lit review, (2) generating research ideas, (3) conducting experiments, (4) generating multimodal content, and (5) conducting peer-review. Recommended to get a good lay of the land.

Learn More: Eger, S., et al. (2025). Transforming Science with Large Language Models: A Survey on AI-assisted Scientific Discovery, Experimentation, Content Generation, and Evaluation.

📈 Grammarly Acquires Coda: From Writing Assistant to AI Productivity
Grammarly, popular with students and educators as a writing assistant software, just purchased the AI productivity company Coda. While Grammarly has previously positioned itself as a teaching tool for writing, this acquisition signals a move towards an AI productivity platform.

Learn More: https://www.grammarly.com/blog/company/grammarly-acquires-coda/

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”).

AI Commons Bulletin 1/22/2025
Human-curated news about generative AI for Teaching and Learning in Higher Education.

📷 AI for Photographic Course Materials
Instructors using photos in course materials can explore AI tools that extend images into panoramic or 360-degree views. Currently based on a single photo, these tools may soon evolve to include context, offering more accurate and dynamic results.

Learn More: https://people.engr.tamu.edu/nimak/Papers/PanoDreamer/index.html

👍 Policies at German Universities Generally Positive Toward AI
A content analysis of AI guidelines at 67 universities in Germany can be summed up as: use it if you wish, just be open and transparent.

Learn More: https://doi.org/10.1111/ejed.12891

💬 Word of the Day: Agentic Era
Google sees the future as agentic. To them, this means AI that can “understand more about the world around you, think multiple steps ahead, and take action on your behalf”. In other words, AI that makes decisions and adapts to its surroundings.

Learn More: https://blog.google/technology/google-deepmind/google-gemini-ai-update-december-2024/

🏫 Learning Needs in the Age of AI is Different
The rise of Generative Artificial Intelligence (GenAI) sparks important discussions regarding learner independence and self-direction:
1. How to use AI productively for one’s learning needs
2. How to evaluate AI responses
3. How to maintain one’s own voice

Learn More: https://doi.org/10.3390/educsci14121369

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”).

For anyone curious about AI in the post-secondary classroom, I've just completed a 10-program summer series as part of my regular podcast that might be interesting to you. Here are links to the Youtube channel and each particular 16- to 20-minute episode:

The Collaborative Café@WSTKS-FM Worldwide Podcast
https://www.youtube.com/@wstks-fmworldwide5390


Episode 121 – Align AI-Enhanced Pedagogy with DEI Goals!
https://www.youtube.com/watch?v=WSBctkKzdJY

Episode 120 – Cultivate Critical Thinking, Creative Problem-Solving, and AI Literacy
https://www.youtube.com/watch?v=skh5SrXHeek

Episode 119 – GenAI’s Own Arguments against Its Inclusion in the College Classroom
https://www.youtube.com/watch?v=FWpGfzpc2XM

Episode 118 – Circling Back, Touching Base, and Looking Ahead
https://www.youtube.com/watch?v=2ueM_Fz4pIg

Episode 117 – Practical Suggestions for Moving forward with GenAI
https://www.youtube.com/watch?v=XLnjw4-kLzQ

Episode 116 – Fostering Greater Academic Integrity and More Ethical Use of GenAI by Students https://www.youtube.com/watch?v=VHkNYREmI_8

Episode 115 – Cautionary Note and Suggestions for the Ethical Use of GenAI in the College Classroom https://www.youtube.com/watch?v=GZhSIageffI

Episode 114 – How Can Instructors and Students Use GenAI in Teaching and Learning?
https://www.youtube.com/watch?v=x38lEAkIJBE

Episode 113 – Why Integrate GenAI into Our Teaching and Learning Practices?
https://www.youtube.com/watch?v=R-3ifzRYlok

Episode 112 – GenAI in Our Teaching and Learning Practices
https://www.youtube.com/watch?v=gup8phmHpL4


The Collaborative Café@WSTKS-FM Worldwide began in May 2022, serving up practical tips, tricks, and advice to the undergraduates enrolled in Professor Schwartz's literature, drama, and film courses. His continued goal is to help students navigate their routine digital-collaborative activities with greater success. More recently, Schwartz has ventured into an ongoing exploration of GenAI, and how it will transform higher education in the 21st century.

