We found 47 results that contain "implicit bias"
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Looking Back: A Mile in My Shoes; A Continuation of Virtual Reality Confronting Bias
What inspired you to pursue this project?
What inspired our team to pursue this project was to create a virtual reality application that included data from common scenarios to help individuals recognize their own biases in action. The purpose of developing this immersive experience was to demonstrate examples of situations many people experience every day. Our hope is that this project will provide a way for us to better understand the lives and experiences of people different from ourselves.
Who was involved in the project or made a significant contribution?
In addition to Dr. Quentin Tyler and Dr. Linda Nubani, the team includes CANR Office of Diversity, Equity and Inclusion representatives Ayodele Daré, Phillip Seaborn and Dr. Emily Sorroche.
What are some of the successes that you have experienced on this project?
Some of the successes that we have experienced in this project is the purchase of the oculus headset and success in downloading the A Mile in My Shoes project into the system, we have been able to stay in contact with the VR company to help in updating the VR application with new features in a reasonable time and scripts for the scenarios that we have drafted have been completed and are ready to be used with our participants. Our team has officially settled on a day for the beta test of this project.
What are some of the challenges that you have experienced on this project?
Some challenges that we came across were barriers regarding copyright issues that prevented us from utilizing an unconscious bias video that is instrumental in the overall training. Additionally, the team recognized the need of additional avatars to better represent the MSU Community so we contacted the vr company to assist in creating more avatars.
Describe some of the unexpected outcomes that occurred during this project?
Some of the unexpected outcomes that occurred during this project. Initially when this project was being developed, we intended to unveil this project in 2021 but due to the pandemic, we had to place a hold on the project. However, this prompted our team to develop a method for most MSU employees and students to access the system remotely without the headset.
What are the key lessons that you learned from the project?From working on this project we have learned that it is incredibly important for people to experience different situations and have conversations with others about diversity, equity and inclusion in safe and enlightening spaces. Through the system we can provide a safe space for our participants to prepare them for when they experience a microaggression and how they can act and support those that may experience it.
How would you describe the final status of the project?
The program is continuously being updated to improve the overall VR experience. Our team is updating the features in the vr system for accessibility use and new avatar creation. We are beginning to schedules sessions for participants to volunteer to be apart of the beta test for the program that we intend to schedule in January
What are the next steps for this project or research?
In January, we will be moving into the next stage for out beta test of the system. We will be scheduling to invite staff members to go through the “A Mile in My Shoes” project. They will go through the scenarios that office as created and observe the situations and describe how they would have handled the situation. Additional future plans include making the VR application available to more people and units at MSU, as well as supporting broader usage by other universities and organizations.
What inspired our team to pursue this project was to create a virtual reality application that included data from common scenarios to help individuals recognize their own biases in action. The purpose of developing this immersive experience was to demonstrate examples of situations many people experience every day. Our hope is that this project will provide a way for us to better understand the lives and experiences of people different from ourselves.
Who was involved in the project or made a significant contribution?
In addition to Dr. Quentin Tyler and Dr. Linda Nubani, the team includes CANR Office of Diversity, Equity and Inclusion representatives Ayodele Daré, Phillip Seaborn and Dr. Emily Sorroche.
What are some of the successes that you have experienced on this project?
Some of the successes that we have experienced in this project is the purchase of the oculus headset and success in downloading the A Mile in My Shoes project into the system, we have been able to stay in contact with the VR company to help in updating the VR application with new features in a reasonable time and scripts for the scenarios that we have drafted have been completed and are ready to be used with our participants. Our team has officially settled on a day for the beta test of this project.
What are some of the challenges that you have experienced on this project?
Some challenges that we came across were barriers regarding copyright issues that prevented us from utilizing an unconscious bias video that is instrumental in the overall training. Additionally, the team recognized the need of additional avatars to better represent the MSU Community so we contacted the vr company to assist in creating more avatars.
Describe some of the unexpected outcomes that occurred during this project?
Some of the unexpected outcomes that occurred during this project. Initially when this project was being developed, we intended to unveil this project in 2021 but due to the pandemic, we had to place a hold on the project. However, this prompted our team to develop a method for most MSU employees and students to access the system remotely without the headset.
What are the key lessons that you learned from the project?From working on this project we have learned that it is incredibly important for people to experience different situations and have conversations with others about diversity, equity and inclusion in safe and enlightening spaces. Through the system we can provide a safe space for our participants to prepare them for when they experience a microaggression and how they can act and support those that may experience it.
How would you describe the final status of the project?
The program is continuously being updated to improve the overall VR experience. Our team is updating the features in the vr system for accessibility use and new avatar creation. We are beginning to schedules sessions for participants to volunteer to be apart of the beta test for the program that we intend to schedule in January
What are the next steps for this project or research?
In January, we will be moving into the next stage for out beta test of the system. We will be scheduling to invite staff members to go through the “A Mile in My Shoes” project. They will go through the scenarios that office as created and observe the situations and describe how they would have handled the situation. Additional future plans include making the VR application available to more people and units at MSU, as well as supporting broader usage by other universities and organizations.
Authored by: Dare Ayodele
Posted on: #iteachmsu
MSU Resources on Civility and Community Enhancement in Academic Environments
MSU Resources on Civility and Community Enhancement in Academic Environments
Michigan State University is a large and diverse institution hosting a variety of climates and cultures. Understanding and navigating these cultures can sometimes be challenging, so this list of resources is provided to increase awareness of the opportunities for learning and growth that are available to enhance our community and those that engage with it. It is the responsibility of everyone at MSU to contribute to an academic environment that welcomes every individual and respects their unique talents as we all work toward preparing future generations of Spartans.
Resources available at MSU
Conflict Resolution:
The Faculty Grievance Office responds to inquiries from MSU faculty, academic staff and administrators concerning alleged violations of MSU policies and practices.
The Office of the University Ombudsperson assists students, staff members, instructors, and administrators sort through university rules and regulations that might apply to specific student issues and concerns and help to resolve disputes.
MSU Human Resources offers Organizational Development Consulting Services on a variety of topics including climate/culture/interpersonal relationships.
The Office for Inclusion and Intercultural Initiatives offers programs and resources to bridge understanding across difference:
Inclusive Communications Guide (coming soon).
One-page Tip Sheets (printable/shareable .pdfs) These were designed to aid in building inclusive classrooms, but many of the concepts are more broadly applicable to other academic spaces and environments.
Setting up an Inclusive Classroom (PDF)
Some Dialogue Basics (PDF)
Intercultural Dialogue Facilitation (PDF)
Strategies for Managing Hot Moments in the Classroom (PDF)
Interrupting Bias: A Technique (PDF)
Microaggressions: A Primer (PDF)
Learn at Lunch this informal series welcomes anyone to bring their lunch and join the conversation. A variety of topics related to inclusion, social justice and equity will be highlighted - the schedule for the year is posted on the website in August.
Implicit Bias Certificate Program (available through MSU HR in EBS): this series of three sessions include topics on Creating an Inclusive Environment, Implicit Bias and Microaggressions, and Preparing for the Next Encounter. Sessions can be attended consecutively or combined to complete a certificate.
List of diversity and inclusion workshops offered (examples include Building an Inclusive Workplace, Disrupting Bias in the Academy, Racial Literacy, Building an Inclusive Classroom, Inclusive Leadership, Diversifying and Retaining Faculty and Staff)
MSU Dialogues a cohort-based experience exploring deep conversations about race, gender and other important aspects of identity. Undergraduate, graduate, faculty and staff groups are formed through application and the series of 6-8 meetings is offered each semester.
MSU Human Resources also has information and workshops available to further productive conversations about workplace culture and environments:
List of behavioral competencies
Free online learning opportunities through elevateU including topics such as:
Building a High-Performing Work Culture (example topics: personal skills, optimizing team performance, leadership skills)
E-books available in the Library (titles on health and wellness, etc.)
In-person workshops in collaboration with units across campus. Access to these programs is through EBS - Some of these include:
Building Capacity-Resilience as a Leader
Creating & Sustaining Positive Workplace
Creating an Inclusive Environment
Crucial Accountability
Crucial Conversations
Emotional Intelligence in Leadership
Engaging Teams for Maximum Performance
Ethics: How Do We Deal With "Gray Areas"
Honing Your Emotional Intelligence
Inclusive Communication Series
Managing Difficult Customers
Prohibited Harassment: for employees, for supervisors, student employees
Thriving through Change
Prevention, Outreach and Education Department offers a variety of trainings on violence prevention and bystander intervention, healthy ways of practicing consent and establishing boundaries, creating a culture of respect in the workplace, navigating boundaries in professional settings and more.
Employee Assistance Program (EAP): no cost, confidential counseling service offered to MSU faculty, staff, retirees, graduate student employees, and their families.
Health4U Program: some examples of resources provided include: emotional wellness coaching, courses, events and resources to support more healthy habits and practice
The Academic Advancement Network offers thriving sessions for Academic Specialists, Fixed-term Faculty, and Tenure-System Faculty are focused on supporting career progression. This is a wonderful opportunity to connect with people who can help individuals and units navigate the various appointment types at MSU.
LBGTQ Resource Center offers QuILL training: Queer Inclusive Learning and Leadership Training for understanding the experiences of people who may be marginalized by their gender identity.
Office of Cultural & Academic Transitions offers intercultural leadership training for departments and organizations
Other useful external resources
Climate/Culture/Inclusive Environments
Link to SHRM article: 6 Steps for Building an Inclusive Workplace
Definition of Workplace Bullying and other resources from WBI
More information about workplace bullying, what to do, difference between hostile work environment
Forbes article on commonality and bullying in the workplace
Book: Lester, J. (Ed.). (2013). Workplace bullying in higher education. Routledge.
Belsky, G. (2013). When good things happen to bad people: Disturbing news about workplace bullies. Time.
Wilson, S. M., & Ferch, S. R. (2005). Enhancing resilience in the workplace through the practice of caring relationships. Organization Development Journal, 23(4), 45.
Youssef, C. M., & Luthans, F. (2007). Positive organizational behavior in the workplace: The impact of hope, optimism, and resilience. Journal of management, 33(5), 774-800.
Work Culture and Environment - Key Principles
Arianna Huffington: 10 Ways to Actually, Finally Improve Company Culture
Inspiration & Personal Growth
Brené Brown video on shame, guilt and empathy and empathy vs sympathy
Alain de Botton, TED talk on A kinder, gentler philosophy on success
8 Secrets to Success TED talk with Richard St. John
Free edX course on Happiness at Work
Free edX course on Mindfulness and Resilience to Stress at Work
There are also numerous resources available at the MSU Library:
Taking the Liberty of Incivility: Workplace Bullying in Higher Education by Lee Gloor, Jamie, Human Resource Development Quarterly, 02/2014, Volume 25, Issue 1, pp. 121–126, Article PDF: Download Now Journal Article: Full Text Online (book review)
Workplace bullying policies, higher education and the First Amendment: Building bridges not walls by Coel, Crystal Rae and Smith, Frances L. M First Amendment Studies, 07/2018, Volume 52, Issue 1-2, pp. 96–111, Article PDF: Download Now, Journal Article: Full Text Online
Workplace Bullying as Workplace Corruption by Vickers, Margaret H Administration & Society, 10/2014, Volume 46, Issue 8, pp. 960–985, Article PDF: Download Now, Journal Article: Full Text Online
Bully University? The Cost of Workplace Bullying and Employee Disengagement in American Higher Education by Hollis, Leah P SAGE Open, 06/2015, Volume 5, Issue 2, p. 215824401558999, Article PDF: Download Now, Journal Article: Full Text Online
The Gendered Nature of Workplace Bullying in the Context of Higher Education by Ambreen Anjum and Amina Muazzam, Pakistan Journal of Psychological Research, 07/2018, Volume 33, Issue 2, pp. 493–505, Journal Article: Full Text Online
Michigan State University is a large and diverse institution hosting a variety of climates and cultures. Understanding and navigating these cultures can sometimes be challenging, so this list of resources is provided to increase awareness of the opportunities for learning and growth that are available to enhance our community and those that engage with it. It is the responsibility of everyone at MSU to contribute to an academic environment that welcomes every individual and respects their unique talents as we all work toward preparing future generations of Spartans.
