We found 608 results that contain "information literacy"
Posted on: Teaching Toolkit Ta...
Framework for Information Literacy for Higher Education
“Information literacy is the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning.”
The MSU Libraries Teaching and Learning Unit incorportates these frames into our teaching.
Frames
Authority is Constructed and Contextual
Information Creation as a Process
Information Has Value
Research as Inquiry
Scholarship as Conversation
Searching as Strategic Exploration
Read more: http://www.ala.org/acrl/standards/ilframework
Framework Curricula/Lesson Plans
Project Cora: projectcora.org
Framework Sandbox: sandbox.acrl.org
Local Expertise
Teaching & Learning Librarians: lib.msu.edu/infolit/
Research Basics Modules (short videos addressing some Framework concepts): libguides.lib.msu.edu/modules
The MSU Libraries Teaching and Learning Unit incorportates these frames into our teaching.
Frames
Authority is Constructed and Contextual
Information Creation as a Process
Information Has Value
Research as Inquiry
Scholarship as Conversation
Searching as Strategic Exploration
Read more: http://www.ala.org/acrl/standards/ilframework
Framework Curricula/Lesson Plans
Project Cora: projectcora.org
Framework Sandbox: sandbox.acrl.org
Local Expertise
Teaching & Learning Librarians: lib.msu.edu/infolit/
Research Basics Modules (short videos addressing some Framework concepts): libguides.lib.msu.edu/modules
Authored by: Emilia Marcyk, Sara Miller, MSU Libraries Teaching & Learning
Pedagogical Design
Posted on: Teaching Toolkit Ta...
Critical Thinking about Scholarly Information
Teaching & Learning Librarians at MSU use these (or similar) questions to help students develop evaluation and critical thinking strategies as they learn to identify scholarly information.
Questions
How does the layout of the article support a particular argument? Is it structured to guide the reader through understanding the research being done (point to specific examples)?
Does it use discipline-specific language (point to specific examples)? What does that tell you about the intended audience or primary readership of the article?
Is the author someone who you would expect to be an expert on this topic? How can you tell? What kind of authority does the author have?
What types of evidence does the author use in the article? Can you understand how the author arrived at the conclusions they did?
Materials
Research Basics Modules (particularly Popular, Scholarly, Trade, and Evaluating Information Online): libguides.lib.msu.edu/modules/
Popular, Scholarly, Trade comparison chart: libguides.lib.msu.edu/findarticles/popschol
Local Expertise
Subject Librarians: lib.msu.edu/contact/subjectlibrarian/
Teaching & Learning Librarians: lib.msu.edu/infolit/
Questions
How does the layout of the article support a particular argument? Is it structured to guide the reader through understanding the research being done (point to specific examples)?
Does it use discipline-specific language (point to specific examples)? What does that tell you about the intended audience or primary readership of the article?
Is the author someone who you would expect to be an expert on this topic? How can you tell? What kind of authority does the author have?
What types of evidence does the author use in the article? Can you understand how the author arrived at the conclusions they did?
Materials
Research Basics Modules (particularly Popular, Scholarly, Trade, and Evaluating Information Online): libguides.lib.msu.edu/modules/
Popular, Scholarly, Trade comparison chart: libguides.lib.msu.edu/findarticles/popschol
Local Expertise
Subject Librarians: lib.msu.edu/contact/subjectlibrarian/
Teaching & Learning Librarians: lib.msu.edu/infolit/
Authored by: Emilia Marcyk, Sara Miller, MSU Libraries Teaching & Learning
Pedagogical Design
Posted on: PREP Matrix
Informational Interviews + Job Shadowing
MSU Career Network lays out what an informational interview is and what it can do for you as you expand and use your network to search for a job.
Posted by: Admin
Navigating Context
Posted on: #iteachmsu
Trauma Informed Teaching Strategies
Topic Area: Online Teaching & Learning
Presented by: Cheryl Williams-Hecksel, Kelley Blanck
Abstract:
"It is suggested that 66-85% of youth report lifetime exposure to one or more traumatic events by the time they reach college (Read, Ouimette, White, Colder, & Farrow, 2011; Smyth, Hockemeyer, Heron, Wonderlich, & Pennebaker, 2008) Trauma Informed (TI) teaching assures that students are engaged in a manner sensitive to potential adverse and traumatic experiences. Student success and learning is dependent upon preparedness of educators to address the impact of trauma on learning and development (Davidson, 2017). The current pandemic and ongoing racial injustice amplify this need.
