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MSU University Communications has posted a great resource on guidelines for using generative AI. This guide is a great place to start exploring potential uses of AI in your instructional practice. Further, this guide offers some descriptions and explanations of terms you may have encountered, but are not fully sure of the meaning. You will want to keep this guide as a resource to share with others who are interested in AI, but don't know where to begin -https://comms.msu.edu/resources/use-of-ai -

Digital Collaborative Learning 2.0 - Faculty Learning Community 2023-24

This FLC has a group on #iteachmsu and meets about every three weeks. https://iteach.msu.edu/groups/digital-collaborative-learning-for-the-21st-century-2022-2023-learning-community/feeds

The organizers, Stokes Schwartz in CAL-IAH and Marohang Limbu in CAL-WRAC, are editing a special issue of the Journal of Global Literacies, Technologies, and Emerging Pedagogies. Great list of resources on the page announcing the special issue.
https://jogltep.com/duplicated-published-issues-61/digital-collaborative-learning-initiatives-dei-critical-thinking-and-cultivation-of-next-generation-skills/

KRISTEN - I have started on multiple occasions to build my "professional website" and haven't found the motivation to follow through. All the choices and options for content to include can be overwhelming... do you have suggestions on how to get started? On top of it, I'm an educator but not a faculty member (so this wouldn't be something I'd direct students to). Because of this, I'm also struggling with how to balance person and professional. I have one twitter account - I see you have a RSS feed on your website - should I have two separate accounts and only link my "professional" one? Should I think of my audience as current colleagues at MSU and potential future employers? (So BALANCE is one of my question themes)

AI Commons Bulletin 2/26/2025

🆚 AI in Qualitative Research: ChatGPT vs. Human Coders
An MSU study examined ChatGPT’s role in qualitative data analysis, comparing AI-augmented and human coding of hotel guest experiences. AI-generated themes aligned with human-coded ones but missed social interactions and safety concerns. A hybrid approach—AI for initial coding with human refinement—balances efficiency and analytical rigor.

Learn More: Sun, H., Kim, M., Kim, S., & Choi, L. (2025). A methodological exploration of generative artificial intelligence (AI) for efficient qualitative analysis on hotel guests’ delightful experiences. International Journal of Hospitality Management, 124, 103974.

🤔 VR Tool with AI Increased Student Learning and Reflection
This empirical study found that students interacting with a VR course tutor increased focus and reflection and were more likely to ask questions, “Within the dialogue with the AI virtual tutor, learners most frequently engaged in discourse centered around collaboratively building on ideas.”

Learn More: Chu, X. et al. Enhancing the flipped classroom model with generative AI and Metaverse technologies. Ed Tech Res Dev (2025).

🧠 Use LLM Prompting to Teach Computational Thinking
Many fields consider computational thinking (CT) to be essential. Hsu (2025) details how to teach this skill using LLM prompting. Also includes interesting ideas for incorporating prompting in a deeper way: meaningful, social prompting, or learner directed prompting

Learn More: Hsu, HP. From Programming to Prompting. TechTrends (2025).

🧭 AI Guidelines at Major Universities are Pretty Predictable
A content analysis of AI guidelines at the top 50 USNWR-ranked institutions reveals key themes: AI use is allowed but must not involve plagiarism or unauthorized assistance, instructors should clearly define AI expectations, and users must follow privacy guidelines by avoiding sharing sensitive or confidential information.

Learn More: Alba et al (2025) ChatGPT Comes to Campus. SIGSCE TS.

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”).

SHANNON - I'm sure there have been lots of talks around this but I'm hoping you can share an overview of the key considerations for student rights in the online class environment? I'm thinking of things like zoom video requirements, synchronous engagement, etc.).

Please join us for the next meeting of the Online Faculty Learning Community is Tuesday, December 10 from 9-11 a.m. @ East Fee Hall in the Patenge Room (C-102).

The December meeting will feature a conversation about the future of online learning with Thomas Jeitschko, Dean of the Graduate School.

Check out this resource (created by Lance Eaton) for the purposes of sharing and helping other instructors see the range of policies available by other educators to help in the development of their own for navigating AI-Generative Tools (such as ChatGPT, MidJourney, Dall-E, etc).

https://docs.google.com/document/d/1RMVwzjc1o0Mi8Blw_-JUTcXv02b2WRH86vw7mi16W3U/edit#heading=h.1cykjn2vg2wx

According to Derald Wing Sue, “microaggressions are every day encounters of subtle discrimination that people of various marginalized identities experience throughout their lives.” They are often subtle and unintentional and the person who commits a microaggression is often unaware they have hurt someone. Nonetheless, the accumulated impact of daily microaggressions cause real pain, anxiety, depression, self doubt and may even have adverse health impacts on the recipients.

To learn more about microaggressions, click the attachment below.

SOURCE: MSU Office for Inclusion and Intercultural Initiatives