Resources available at MSU
Conflict Resolution:
The Faculty Grievance Office responds to inquiries from MSU faculty, academic staff and administrators concerning alleged violations of MSU policies and practices.
The Office of the University Ombudsperson assists students, staff members, instructors, and administrators sort through university rules and regulations that might apply to specific student issues and concerns and help to resolve disputes.
MSU Human Resources offers Organizational Development Consulting Services on a variety of topics including climate/culture/interpersonal relationships.
The Office for Inclusion and Intercultural Initiatives offers programs and resources to bridge understanding across difference:
Inclusive Communications Guide (coming soon).
One-page Tip Sheets (printable/shareable .pdfs) These were designed to aid in building inclusive classrooms, but many of the concepts are more broadly applicable to other academic spaces and environments.
Setting up an Inclusive Classroom (PDF)
Some Dialogue Basics (PDF)
Intercultural Dialogue Facilitation (PDF)
Strategies for Managing Hot Moments in the Classroom (PDF)
Interrupting Bias: A Technique (PDF)
Microaggressions: A Primer (PDF)
Learn at Lunch this informal series welcomes anyone to bring their lunch and join the conversation. A variety of topics related to inclusion, social justice and equity will be highlighted - the schedule for the year is posted on the website in August.
Implicit Bias Certificate Program (available through MSU HR in EBS): this series of three sessions include topics on Creating an Inclusive Environment, Implicit Bias and Microaggressions, and Preparing for the Next Encounter. Sessions can be attended consecutively or combined to complete a certificate.
List of diversity and inclusion workshops offered (examples include Building an Inclusive Workplace, Disrupting Bias in the Academy, Racial Literacy, Building an Inclusive Classroom, Inclusive Leadership, Diversifying and Retaining Faculty and Staff)
MSU Dialogues a cohort-based experience exploring deep conversations about race, gender and other important aspects of identity. Undergraduate, graduate, faculty and staff groups are formed through application and the series of 6-8 meetings is offered each semester.
MSU Human Resources also has information and workshops available to further productive conversations about workplace culture and environments:
List of behavioral competencies
Free online learning opportunities through elevateU including topics such as:
Building a High-Performing Work Culture (example topics: personal skills, optimizing team performance, leadership skills)
E-books available in the Library (titles on health and wellness, etc.)
In-person workshops in collaboration with units across campus. Access to these programs is through EBS - Some of these include:
Building Capacity-Resilience as a Leader
Creating & Sustaining Positive Workplace
Creating an Inclusive Environment
Crucial Accountability
Crucial Conversations
Emotional Intelligence in Leadership
Engaging Teams for Maximum Performance
Ethics: How Do We Deal With "Gray Areas"
Honing Your Emotional Intelligence
Inclusive Communication Series
Managing Difficult Customers
Prohibited Harassment: for employees, for supervisors, student employees
Thriving through Change
Prevention, Outreach and Education Department offers a variety of trainings on violence prevention and bystander intervention, healthy ways of practicing consent and establishing boundaries, creating a culture of respect in the workplace, navigating boundaries in professional settings and more.
Employee Assistance Program (EAP): no cost, confidential counseling service offered to MSU faculty, staff, retirees, graduate student employees, and their families.
Health4U Program: some examples of resources provided include: emotional wellness coaching, courses, events and resources to support more healthy habits and practice
The Academic Advancement Network offers thriving sessions for Academic Specialists, Fixed-term Faculty, and Tenure-System Faculty are focused on supporting career progression. This is a wonderful opportunity to connect with people who can help individuals and units navigate the various appointment types at MSU.
LBGTQ Resource Center offers QuILL training: Queer Inclusive Learning and Leadership Training for understanding the experiences of people who may be marginalized by their gender identity.
Office of Cultural & Academic Transitions offers intercultural leadership training for departments and organizations
Other useful external resources
Climate/Culture/Inclusive Environments
Link to SHRM article: 6 Steps for Building an Inclusive Workplace
Definition of Workplace Bullying and other resources from WBI
More information about workplace bullying, what to do, difference between hostile work environment
Forbes article on commonality and bullying in the workplace
Book: Lester, J. (Ed.). (2013). Workplace bullying in higher education. Routledge.
Belsky, G. (2013). When good things happen to bad people: Disturbing news about workplace bullies. Time.
Wilson, S. M., & Ferch, S. R. (2005). Enhancing resilience in the workplace through the practice of caring relationships. Organization Development Journal, 23(4), 45.
Youssef, C. M., & Luthans, F. (2007). Positive organizational behavior in the workplace: The impact of hope, optimism, and resilience. Journal of management, 33(5), 774-800.
Work Culture and Environment - Key Principles
Arianna Huffington: 10 Ways to Actually, Finally Improve Company Culture
Inspiration & Personal Growth
Brené Brown video on shame, guilt and empathy and empathy vs sympathy
Alain de Botton, TED talk on A kinder, gentler philosophy on success
8 Secrets to Success TED talk with Richard St. John
Free edX course on Happiness at Work
Free edX course on Mindfulness and Resilience to Stress at Work
There are also numerous resources available at the MSU Library:
Taking the Liberty of Incivility: Workplace Bullying in Higher Education by Lee Gloor, Jamie, Human Resource Development Quarterly, 02/2014, Volume 25, Issue 1, pp. 121–126, Article PDF: Download Now Journal Article: Full Text Online (book review)
Workplace bullying policies, higher education and the First Amendment: Building bridges not walls by Coel, Crystal Rae and Smith, Frances L. M First Amendment Studies, 07/2018, Volume 52, Issue 1-2, pp. 96–111, Article PDF: Download Now, Journal Article: Full Text Online
Workplace Bullying as Workplace Corruption by Vickers, Margaret H Administration & Society, 10/2014, Volume 46, Issue 8, pp. 960–985, Article PDF: Download Now, Journal Article: Full Text Online
Bully University? The Cost of Workplace Bullying and Employee Disengagement in American Higher Education by Hollis, Leah P SAGE Open, 06/2015, Volume 5, Issue 2, p. 215824401558999, Article PDF: Download Now, Journal Article: Full Text Online
The Gendered Nature of Workplace Bullying in the Context of Higher Education by Ambreen Anjum and Amina Muazzam, Pakistan Journal of Psychological Research, 07/2018, Volume 33, Issue 2, pp. 493–505, Journal Article: Full Text Online
Authored by: Patti Stewart
Navigating Context
Posted on: #iteachmsu
Who (and What) is Diversity Education For? Expanding Assessment Research on Anti-Racist Diversity Ed
Topic Area: DEI
Presented by: Patrick Arnold
Abstract:
Diversity education increasingly takes an anti-racist, anti-sexist, and trans-inclusive orientation, and aims to highlight the dynamics between power, privilege, and forms of oppression which permeate many of our institutions and create conditions of discrimination and marginalization. Extensive scholarship has emerged on the theoretical frameworks, teaching methods, and the impact of diversity education within settings like university courses or DEI (diversity, equity, and inclusion) programming. Educational and psychological research has studied anti-racist diversity education as a form of intervention: A central purpose of anti-racist education, after all, is to increase understanding of bias, and promote ways of ending systemic racial discrimination (Lynch, Swartz, & Isaacs, 2017). Naturally, then, it is common to evaluate the effectiveness of diversity education by measuring change in relevant attitudes, beliefs, or implicit biases of the participants of these interventions. However, diversity education is important not merely because it can be an intervention on existing bias, nor is the only appropriate audience for this context subjects who display such biases. In this pilot study, we explore more expansive data on the impact of diversity education, collected via a large intro course covering diversity in sex, gender, and current social justice issues like #BlackLivesMatter. Importantly, we find that diversity education is particularly impactful on the sense of belonging the students feel toward the university and its community, and especially for students of color enrolled in the course. We argue that further research is needed on diversity education as also an affirmation of belonging in our institutions.
Ingrid Lynch, Sharlene Swartz & Dane Isaacs (2017) Anti-racist moral education: A review of approaches, impact and theoretical underpinnings from 2000 to 2015, Journal of Moral Education, 46:2, 129-144, DOI: 10.1080/03057240.2016.1273825
Presented by: Patrick Arnold
Abstract:
Diversity education increasingly takes an anti-racist, anti-sexist, and trans-inclusive orientation, and aims to highlight the dynamics between power, privilege, and forms of oppression which permeate many of our institutions and create conditions of discrimination and marginalization. Extensive scholarship has emerged on the theoretical frameworks, teaching methods, and the impact of diversity education within settings like university courses or DEI (diversity, equity, and inclusion) programming. Educational and psychological research has studied anti-racist diversity education as a form of intervention: A central purpose of anti-racist education, after all, is to increase understanding of bias, and promote ways of ending systemic racial discrimination (Lynch, Swartz, & Isaacs, 2017). Naturally, then, it is common to evaluate the effectiveness of diversity education by measuring change in relevant attitudes, beliefs, or implicit biases of the participants of these interventions. However, diversity education is important not merely because it can be an intervention on existing bias, nor is the only appropriate audience for this context subjects who display such biases. In this pilot study, we explore more expansive data on the impact of diversity education, collected via a large intro course covering diversity in sex, gender, and current social justice issues like #BlackLivesMatter. Importantly, we find that diversity education is particularly impactful on the sense of belonging the students feel toward the university and its community, and especially for students of color enrolled in the course. We argue that further research is needed on diversity education as also an affirmation of belonging in our institutions.
Ingrid Lynch, Sharlene Swartz & Dane Isaacs (2017) Anti-racist moral education: A review of approaches, impact and theoretical underpinnings from 2000 to 2015, Journal of Moral Education, 46:2, 129-144, DOI: 10.1080/03057240.2016.1273825
Authored by: Patrick Arnold
Justice and Belonging
Posted on: #iteachmsu
Resources for Difficult Dialogues in the Classroom
MSU's Office of Faculty and Academic Staff Development has a great collection, "Resources for Difficult Dialogues in the Classroom" including but not limited to internal [to MSU] and external links on confrontation, bias, policies, and more. Here are a few of the resources:
The Art of Confrontation – COVID version
Prepared by Rick Shafer, Dean of Students Officehttps://remote.msu.edu/_assets/docs/The_Art_of_Confrontation_faculty_COVID_version.pdf
Bias Busters: Guides to Cultural Competence
Website Project of the MSU School of Journalism, College of Communication Arts and Scienceshttp://news.jrn.msu.edu/culturalcompetence/
IDI Education and Training Opportunities
Office for Institutional Diversity and Inclusionhttp://inclusion.msu.edu/education/index.html
Ideas for Disciplinary Content
Compiled by the MSU Librarieshttps://www.lib.msu.edu/inclusiveteaching/
Office of Institutional Equity Policies
http://oie.msu.edu/
To My Professor: Student Voices for Great College Teaching
Book by MSU School of Journalism students and editor Joe Grimm, College of Communication Arts and Scienceshttps://www.insidehighered.com/news/2016/09/12/new-book-advice-college-instructors-based-thousands-student-comments
Difficult Dialogues Guide
Annotated resources produced by Vanderbilt Universityhttps://cft.vanderbilt.edu/guides-sub-pages/difficult-dialogues/
Difficult Dialogues Handbook, Strategies and Resources
Resources produced by the University of Alaska Difficult Dialogues Project and the Ford Foundation
http://www.difficultdialoguesuaa.org/handbook
http://www.difficultdialoguesuaa.org/strategies_and_resources
Handbook for Facilitating Difficult Conversations
Resources produced by Queens College, City University of New York (pdf)Link to PDF document
Inclusive Practices for Managing Controversial Issues
Online document produced by Flinders University of Australiahttps://ofasd.msu.edu/wp-content/uploads/2017/08/TIPS_controversial.pdf
Inviting Dialogue
Resource produced by Clark University (pdf)https://ofasd.msu.edu/wp-content/uploads/2017/08/ClarkUnivInvitingDialogue.pdf
Mindfulness and Discussing “Thorny” Issues in the Classroom (article)
Alexakos, K., Pride, L. D., Amat, A., Tsetsakos, P., Lee, K. J., Paylor-Smith, C., … & Smith, T. (2016). Mindfulness and discussing “thorny” issues in the classroom. Cultural Studies of Science Education, 1-29. https://doi.org/10.1007/s11422-015-9718-0
Toolkit for Inclusive Learning Environments
Project by the Sheridan Libraries of Johns Hopkins Universityhttp://guides.library.jhu.edu/TILE
Books Available from oFASD
To borrow any of the following titles, stop by 2W of the Main Library (across from the Digital Scholarship Lab). Some titles are available electronically on stable links through MSU Libraries.