Central to trauma informed work are principals of Safety, Trustworthiness, Choice, Collaboration and Empowerment with ongoing attention to issues of Equity and Inclusion (SAMSHA, 2020) This workshop will explore strategies that embrace these principals and can be used in classroom (in person and online) and other learning environments to support students at Michigan State University. These strategies have evolved as a part of the work of the MSU Trauma Services and Training Network (TSTN.) This network, formed in 2018, has an active and engaged learning community that has been meeting regularly for more than two years and is committed to creating a trauma informed institution.
Included in this discussion of TI teaching are course policies and procedures, integrating flexibility and choice, promoting self-reflection, growth and professional development. Additionally, approaches for responding to trauma affected students will be outlined.
Presented by: Cheryl Williams-Hecksel, Kelley Blanck
Abstract:
"It is suggested that 66-85% of youth report lifetime exposure to one or more traumatic events by the time they reach college (Read, Ouimette, White, Colder, & Farrow, 2011; Smyth, Hockemeyer, Heron, Wonderlich, & Pennebaker, 2008) Trauma Informed (TI) teaching assures that students are engaged in a manner sensitive to potential adverse and traumatic experiences. Student success and learning is dependent upon preparedness of educators to address the impact of trauma on learning and development (Davidson, 2017). The current pandemic and ongoing racial injustice amplify this need.
Central to trauma informed work are principals of Safety, Trustworthiness, Choice, Collaboration and Empowerment with ongoing attention to issues of Equity and Inclusion (SAMSHA, 2020) This workshop will explore strategies that embrace these principals and can be used in classroom (in person and online) and other learning environments to support students at Michigan State University. These strategies have evolved as a part of the work of the MSU Trauma Services and Training Network (TSTN.) This network, formed in 2018, has an active and engaged learning community that has been meeting regularly for more than two years and is committed to creating a trauma informed institution.
Included in this discussion of TI teaching are course policies and procedures, integrating flexibility and choice, promoting self-reflection, growth and professional development. Additionally, approaches for responding to trauma affected students will be outlined.
Authored by: Cheryl Williams-Hecksel, Kelley Blanck
Pedagogical Design
Posted on: #iteachmsu
Trauma-Informed Response Training for Advisors
Trauma-Informed Response Training for AdvisorsThis session was designed to provide guidance in incorporating trauma-informed responses in advising, strategies to address secondary trauma, and provide a space to discuss advising-specific questions and concerns. Go to webinar and FAQ
Posted by: Erica Venton
Navigating Context
Posted on: #iteachmsu
Information on Backward Design from SOIREE
What is Understanding by Design?
One approach to designing learning experiences is the Understanding by Design (UbD) framework (Wiggins & McTighe, 2005). This approach says that we need to know what we want as the end result of a lesson or modules prior to planning for it. That is, we should know what mastery looks like and design learning experiences that enable students to achieve mastery. We can compare the process of UbD to curriculum mapping. When preparing a new course or revamping an existing one, you might begin with the standards, goals, or objectives that you want students to achieve. You then utilize that to design learning experiences that enable students to demonstrate the level of mastery expected. To reiterate, you begin with the goal or results in mind rather than the content itself.
What is Backward Design?
Backward design is a three-stage process that stems from the UbD framework. One key concept of backward design is alignment. Stage 1's content must be what's addressed in Stage 2 and 3. The three stages of the backward design process are:
Identify desired results
Determine assessment evidence
Plan learning experiences and instruction
The video below provides an overview of the backward design experience for course development.
To further develop your understanding of the three stages, please explore the "Three Stages of Backward Design" section of Vanderbilt University's Understanding by Design webpage.
What does this mean for your teaching and online course development?
As you begin to think about moving your content from a face-to-face or hybrid experience to a fully online experience, we recommend looking back at the curriculum you've previously taught. And, by curriculum, we mean the large curricular goals...not the focused, lesson-by-lesson content. If you don't have an existing curriculum map for your course, do you have an outline of topics and course objectives listed in your syllabus? Now, look at it through the eyes of backward design. Are you still able to achieve all of the goals and objectives that you intended on students performing at a mastery level? If not, how do the goals and objectives need to be reworked for this new context? That would just be the start of things in Stage 1 of the process.
