We found 64 results that contain "interrupting bias"
Posted on: Catalyst Innovation...
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: Teaching Toolkit Ta...
Seven Tips Toward Linguistic Inclusion
You might think linguistic diversity equates to different languages people speak. However, I urge you move toward a more nuanced understanding, one where our linguistic background involves both our variable linguistic repertoire (the resources of a language we use or have access to) and our sociolinguistic competence (our ability to interpret social uses of language and use language in socially meaningful ways). A linguistically inclusive classroom, then, would include nuanced understandings of linguistic diversity. To help you intentionally move toward linguistic inclusion, I provide seven tips below.
Learn a little about language. Language is a resource we utilize for a variety of purposes (e.g. prestige, power, recognition, etc.). For instance, you might use language perceived as “more proper” to be identified as educated or professional, or use more colloquial language to fit in with peers. Thus, before you engage with language in the classroom, make sure you can differentiate the facts from the myths (to start, see Richard Nordquist’s post about Language Myths).
Get to know your linguistic background. Have you thought about how you use language? If not, you might be surprised by how your own language varies (from how much -ing vs. -in you use to your speech in formal or informal situations). Taking some time to get to know yourself as a language producer and perceiver will help you come to terms with your linguistic identity.
Get to know students’ linguistic backgrounds. No matter where you teach, you will surely come across language variation. Recognizing this will help you understand students and how they use language. Students come from different linguistic backgrounds and bring different language experiences (with different associated norms). I get to know students by having them talk about where they are from on the first day of class, but mostly this work requires listening for clues enabling you to differentiate between, for instance, dialectal features (e.g. “ain’t”) and mispronunciations.
Become aware of linguistic assumptions. Though it is not always easy to talk about, we all have linguistic biases. These might surface as pet peeves (see Weird Al’s parody “Word Crimes” for some examples), stereotypes (e.g. that “southern”-sounding speakers are “lazy”), or assumptions (e.g. thinking there is an objectively “right” or “correct” way of talking). Acknowledging and addressing these biases will help you see language more objectively and address language in the classroom more dynamically.
Know how linguistic assumptions affect the learning environment. Regardless of whether you teach a course that discusses language or not, you are in a position to set rules and expectations about language. As such, it is important to consider what you tell students about language. Language assumptions can lead to linguistic profiling. They can make students linguistically insecure, or feel they are somehow linguistically inferior. Make sure you’re creating classrooms flexibly, accommodating multiple and diverse language uses.
Be willing to accommodate. As a result of individual linguistic backgrounds, students’ language behaviors might not map to your expectations. Some students might not have experience writing essays, but might be profound bloggers, tweeters, or novelists. Some might speak different languages or come from backgrounds where there are different cultural norms surrounding language use (e.g. the use of silence, turn-taking, interruptions, etc.). Before jumping to conclusions, ask yourself if a student comes from a culture where language use is governed by different rules. Be flexible, willing to accommodate, and work together toward where you all hope to go. Start by defining culture- or dialect-specific terms in course content and assessments; vary assessment types to accommodate different communication preferences; and grade based on content, not grammar (unless grammar is the focus of your class). Grammar-based grading privileges native-English speakers and students from certain educational backgrounds.
Recognize linguistic diversity as a resource. Some assume classrooms should run under cultural norms expected by a given region, country, or community. However, as sociolinguist Carmen Fought (2006) points out, “…interactional patterns from different ethnic groups might enhance learning and ultimately provide all participants with a wide range of skills.” Seek to understand ways the inclusion of several different interactional norms and behaviors might benefit learning environments. Some communities, for instance, encourage a “collective orientation […] group harmony, and the avoidance of conflict” in classrooms. Though inclusion of this orientation can be viewed as problematic, it could also be used to teach concern for others, humility, and an ability to work cooperatively (pp. 193-4).
If we aim to make students feel seen and heard, we must question what we really listen to when students communicate. We have an opportunity to co-construct an inclusive curriculum, classroom, and community built out of diverse linguistic resources.
Learn a little about language. Language is a resource we utilize for a variety of purposes (e.g. prestige, power, recognition, etc.). For instance, you might use language perceived as “more proper” to be identified as educated or professional, or use more colloquial language to fit in with peers. Thus, before you engage with language in the classroom, make sure you can differentiate the facts from the myths (to start, see Richard Nordquist’s post about Language Myths).
Get to know your linguistic background. Have you thought about how you use language? If not, you might be surprised by how your own language varies (from how much -ing vs. -in you use to your speech in formal or informal situations). Taking some time to get to know yourself as a language producer and perceiver will help you come to terms with your linguistic identity.
Get to know students’ linguistic backgrounds. No matter where you teach, you will surely come across language variation. Recognizing this will help you understand students and how they use language. Students come from different linguistic backgrounds and bring different language experiences (with different associated norms). I get to know students by having them talk about where they are from on the first day of class, but mostly this work requires listening for clues enabling you to differentiate between, for instance, dialectal features (e.g. “ain’t”) and mispronunciations.