AI Commons Bulletin 2/19/2025

🧠 AI Tools Soon to Decide How Much They Need to “Think”
Expect the answers from AI tools to generally improve over the next few months, as more of them incorporate “reasoning” into their process. These are models that can discern when a prompt is more complex and would require a multi-step reasoning process. OpenAI is starting this with ChatGPT soon.

Learn More: https://www.youtube.com/watch?v=KtwK3hBAjDY

📗 Five Generations of Intelligent Textbooks
Sosnovsky & Brusilovsky compile the literature on intelligent textbooks and organize five generations:
Engineered: AI-powered adaptive reading.
Integrated: Linked with external smart content.
Extracted: AI analyzes and structures knowledge.
Datamined: Tracks student engagement for insights.
Generated: AI creates content, questions, & chatbots
Learn More: Sosnovsky, S., Brusilovsky, P. & Lan, A. Intelligent Textbooks. Int J Artif Intell Educ (2025).

🚫 Guidance for Uses of AI Banned by EU’s AI Act
The EU regulates AI much more than the US does. When it adopted the AI Act, it banned “unacceptable risk” uses, but didn’t provide much explanation. A new report lays out examples, including manipulative, deceptive, and exploitative practices.

Learn More: https://ec.europa.eu/newsroom/dae/redirection/document/112367

⏳ Waiting 5-10 Minutes for an AI to Answer?! What?!
Deep Research is a newer function of Google’s AI, Gemini. You can ask it an extended question and it will break it down into parts, research each part (including multiple web searches), and write up a report you can download. It’s available both on the web and on Android. Additional $ required.

Learn More: https://youtu.be/IBKRyI5m_Rk

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”).

Returning to the Classroom After a Tragedy: A 7-step Approach to Starting Class Again

This week, faculty, instructors, and graduate assistants will be returning to their classes for the first time after the tragic events of this week. There will be some classes where they have lost one of their classmates, which may add to the intensity of the experience of both students and instructors. Included in the resource attached (3-page PDF) are recommendations for how to structure the return to class for your students and yourselves, with trauma-informed considerations and practices.

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.

Chapter 5: Notes and questions
1. Erasure: “We must engage in critical self-reflection about the conscious and unconscious ways higher education continues to participate in Native people’s erasure and develop decolonial engagement practices that foreground Native movements for cultural/political sovereignty and self-determination.”
2. Assimilation: “…the problematic goal of assimilation…”
3. Social Justice: “…scholars must work toward social change.”
4. Storying: “Stories are not separate from theory.”
5. Strategies offered:
a. Develop and Maintain Relationships with Indigenous Communities
i. Can a faculty member do this within their pedagogy? How?
ii. Can we encourage our students to do this in our classes/programs? How?
b. Honor Connections to Place
c. Build Community with Indigenous Students
d. Support and Protect Indigenous Student Cultural Practices
e. Foster Student Connections to Home Communities
f. Reframe Concepts of Student Engagement (WE, meaning the university community writ large, are the uninvited guests)

Chapter 6: Notes and Questions
1. “Whiteness is not a culture but a social concept”
2. “Critical White Studies”: ideas for how to use/introduce this to students? Will you? Why or why not? (“critically analyzing Whiteness and racial oppression from the habits and structures of the privileged group”)
3. In your current class design/structure, what ways could your own whiteness influence your students in invisible ways? Does it?
4. In your current class design/structure, what ways could your white students’ whiteness influence your POC, international students, etc… in invisible ways? Does it?
5. What aspects of “humanizing pedagogy” happen in your classes?
6. Have you ever shared your course design with a POC peer?
7. Thoughts of where “Nontraditional” white students (older students, part-time students, transfer students, commuter students, student-parents, veteran students (and I would argue other cross-sectional/intersectional identities of queerness, transgender students, religious minorities, disability, etc…)) and traditional white students INTERSECT or DIVERGE in terms of student success initiatives?