To support you as you think through the stages, please make a copy of this backward design template in Google Sheets. Take a few minutes to try and work through Stage 1 of the template through the lens of your entire course. Don't worry, we'll continue to build on your learning in the next mini-lesson!
Dig Deeper
If you would like to dig deeper with the UbD framework and backward design, there are numerous articles, books, and videos published to support your development. MSU Libraries provides electronic access to Wiggins and Mctighe (2005) Understanding by design. If you prefer to explore via video, you can access Moving forward with understanding by design through MSU Libraries as well.
SOIREE:
Design Lead: Sarah Wellman
Content Leads: Kate Sonka, Stephen Thomas, and Jeremy Van Hof
Content Authors: Jason Archer, Kevin Henley, David Howe, Summer Issawi, Leslie Johnson, Rashad Muhammad, Nick Noel, Candace Robertson, Scott Schopieray, Jessica Sender, Daniel Trego, Valeta Wensloff, and Sue Halick
One approach to designing learning experiences is the Understanding by Design (UbD) framework (Wiggins & McTighe, 2005). This approach says that we need to know what we want as the end result of a lesson or modules prior to planning for it. That is, we should know what mastery looks like and design learning experiences that enable students to achieve mastery. We can compare the process of UbD to curriculum mapping. When preparing a new course or revamping an existing one, you might begin with the standards, goals, or objectives that you want students to achieve. You then utilize that to design learning experiences that enable students to demonstrate the level of mastery expected. To reiterate, you begin with the goal or results in mind rather than the content itself.
What is Backward Design?
Backward design is a three-stage process that stems from the UbD framework. One key concept of backward design is alignment. Stage 1's content must be what's addressed in Stage 2 and 3. The three stages of the backward design process are:
Identify desired results
Determine assessment evidence
Plan learning experiences and instruction
The video below provides an overview of the backward design experience for course development.
To further develop your understanding of the three stages, please explore the "Three Stages of Backward Design" section of Vanderbilt University's Understanding by Design webpage.
What does this mean for your teaching and online course development?
As you begin to think about moving your content from a face-to-face or hybrid experience to a fully online experience, we recommend looking back at the curriculum you've previously taught. And, by curriculum, we mean the large curricular goals...not the focused, lesson-by-lesson content. If you don't have an existing curriculum map for your course, do you have an outline of topics and course objectives listed in your syllabus? Now, look at it through the eyes of backward design. Are you still able to achieve all of the goals and objectives that you intended on students performing at a mastery level? If not, how do the goals and objectives need to be reworked for this new context? That would just be the start of things in Stage 1 of the process.
To support you as you think through the stages, please make a copy of this backward design template in Google Sheets. Take a few minutes to try and work through Stage 1 of the template through the lens of your entire course. Don't worry, we'll continue to build on your learning in the next mini-lesson!
Dig Deeper
If you would like to dig deeper with the UbD framework and backward design, there are numerous articles, books, and videos published to support your development. MSU Libraries provides electronic access to Wiggins and Mctighe (2005) Understanding by design. If you prefer to explore via video, you can access Moving forward with understanding by design through MSU Libraries as well.
SOIREE:
Design Lead: Sarah Wellman
Content Leads: Kate Sonka, Stephen Thomas, and Jeremy Van Hof
Content Authors: Jason Archer, Kevin Henley, David Howe, Summer Issawi, Leslie Johnson, Rashad Muhammad, Nick Noel, Candace Robertson, Scott Schopieray, Jessica Sender, Daniel Trego, Valeta Wensloff, and Sue Halick
Authored by: SOIREE Team
Pedagogical Design
Posted on: PREP Matrix
How to Approach an Informational Interview
Alison Green from the "Ask a Manager" blog discusses what an informational interview is and isn't and offers tips on how to approach one effectively. She emphasizes that an informational interview is not the same thing as networking and should not just be a flimsy excuse to ask for a job.
Posted by: Admin
Navigating Context
Posted on: #iteachmsu
Digital Accessibility & Information Technology
What is Information Technology?