Become aware of linguistic assumptions. Though it is not always easy to talk about, we all have linguistic biases. These might surface as pet peeves (see Weird Al’s parody “Word Crimes” for some examples), stereotypes (e.g. that “southern”-sounding speakers are “lazy”), or assumptions (e.g. thinking there is an objectively “right” or “correct” way of talking). Acknowledging and addressing these biases will help you see language more objectively and address language in the classroom more dynamically.
Know how linguistic assumptions affect the learning environment. Regardless of whether you teach a course that discusses language or not, you are in a position to set rules and expectations about language. As such, it is important to consider what you tell students about language. Language assumptions can lead to linguistic profiling. They can make students linguistically insecure, or feel they are somehow linguistically inferior. Make sure you’re creating classrooms flexibly, accommodating multiple and diverse language uses.
Be willing to accommodate. As a result of individual linguistic backgrounds, students’ language behaviors might not map to your expectations. Some students might not have experience writing essays, but might be profound bloggers, tweeters, or novelists. Some might speak different languages or come from backgrounds where there are different cultural norms surrounding language use (e.g. the use of silence, turn-taking, interruptions, etc.). Before jumping to conclusions, ask yourself if a student comes from a culture where language use is governed by different rules. Be flexible, willing to accommodate, and work together toward where you all hope to go. Start by defining culture- or dialect-specific terms in course content and assessments; vary assessment types to accommodate different communication preferences; and grade based on content, not grammar (unless grammar is the focus of your class). Grammar-based grading privileges native-English speakers and students from certain educational backgrounds.
Recognize linguistic diversity as a resource. Some assume classrooms should run under cultural norms expected by a given region, country, or community. However, as sociolinguist Carmen Fought (2006) points out, “…interactional patterns from different ethnic groups might enhance learning and ultimately provide all participants with a wide range of skills.” Seek to understand ways the inclusion of several different interactional norms and behaviors might benefit learning environments. Some communities, for instance, encourage a “collective orientation […] group harmony, and the avoidance of conflict” in classrooms. Though inclusion of this orientation can be viewed as problematic, it could also be used to teach concern for others, humility, and an ability to work cooperatively (pp. 193-4).
If we aim to make students feel seen and heard, we must question what we really listen to when students communicate. We have an opportunity to co-construct an inclusive curriculum, classroom, and community built out of diverse linguistic resources.
Authored by: Madeline Shellgren
Pedagogical Design
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: Teaching Toolkit Ta...
Strategies for Engaging in Dialogue Across Difference
Strategies for Engaging in
Dialogue Across Difference
Interrupting Bias: The PALS Approach
This 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 objective of this approach is to stay connected with the person and speak your truth clearly.
Pause/Halt/Slow the conversation
Interrupt the flow of the conversation and let the speaker know you are interested in learning more about something they said – “Wait a second..”
Acknowledge/Ask
Ask for clarification, get curious, make sure you understand what the person said – “What I hear you saying is…”
Listen to what the person said
Practice engaged listening in which you truly try to understand the meaning of what is being said.
Speak your truth/Share stories
Share your experience and/or learning. Tell stories, as they are shown to be more effective than data at reaching hearts and minds
How to Apologize:
Re-AACT
Reflect - listen to what others are saying is the harm done
Acknowledge responsibility for your actions
Apologize and DO NOT explain your intent
Change your behavior
Thank them for bringing this to your attention
Interested in participating in MSU Dialogues?
Faculty & staff applications will open soon!
Email Jackie Heymann at heymannj@msu.edu to among the first to receive the application as soon as it opens.
Dialogue Across Difference
Interrupting Bias: The PALS Approach
This 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 objective of this approach is to stay connected with the person and speak your truth clearly.
Pause/Halt/Slow the conversation
Interrupt the flow of the conversation and let the speaker know you are interested in learning more about something they said – “Wait a second..”
Acknowledge/Ask
Ask for clarification, get curious, make sure you understand what the person said – “What I hear you saying is…”
Listen to what the person said
Practice engaged listening in which you truly try to understand the meaning of what is being said.
Speak your truth/Share stories
Share your experience and/or learning. Tell stories, as they are shown to be more effective than data at reaching hearts and minds
How to Apologize:
Re-AACT
Reflect - listen to what others are saying is the harm done
Acknowledge responsibility for your actions
Apologize and DO NOT explain your intent
Change your behavior
Thank them for bringing this to your attention
Interested in participating in MSU Dialogues?
Faculty & staff applications will open soon!
Email Jackie Heymann at heymannj@msu.edu to among the first to receive the application as soon as it opens.
Authored by: Jackie Heymann
Navigating Context
Posted on: #iteachmsu
Recommended teaching, learning, and student success resources
Thank you for helping our students achieve their goals; recommendations include:
Keep Teaching: recently updated to include a guide to in-person, hybrid, online, remote teaching - syllabus and instructional support, mental health and wellbeing, MSU core tools and accessibility and professional development opportunities, etc.
Keep Learning: recently updated to include in-person, hybrid, online, remote student success resources for students - academic advising, academic support, tutoring and mentoring, career planning, undergraduate research, online learning, and mental health and wellbeing resources, etc.
