We found 127 results that contain "undergraduate education"

Hello again everyone! Here are some talking points to think about in the run up our 10am meeting tomorrow (Friday, November 05, 2021).

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Student Engagement in Higher Education, ch. 2-3

Chapter 2: “Engaging Students of Color”Samuel D. Museus, Kimberly A. Griffin, Stephen John Quaye [MGQ - “Magic”]

1) How would you describe the campus racial climate and/or culture of the schools where you got your degrees and/or have previously taught? Do any institutions in your background for having been successful in instilling a positive racial culture? Do any notable failures or struggles stand out in your memory? It may be helpful to recall: climate is shaped by five internal dimensions: (1) an institution’s history and legacy of inclusion or exclusion, (2) compositional diversity, (3) psychological climate, (4) behavioral climate, and (5) organizational/structural diversity (Milem, Chang, & Antonio, 2005). [p. 19]

2) Museus, Griffin, and Quaye note that “two concepts provide a useful backdrop for the current discussion: campus racial climate and campus racial culture” (18). What knowledge or familiarity do you have of/with the racial climate or culture at MSU? How would you describe the local manifestation of the framing concepts Museus, Griffin, and Quaye provide?

3) What concrete steps could you take to alleviate cultural incongruence (21) and cultural dissonance (ibid) while boosting cultural engagement (22) for Students of Color in your courses?

4) The “proactive philosophies” indicator of the CECE model describes “Educators who use proactive philosophies [to] go above and beyond to actively reach out, encourage, and sometimes pressure students to take advantage of available information, opportunities, and support” (23). What does being such a faculty member/administrator look like? How does one responsibly and equitably pressure students to pursue opportunities?

5) Practical question: In several places, MGQ advocate for community-based opportunities, but also caution against the tendency towards siloing. Practically, what does/should it look like to provide opportunities for this type of contact among students that is supportive and culturally responsive, without siloing them, or making students of color serve as “ambassadors of their community”?


Chapter 3: “Engaging Multiracial Students”
C. Casey Ozaki, Marc P. Johnston-Guerrero, Kristen A. Renn [OJGR - “Jogger”]

1) It seems like today’s college students often have to enter the classroom already knowing who they are and who they will be. We can likely point to any number of institutional practices/requirements that reinforce that pressure. How can we create spaces for hybridity, ambiguity, uncertainty in our students’ perceptions of self?

2) OJGR note that “median age of the mixed race individuals is 19, compared to single-race individuals with a median age of 38” (39), which means that our students represent the age cohort closest to the “center,” so to speak, of multiracial identity discourse. What pressures might this present to college-aged students? What opportunities?

3) Studies show that “biracial students at HBCUs and non-HBCUs had poorer quality of interactions with faculty, staff, and students than Black and White students at both institutions” (40). What incentive/impetus/motivation does/should a finding like this make for us as educators? How could we productively address situations in which multi-racial students might approach us with complaints about feeling isolated and alienated from classmates in our courses?

4) The most provocative element of OJGR’s chapter comes in their final suggestion, which is to “Create a Campus Culture of Boundary Crossing.” What does this mean for you, and what would it look like at Michigan State?

AI Commons Bulletin 1/24/2025
Human-curated news about generative AI for Teaching and Learning in Higher Education.

😊 The New Study Buddy: AI is Becoming a Tutor for Some College of Natural Science Students
MSU students are increasingly using AI tools like ChatGPT and the Khanmigo tutoring program to enhance learning, offering instant, interactive assistance for homework and studies.
Learn More: https://natsci.msu.edu/news/2025-01-the-new-study-buddy.aspx

🧠 Students Might Off-Load Critical Thinking to AI
This study found that using AI didn’t change students’ intrinsic motivation to learn. However, they did find that AI tended to cause “metacognitive laziness”. In other words, to avoid te work of critical thinking that AI is supposed to free them up to do.
Learn More: https://doi-org.proxy1.cl.msu.edu/10.1111/bjet.13544

🏫 Perplexity Pays Students to Market For Them
At least on AI company is using stealth marketing on campuses. Perplexity’s “Campus Strategist” program gives students a budget to spread awareness of Perplexity among their classmates.
Learn More: https://www.perplexity.ai/hub/blog/perplexity-s-2024-campus-strategist-program

🦠 The Education Revolution Through AI
This open-access book offers a collection of chapters on AI’s impact on higher education. Key topics:
Potential: Personalized learning, automated tasks, and adaptive teaching
Challenges: Bias, ethics, and data privacy in education
Applications: Integrating AI into research, teaching, and course design
Learn More: https://octaedro.com/libro/the-education-revolution-through-artificial-intelligence/

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 12/16/2024
Human-curated news about generative AI for Teaching and Learning in Higher Education.

💚 New CTLI Resource for Using AI in Courses
Very practical introduction to AI at MSU. Details for accessing MSU’s licensed Co-Pilot. Step-by-step instructions on using AI for:
1. Writing emails to students.
2. Summarizing your course videos.
3. Designing lesson rubrics.
4. Forming learning objectives.