MSU’s Information Technology (IT) Department oversees all technology-related initiatives on campus and attempts to stay on top of trends in technology. They provide support for technology used in the pursuit of education, research, and engagement.
What role does IT play in digital accessibility on campus?
IT understands digital accessibility as “how our users access digital goods and services, and how students, faculty, and staff can ensure that web pages and web-delivered content can function with assistive technology used by persons with disabilities.”
To do this, IT provides support for web and course accessibility, creative design and production, and evaluation and purchasing. As part of their support for web and course accessibility, IT teaches a variety of courses and workshops Additionally, they have created a number of guides and tutorials, including the Accessibility Captioning Resource Guide, Course Accessibility Review, Web Accessibility Policy, Guide for Spartan Ally, and the Digital Accessibility Support Cookbook.
Who should I contact about digital accessibility in IT?
For general inquiries about tutorials, workshops, and policies related to digital accessibility, you can email webaccess@msu.edu. However, you may find the answers you are looking for on the Web Access Digital Accessibility site.
Each college and administrative unit has its own digital accessibility liaison. You can find yours on the Digital Accessibility Liasons directory.This article is part of the Digital Accessibility Toolkit.
MSU’s Information Technology (IT) Department oversees all technology-related initiatives on campus and attempts to stay on top of trends in technology. They provide support for technology used in the pursuit of education, research, and engagement.
What role does IT play in digital accessibility on campus?
IT understands digital accessibility as “how our users access digital goods and services, and how students, faculty, and staff can ensure that web pages and web-delivered content can function with assistive technology used by persons with disabilities.”
To do this, IT provides support for web and course accessibility, creative design and production, and evaluation and purchasing. As part of their support for web and course accessibility, IT teaches a variety of courses and workshops Additionally, they have created a number of guides and tutorials, including the Accessibility Captioning Resource Guide, Course Accessibility Review, Web Accessibility Policy, Guide for Spartan Ally, and the Digital Accessibility Support Cookbook.
Who should I contact about digital accessibility in IT?
For general inquiries about tutorials, workshops, and policies related to digital accessibility, you can email webaccess@msu.edu. However, you may find the answers you are looking for on the Web Access Digital Accessibility site.
Each college and administrative unit has its own digital accessibility liaison. You can find yours on the Digital Accessibility Liasons directory.This article is part of the Digital Accessibility Toolkit.
Posted by: Katherine Knowles
Navigating Context
Posted on: #iteachmsu
If you have a research writing/information finding component in your class, the MSU Libraries Peer Research Assistant program is equipped to help. These undergraduate students can help their peers:
Plan for a research project (such as developing a search strategy)
Find information for research papers (like scholarly articles or books)
Evaluate information (is this paper scholarly?)
Understand citation styles and create citations (MLA, APA, etc.)
Get connected to library services
Appointments and walk in hours are available in Hubbard and the Main Library: https://libguides.lib.msu.edu/engage
Plan for a research project (such as developing a search strategy)
Find information for research papers (like scholarly articles or books)
Evaluate information (is this paper scholarly?)
Understand citation styles and create citations (MLA, APA, etc.)
Get connected to library services
Appointments and walk in hours are available in Hubbard and the Main Library: https://libguides.lib.msu.edu/engage
Posted by: Emilia Marcyk
Pedagogical Design
Posted on: #iteachmsu
I presented an overview of library discovery systems at the University Committee on the Library yesterday, and thought I'd share it here also.
For more information about learning to use the various tools provided by the library, see these links as well:
https://lib.msu.edu/askus
https://libguides.lib.msu.edu/twominutetips/research Happy searching!
For more information about learning to use the various tools provided by the library, see these links as well:
https://lib.msu.edu/askus
https://libguides.lib.msu.edu/twominutetips/research Happy searching!
Posted by: Emilia Marcyk
Posted on: From Graduate Assis...
What pedagogy texts inform your practice? Can you share who you're reading and how it's affected what you do in the classroom, as a way to crowd-source different resources and practice that crucial "how I talk about how I teach" element we discussed?
Posted by: Garth J Sabo
Pedagogical Design
Posted on: GenAI & Education
AI Commons Bulletin 2/10/2025
🚨 CSU Launches “AI Commons” – Sound Familiar?
