We found 13 results that contain "interrupting bias"

Have you heard of "THE PALS APPROACH"?

PALS is a methodology to use when you hear someone say something that may be problematic or hurtful to a specific group of people or yourself. The major objective of this approach is to stay connected with the person and speak your truth clearly.

Click the attachment below for a full description of P.A.L.S.

SOURCE: MSU Office for Inclusion and Intercultural Initiatives

This is an interesting learning opportunity. This three module short course will help you:

- Identify the basic tenets of anti-racism and anti-racist teaching

- Understand your positionality, social identities and biases, as well as their impact on your teaching

- Create safe and inclusive classroom environments for the discussion of sensitive topics

- Implement anti-racist practices and strategies within your teaching and learning environment

https://taylorinstitute.ucalgary.ca/resources/module/anti-racism-edi-positionality
link

"Grief is the normal response of sorrow, heartache, and confusion that comes from losing someone or something important to you. Grief can also be a common human response after a disaster or other traumatic event. This tip sheet contains information about grief, the grieving process, and what happens when the process is interrupted and complicated or traumatic grief occurs. It also offers tips and resources for coping with both types of grief."

"Tips for Survivors: COPING WITH GRIEF AFTER A DISASTER OR TRAUMATIC EVENT" a 4-page PDF from the Substance Abuse and Mental Health Services Administration (SAMHSA) is attached.

This artifact is one of a collection of evidence-based resources for educators coming back to class after collective tragedy 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.

Multiple stories and sentiments were generously shared by 4/4 Beyond Buzzwords: Ungrading workshop participants (thank you for your vulnerability and candor) about the varied ways in which students react to, and make assumption / inferences about their instructors, after the employment of ungrading and ungrading-inspired practices.

This article (linked below) "Academe Has a Lot to Learn About How Inclusive Teaching Affects Instructors" By Chavella Pittman and Thomas J. Tobin in The Chronicle of Higher Education on FEBRUARY 7, 2022 will likely be of interest to you. Starting out by recognizing / acknowledging the power held by some identities (core, chosen, and given) but not by others, complicates the idea that all educators have the same "power and authority" to give up/share to increase learners' sense of ownership and agency in the classroom. ""What if you have neither the institutional authority (a full-time or tenure-track job) nor the dominant-culture identity (by virtue of your race, gender, and/or ability) that usually go hand in hand with being treated as a respected, powerful presence in the college classroom?... In urging faculty members to adopt inclusive teaching practices, we need to start asking if they actually can — and at what cost, " say Pittman and Tobin.

Take-aways shared in this piece include:
1. Understand that your classroom choices may unintentionally affect or undercut a colleague
2. Discuss in your department the issue of bias in students' rating of teaching
3. Respect the variability among your colleagues, as well as among your students
4. Find trained help

"Share your stories, experiences, and thought processes as you negotiate your instructor role in the classroom..." iteach.msu.edu is one space where we can continue to help "normalize the conversation about instructor identity and status as a necessary element in the adoption of inclusive design and teaching practices".

https://www.chronicle.com/article/academe-has-a-lot-to-learn-about-how-inclusive-teaching-affects-instructors

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”).

What makes a microaggression MICRO? How do we move beyond the microaggression to support student learning from the incident?

"Many people experience a traumatic event during their lifetime. Over the course of the last few years, reports of mass violence and shootings have plagued the news. Although people are resilient and often bounce back after difficult times, these events nearly always interrupt our sense of order and safety. The impact often extends to individuals who live far outside of the affected area with no personal connections to the event. This is especially true when the event is human caused with the intent of harming others. The following resources are taken from the American Counseling Association (ACA) to cope with the aftermath of a shooting."

You can access "Coping in the Aftermath of a Shooting" shared with MSU by Lyra Health via the 1-page PDF attached below.

AI Commons Bulletin 1/15/2025
Human-curated news about generative AI for Teaching and Learning in Higher Education.

🧬 Use Case: A Structured Framework Requiring ChatGPT Use
Graduate students used ChatGPT for a project, following specific steps and justifying their choices. The assessment emphasized critical thinking. Students appreciated the structured framework, which helped them learn ChatGPT’s use and weaknesses effectively.
Learn More: https://doi.org/10.1080/0142159X.2024.2421997

🔍 Explore a Self-Directed Learning Bot

Did you know you can create a customized version of ChatGPT for your students? An example is LearnGuide, created to add self-directed learning to a problem-based learning (PBL) medical curriculum. Students learned as well as or better than those who did not use the tool.
Learn More: https://chatgpt.com/g/g-oZ8zdPaKp-learnguide

✏️ Writing Improved When Assisted by AI

Subjects wrote stories with ChatGPT-3’s assistance. Those who modified AI suggestions produced higher-quality, less biased writing than those who accepted or rejected them outright. Researchers attribute this to higher-order thinking during modification.
Learn More: https://doi.org/10.48550/arXiv.2412.07200

🚫 Why Academics Don’t Use AI

A survey of UK academics found half did not use AI tools in their work because:
They didn’t know how to use AI or if it was allowed
Ethical issues relating to how AI works
Lack of time and interest
They prefer to do work themselves
Reject AI as dehumanizing
AI is inaccurate and can’t be trusted
Learn More: https://doi.org/10.1007/s42438-024-00524-x

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”).