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Help requested! Please add your inclusive and equitable teaching and learning practices here. We need to support our educators and learners better. https://michiganstate.sharepoint.com/:w:/r/sites/KeepTeachingPlan-SOIREE/_layouts/15/Doc.aspx?sourcedoc=%7B6872c4cd-20de-43bb-ba4c-7e9a30296d4f%7D&action=edit&wdPid=458007d&cid=f718bf83-c23a-43dd-a93c-134246170251

AI Commons Bulletin 1/13/2025
Human-curated news about generative AI for Teaching and Learning in Higher Education.

😮 Word of the Day: “AI-giarism”
“The unethical practice of using artificial intelligence technologies, particularly generative language models, to generate content that is plagiarized either from original human-authored work or directly from AI-generated content, without appropriate acknowledgement of the original sources or AI’s contribution.” (Chan, 2024)
Learn More: https://doi.org/10.1007/s10639-024-13151-7

💚 H-Net Hosts 2025 AI Symposium: Fear, Faith, and Praxis: Artificial Intelligence in the Humanities and Social Sciences
This year’s theme, “Fear, Faith, and Praxis: Artificial Intelligence, Humanities, and Social Sciences,” focuses on student-centered approaches to the use of AI in pedagogical practice and reassessing previous assumptions about AI. This two-day event will be held on MSU’s campus on Feb 20-21, 2025, and available via live stream on the H-Net Commons.
Learn More: https://networks.h-net.org/2025-ai-symposium

💬 Try This: Use AI to Make Peer Feedback More Effective
Use this prompt: ‘‘I teach a university class where students work on teams for the semester. You are my assistant, who is going to help me provide formative feedback to my students. I collect peer comments periodically throughout out the semester, and I would like you to summarize the comments into a performance feedback review in a way that is constructive and actionable. Additionally, the students assess themselves and I would like you to compare their responses to the peer feedback. The output should be in the form of a letter, and please exclude anything that is inappropriate for the workplace.’’ [If there are less than 2 comments for a student, please provide generic feedback only.]
Learn More: https://www.ijee.ie/1atestissues/Vol40-5/02_ijee4488.pdf

🫥 AI’s That Can Read Your Student’s Emotions
Google wants its AI bots to read emotions. Critics point out the dangers from misclassifying user behaviors. AND recent research suggests the science of “universal emotions” is culturally biased.
Learn More: https://techcrunch.com/2024/12/05/google-says-its-new-open-models-can-identify-emotions-and-that-has-experts-worried/

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”).

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”).

DID YOU KNOW...

The Center for the Integration of Research, Teaching and Learning (CIRTL) offers Massive Open Online Courses (MOOCs) designed to provide STEM educators with evidence-based strategies they can employ to improve their teaching as well as effectively conduct teaching as research projects.

learn more here: https://www.stemteachingcourse.org/

WHile waiting for my wife to bring home East African food for (Friday) dinner, I came across this new post on generative AI from the folks at Conn Sense Education and thought it might be of interest to people here at MSU's iTeach:

https://www.youtube.com/watch?v=b0KaGBOU4Ys

Happy Weekend everyone!

ELLIE - I had an amazing experiential learning experience (HA) as an undergrad at MSU, but I lucked into it. It just so happened to be amazing (but I didn't sign up for it because I knew it was experiential). Do you have suggestions for A) educators to communicate if/how their offerings are experiential or B) how learners can find such offerings?

SARAH - Thanks for joining AMAs this morning! I have a couple of questions. 1) What is included in "co-curricular" activities? Is this any and all things a learned participates in that is outside of class? Maybe you could share some examples? 2) How can I as an MSU educator be more intentional about encouraging/valuing co-curricular experiences for learners?

While this resource is from the Office of Student Life Counseling and Consultation at The Ohio State University (Adapted and used by permission of Dr. Joan Whitney, Director of Villanova University Counseling Center), "Dealing with the Aftermath of Tragedy in the Classroom" provides 12 actionable steps for educators to consider when coming back together with their students after a collective tragedy.

(1-page PDF)

I wanted to share one of the best papers I've ever read as a grad student and GTA. Don't let the title fool you, the contents apply to everyone in higher education, not just scientists.

When I'm feeling overwhelmed or the imposter syndrome creeps in, I go back and re-read this article.

https://journals.biologists.com/jcs/article/121/11/1771/30038/The-importance-of-stupidity-in-scientific-research

Martin A. Schwartz; The importance of stupidity in scientific research. J Cell Sci 1 June 2008; 121 (11): 1771. doi: https://doi.org/10.1242/jcs.033340