The California State University (CSU) system just rolled out CSU AI Commons, a system-wide hub for AI tools, training, and research. Backed by Big Tech partnerships, it focuses on faculty development, student literacy, and workforce acceleration. BUT: AI strategy isn’t just about resources—it’s about who controls the narrative. With corporate-backed AI in higher education, what happens to independent faculty innovation?
Learn More: https://genai.calstate.edu/
🔍Tracking AI Policies in Higher Ed
Embry-Riddle Aeronautical University has compiled a Padlet featuring AI policies and guidelines from institutions worldwide. This evolving resource provides insight into how different universities are shaping their AI approaches.
Learn More: https://padlet.com/cetl6/university-policies-on-generative-ai-m9n7wf05r7rdc6pe
📚 AI Submissions Outperform Students in Recent Study
A PLOS ONE study found that 94% of AI-generated assignments went undetected, with grades averaging half a grade higher than those of real students. There was also an 83.4% chance AI submissions would outperform a random selection of student work across modules.
Learn More: https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0305354#:~:text=The%20%27Turing%20Test%27%20is%20now,a%20predefined%20set%20of%20rules
⚞ Blurry Lines in AI and Assessment
A study in Assessment & Evaluation in Higher Education highlights student and educator confusion over acceptable AI use in assessments. Many rely on personal judgment or Grammarly analogies. The authors propose the Dynamic Educational Boundaries Model to embed clear AI-use guidelines directly into assessments.
Learn More: https://doi.org/10.1080/02602938.2025.2456207
Bulletin items compiled by MJ Jackson and Sarah Freye with production assistance from Lisa Batchelder. Get the AI-Commons Bulletin on our Microsoft Teams channel, at aicommons.commons.msu.edu, or by email (send an email to aicommons@msu.edu with the word “subscribe”).
🚨 CSU Launches “AI Commons” – Sound Familiar?
The California State University (CSU) system just rolled out CSU AI Commons, a system-wide hub for AI tools, training, and research. Backed by Big Tech partnerships, it focuses on faculty development, student literacy, and workforce acceleration. BUT: AI strategy isn’t just about resources—it’s about who controls the narrative. With corporate-backed AI in higher education, what happens to independent faculty innovation?
Learn More: https://genai.calstate.edu/
🔍Tracking AI Policies in Higher Ed
Embry-Riddle Aeronautical University has compiled a Padlet featuring AI policies and guidelines from institutions worldwide. This evolving resource provides insight into how different universities are shaping their AI approaches.
Learn More: https://padlet.com/cetl6/university-policies-on-generative-ai-m9n7wf05r7rdc6pe
📚 AI Submissions Outperform Students in Recent Study
A PLOS ONE study found that 94% of AI-generated assignments went undetected, with grades averaging half a grade higher than those of real students. There was also an 83.4% chance AI submissions would outperform a random selection of student work across modules.
Learn More: https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0305354#:~:text=The%20%27Turing%20Test%27%20is%20now,a%20predefined%20set%20of%20rules
⚞ Blurry Lines in AI and Assessment
A study in Assessment & Evaluation in Higher Education highlights student and educator confusion over acceptable AI use in assessments. Many rely on personal judgment or Grammarly analogies. The authors propose the Dynamic Educational Boundaries Model to embed clear AI-use guidelines directly into assessments.
Learn More: https://doi.org/10.1080/02602938.2025.2456207
Bulletin items compiled by MJ Jackson and Sarah Freye with production assistance from Lisa Batchelder. Get the AI-Commons Bulletin on our Microsoft Teams channel, at aicommons.commons.msu.edu, or by email (send an email to aicommons@msu.edu with the word “subscribe”).
Posted by: Sarah Freye
Posted on: #iteachmsu
The WOCI and the English Department will be co-hosting a workshop on trauma-informed classroom techniques for graduate students on Tuesday, February 28th at 1pm via Zoom. This is a follow up to the discussion that was held on February 17th (Feminist strategies for teaching during a crisis). All are welcome. Dr. LeConté Dill, who will be facilitating the workshop, will be paying particular attention to how womxn of color navigate teaching in the days and weeks following a traumatic event. This workshop aims to provide a space for graduate student instructors to learn how to show up for their students with a politics of care and a particular sensitivity to what students have just been through here at MSU. A flyer is attached for your review. Please share broadly.