Brookfield, Stephen D. The Discussion Book: 50 Great Ways to Get People Talking.
Book via electronic access, courtesy of MSU Libraries
Chickering, Art (Foreword) Encountering Faith in the Classroom: Turning Difficult Discussions into Constructive Engagement
Book via electronic access, courtesy of MSU Libraries
Landis, Kay (ed.) Start Talking: A Handbook for Engaging Difficult Dialogues in Higher Education.
Book via electronic access
Nash, Robert J. How to Talk About Hot Topics on Campus: From Polarization to Moral Conversation.
Roderick, Libby. Stop Talking: Indigenous Ways of Teaching and Learning and Difficult Dialogues in Higher Education.
Wheatley, Margaret J. Turning to One Another: Simple Conversations to Restore Hope to the Future
Book via electronic access
BIAS AND RACE
#Charlestonsyllabus
Resource produced by the African American Intellectual History Societyhttp://www.aaihs.org/resources/charlestonsyllabus/
#FergusonSyllabus
Resources produced by Sociologists for Justicehttps://sociologistsforjustice.org/ferguson-syllabus
Eight Actions to Reduce Racism in College Classrooms
Article by Shaun R. Harper and Charles H. F. Davis III from Academe (pdf)https://ofasd.msu.edu/wp-content/uploads/2017/08/HarperDavis-EightActionsToReduceRacismInCollegeClassrooms.pdf
Learning to Talk about Race in the Classroom
Resource from Inside Higher Ed.’s Gradhacker (blog article)https://www.insidehighered.com/blogs/gradhacker/learning-talkrace-classroom
Project Implicit (Implicit Bias)
Project by Harvard Universityhttps://implicit.harvard.edu/implicit/
Promoting Racial Literacy in Schools: Differences That Make a Difference
Book by Stevenson, H. C. (2013). Teachers College Press.
Responding to Incidents of Hate Speech
Webpage produced by the Center for Research on Teaching and Learning at the University of Michiganhttp://crlt.umich.edu/node/93036
Teaching Tolerance
Program of the Southern Poverty Law Center. Resources for K-12, but many transferrable ideashttp://www.tolerance.org/lets-talk
Photo by Kelly Sikkema on Unsplash
The Art of Confrontation – COVID version
Prepared by Rick Shafer, Dean of Students Officehttps://remote.msu.edu/_assets/docs/The_Art_of_Confrontation_faculty_COVID_version.pdf
Bias Busters: Guides to Cultural Competence
Website Project of the MSU School of Journalism, College of Communication Arts and Scienceshttp://news.jrn.msu.edu/culturalcompetence/
IDI Education and Training Opportunities
Office for Institutional Diversity and Inclusionhttp://inclusion.msu.edu/education/index.html
Ideas for Disciplinary Content
Compiled by the MSU Librarieshttps://www.lib.msu.edu/inclusiveteaching/
Office of Institutional Equity Policies
http://oie.msu.edu/
To My Professor: Student Voices for Great College Teaching
Book by MSU School of Journalism students and editor Joe Grimm, College of Communication Arts and Scienceshttps://www.insidehighered.com/news/2016/09/12/new-book-advice-college-instructors-based-thousands-student-comments
Difficult Dialogues Guide
Annotated resources produced by Vanderbilt Universityhttps://cft.vanderbilt.edu/guides-sub-pages/difficult-dialogues/
Difficult Dialogues Handbook, Strategies and Resources
Resources produced by the University of Alaska Difficult Dialogues Project and the Ford Foundation
http://www.difficultdialoguesuaa.org/handbook
http://www.difficultdialoguesuaa.org/strategies_and_resources
Handbook for Facilitating Difficult Conversations
Resources produced by Queens College, City University of New York (pdf)Link to PDF document
Inclusive Practices for Managing Controversial Issues
Online document produced by Flinders University of Australiahttps://ofasd.msu.edu/wp-content/uploads/2017/08/TIPS_controversial.pdf
Inviting Dialogue
Resource produced by Clark University (pdf)https://ofasd.msu.edu/wp-content/uploads/2017/08/ClarkUnivInvitingDialogue.pdf
Mindfulness and Discussing “Thorny” Issues in the Classroom (article)
Alexakos, K., Pride, L. D., Amat, A., Tsetsakos, P., Lee, K. J., Paylor-Smith, C., … & Smith, T. (2016). Mindfulness and discussing “thorny” issues in the classroom. Cultural Studies of Science Education, 1-29. https://doi.org/10.1007/s11422-015-9718-0
Toolkit for Inclusive Learning Environments
Project by the Sheridan Libraries of Johns Hopkins Universityhttp://guides.library.jhu.edu/TILE
Books Available from oFASD
To borrow any of the following titles, stop by 2W of the Main Library (across from the Digital Scholarship Lab). Some titles are available electronically on stable links through MSU Libraries.
Brookfield, Stephen D. The Discussion Book: 50 Great Ways to Get People Talking.
Book via electronic access, courtesy of MSU Libraries
Chickering, Art (Foreword) Encountering Faith in the Classroom: Turning Difficult Discussions into Constructive Engagement
Book via electronic access, courtesy of MSU Libraries
Landis, Kay (ed.) Start Talking: A Handbook for Engaging Difficult Dialogues in Higher Education.
Book via electronic access
Nash, Robert J. How to Talk About Hot Topics on Campus: From Polarization to Moral Conversation.
Roderick, Libby. Stop Talking: Indigenous Ways of Teaching and Learning and Difficult Dialogues in Higher Education.
Wheatley, Margaret J. Turning to One Another: Simple Conversations to Restore Hope to the Future
Book via electronic access
BIAS AND RACE
#Charlestonsyllabus
Resource produced by the African American Intellectual History Societyhttp://www.aaihs.org/resources/charlestonsyllabus/
#FergusonSyllabus
Resources produced by Sociologists for Justicehttps://sociologistsforjustice.org/ferguson-syllabus
Eight Actions to Reduce Racism in College Classrooms
Article by Shaun R. Harper and Charles H. F. Davis III from Academe (pdf)https://ofasd.msu.edu/wp-content/uploads/2017/08/HarperDavis-EightActionsToReduceRacismInCollegeClassrooms.pdf
Learning to Talk about Race in the Classroom
Resource from Inside Higher Ed.’s Gradhacker (blog article)https://www.insidehighered.com/blogs/gradhacker/learning-talkrace-classroom
Project Implicit (Implicit Bias)
Project by Harvard Universityhttps://implicit.harvard.edu/implicit/
Promoting Racial Literacy in Schools: Differences That Make a Difference
Book by Stevenson, H. C. (2013). Teachers College Press.
Responding to Incidents of Hate Speech
Webpage produced by the Center for Research on Teaching and Learning at the University of Michiganhttp://crlt.umich.edu/node/93036
Teaching Tolerance
Program of the Southern Poverty Law Center. Resources for K-12, but many transferrable ideashttp://www.tolerance.org/lets-talk
Photo by Kelly Sikkema on Unsplash
Authored by: OFASD
Pedagogical Design
Posted on: GenAI & Education
ChatGPT FAQ for MSU Educators
ChatGPT FAQ for MSU Educators
This Q&A is for educators who are interested in learning more about using ChatGPT in higher education. Use this list to learn the basics on how this technology can enhance teaching and learning experiences while also addressing concerns related to its potential misuse.
There are other chatbot platforms that existed before ChatGPT, such as Jasper.ai for marketing and creative content. There are also competing platforms that quickly entered the market following ChatGPT, such as Google Bard and Bing Chat. Many of the answers below also apply to these other AI platforms.
We are focusing on ChatGPT because of how often educators around the world are discussing its potential for disrupting current teaching and learning practices.
What is ChatGPT?
What can ChatGPT do and not do?
Can I trust ChatGPT?
How can I access ChatGPT to try it out?
What is ChatGPT Plus?
Are there tools that detect ChatGPT writing?
Does Turnitin detect AI generated text?
Are there other MSU supported tools that use AI?
What other tools can I use to compare AI detection results?
Is there a university policy on the use of AI tools like ChatGPT?
Is there a recommendation for how to address the use of AI tools in my class?
How can I improve the output from ChatGPT?
Could AI chatbots potentially create issues of digital equity for students?
What are the privacy concerns associated with using AI in education?
What is MSU doing and how can I stay connected with future developments?
Q1: What is ChatGPT?
A: ChatGPT is an AI chatbot that was launched by OpenAI in November 2022. GPT stands for Generative Pre-trained Transformer. It is based on a Large Language Model (LLM) that checks for the probability of what words are likely to come next in a sequence. It is not the same as a search engine because it generates responses on the fly from a vast data source. The model is trained to sound like natural language and is optimized for dialogue.
Q2: What can ChatGPT do and not do?
A: What ChatGPT can do:
ChatGPT can generate text related to natural language processing, including, but not limited to, answering questions, translating text from one language to another, providing writing assistance by proofreading, editing, and offering suggestions, generating content (e.g., writing an essay, creating a story or poem, summarizing a long article, brainstorming ideas), and engaging in conversations. The tool can also be used to generate and edit code.
In the context of higher education instruction, some educators have already started experimenting with ChatGPT for developing curriculum plans, learning activities, various types of assessments, and rubrics, as well as providing feedback on students’ writing. Students might use ChatGPT to explore different learning topics, get editing suggestions on their written work, brainstorm ideas for projects, and even generate responses to quizzes, exams, and essays, some of which would raise academic integrity issues.
What ChatGPT cannot do:
ChatGPT does not access current websites for information, and according to its statement of limitations, ChatGPT has “limited knowledge of world events after 2021,” and “may occasionally generate incorrect information” and “harmful instructions or biased content.” It is not very accurate at listing citations/references and all output should be checked, as it often makes things up. However, processes are improved with GPT-4 and results may change significantly with new versions over time.
While ChatGPT can create new content based on the data it has been trained on, it still lacks the ability to generate truly original ideas or solve complex problems that require higher-order thinking and creativity. Even though ChatGPT can assist with providing feedback on student work, it is important to note that OpenAI recommends against educators relying on ChatGPT, as giving student feedback involves possible decision making and complex, context-based considerations. See Educator Considerations for ChatGPT for more details of OpenAI’s discussion on the use of ChatGPT in education.
ChatGPT can be used as an assistant for designing, developing, and teaching courses, but it is not a substitute for educators’ teaching expertise. The best way to learn about its capabilities and limitations is to experiment with ChatGPT within your specific teaching context.
Q3: Can I trust ChatGPT?
A: Ensuring that AI-driven data is accurate and unbiased is very important. The model’s output can sound convincing, but it doesn’t “know” what it is saying and will at times make things up. It is not a substitute for human expertise, judgement, and responsibility. Educators and students need to critically evaluate the information generated by ChatGPT. In practice, assume there are inaccuracies and possible biases (see OpenAI’s FAQ and the given limitations statement).
Ensuring that the collected data is secure and used ethically is also a major challenge. Avoid entering sensitive information. Do not provide any student information or student grades to ChatGPT, as it may be a FERPA violation for disclosing educational records to a third party without the student’s written consent.
Q4: How can I access ChatGPT to try it out?
