We found 27 results that contain "say something"

Thinking this morning about transformative change through our classroom practices when what do I stumble across on Youtube? Admittedly this seems geared more toward the organizational level, but there is something here when it comes to teaching and learning practices too I think.

https://youtu.be/HuVanLsW7zI?feature=shared

Did you know? Connection is critical - find people and information.
Whether you are a new educator or a seasoned contributor there is always something to discover at MSU. Chat with us about resources, groups, ways to connect, and things to explore. Share your own helpful information or ask for ideas.

Digital Humanities did a great job with this Code of Conduct they drafted for an upcoming conference. Do you have a similar document? Have you found it useful to include these sorts of items within a given event or conference (or something that's more discipline-specific)? Digital Humanities also came up with a reporting form that accompanies this document. Let me know if you'd like to see that too!

MSU-specific training on AI for educators is now available on D2L. It includes links to policy documents on AI, and has modules on AI basics, integrating AI into teaching, modifying teaching to discourage AI use, academic integrity and privacy concerns, and developing a personal strategy for approaching AI in the classroom: https://apps.d2l.msu.edu/selfenroll/course/2003221
(If directly clicking this link doesn't work, try copying and pasting the text into your browser - iTeach is doing something strange with the html and I can't directly edit it)

AI Commons Bulletin 1/6/2025
Human-curated news about generative AI for Teaching and Learning in Higher Education.

💚 Try This: Create Examples for Critical Analysis
Students can use AI to create an example “in the style of” something, and then evaluate the result. For example, Dickens scholar Dan Doughtery offers: “Write a story about a young man falling in love in the style of Charles Dickens’ novel David Copperfield” (Dougherty).

Learn More: https://bowiestate.edu/academics/colleges/college-of-arts-and-sciences/departments/language-literature-and-cultural-studies/ceamag/ceamar-journal-2024.pdf#page=38

🔮 Crystal Ball: “Digital Twins”
Watch for this in the next year: virtual models of a specific object, person or system updated using real-time data. Imagine it as a tool for the ultimate personalized learning system.

Learn More: https://www.ibm.com/think/topics/digital-twin

ℹ️ Students See Feedback from a “Calibrated” AI as Helpful
In this example, instructors augmented a general AI tool with research from their discipline and works from previous students (both = 35 million words). Then instructors had the AI tool give feedback on student assignments. The students loved it.

Learn More: (Numerous theories here – skip to page 17 for results). Zapata, G. C., Saini, A., Tzirides, A. -O. (Olnacy), Cope, W., & Kalantzis, M. (2024). The Role of Feedback in University Students’ Learning Experiences: An Exploration Grounded in Activity Theory. Ubiquitious Learning: An International Journal, 18(2), 1-30. https://cgscholar.com/bookstore/works/the-role-of-ai-feedback-in-university-students-learning-experiences

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”).

Here is a very handy guide, based on Bloom's Taxonomy, for helping students think about their coursework: https://www.teachthought.com/learning/metacognitive-prompts-to-help-students-reflect-on-their-learning/

In my planned weekly feedback (copy and paste) to students on their 10 short written reflections (low-risk), I include a prompt based on questions developed by The Foundation for Critical Thinking, and one based on these metacognitive prompts shared through the link above.

My intent is twofold:

1) To get students to look again at their work and foster further thought about what they have written on the specific course material for a given week;

2) To encourage students to think about their approach to coursework and concrete steps they can take to improve their learning.


We'll see how well this works. "Kryss fingrane!" (cross your fingers) as they say in Norway.

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

Hello again everyone! Our reading group on Student Engagement and Success is slated to meat for 90 minutes this Friday morning (October 22nd) at 10am. Hope to see you then. For your convenience, here are the questions we'll discuss (or use as jumping off points) related to Chapter One in our book Student Engagement in Higher Education, Third Edition:

Questions on Pendakur, Quaye, and Harper (Ch. 1)

1) What is your view of Pendakur, Quaye, and Harper’s assertion that U.S. higher education, in general, is obligated to do more to foster student engagement within and beyond the classroom? What might be some practical challenges to do that?

2) In the Preface, Pendakur, Quaye, and Harper suggest that there is something temporally specific about the crisis of engagement they and their contributors describe. How would you describe engagement as a timely matter? In other words - what shape(s) does the issue of engagement take in 2021?

3) At the micro level (within our own teaching, advising, or other close work with students), how might we address the issue? What are some concrete steps we might take?

4) Describe your reaction(s) to the approach advocated at the bottom of p. 6, “Faculty and student affairs educators must foster the conditions to enable diverse populations of students to be engaged, persist, and thrive.” Where do you see difficulties with that aim? How might you nevertheless integrate that goal into your own practices? What might you change or adapt?

5) What makes PQH’s intersectional and anti-deficit lens appealing for this type of research? In particular, how do you respond to the book’s organizational reliance upon identity-based systems of oppression (which, we should note, we’ve proposed to use as an organizing principle for our discussions as well)?

6) What are some concrete ways we might be more intentional in our teaching/advising practices or other close work with students when it comes to cultivating their engagement. How do we help them to help themselves?

7) Pendakur, Quaye, and Harper discuss Tinto’s assertion that academic (and social) communities are key to student engagement, performance, and retention (4-5). What is your own view? How might the use of academic communities (student learning teams) nevertheless present challenges of one kind or another? What might be some concrete steps we could take to ease or avoid potential issues?

8) Near the end of Chapter One, Pendakur, Quaye, and Harper acknowledge that “Linking theory and practice is not simple” (12). Realistically, how might we achieve at least some of what they call for? How could we maximize results -- “the amount of time and effort students put into their [Gen. Ed. or Prereq.] studies” -- without completely redesigning our courses and component classes/modules?

9) In the “Distinguishing Educationally Purposeful Engagement” section, PQH mention the National Survey of Student Engagement (NSSE), which has collected data on ten engagement indicators for approx. 4,000,000 college students since 2000. What, if any, familiarity do you have with the NSSE, and how do you respond to their engagement indicators (subcategorized under Academic Challenge, Learning with Peers, Experiences with Faculty, Campus Environment) and High-Impact Practices (service learning, study abroad, research with faculty, internships)?

10) PQH deride the so-called “magical thinking” philosophy that undergirds much traditional scholarship of engagement and insist, instead, that “educators must facilitate structured opportunities for these dialogues to transpire” (8). What experience have you had with this type of facilitation? How did it seem to benefit the students involved?

11) For your own courses, what would you prioritize when it comes to fostering greater student engagement? How might you create or improve conditions that could facilitate that?