Register for the workshop here or using the following link:
https://msu.zoom.us/meeting/register/tJMod-yhrzgrGtH-58qoyfRfyVv4Og-
Please email Dr. Delia Fernandez-Jones (dmf@msu.edu) and Dr. Kristin Mahoney (mahone95@msu.ed) with any questions.
Register for the workshop here or using the following link:
https://msu.zoom.us/meeting/register/tJMod-yhrzgrGtH-58qoyfRfyVv4Og-
Please email Dr. Delia Fernandez-Jones (dmf@msu.edu) and Dr. Kristin Mahoney (mahone95@msu.ed) with any questions.
Posted by: Rashad Muhammad
Navigating Context
Posted on: GenAI & Education
AI 101: and Infographic
Check out this simple resource from aiEDU (the AI Education Project) a non-profit that creates equitable learning experiences that build foundational AI literacy. You can learn more, and find adaptable tools and activities for educators, parents, and students at https://www.aiedu.org/
Check out this simple resource from aiEDU (the AI Education Project) a non-profit that creates equitable learning experiences that build foundational AI literacy. You can learn more, and find adaptable tools and activities for educators, parents, and students at https://www.aiedu.org/
Posted by: Makena Neal
Posted on: GenAI & Education
AI Commons Bulletin 1/27/2025
Human-curated news about generative AI for Teaching and Learning in Higher Education.
🎭 AI Can Role Play with Students
Creating AI-powered personas is now easier, enabling students to practice communicating with specific individuals like a boss, client, or even an injured person requiring emergency medical assistance.
Learn More: https://teams.microsoft.com/l/message/19:mPsjLgF9cSWjMOuyq4MgyL7R3OZR2BetLpENn7G0N5k1@thread.tacv2/1737984638529?tenantId=22177130-642f-41d9-9211-74237ad5687d&groupId=518d739a-4a75-49d3-bff7-a0be2e362aab&parentMessageId=1737984638529&teamName=AI%20Commons&channelName=AI%20Commons%20Bulletin&createdTime=1737984638529&ngc=true&allowXTenantAccess=true
💬 Breaking Down AI Controversies
This resource explores the major debates surrounding AI, including its ethical implications, impact on creativity, and potential for misinformation. Use it to spark meaningful classroom discussions or build critical thinking assignments.
Learn More: https://docs.google.com/document/d/1qesxRSOZSlECOWvFJX-XOBuXL3iTmMnTHKihz4-81TY/edit?tab=t.0
✔️ Try This: Use AI to Check Your Grading
Grading essays can raise consistency concerns. Upload papers and grades, and AI can check for consistency. Use MSU’s CoPilot for secure student record handling.
Learn More: https://arxiv.org/pdf/2501.06461
🗺️ A Custom AI Chatbot Can Help Incoming Students Navigate Student Services
The University of the South Pacific (Fiji) offers new students an AI chatbot for orientation, answering service questions and helping with literacy, numeracy, and digital skills for their courses.
Learn More: https://jehe.globethics.net/article/view/6867/6023
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.
🎭 AI Can Role Play with Students
Creating AI-powered personas is now easier, enabling students to practice communicating with specific individuals like a boss, client, or even an injured person requiring emergency medical assistance.
Learn More: https://teams.microsoft.com/l/message/19:mPsjLgF9cSWjMOuyq4MgyL7R3OZR2BetLpENn7G0N5k1@thread.tacv2/1737984638529?tenantId=22177130-642f-41d9-9211-74237ad5687d&groupId=518d739a-4a75-49d3-bff7-a0be2e362aab&parentMessageId=1737984638529&teamName=AI%20Commons&channelName=AI%20Commons%20Bulletin&createdTime=1737984638529&ngc=true&allowXTenantAccess=true
💬 Breaking Down AI Controversies
This resource explores the major debates surrounding AI, including its ethical implications, impact on creativity, and potential for misinformation. Use it to spark meaningful classroom discussions or build critical thinking assignments.
Learn More: https://docs.google.com/document/d/1qesxRSOZSlECOWvFJX-XOBuXL3iTmMnTHKihz4-81TY/edit?tab=t.0
✔️ Try This: Use AI to Check Your Grading
Grading essays can raise consistency concerns. Upload papers and grades, and AI can check for consistency. Use MSU’s CoPilot for secure student record handling.