A: The free version, GPT-3.5, is available at chat.openai.com. Sign up with an email address or Google account. You can create multiple sign-ins to use for work or personal use by using a different email. The sign-up process will ask for a phone number and send you a code for verification. You can use the same phone number for the verification process.
After signing up, go to chat.openai.com/chat. There is a text input field at the bottom where you will enter your prompt. Select “Regenerate response” for another version and scroll through the numbers to the left of the prompt to view each version. Continue refining your results by giving subsequent prompts or start a new chat from the menu on the left. You can edit chat labels or delete them by selecting the item in the menu. If you find an answer is incorrect, you can provide feedback by using the "Thumbs Down" button.
Q5: What is ChatGPT Plus (ChatGPT-4)?
A: ChatGPT Plus (ChatGPT-4) is available with a $20/month subscription. The upgrade provides better access during high demand, faster responses, and priority access to new features. One of the new plugins recently adds web browsing for more current data. GPT-4 surpasses ChatGPT in its advanced reasoning capabilities and can solve difficult problems with greater accuracy. You can access it from the menu options after signing up for the free version.
Q6: Are there tools that detect ChatGPT writing?
A: There are tools that claim to be able to detect AI generated text (e.g., Turnitin, CheckGPT, GPTZero). However, keep in mind that the only evidence is the presence of statistical markers about the likelihood of word patterns. It is possible for human writing to fall along similar patterns, leading to false positives, and it is also possible to produce AI-generated responses that go undetected, leading to false negatives. As of Aug. 1, no reliable detector has been identified, and the detectors that are widely available have been shown by multiple studies to be biased against English language learners and people with disabilities (e.g., GPT detectors are biased against non-native English writers by Liang et al. and A study of implicit bias in pretrained language models against people with disabilities by Venkit et al.). Do not assume AI detectors are giving you absolute facts (see Can AI Generated Text be Reliably Detected by Sadasivan et al.), rather let them guide you in addressing concerns with students.
The best approach is to have a conversation with the student about whether, how, and why they used the tool. For example, an international student may have entered their own work to polish up language structure. Some students may not know using the technology constitutes academic dishonesty, or to what extent they are allowed to get AI assistance if it hasn’t been mentioned explicitly.Be careful how you approach students and consider refraining from mentioning the use of AI detectors as a threat. “The use of these tools to evaluate student text can increase students’ anxiety and stress (both of which have been found to inhibit learning), while also creating an atmosphere of distrust.” [source: Evaluating Student Text with AI Text Detectors]
Bottom line, dedicate some classroom time to educating students about AI and what you consider to be misuse in your class. Have open discussions about its benefits and limitations. Help students understand the downsides of relying on it and emphasize the importance of developing their own writing abilities.
Q7: Does Turnitin detect AI generated text?
A: Turnitin has its own AI writing detection tool, however, it was removed from within the tool on our D2L instance due to concerns over bias and unreliability. Turnitin acknowledges that false positives and false negatives are possible. Again, as of Aug. 1, no reliable detector has been identified, and the detectors that are widely available have been shown by multiple studies to be biased against English language learners and people with disabilities (e.g., GPT detectors are biased against non-native English writers by Liang et al. and A study of implicit bias in pretrained language models against people with disabilities by Venkit et al.).
Turnitin Disclaimer:
“Our AI writing assessment is designed to help educators identify text that might be prepared by a generative AI tool. Our AI writing assessment may not always be accurate (it may misidentify both human and AI-generated text) so it should not be used as the sole basis for adverse actions against a student. It takes further scrutiny and human judgment in conjunction with an organization's application of its specific academic policies to determine whether any academic misconduct has occurred.”
See the following for more Turnitin resources.
Turnitin’s AI Writing Detection FAQ
Academic integrity in the age of AI
AI conversations: Handling false positives for educators
Return to the Turnitin AI writing resource center for educators periodically to find current articles on this rapidly evolving topic.
Q8: Are there other MSU supported tools that detect AI?
A: Packback is an MSU supported AI tool that monitors student work. When using the Packback discussion tool, students are notified when AI generated text is detected, and guidance is provided on how to use AI tools with integrity. See the article, "Post may have been generated by AI" Reason for Moderation.
Packback also has a free AI detection tool called CheckGPT that can be used even if you don’t use the discussion feature, Packback Questions. CheckGPT will analyze a piece of text and suggest using what you learn to help create teaching moments with your students about ethical use and the importance of academic honesty. The tool author intentionally tuned CheckGPT towards a low false positive.Be aware that as of Aug. 1, no reliable detector has been identified, and the detectors that are widely available have been shown by multiple studies to be biased against English language learners and people with disabilities (e.g., GPT detectors are biased against non-native English writers by Liang et al. and A study of implicit bias in pretrained language models against people with disabilities by Venkit et al.).
Q9: What other tools can I use to compare AI detection results?
A: Some other tools being used include GPTZero, Hive Moderation, and AI Text Classifier. Try submitting your own original work, as well as AI generated results, to get a better understanding of the differences between tools.
GPTZero is a free AI detection tool for educators that is finetuned for student writing and academic prose. You can analyze pasted text or upload files. There is also a separate product with a similar name called ZeroGPT.
Hive Moderation has an AI detection tool that will score the likelihood of generated text by segment. On top of an overall score, results include which engine created an image and which segment of text has the most probable artificial content.
If you search the internet, you will likely find many others (e.g., Top 7 Best Plagiarism Checkers For AI-Generated Content). Experiment with the different tools to get a feel for their usefulness within the context of your teaching. Use the tools as a point of discussion, rather than considering them as proof of misconduct, which may not be the case. Due to the unreliability, it is unclear whether detection has an advantage in the long-term as all have disclaimers.
Q10: Is there a university policy on the use of AI tools like ChatGPT?
A: On August 1, 2023, the Office of the Provost at MSU posted the Generative Artificial Intelligence Guidance, and Technology at MSU also shared an Interim Guidance on Data Uses and Risks of Generative AI. Check for related policies within your college or department. Consider explaining the new university guidance, existing academic integrity policies, and your approach to the use of AI tools in your course syllabus.
MSU policies and resources related to academic integrity:
Spartan Code of Honor
Integrity of Scholarship and Grades
Student Rights and Responsibilities Article 7
MSU Campus Resources for Academic Integrity
Q11: Is there a recommendation for how to address the use of AI tools in my class?
A: Generally speaking, educators have been responding to the rise of AI tools by either resisting or adapting (see ChatGPT and AI Text Generators: Should Academia Adapt or Resist). Resistors may see more issues than benefits in using AI for teaching and assessing students. They prohibit, bypass or discourage the use of AI tools by returning to in-person pen and paper assessments or using AI detection tools to detect AI generated content. Educators who take a more adaptive approach will likely see more benefits of using AI in teaching and learning and the need of better preparing students for the challenges they will face in a post-AI world. Of course, how you address the use of AI tools in your course depends on your specific teaching context and course goals. An instructor teaching writing classes and an instructor teaching AI-related courses are likely to take different approaches.
In your course syllabus, make your expectations clear on whether students can use AI tools, what students can use them for, what students should not use them for, and whether they need to explain how they have used them. The more detailed your expectations are, the less likely students will misuse these tools.
Carefully (re)design your course activities and assessments, whether you are embracing AI tools or discouraging the use of them in your course. Consider designing activities or assessments that encourage higher-order thinking, critical thinking, and creative thinking (e.g., reflection activities or essays, activities that develop critical digital literacy, work that focuses on process over end-product, and real world, ill-structured problem-solving), which are essential for successful learning and resistant to students’ misuse of AI tools. Below are several resources for designing activities and assessments in the age of AI:
Five ways to prepare writing assignments in the age of AI by Turnitin
New modes of learning enabled by AI chatbots: Three methods and assignments by Ethan and Lilach Mollick, University of Pennsylvania - Wharton School
Q12: How can I improve the output from ChatGPT?
A: You can improve the output with targeted prompts and subsequent tasks, such as defining the structure type (essay, email, letter, blog, lesson, assignment, quiz, rubric, list, table, outline, etc.) and tone (professional, heartfelt, humorous, in the voice of a celebrity, for a fifth grader, etc.). You can give the chatbot a role and a task (prompt: “you are a college professor teaching __, write a ___ about ___). You can continue improving the output by providing more context details.
You can also train the model by providing a dataset of your own. It will not read text from a website by providing a url (try it sometime to see the model make stuff up). You will have to paste in the text with your request. For example, prompt ChatGPT to give you a summary of … “paste in article text” or ask for a list of discussion questions to give to students from the copied article text. If you want something more concise, give a subsequent prompt to “make it shorter”. If the text appears to have cutoff at the end, you can extend the length by telling ChatGPT to continue from “paste in the last sentence.” For more, see Open AI’s guide on prompt design.
Q13: Could AI chatbots potentially create issues of digital equity for students?
A: Using AI technology in the classroom may lead to unequal access for students. Those with slower internet speeds or no internet access at home may face disadvantages. Additionally, those who pay for subscriptions may have better access and results. Students at schools that prohibit the technology may also be at a disadvantage. However, AI technology can help alleviate inequity in some cases, such as assisting international students with grammar and improving communication with instructors. It can also provide academic support for students without access to private tutors.
Disclosure: The above paragraph was rewritten with the help of ChatGPT. The original is listed below.
The prompt given was simply “Rewrite: If you allow and even encourage the proper use of AI technology in your classroom, students will not all have the same level of access. Students who experience slower internet speeds or have no access to the internet at home may face a disadvantage. Additionally, during peak usage times, the free version may not be readily available. Those who pay for a subscription will have an advantage with better access and improved results. Students from schools that prohibit the use of the technology may find themselves disadvantaged relative to those who were trained to use it as a tool. The technology may help to alleviate inequity in other cases, such as helping an international student polish their grammar or improve communication with an instructor. Students without access to private tutors can potentially get assistance with their studies.”
Both versions are provided to give you an example of using ChatGPT to improve or shorten a piece of writing.
Q14: What are the privacy concerns associated with using AI in education?
A: The company collects information from you and/or your students when signing up for an account. Entering personally identifiable information related to your students in a prompt would be a FERPA violation because prompts may be reviewed by AI trainers to improve their systems. See the privacy-policy for more details. Instructors who are embracing the technology as a learning tool may be creating assignments that specifically encourage its use. However, students who are concerned about privacy issues may be reluctant to use the technology. Consider creating an alternative assignment for those cases.
Q15: What is MSU doing and how can I stay connected with future developments?
A: MSU offered a university-wide AI Symposium in February 2023, followed by on-going conversations within departments and academic programs around the topic. For example, there was an AI/IAH Workshop on April 14, 2023 (resources are posted on iTeach). Other AI coffee talks were posted on the MSU Library calendar. The MSU Spring Conference in May had sessions on the topic, as well as the EdTech Summit in June, 2023 MSU Educational Technology. Check with your department and the following areas to keep up on the latest developments.
iTeach & CTLI (Center for Teaching and Learning Innovation)
Artificial Intelligence in Higher Education (and Learning)
AI & Education Group – login to find the group and join the growing list of members.
MSU’s Spring Conference on Teaching and Learning - May 2023
Using AI in Teaching & Learning iTeach playlist
EDLI (Enhanced Digital Learning Initiative) and Broad College
Short Overview of ChatGPT for University Faculty By Jeremy Van Hof, Eli Broad College of Business, MSU
Quarterly Newsletter Apr 2023
OSSA (Office of Student Support & Accountability) and MSU Policy
When It Comes to Academic Integrity, Even ChatGPT Has the Answer By Jake Kasper, Office of Student Support & Accountability
Office of Student Support & Accountability
Spartan Code of Honor
Integrity of Scholarship and Grades
Student Rights and Responsibilities Article 4
MSU Campus Resources for Academic Integrity
Spartan Newsroom and MSU Today
Are teachers ready for the rise of Artificial Intelligence? - January 20, 2023
What if AI helped write a commencement speech? ComArtSci 2023 commencement
Additional Resources:
Educator Considerations for ChatGPT By OpenAI
ChatGPT Updates and FAQ By OpenAI
ChatGPT General FAQ By OpenAI
AI Chatbot FAQ By Western Carolina University
ChatGPT & Education By Torrey Trust, University of Massachusetts Amherst
Academic integrity in the age of AI By Turnitin
White Paper: How Academia is Adapting to Generative AI
How to Productively Address AI-Generated Text in Your Classroom By Indiana University Bloomington
Currently, there is an explosion of tools integrating Chat AI tools. For example, Quizlet has a new tool called Q-Chat, Khan Academy recently developed Khanmigo, and Grammarly introduced a ChatGPT-style AI tool. On a humorous note, there is CatGPT (not a typo). More guidance and updates are likely to follow this getting started FAQ.Originally posted: May 2023Updated: Nov 2023
This Q&A is for educators who are interested in learning more about using ChatGPT in higher education. Use this list to learn the basics on how this technology can enhance teaching and learning experiences while also addressing concerns related to its potential misuse.