Learn More: http://bit.ly/SLXD_07

🏹 Open AI targeting K-12 Educators
Can Higher Ed be far behind? At the very least, increased use in K-12 will shape our incoming students. Topics in the new Open AI free online course: What is ChatGPt and how does it work, ways to use ChatGPT in teaching, best practices for responsible AI in a school setting.

Learn More: https://www.commonsense.org/education/training/chatgpt-k12-foundations

💚 ChatGPT for Natural Course Design
MSU educators explore how using ChatGPT enhances course design by improving structure, aligning objectives, and generating engaging content. Key challenges include content inconsistencies and a steep learning curve, highlighting the need for AI literacy to maximize its potential while managing risks.

Learn More: Kumar, J. A., Zhuang, M., & Thomas, S. (2024). ChatGPT for natural sciences course design: Insights from a strengths, weaknesses, opportunities, and threats analysis. Natural Sciences Education, 53, e70003. https://acsess.onlinelibrary.wiley.com/doi/10.1002/nse2.70003

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 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”).

AI Commons Bulletin - Human-curated news about generative AI for Teaching and Learning in Higher Education. 12/11/2024

📔 Automatic AI Summaries Now in ProQuest
MSU’s Proquest library database access added an AI “Research Assistant” in an article sidebar. The tool features article summaries, additional sources, important concepts and research topics.
Learn More: Library Learning Space - https://librarylearningspace.com/proquest-launches-ai-powered-research-assistant-to-promote-responsible-ai-use-in-academia/

🔎 Introduction to Prompts
Organizes many practical tips for writing AI prompts into one framework. The article is specific to education and includes links to authoritative resources.
Learn More: Park, J., & Choo, S. (2024). Generative AI Prompt Engineering for Educators: Practical Strategies. Journal of Special Education Technology, 0(0). https://journals.sagepub.com/doi/10.1177/01626434241298954

🧬 Think of AI Uses as Along a Continuum
Monash University describes four examples of AI use in their courses:
1. Explore AI with students to build AI Literacy and discuss academic integrity.
2. Design assessments that focus on process rather than product to build critical thinking.
3. Incorporate new AI-enabled activities, like simulated personas.
4. Use AI for basic assessment, freeing educators to focus on personalized feedback.

Learn More: Hook, J., Junor, A., Sell, C., & Sapsed, C. (2024). Navigating integrity and innovation: Case studies of generative AI integration from an Arts Faculty. ASCILITE Publications, 165–172. https://publications.ascilite.org/index.php/APUB/article/view/1234/1478

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”).

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?

AI Commons Bulletin 2/10/2025

🚨 CSU Launches “AI Commons” – Sound Familiar?

The California State University (CSU) system just rolled out CSU AI Commons, a system-wide hub for AI tools, training, and research. Backed by Big Tech partnerships, it focuses on faculty development, student literacy, and workforce acceleration. BUT: AI strategy isn’t just about resources—it’s about who controls the narrative. With corporate-backed AI in higher education, what happens to independent faculty innovation?

Learn More: https://genai.calstate.edu/

🔍Tracking AI Policies in Higher Ed

Embry-Riddle Aeronautical University has compiled a Padlet featuring AI policies and guidelines from institutions worldwide. This evolving resource provides insight into how different universities are shaping their AI approaches.

Learn More: https://padlet.com/cetl6/university-policies-on-generative-ai-m9n7wf05r7rdc6pe

📚 AI Submissions Outperform Students in Recent Study

A PLOS ONE study found that 94% of AI-generated assignments went undetected, with grades averaging half a grade higher than those of real students. There was also an 83.4% chance AI submissions would outperform a random selection of student work across modules.

Learn More: https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0305354#:~:text=The%20%27Turing%20Test%27%20is%20now,a%20predefined%20set%20of%20rules

⚞ Blurry Lines in AI and Assessment

A study in Assessment & Evaluation in Higher Education highlights student and educator confusion over acceptable AI use in assessments. Many rely on personal judgment or Grammarly analogies. The authors propose the Dynamic Educational Boundaries Model to embed clear AI-use guidelines directly into assessments.

Learn More: https://doi.org/10.1080/02602938.2025.2456207

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”).

I'm Brittany Dillman and today I will be hosting an AMA (Ask Me Anything) on Teaching Online: Pedagogy, Assessment & Instructor Presence.

I have my PhD in Educational Psychology and Educational Technology from MSU and currently work with the Master of Arts in Educational Technology (MAET) program in the College of Education. I am currently teaching a learning theories course and a technology teaching across the curriculum course, so I pretty much live, eat, and breath pedagogy, assessment, and instructor presence in online learning spaces.

Please share your questions, comments, concerns, or ideas by commenting on this post and I'll share what I know (or ask the best questions I can come up with). Let's have a conversation about teaching online!