Learn More: https://arxiv.org/pdf/2501.06461
🗺️ A Custom AI Chatbot Can Help Incoming Students Navigate Student Services
The University of the South Pacific (Fiji) offers new students an AI chatbot for orientation, answering service questions and helping with literacy, numeracy, and digital skills for their courses.
Learn More: https://jehe.globethics.net/article/view/6867/6023
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: GenAI & Education
AI Commons Bulletin 2/17/2025
📰 Chronicle of Higher Ed Launches AI Chatbot
The Chronicle of Higher Education has rolled out an AI-powered chatbot to help users navigate its vast archives and answer common higher ed questions. While details on its training data and accuracy are limited, this marks another step in AI’s growing role in academic media.
Learn More: https://www.chronicle.com/chron-faq
📕 New Book on AI and HE explores The Good, the Bad, and the Ugly
The good: AI is here to stay, so let’s make it work for students.
The bad: Convenience comes at the cost of deeper intellectual labor.
The ugly: AI risks shaping a culture of compliance—where decisions are guided by systems without consciousness or accountability.
Learn More: Pulk, K., & Koris, R. (Eds.). (2025). Generative AI in Higher Education. Cheltenham, UK: Edward Elgar Publishing.
❓ If You Teach AI Literacy, Don’t Forget to Assess the RAG as Well as the LLM
When LLMs use retrieval augmented generation (RAG), they can give more trustworthy responses. What does that mean? Ni and colleagues (2025) evaluate rages, using NIST’s list of essentials:
Reliability
Privacy
Explainability
Fairness
Accountability
Safety
Learn More: https://doi.org/10.4337/9781035326020
🤖 On the Horizon: More and More Automated Instruction, Less Faculty?
We should think critically before it’s too late. A study found students using an AI course tutor performed as well and were as satisfied as those in instructor-led courses. As publishers integrate AI tutors, instructors may rely on them more, reducing direct teaching.
Learn More: Chun et al (2025). A Comparative Analysis of On-Device AI-Driven, Self-Regulated Learning and Traditional Pedagogy in University Health Sciences Education. Applied Sciences, 15(4), Article 4.
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”).
📰 Chronicle of Higher Ed Launches AI Chatbot
The Chronicle of Higher Education has rolled out an AI-powered chatbot to help users navigate its vast archives and answer common higher ed questions. While details on its training data and accuracy are limited, this marks another step in AI’s growing role in academic media.
Learn More: https://www.chronicle.com/chron-faq
📕 New Book on AI and HE explores The Good, the Bad, and the Ugly
The good: AI is here to stay, so let’s make it work for students.
The bad: Convenience comes at the cost of deeper intellectual labor.
The ugly: AI risks shaping a culture of compliance—where decisions are guided by systems without consciousness or accountability.
Learn More: Pulk, K., & Koris, R. (Eds.). (2025). Generative AI in Higher Education. Cheltenham, UK: Edward Elgar Publishing.
❓ If You Teach AI Literacy, Don’t Forget to Assess the RAG as Well as the LLM
When LLMs use retrieval augmented generation (RAG), they can give more trustworthy responses. What does that mean? Ni and colleagues (2025) evaluate rages, using NIST’s list of essentials:
Reliability
Privacy
Explainability
Fairness
Accountability
Safety
Learn More: https://doi.org/10.4337/9781035326020
🤖 On the Horizon: More and More Automated Instruction, Less Faculty?
We should think critically before it’s too late. A study found students using an AI course tutor performed as well and were as satisfied as those in instructor-led courses. As publishers integrate AI tutors, instructors may rely on them more, reducing direct teaching.
Learn More: Chun et al (2025). A Comparative Analysis of On-Device AI-Driven, Self-Regulated Learning and Traditional Pedagogy in University Health Sciences Education. Applied Sciences, 15(4), Article 4.
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
Host: MSU Libraries
Research Facilitation Network Lightning talks: Research Support Services at MSU
Join us for insightful talks about research support services available at Michigan State. This session will highlight units assisting researchers throughout their research life cycle. Bring your questions and support needs to contribute to the discussion.