There are other chatbot platforms that existed before ChatGPT, such as Jasper.ai for marketing and creative content. There are also competing platforms that quickly entered the market following ChatGPT, such as Google Bard and Bing Chat. Many of the answers below also apply to these other AI platforms.
We are focusing on ChatGPT because of how often educators around the world are discussing its potential for disrupting current teaching and learning practices.
What is ChatGPT?
What can ChatGPT do and not do?
Can I trust ChatGPT?
How can I access ChatGPT to try it out?
What is ChatGPT Plus?
Are there tools that detect ChatGPT writing?
Does Turnitin detect AI generated text?
Are there other MSU supported tools that use AI?
What other tools can I use to compare AI detection results?
Is there a university policy on the use of AI tools like ChatGPT?
Is there a recommendation for how to address the use of AI tools in my class?
How can I improve the output from ChatGPT?
Could AI chatbots potentially create issues of digital equity for students?
What are the privacy concerns associated with using AI in education?
What is MSU doing and how can I stay connected with future developments?
Q1: What is ChatGPT?
A: ChatGPT is an AI chatbot that was launched by OpenAI in November 2022. GPT stands for Generative Pre-trained Transformer. It is based on a Large Language Model (LLM) that checks for the probability of what words are likely to come next in a sequence. It is not the same as a search engine because it generates responses on the fly from a vast data source. The model is trained to sound like natural language and is optimized for dialogue.
Q2: What can ChatGPT do and not do?
A: What ChatGPT can do:
ChatGPT can generate text related to natural language processing, including, but not limited to, answering questions, translating text from one language to another, providing writing assistance by proofreading, editing, and offering suggestions, generating content (e.g., writing an essay, creating a story or poem, summarizing a long article, brainstorming ideas), and engaging in conversations. The tool can also be used to generate and edit code.
In the context of higher education instruction, some educators have already started experimenting with ChatGPT for developing curriculum plans, learning activities, various types of assessments, and rubrics, as well as providing feedback on students’ writing. Students might use ChatGPT to explore different learning topics, get editing suggestions on their written work, brainstorm ideas for projects, and even generate responses to quizzes, exams, and essays, some of which would raise academic integrity issues.
What ChatGPT cannot do:
ChatGPT does not access current websites for information, and according to its statement of limitations, ChatGPT has “limited knowledge of world events after 2021,” and “may occasionally generate incorrect information” and “harmful instructions or biased content.” It is not very accurate at listing citations/references and all output should be checked, as it often makes things up. However, processes are improved with GPT-4 and results may change significantly with new versions over time.
While ChatGPT can create new content based on the data it has been trained on, it still lacks the ability to generate truly original ideas or solve complex problems that require higher-order thinking and creativity. Even though ChatGPT can assist with providing feedback on student work, it is important to note that OpenAI recommends against educators relying on ChatGPT, as giving student feedback involves possible decision making and complex, context-based considerations. See Educator Considerations for ChatGPT for more details of OpenAI’s discussion on the use of ChatGPT in education.
ChatGPT can be used as an assistant for designing, developing, and teaching courses, but it is not a substitute for educators’ teaching expertise. The best way to learn about its capabilities and limitations is to experiment with ChatGPT within your specific teaching context.
Q3: Can I trust ChatGPT?
A: Ensuring that AI-driven data is accurate and unbiased is very important. The model’s output can sound convincing, but it doesn’t “know” what it is saying and will at times make things up. It is not a substitute for human expertise, judgement, and responsibility. Educators and students need to critically evaluate the information generated by ChatGPT. In practice, assume there are inaccuracies and possible biases (see OpenAI’s FAQ and the given limitations statement).
Ensuring that the collected data is secure and used ethically is also a major challenge. Avoid entering sensitive information. Do not provide any student information or student grades to ChatGPT, as it may be a FERPA violation for disclosing educational records to a third party without the student’s written consent.
Q4: How can I access ChatGPT to try it out?
A: The free version, GPT-3.5, is available at chat.openai.com. Sign up with an email address or Google account. You can create multiple sign-ins to use for work or personal use by using a different email. The sign-up process will ask for a phone number and send you a code for verification. You can use the same phone number for the verification process.
After signing up, go to chat.openai.com/chat. There is a text input field at the bottom where you will enter your prompt. Select “Regenerate response” for another version and scroll through the numbers to the left of the prompt to view each version. Continue refining your results by giving subsequent prompts or start a new chat from the menu on the left. You can edit chat labels or delete them by selecting the item in the menu. If you find an answer is incorrect, you can provide feedback by using the "Thumbs Down" button.
Q5: What is ChatGPT Plus (ChatGPT-4)?
A: ChatGPT Plus (ChatGPT-4) is available with a $20/month subscription. The upgrade provides better access during high demand, faster responses, and priority access to new features. One of the new plugins recently adds web browsing for more current data. GPT-4 surpasses ChatGPT in its advanced reasoning capabilities and can solve difficult problems with greater accuracy. You can access it from the menu options after signing up for the free version.
Q6: Are there tools that detect ChatGPT writing?
A: There are tools that claim to be able to detect AI generated text (e.g., Turnitin, CheckGPT, GPTZero). However, keep in mind that the only evidence is the presence of statistical markers about the likelihood of word patterns. It is possible for human writing to fall along similar patterns, leading to false positives, and it is also possible to produce AI-generated responses that go undetected, leading to false negatives. As of Aug. 1, no reliable detector has been identified, and the detectors that are widely available have been shown by multiple studies to be biased against English language learners and people with disabilities (e.g., GPT detectors are biased against non-native English writers by Liang et al. and A study of implicit bias in pretrained language models against people with disabilities by Venkit et al.). Do not assume AI detectors are giving you absolute facts (see Can AI Generated Text be Reliably Detected by Sadasivan et al.), rather let them guide you in addressing concerns with students.
The best approach is to have a conversation with the student about whether, how, and why they used the tool. For example, an international student may have entered their own work to polish up language structure. Some students may not know using the technology constitutes academic dishonesty, or to what extent they are allowed to get AI assistance if it hasn’t been mentioned explicitly.Be careful how you approach students and consider refraining from mentioning the use of AI detectors as a threat. “The use of these tools to evaluate student text can increase students’ anxiety and stress (both of which have been found to inhibit learning), while also creating an atmosphere of distrust.” [source: Evaluating Student Text with AI Text Detectors]
Bottom line, dedicate some classroom time to educating students about AI and what you consider to be misuse in your class. Have open discussions about its benefits and limitations. Help students understand the downsides of relying on it and emphasize the importance of developing their own writing abilities.
Q7: Does Turnitin detect AI generated text?
A: Turnitin has its own AI writing detection tool, however, it was removed from within the tool on our D2L instance due to concerns over bias and unreliability. Turnitin acknowledges that false positives and false negatives are possible. Again, as of Aug. 1, no reliable detector has been identified, and the detectors that are widely available have been shown by multiple studies to be biased against English language learners and people with disabilities (e.g., GPT detectors are biased against non-native English writers by Liang et al. and A study of implicit bias in pretrained language models against people with disabilities by Venkit et al.).
Turnitin Disclaimer:
“Our AI writing assessment is designed to help educators identify text that might be prepared by a generative AI tool. Our AI writing assessment may not always be accurate (it may misidentify both human and AI-generated text) so it should not be used as the sole basis for adverse actions against a student. It takes further scrutiny and human judgment in conjunction with an organization's application of its specific academic policies to determine whether any academic misconduct has occurred.”
See the following for more Turnitin resources.
Turnitin’s AI Writing Detection FAQ
Academic integrity in the age of AI
AI conversations: Handling false positives for educators
Return to the Turnitin AI writing resource center for educators periodically to find current articles on this rapidly evolving topic.
Q8: Are there other MSU supported tools that detect AI?
A: Packback is an MSU supported AI tool that monitors student work. When using the Packback discussion tool, students are notified when AI generated text is detected, and guidance is provided on how to use AI tools with integrity. See the article, "Post may have been generated by AI" Reason for Moderation.
Packback also has a free AI detection tool called CheckGPT that can be used even if you don’t use the discussion feature, Packback Questions. CheckGPT will analyze a piece of text and suggest using what you learn to help create teaching moments with your students about ethical use and the importance of academic honesty. The tool author intentionally tuned CheckGPT towards a low false positive.Be aware that as of Aug. 1, no reliable detector has been identified, and the detectors that are widely available have been shown by multiple studies to be biased against English language learners and people with disabilities (e.g., GPT detectors are biased against non-native English writers by Liang et al. and A study of implicit bias in pretrained language models against people with disabilities by Venkit et al.).
Q9: What other tools can I use to compare AI detection results?
A: Some other tools being used include GPTZero, Hive Moderation, and AI Text Classifier. Try submitting your own original work, as well as AI generated results, to get a better understanding of the differences between tools.
GPTZero is a free AI detection tool for educators that is finetuned for student writing and academic prose. You can analyze pasted text or upload files. There is also a separate product with a similar name called ZeroGPT.
Hive Moderation has an AI detection tool that will score the likelihood of generated text by segment. On top of an overall score, results include which engine created an image and which segment of text has the most probable artificial content.
If you search the internet, you will likely find many others (e.g., Top 7 Best Plagiarism Checkers For AI-Generated Content). Experiment with the different tools to get a feel for their usefulness within the context of your teaching. Use the tools as a point of discussion, rather than considering them as proof of misconduct, which may not be the case. Due to the unreliability, it is unclear whether detection has an advantage in the long-term as all have disclaimers.
Q10: Is there a university policy on the use of AI tools like ChatGPT?
A: On August 1, 2023, the Office of the Provost at MSU posted the Generative Artificial Intelligence Guidance, and Technology at MSU also shared an Interim Guidance on Data Uses and Risks of Generative AI. Check for related policies within your college or department. Consider explaining the new university guidance, existing academic integrity policies, and your approach to the use of AI tools in your course syllabus.
MSU policies and resources related to academic integrity:
Spartan Code of Honor
Integrity of Scholarship and Grades
Student Rights and Responsibilities Article 7
MSU Campus Resources for Academic Integrity
Q11: Is there a recommendation for how to address the use of AI tools in my class?
A: Generally speaking, educators have been responding to the rise of AI tools by either resisting or adapting (see ChatGPT and AI Text Generators: Should Academia Adapt or Resist). Resistors may see more issues than benefits in using AI for teaching and assessing students. They prohibit, bypass or discourage the use of AI tools by returning to in-person pen and paper assessments or using AI detection tools to detect AI generated content. Educators who take a more adaptive approach will likely see more benefits of using AI in teaching and learning and the need of better preparing students for the challenges they will face in a post-AI world. Of course, how you address the use of AI tools in your course depends on your specific teaching context and course goals. An instructor teaching writing classes and an instructor teaching AI-related courses are likely to take different approaches.
In your course syllabus, make your expectations clear on whether students can use AI tools, what students can use them for, what students should not use them for, and whether they need to explain how they have used them. The more detailed your expectations are, the less likely students will misuse these tools.
Carefully (re)design your course activities and assessments, whether you are embracing AI tools or discouraging the use of them in your course. Consider designing activities or assessments that encourage higher-order thinking, critical thinking, and creative thinking (e.g., reflection activities or essays, activities that develop critical digital literacy, work that focuses on process over end-product, and real world, ill-structured problem-solving), which are essential for successful learning and resistant to students’ misuse of AI tools. Below are several resources for designing activities and assessments in the age of AI:
Five ways to prepare writing assignments in the age of AI by Turnitin
New modes of learning enabled by AI chatbots: Three methods and assignments by Ethan and Lilach Mollick, University of Pennsylvania - Wharton School
Q12: How can I improve the output from ChatGPT?
A: You can improve the output with targeted prompts and subsequent tasks, such as defining the structure type (essay, email, letter, blog, lesson, assignment, quiz, rubric, list, table, outline, etc.) and tone (professional, heartfelt, humorous, in the voice of a celebrity, for a fifth grader, etc.). You can give the chatbot a role and a task (prompt: “you are a college professor teaching __, write a ___ about ___). You can continue improving the output by providing more context details.
You can also train the model by providing a dataset of your own. It will not read text from a website by providing a url (try it sometime to see the model make stuff up). You will have to paste in the text with your request. For example, prompt ChatGPT to give you a summary of … “paste in article text” or ask for a list of discussion questions to give to students from the copied article text. If you want something more concise, give a subsequent prompt to “make it shorter”. If the text appears to have cutoff at the end, you can extend the length by telling ChatGPT to continue from “paste in the last sentence.” For more, see Open AI’s guide on prompt design.
Q13: Could AI chatbots potentially create issues of digital equity for students?
A: Using AI technology in the classroom may lead to unequal access for students. Those with slower internet speeds or no internet access at home may face disadvantages. Additionally, those who pay for subscriptions may have better access and results. Students at schools that prohibit the technology may also be at a disadvantage. However, AI technology can help alleviate inequity in some cases, such as assisting international students with grammar and improving communication with instructors. It can also provide academic support for students without access to private tutors.
Disclosure: The above paragraph was rewritten with the help of ChatGPT. The original is listed below.
The prompt given was simply “Rewrite: If you allow and even encourage the proper use of AI technology in your classroom, students will not all have the same level of access. Students who experience slower internet speeds or have no access to the internet at home may face a disadvantage. Additionally, during peak usage times, the free version may not be readily available. Those who pay for a subscription will have an advantage with better access and improved results. Students from schools that prohibit the use of the technology may find themselves disadvantaged relative to those who were trained to use it as a tool. The technology may help to alleviate inequity in other cases, such as helping an international student polish their grammar or improve communication with an instructor. Students without access to private tutors can potentially get assistance with their studies.”
Both versions are provided to give you an example of using ChatGPT to improve or shorten a piece of writing.
Q14: What are the privacy concerns associated with using AI in education?
A: The company collects information from you and/or your students when signing up for an account. Entering personally identifiable information related to your students in a prompt would be a FERPA violation because prompts may be reviewed by AI trainers to improve their systems. See the privacy-policy for more details. Instructors who are embracing the technology as a learning tool may be creating assignments that specifically encourage its use. However, students who are concerned about privacy issues may be reluctant to use the technology. Consider creating an alternative assignment for those cases.
Q15: What is MSU doing and how can I stay connected with future developments?
A: MSU offered a university-wide AI Symposium in February 2023, followed by on-going conversations within departments and academic programs around the topic. For example, there was an AI/IAH Workshop on April 14, 2023 (resources are posted on iTeach). Other AI coffee talks were posted on the MSU Library calendar. The MSU Spring Conference in May had sessions on the topic, as well as the EdTech Summit in June, 2023 MSU Educational Technology. Check with your department and the following areas to keep up on the latest developments.
iTeach & CTLI (Center for Teaching and Learning Innovation)
Artificial Intelligence in Higher Education (and Learning)
AI & Education Group – login to find the group and join the growing list of members.
MSU’s Spring Conference on Teaching and Learning - May 2023
Using AI in Teaching & Learning iTeach playlist
EDLI (Enhanced Digital Learning Initiative) and Broad College
Short Overview of ChatGPT for University Faculty By Jeremy Van Hof, Eli Broad College of Business, MSU
Quarterly Newsletter Apr 2023
OSSA (Office of Student Support & Accountability) and MSU Policy
When It Comes to Academic Integrity, Even ChatGPT Has the Answer By Jake Kasper, Office of Student Support & Accountability
Office of Student Support & Accountability
Spartan Code of Honor
Integrity of Scholarship and Grades
Student Rights and Responsibilities Article 4
MSU Campus Resources for Academic Integrity
Spartan Newsroom and MSU Today
Are teachers ready for the rise of Artificial Intelligence? - January 20, 2023
What if AI helped write a commencement speech? ComArtSci 2023 commencement
Additional Resources:
Educator Considerations for ChatGPT By OpenAI
ChatGPT Updates and FAQ By OpenAI
ChatGPT General FAQ By OpenAI
AI Chatbot FAQ By Western Carolina University
ChatGPT & Education By Torrey Trust, University of Massachusetts Amherst
Academic integrity in the age of AI By Turnitin
White Paper: How Academia is Adapting to Generative AI
How to Productively Address AI-Generated Text in Your Classroom By Indiana University Bloomington
Currently, there is an explosion of tools integrating Chat AI tools. For example, Quizlet has a new tool called Q-Chat, Khan Academy recently developed Khanmigo, and Grammarly introduced a ChatGPT-style AI tool. On a humorous note, there is CatGPT (not a typo). More guidance and updates are likely to follow this getting started FAQ.Originally posted: May 2023Updated: Nov 2023
Authored by: Sue Halick and Cui Cheng
Posted on: #iteachmsu
Outlined Learning Objectives.
Up until this point, this guide has mostly focused on the instructor listing topics as opposed to objectives. While listing topics has a form of value, the topics may not communicate exactly what you hope students can achieve at the end of the course. For this reason, as much as possible an instructor should consider changing course topics to learning outcomes: concise statements describing the skills or abilities a student should have at the end of a course/unit.
Tips for writing learning objectives:
Begin each objective with the phrase, “After participating in this session, students should be able to…”
This is not how it may be phrased in your syllabus but will hopefully provide an effective brainstorming session on how to transform topics into objectives.
Choose verbs that are indicative of specific, measurable and observable behaviors which match desired level of knowledge or skill:
“Recall…”
“Describe…”
“Evaluate…”
“Create…”
Etc.
Write them as an outcome, not as a task.
Your objective should describe what students should be able to do/know as a result of the course/unit.
For example:
“Write a reflection on ______ .” is a task, not an outcome.
Teaching Methods.
Each instructor has their own approach to teaching. The general version of this approach has most likely already been listed in your syllabus. However, now you should consider how well your approach fits with the methods described in the syllabus itself and your goals as an educator. Here are some examples of teaching methods and why you may choose to use them. Reflect on what your own teaching method is and how it is incorporated throughout your syllabus.
Lecture-based learning:
Common for large groups, introducing a new topic, or delivering a complex lesson. This type of learning can be efficient for covering large amounts of information; however, it may decrease student engagement and encourage passive learning if done frequently.
Discussion-Based Learning:
Common for encouraging critical thinking, covering literature, philosophy or subjects that would benefit from multiple and diverse viewpoints. This type of learning can help promote active participation and deeper levels of understanding but can be time-consuming and run the risk of being dominated by a few participants if not moderated properly.
Inquiry-Based Learning:
Common in science and project-based learning, or areas where exploration is prioritized. This type of learning hopefully fosters curiosity and independent learning, however, relies heavily on student motivation so it requires heavy facilitation and planning.
Problem-Based Learning:
Common in applied fields such as medicine or engineering which rely on problem solving capabilities. This type of learning strongly develops analytical skills and problem solving but can be extremely challenging for students not used to open-ended tasks and is often affiliated with burnout.
Flipped Classroom:
Commonly used to engage students in higher-order thinking during class-time as opposed to presenting information. Ideally this will increase active learning and engagement during class but requires access to technology and relies on student motivation outside of class.
Differentiated Instruction:
Common in mixed-ability classrooms, this teaching method is tailored to different student learning styles, needs, and abilities. It is inclusive and student-centered, which may increase student/teacher relationships, but demands heavy planning and flexibility on the part of the instructor.
Montessori Method:
While more common in early development, this teaching technique encourages students to select activities from a range of options, which can encourage independence and self-motivation; however, it requires access to a lot of material and an extensive amount of planning from instructors.
Assessment Strategies.
Following the guide through each step means you already have some type of description of your assessments provided. Take this time to explain your strategy and reasoning behind those assessments.
Support
Be reflective of how you manage and support students in your class:
What implicit biases are built into your class and syllabus?
What is your stance on ableism?
Are their social/political motivations embedded in the syllabus?
Does your syllabus benefit one student over another?
If students are struggling financially, would that impact their ability to access resources for your class?
If students had a form of neurodivergence, how would that affect their performance in your class?
Do you favor one type of student over another?
What accommodation are you providing for students?
Here are some to consider:
Notes? Recorded Lectures? Audio recordings? Online attendance options?
Physical copies of materials? Electronic ones?
Extended test time? Alternate Test Locations?
Links to additional resources?
Assistive technology? Preferential seating?
Here is the time to demonstrate how you teach, set that clear expectation for students, and flesh out what it means for them to be in the class.
The Syllabus and Course Teaching
Outlined Learning Objectives.
Up until this point, this guide has mostly focused on the instructor listing topics as opposed to objectives. While listing topics has a form of value, the topics may not communicate exactly what you hope students can achieve at the end of the course. For this reason, as much as possible an instructor should consider changing course topics to learning outcomes: concise statements describing the skills or abilities a student should have at the end of a course/unit.
Tips for writing learning objectives:
Begin each objective with the phrase, “After participating in this session, students should be able to…”
This is not how it may be phrased in your syllabus but will hopefully provide an effective brainstorming session on how to transform topics into objectives.
Choose verbs that are indicative of specific, measurable and observable behaviors which match desired level of knowledge or skill:
“Recall…”
“Describe…”
“Evaluate…”
“Create…”
Etc.
Write them as an outcome, not as a task.
Your objective should describe what students should be able to do/know as a result of the course/unit.
For example:
“Write a reflection on ______ .” is a task, not an outcome.
Teaching Methods.
Each instructor has their own approach to teaching. The general version of this approach has most likely already been listed in your syllabus. However, now you should consider how well your approach fits with the methods described in the syllabus itself and your goals as an educator. Here are some examples of teaching methods and why you may choose to use them. Reflect on what your own teaching method is and how it is incorporated throughout your syllabus.
Lecture-based learning:
Common for large groups, introducing a new topic, or delivering a complex lesson. This type of learning can be efficient for covering large amounts of information; however, it may decrease student engagement and encourage passive learning if done frequently.
Discussion-Based Learning:
Common for encouraging critical thinking, covering literature, philosophy or subjects that would benefit from multiple and diverse viewpoints. This type of learning can help promote active participation and deeper levels of understanding but can be time-consuming and run the risk of being dominated by a few participants if not moderated properly.
Inquiry-Based Learning:
Common in science and project-based learning, or areas where exploration is prioritized. This type of learning hopefully fosters curiosity and independent learning, however, relies heavily on student motivation so it requires heavy facilitation and planning.
Problem-Based Learning:
Common in applied fields such as medicine or engineering which rely on problem solving capabilities. This type of learning strongly develops analytical skills and problem solving but can be extremely challenging for students not used to open-ended tasks and is often affiliated with burnout.
Flipped Classroom:
Commonly used to engage students in higher-order thinking during class-time as opposed to presenting information. Ideally this will increase active learning and engagement during class but requires access to technology and relies on student motivation outside of class.
Differentiated Instruction:
Common in mixed-ability classrooms, this teaching method is tailored to different student learning styles, needs, and abilities. It is inclusive and student-centered, which may increase student/teacher relationships, but demands heavy planning and flexibility on the part of the instructor.