Meeting information: Zoom, September 16 from 3-4PM
Register here!
Navigating Context
Host: MSU Libraries
Intro to VR @DSL: Drop-in Session
Curious About Virtual Reality?
Whether you're completely new to VR or already exploring it for research, storytelling, gaming, art, or education our Drop-in VR sessions are for you! Stop by the Digital Scholarship Lab to try out one of our HTC Vive XR Elite headsets, get hands-on experience and learn about our VR Headset Loan Program.
Intro to VR @ DSL is here to help you explore the possibilities of Virtual Reality, whether you're looking to:
- Experience immersive gameplay: for fun, fitness, storytelling, or team-building
- Create in 3D: With sculpting, painting, designing and more
- Explore the world: travel virtually to natural landscapes, historical sites, landmarks and more
- Try a simulated experience: from floating in space to riding a roller coaster, even performing surgery
No experience is needed, just bring your curiosity and dive in!
Drop-In VR Sessions
Sept 10th, Sept 24th, Oct 29th, & Nov 19th
From 4:00 PM – 7:00 PM
For parking information visit http://maps.msu.edu/interactive.
If you have questions about accessibility or need to request accommodations, please email lib.dl.accessibility@msu.edu.
Navigating Context
Host: MSU Libraries
Latine Voces Uncensored: Symposium on Latine Narratives
The digital age has brought us virtually (pun, intended) limitless access to information in the digital age. Despite this access, Latine communities continue to confront the challenges of rampant misinformation, censorship and misrepresentation—influencing how Latines are depicted in news coverage to popular culture to domestic and international policies that directly impact (and harm) our communities. Accurate Latine narratives and exposure to our histories are as important as ever. In this timely and important symposium, we address representation and free speech through the lens of Puerto Rican storytelling.
Hosted by Latino Spartans & MSU Chicanx/Latinx Association (ChiLA).
Note: The first half of this event will take place at the Multicultural Center. The Library portion will begin at 1:30 in the Green Room.
Please register by clicking here
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Host: MSU Libraries
Learn QGIS: Making a color shaded map in QGIS (Online)
Learn the basics of QGIS, the free open-source geospatial software—this workshop will demonstrate how to make a choropleth (color shaded) map and place graduated symbols representing data on it, load shape-files and .csv table files into QGIS, join data to spatial information and edit features. No experience with QGIS or Geographic Information Systems is required.
Navigating Context
Host: MSU Libraries
Zotero Workshop (Online)
An introduction to the free open source citation management program Zotero. In this workshop, participants will learn how to:
Download references from MSU's article databases and websites
Format citations and bibliographies in a Word document
Create groups and share references with other users
Registration for this event is required.
You will receive a link to join a Zoom meeting before the workshop. Please install the Zotero software and Zotero browser connector on your computer before the session begins. More information is available from https://libguides.lib.msu.edu/zotero/setup.
Questions or need more information? Contact the MSU Libraries Zotero training team at lib.dl.zotero@msu.edu.
To schedule a separate session for your class or research group, please contact the Zotero team at lib.dl.zotero@msu.edu.
Navigating Context
Host: MSU Libraries
Intro to VR @ DSL: Drop-in Session
Curious About Virtual Reality?
Whether you're completely new to VR or already exploring it for research, storytelling, gaming, art, or education our Drop-in VR sessions are for you! Stop by the Digital Scholarship Lab to try out one of our HTC Vive XR Elite headsets, get hands-on experience and learn about our VR Headset Loan Program.
Intro to VR @ DSL is here to help you explore the possibilities of Virtual Reality, whether you're looking to:
- Experience immersive gameplay: for fun, fitness, storytelling, or team-building
- Create in 3D: With sculpting, painting, designing and more
- Explore the world: travel virtually to natural landscapes, historical sites, landmarks and more
- Try a simulated experience: from floating in space to riding a roller coaster, even performing surgery
No experience is needed, just bring your curiosity and dive in!
Drop-In VR Sessions
Sept 10th, Sept 24th, Oct 29th, & Nov 19th
From 4:00 PM – 7:00 PM
For parking information visit http://maps.msu.edu/interactive.
If you have questions about accessibility or need to request accommodations, please email lib.dl.accessibility@msu.edu.
Navigating Context
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