Montessori Method:
While more common in early development, this teaching technique encourages students to select activities from a range of options, which can encourage independence and self-motivation; however, it requires access to a lot of material and an extensive amount of planning from instructors.
Assessment Strategies.
Following the guide through each step means you already have some type of description of your assessments provided. Take this time to explain your strategy and reasoning behind those assessments.
Support
Be reflective of how you manage and support students in your class:
What implicit biases are built into your class and syllabus?
What is your stance on ableism?
Are their social/political motivations embedded in the syllabus?
Does your syllabus benefit one student over another?
If students are struggling financially, would that impact their ability to access resources for your class?
If students had a form of neurodivergence, how would that affect their performance in your class?
Do you favor one type of student over another?
What accommodation are you providing for students?
Here are some to consider:
Notes? Recorded Lectures? Audio recordings? Online attendance options?
Physical copies of materials? Electronic ones?
Extended test time? Alternate Test Locations?
Links to additional resources?
Assistive technology? Preferential seating?
Here is the time to demonstrate how you teach, set that clear expectation for students, and flesh out what it means for them to be in the class.
Authored by: Erik Flinn
Pedagogical Design
Posted on: #iteachmsu
Classroom Dynamics & Fostering Morale
As teachers or students, we each enter the classroom with expectations and norms that have been cultivated by the communities and cultures from which we come. As in many social spaces shared by people with diverse identities and backgrounds, it takes explicit effort to ensure that equity and inclusion are truly guiding principles for interactions in the classroom. These are important considerations for all educators; in your reflections and preparations for classroom instruction, interactions with graduate teaching assistants and advisees, and even in many engagments with other educators.CLASSROOM DYNAMICS
Be aware of power attached to social roles and power attached to social identities. Unequal power manifests in the classroom, for one, due to the differing social roles of instructor and student. Instructors exercise power in designing courses, leading class discussions or activities, deciding grades, and offering mentorship and connection to resources for student support and development.
Acknowledge and counter bias in the classroom. In the classroom, bias shows up implicitly and explicitly by way of course materials, classroom discussions, grading, evaluations, and more.When critically examining your course or classroom for bias, you may consider explicit and unacknowledge norms and expectations, financial burden of your course, representation in your syllabus (reading materials, cases, scenarios etc.), weight of class participation in grades, and other class policies.
Recognize and counter stereotype threat and lift. Stereotype threat is a phenomenon in which certain groups’ academic performance is negatively impacted due to increased vigilance about possibly confirming existing stereotypes. It's important to respect each of your students as individual learners and encourage a growth mindset in the classroom. This means normalizing mistakes and failures, emphasizing the value of challenge, and offering students a variety of ways to demonstrate their learning.
EARLY IN THE TERM
Introduce yourself to your class. Tell them about your background: how you first became interested in the subject, how it has been important to you, and why you are teaching this course. Genuinely convey your enthusiasm for the field and the subject; sharing your "why" for teaching in an authentic way. If you are comfortable doing so, introduce yourself so that your students know more than your name and contact information (e.g., outside interests, family, academic history, personal experiences). Centering yourself as a whole-human can set the tone for students doing the same.
Give students an opportunity to meet each other. Ask students to divide themselves into groups of three to five and introduce themselves. Or go around the room and ask all students to respond to one question, such as “What’s the one thing you really want to learn from this course?” or “What aspect of the course seems most appealing to you?”
Invite students to fill out an introduction card. Suggest that they indicate their name, year in school, major field of study, goals in the course, career plans, and so on.
Learn students’ names. By learning and using your students’ names, you can create a comfortable classroom environment that will encourage student interaction. Knowing your students’ names also tells them that you are interested in them as individuals. Did you know
Divide students into small groups. Give groups a small task, such as a brainstorming exercise, then place responses on the board for discussion and interpretation. These groups can change over time, regardless setting group agreements should be an established practice. CTLI has a student-facing survey library that includes a group agreement form. Learn more on accessing this library here.
Encourage students to actively support one another. Help them connect with at one or two other students in the class whom they can contact about missed classes, homework assignments, study groups and so on. You might also use the learning management system to create an online discussion forum where students can respond to each other's queries.
THROUGHOUT THE TERM
Let students know that they are not faces in an anonymous audience. In large courses, students often think that their classroom behaviour (eating, talking, sleeping, arriving late, etc.) goes unnoticed. Remind students that you and their classmates are aware of -- and affected by -- their behaviour.
If your class has extra seating space, ask students to refrain from sitting in certain rows of the classroom. For example, if you teach in a room that has rowed seating, ask students to sit in rows 1, 2, 4, 5, 7, 8 and so on so that you can walk through the audience where there is an empty row.
Recognize students’ extracurricular accomplishments. Read your campus newspaper, scan the dean’s list, pay attention to undergraduate awards and honours, and let students know that you are aware of their achievements.
Listen to students with warmth and respect. Give them your full attention. Be personable and approachable – remember the positive power of a smile.
Validate all comments and questions, even those that might seem irrelevant.
Welcome criticism and receive it with an open mind. Model for your students how you would like them to reflect on the feedback that you will be providing to them.
When you don’t know something, ask your students for help. For example, during class, ask someone with a laptop to do a Google search for a fact or piece of information that pertains to class discussion.
Be inclusive. Use gender-inclusive language and when giving examples make them culturally diverse.
Capitalize on outside events or situations, as appropriate. Relate major world events or events on campus both to your class and to the fabric of your students’ lives outside the classroom.
Arrive early and chat with students. Ask how the course is going. Are they enjoying the readings? Is there anything they want you to include in lectures?
Seek out students who are doing poorly in the course. Write “See me during my office hours” on all exams graded C- or below to provide individualized feedback.
Acknowledge students who are doing well in the course. Write “Good job! See me after class” on all exams graded A- or above. Take a moment after class to compliment students who are excelling.
Schedule topics for office hours. If students are reluctant to come, periodically schedule a “help session” on a particular topic rather than a free-form office hour.
Talk about questions students have asked in previous terms. Mention specific questions former students have asked and explain why they were excellent questions. This lets students know that you take their questions seriously and that their questions will contribute to the course in the future.
When feasible, give students a choice in the type of assignments they can do. For example, rather than assigning a traditional essay, give them the option of making a podcast, analysing a case study, giving a poster presentation, and so on.
Consider providing options for how the final grade will be calculated. For example, individual students can decide that the midterm will be worth 25% and a major project worth 35% -- or vice versa.
Listen attentively to all questions and answer them directly. If you will cover the answer during the remainder of the lecture, acknowledge the aptness of the question, ask the student to remember it, and answer the question directly when you arrive at that subject.
Try to empathize with beginners. Remember that not all of your students are as highly motivated and interested in the discipline as you were when you were a student. Slow down when explaining complex ideas, and acknowledge the difficulty and importance of certain concepts or operations. Try to recall your first encounter with a concept – what examples, strategies, or techniques clarified it for you?
When a student seems disgruntled with some aspect of the course, approach him or her in a supportive way and discuss the feelings, experiences, and perceptions that are contributing to the issue.
Celebrate student or class accomplishments. Instigate a round of applause, give congratulations, share cookies!
Thank you to colleagues in university educator development at the Derek Bok Center for Teaching and Learning at Harvard University, the Center for Teaching Excellence at the University of Waterloo, and others for their materials that informed or were adapted into this resource.
Resources
Eble, K. E. (1988). The Craft of Teaching: A Guide to Mastering the Profession and Art. 2nd Edition. San Francisco: Jossey-Bass Publishers.
Forsyth, D. R, & McMillan, J. H. (1991). Practical Proposals for Motivating Students. In Menges, R. J., & Svinicki, M. D., eds. College Teaching: From Theory to Practice. New Directions in Teaching and Learning, No.45. San Francisco: Jossey-Bass Publishers, p.53-65.
Gross Davis, B. (2009). Tools for Teaching, 2nd Edition. San Francisco: Jossey-Bass Publishers.
Ralph, E. G. (1998). Motivating Teaching in Higher Education: A Manual for Faculty Development. Stillwater, Oklahoma: New Forums Press, Inc.
Wlodkowski, R. J. (1978). Motivation and Teaching: A Practical Guide. Washington, D.C.: National Education Association.
Fostering Student Morale and Confidence. Centre for Teaching Excellence, University of Waterloo
Photo by Towfiqu barbhuiya on Unsplash
Be aware of power attached to social roles and power attached to social identities. Unequal power manifests in the classroom, for one, due to the differing social roles of instructor and student. Instructors exercise power in designing courses, leading class discussions or activities, deciding grades, and offering mentorship and connection to resources for student support and development.
Acknowledge and counter bias in the classroom. In the classroom, bias shows up implicitly and explicitly by way of course materials, classroom discussions, grading, evaluations, and more.When critically examining your course or classroom for bias, you may consider explicit and unacknowledge norms and expectations, financial burden of your course, representation in your syllabus (reading materials, cases, scenarios etc.), weight of class participation in grades, and other class policies.
Recognize and counter stereotype threat and lift. Stereotype threat is a phenomenon in which certain groups’ academic performance is negatively impacted due to increased vigilance about possibly confirming existing stereotypes. It's important to respect each of your students as individual learners and encourage a growth mindset in the classroom. This means normalizing mistakes and failures, emphasizing the value of challenge, and offering students a variety of ways to demonstrate their learning.
EARLY IN THE TERM
Introduce yourself to your class. Tell them about your background: how you first became interested in the subject, how it has been important to you, and why you are teaching this course. Genuinely convey your enthusiasm for the field and the subject; sharing your "why" for teaching in an authentic way. If you are comfortable doing so, introduce yourself so that your students know more than your name and contact information (e.g., outside interests, family, academic history, personal experiences). Centering yourself as a whole-human can set the tone for students doing the same.
Give students an opportunity to meet each other. Ask students to divide themselves into groups of three to five and introduce themselves. Or go around the room and ask all students to respond to one question, such as “What’s the one thing you really want to learn from this course?” or “What aspect of the course seems most appealing to you?”
Invite students to fill out an introduction card. Suggest that they indicate their name, year in school, major field of study, goals in the course, career plans, and so on.
Learn students’ names. By learning and using your students’ names, you can create a comfortable classroom environment that will encourage student interaction. Knowing your students’ names also tells them that you are interested in them as individuals. Did you know
Divide students into small groups. Give groups a small task, such as a brainstorming exercise, then place responses on the board for discussion and interpretation. These groups can change over time, regardless setting group agreements should be an established practice. CTLI has a student-facing survey library that includes a group agreement form. Learn more on accessing this library here.
Encourage students to actively support one another. Help them connect with at one or two other students in the class whom they can contact about missed classes, homework assignments, study groups and so on. You might also use the learning management system to create an online discussion forum where students can respond to each other's queries.
THROUGHOUT THE TERM
Let students know that they are not faces in an anonymous audience. In large courses, students often think that their classroom behaviour (eating, talking, sleeping, arriving late, etc.) goes unnoticed. Remind students that you and their classmates are aware of -- and affected by -- their behaviour.
If your class has extra seating space, ask students to refrain from sitting in certain rows of the classroom. For example, if you teach in a room that has rowed seating, ask students to sit in rows 1, 2, 4, 5, 7, 8 and so on so that you can walk through the audience where there is an empty row.
Recognize students’ extracurricular accomplishments. Read your campus newspaper, scan the dean’s list, pay attention to undergraduate awards and honours, and let students know that you are aware of their achievements.
Listen to students with warmth and respect. Give them your full attention. Be personable and approachable – remember the positive power of a smile.
Validate all comments and questions, even those that might seem irrelevant.
Welcome criticism and receive it with an open mind. Model for your students how you would like them to reflect on the feedback that you will be providing to them.
When you don’t know something, ask your students for help. For example, during class, ask someone with a laptop to do a Google search for a fact or piece of information that pertains to class discussion.
Be inclusive. Use gender-inclusive language and when giving examples make them culturally diverse.
Capitalize on outside events or situations, as appropriate. Relate major world events or events on campus both to your class and to the fabric of your students’ lives outside the classroom.
Arrive early and chat with students. Ask how the course is going. Are they enjoying the readings? Is there anything they want you to include in lectures?
Seek out students who are doing poorly in the course. Write “See me during my office hours” on all exams graded C- or below to provide individualized feedback.
Acknowledge students who are doing well in the course. Write “Good job! See me after class” on all exams graded A- or above. Take a moment after class to compliment students who are excelling.
Schedule topics for office hours. If students are reluctant to come, periodically schedule a “help session” on a particular topic rather than a free-form office hour.
Talk about questions students have asked in previous terms. Mention specific questions former students have asked and explain why they were excellent questions. This lets students know that you take their questions seriously and that their questions will contribute to the course in the future.
When feasible, give students a choice in the type of assignments they can do. For example, rather than assigning a traditional essay, give them the option of making a podcast, analysing a case study, giving a poster presentation, and so on.
Consider providing options for how the final grade will be calculated. For example, individual students can decide that the midterm will be worth 25% and a major project worth 35% -- or vice versa.
Listen attentively to all questions and answer them directly. If you will cover the answer during the remainder of the lecture, acknowledge the aptness of the question, ask the student to remember it, and answer the question directly when you arrive at that subject.
Try to empathize with beginners. Remember that not all of your students are as highly motivated and interested in the discipline as you were when you were a student. Slow down when explaining complex ideas, and acknowledge the difficulty and importance of certain concepts or operations. Try to recall your first encounter with a concept – what examples, strategies, or techniques clarified it for you?
When a student seems disgruntled with some aspect of the course, approach him or her in a supportive way and discuss the feelings, experiences, and perceptions that are contributing to the issue.
Celebrate student or class accomplishments. Instigate a round of applause, give congratulations, share cookies!
Thank you to colleagues in university educator development at the Derek Bok Center for Teaching and Learning at Harvard University, the Center for Teaching Excellence at the University of Waterloo, and others for their materials that informed or were adapted into this resource.
Resources
Eble, K. E. (1988). The Craft of Teaching: A Guide to Mastering the Profession and Art. 2nd Edition. San Francisco: Jossey-Bass Publishers.
Forsyth, D. R, & McMillan, J. H. (1991). Practical Proposals for Motivating Students. In Menges, R. J., & Svinicki, M. D., eds. College Teaching: From Theory to Practice. New Directions in Teaching and Learning, No.45. San Francisco: Jossey-Bass Publishers, p.53-65.
Gross Davis, B. (2009). Tools for Teaching, 2nd Edition. San Francisco: Jossey-Bass Publishers.
Ralph, E. G. (1998). Motivating Teaching in Higher Education: A Manual for Faculty Development. Stillwater, Oklahoma: New Forums Press, Inc.
Wlodkowski, R. J. (1978). Motivation and Teaching: A Practical Guide. Washington, D.C.: National Education Association.
Fostering Student Morale and Confidence. Centre for Teaching Excellence, University of Waterloo
Photo by Towfiqu barbhuiya on Unsplash
Posted by: Makena Neal
Pedagogical Design
Posted on: Center for Teaching...
Inclusive Assignments and Assessments
This post delves into inclusive assignments and assessment as part of the Inclusive Pedagogy playlist.
What are some strategies for inclusive assignments and assessments?
The assignments you give and how you assess them can work to be inclusive to all learners. Equitable assignments take into consideration how to help all learners succeed by incorporating flexibility, scaffolded learning, clarity, and inclusive assessment. Some specific strategies include:
Connect assignments to the course learning outcomes
Scaffold assignments to not only begin with low-stakes before moving to higher-stakes assignments, but also allow for practice, feedback, and revision
Design assignments that are authentic to the practical skills and norms that learners will need once they graduate
Allow for learners to bring in their cultural and lived experiences as well as incorporate examples and materials from diverse perspectives and authors. For instance, if you use case studies, these should include diverse perspectives and identities
Incorporate flexibility in options for learners to engage and compose in multiple means (e.g., essays, presentations, projects, audio, visual)
Develop Transparent Assignment Design (TAD) where you have clear, well-structured assignments and assessments
Provide assignment instructions in writing and verbally
Use inclusive and non-binary language in assignments and assessments and remove any problematic language
Consider the equity issues that arise when using proctoring and potential alternatives
If using tests, quizzes, or exams, provide ample time for it to be completed and account for learners’ testing anxiety by previewing exactly the realms they should study for
If using a rubric, share it ahead of time and answer questions learners may have on how you will asses it
Provide feedback throughout the assignment process and once their final submission is in that helps learners understand what they did well and areas to improve in
Consider assessing work in D2L’s anonymous mode to reduce implicit bias
Assess learners’ work when you are in a space to provide equitable and kind feedback and grades. For instance, if you have had a really bad day, your grading may be unconsciously harsher
How can I reflect on my assignments and assessments for inclusion?
Some reflection questions for thinking about inclusion in your assignments and assessments include:
How well do my assignments connect to the course learning outcomes, and how can I communicate this to learners?
How do I structure assignments to provide low-stakes tasks, practice, feedback, and revision opportunities before high-stakes assignments?
How do my assignments reflect practical skills and norms relevant to learners' future careers, and how can they be made more authentic?
How can I incorporate learners' cultural and lived experiences into assignments, and how diverse are the perspectives and examples I use?
What options do I offer for assignment completion (e.g., essays, presentations), and how can I expand these to better meet learner needs?
How clear and well-structured are my assignments for a learner perspective, and what feedback have I received from learners about this?
Do I provide assignment instructions in both written and verbal formats to ensure understanding?
How inclusive is the language in my assignments, and how can I improve it?
What equity issues might arise from proctoring tools, and what alternatives can I consider? How do I allocate time for tests and help learners manage testing anxiety and preparation?
How can I share grading criteria ahead of time and provide feedback that helps learners understand their strengths and areas for improvement?
How can I ensure I am in a positive and equitable mindset when grading, and what strategies do I use for providing constructive feedback?
Where can I learn more about inclusive assignments and assessments?
The resources below informed this article’s content. They are also great resources for learning more:
Columbia’s Assessing Equitably with All Learners in Mind
Denver’s Inclusive Assessment
Indiana University Bloomington’s Equitable Assignment Design
Indiana University Bloomington’s Proctoring and Equity
New York University’s Inclusive Curriculum Design and Assessment Practices
Reinert Center’s Creating Inclusive Course Assignments
Continue to read more about inclusive pedagogy in the next article on inclusive classroom activities or return to the Inclusive Pedagogy playlist.
What are some strategies for inclusive assignments and assessments?
The assignments you give and how you assess them can work to be inclusive to all learners. Equitable assignments take into consideration how to help all learners succeed by incorporating flexibility, scaffolded learning, clarity, and inclusive assessment. Some specific strategies include:
Connect assignments to the course learning outcomes
Scaffold assignments to not only begin with low-stakes before moving to higher-stakes assignments, but also allow for practice, feedback, and revision
Design assignments that are authentic to the practical skills and norms that learners will need once they graduate
Allow for learners to bring in their cultural and lived experiences as well as incorporate examples and materials from diverse perspectives and authors. For instance, if you use case studies, these should include diverse perspectives and identities
Incorporate flexibility in options for learners to engage and compose in multiple means (e.g., essays, presentations, projects, audio, visual)
Develop Transparent Assignment Design (TAD) where you have clear, well-structured assignments and assessments
Provide assignment instructions in writing and verbally
Use inclusive and non-binary language in assignments and assessments and remove any problematic language
Consider the equity issues that arise when using proctoring and potential alternatives
If using tests, quizzes, or exams, provide ample time for it to be completed and account for learners’ testing anxiety by previewing exactly the realms they should study for
If using a rubric, share it ahead of time and answer questions learners may have on how you will asses it
Provide feedback throughout the assignment process and once their final submission is in that helps learners understand what they did well and areas to improve in
Consider assessing work in D2L’s anonymous mode to reduce implicit bias
Assess learners’ work when you are in a space to provide equitable and kind feedback and grades. For instance, if you have had a really bad day, your grading may be unconsciously harsher
How can I reflect on my assignments and assessments for inclusion?
Some reflection questions for thinking about inclusion in your assignments and assessments include:
How well do my assignments connect to the course learning outcomes, and how can I communicate this to learners?
How do I structure assignments to provide low-stakes tasks, practice, feedback, and revision opportunities before high-stakes assignments?
How do my assignments reflect practical skills and norms relevant to learners' future careers, and how can they be made more authentic?
How can I incorporate learners' cultural and lived experiences into assignments, and how diverse are the perspectives and examples I use?
What options do I offer for assignment completion (e.g., essays, presentations), and how can I expand these to better meet learner needs?
How clear and well-structured are my assignments for a learner perspective, and what feedback have I received from learners about this?
Do I provide assignment instructions in both written and verbal formats to ensure understanding?
How inclusive is the language in my assignments, and how can I improve it?
What equity issues might arise from proctoring tools, and what alternatives can I consider? How do I allocate time for tests and help learners manage testing anxiety and preparation?
How can I share grading criteria ahead of time and provide feedback that helps learners understand their strengths and areas for improvement?
How can I ensure I am in a positive and equitable mindset when grading, and what strategies do I use for providing constructive feedback?
Where can I learn more about inclusive assignments and assessments?
The resources below informed this article’s content. They are also great resources for learning more:
Columbia’s Assessing Equitably with All Learners in Mind
Denver’s Inclusive Assessment
Indiana University Bloomington’s Equitable Assignment Design
Indiana University Bloomington’s Proctoring and Equity
New York University’s Inclusive Curriculum Design and Assessment Practices
Reinert Center’s Creating Inclusive Course Assignments
Continue to read more about inclusive pedagogy in the next article on inclusive classroom activities or return to the Inclusive Pedagogy playlist.
Authored by: Bethany Meadows
Justice and Belonging
Posted on: #iteachmsu
What makes a microaggression MICRO? How do we move beyond the microaggression to support student learning from the incident?
Posted by: Jeno Rivera
Disciplinary Content
Posted on: #iteachmsu
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
- 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
Posted by: Jay Loftus
Navigating Context
Posted on: #iteachmsu
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
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
Posted by: Makena Neal
Navigating Context
Posted on: Ungrading (a CoP)
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
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
Posted by: Makena Neal
Pedagogical Design
Posted on: GenAI & Education
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”).
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”).
Posted by: Michele (MJ) Jackson
Posted on: GenAI & Education
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”).
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”).
Posted by: Sarah Freye
Posted on: #iteachmsu
AI Visual Art Workshop
Sunday, March 19
1:00 – 3:00 PM
Digital Scholarship Lab classroom, MSU Library 2nd floor
Was your social media full of Lensa AI portraits a few months ago? Artificial intelligence initially arose to automate mundane tasks and computations, but lately it’s been making waves in creative spheres. This brings up questions about intellectual property, ethical use of technology, bias in algorithms, and the nature of creativity itself. The MSU Museum CoLab Studio invites you to join us as we explore text-to-image generative AI, learning how to use the algorithms and grappling with the future implications of this technology. This hands-on workshop will be led by Mark Sullivan, a practicing photographer, composer, and the creative director of the MSU Museum CoLab Studio.
Registration Required
REGISTER HERE
Sunday, March 19
1:00 – 3:00 PM
Digital Scholarship Lab classroom, MSU Library 2nd floor
Was your social media full of Lensa AI portraits a few months ago? Artificial intelligence initially arose to automate mundane tasks and computations, but lately it’s been making waves in creative spheres. This brings up questions about intellectual property, ethical use of technology, bias in algorithms, and the nature of creativity itself. The MSU Museum CoLab Studio invites you to join us as we explore text-to-image generative AI, learning how to use the algorithms and grappling with the future implications of this technology. This hands-on workshop will be led by Mark Sullivan, a practicing photographer, composer, and the creative director of the MSU Museum CoLab Studio.
Registration Required
REGISTER HERE
Posted by: Mark Sullivan
Posted on: GenAI & Education
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”).
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”).
Posted by: Sarah Freye