Quick Tip Student Success Series for Instructors: easy-to-make changes which positively impact student learning and success, including suggestions from students on how to build attention, strategies to diminish educator burnout, small changes that have BIG neural and learning impacts
Faculty One-Pagers on Difficult Dialogues in the Classroom (scroll to the bottom of the page): setting up an inclusive classroom, interrupting bias, dialogue basics, intercultural dialogue facilitation, strategies for managing hot moments in the classroom, microaggressions
Faculty and Staff Resources to Support Students Who May Be Experiencing Distress or Who May Have a Mental Illness: syllabus language, Behavioral Threat Assessment Team (BTAT), The Green Folder [who to contact, how to support students who are struggling], addressing student mental health concerns in online courses, Kognito for Faculty [online simulation tool that allows educators to practice having challenging conversations with students through role-play], counseling services for faculty and staff
Who Are Our Students? Our students reflect a diverse population; some of our students are members of historically underserved groups; all of our students matter and can learn, thrive and graduate
American Indian Community
Asian, Pacific Islander and Desi American (APIDA) Community
Black/African American Community
Latinx Initiatives Community
Office of Cultural and Academic Transitions (OCAT)
Students from migrant and seasonal farm working communities
First Generation Students
Students who were in foster or kinship care, have experienced homelessness, or are otherwise independent
LGBTQIA2S+ Members
International Students
Student Veterans
Student Parents
Students with Disabilities
Graduate Students
Resource Center for Persons with Disabilities: disability services and accommodations; programs; resources that support students, faculty, and staff to maximize ability and opportunity for full participation at MSU
Career Services Network: opportunities to customize class workshops and career education lesson plans aimed at integrating career development into your curricula or guide your students in career assessments as they explore majors and career paths
Student Affairs and Services: creates a multitude of opportunities for students on campus, in the community, and throughout our global society that support student success
COVID FAQs: vaccine mandate, face coverings, students, faculty and staff, general and conversation starters when talking with students who do not comply with mask expectations
Keep Teaching: recently updated to include a guide to in-person, hybrid, online, remote teaching - syllabus and instructional support, mental health and wellbeing, MSU core tools and accessibility and professional development opportunities, etc.
Keep Learning: recently updated to include in-person, hybrid, online, remote student success resources for students - academic advising, academic support, tutoring and mentoring, career planning, undergraduate research, online learning, and mental health and wellbeing resources, etc.
Quick Tip Student Success Series for Instructors: easy-to-make changes which positively impact student learning and success, including suggestions from students on how to build attention, strategies to diminish educator burnout, small changes that have BIG neural and learning impacts
Faculty One-Pagers on Difficult Dialogues in the Classroom (scroll to the bottom of the page): setting up an inclusive classroom, interrupting bias, dialogue basics, intercultural dialogue facilitation, strategies for managing hot moments in the classroom, microaggressions
Faculty and Staff Resources to Support Students Who May Be Experiencing Distress or Who May Have a Mental Illness: syllabus language, Behavioral Threat Assessment Team (BTAT), The Green Folder [who to contact, how to support students who are struggling], addressing student mental health concerns in online courses, Kognito for Faculty [online simulation tool that allows educators to practice having challenging conversations with students through role-play], counseling services for faculty and staff
Who Are Our Students? Our students reflect a diverse population; some of our students are members of historically underserved groups; all of our students matter and can learn, thrive and graduate
American Indian Community
Asian, Pacific Islander and Desi American (APIDA) Community
Black/African American Community
Latinx Initiatives Community
Office of Cultural and Academic Transitions (OCAT)
Students from migrant and seasonal farm working communities
First Generation Students
Students who were in foster or kinship care, have experienced homelessness, or are otherwise independent
LGBTQIA2S+ Members
International Students
Student Veterans
Student Parents
Students with Disabilities
Graduate Students
Resource Center for Persons with Disabilities: disability services and accommodations; programs; resources that support students, faculty, and staff to maximize ability and opportunity for full participation at MSU
Career Services Network: opportunities to customize class workshops and career education lesson plans aimed at integrating career development into your curricula or guide your students in career assessments as they explore majors and career paths
Student Affairs and Services: creates a multitude of opportunities for students on campus, in the community, and throughout our global society that support student success
COVID FAQs: vaccine mandate, face coverings, students, faculty and staff, general and conversation starters when talking with students who do not comply with mask expectations
Authored by: Educators Empowering Student Success Committee (part of the Faculty Improving Student Success Strategic Initiative)
Navigating Context
Posted on: Center for Teaching...
Classroom Scenarios Sample Responses
This article provides sentence starters for various classroom scenarios, especially for Fall 2024. This post is the final part of the Civil Discourse in Classrooms series and playlist.
The following pages include scenarios with accompanying sentence starters that can help defuse or deflect speech or behavior that distracts or interrupts instruction. As always, these are context-, identity-, and classroom-dependent, and educators should use their discretion when adapting them. These scenarios are provided as a way to pre-reflect before you encounter these or similar scenarios. When the below sentence starters mention resources, you don’t need them immediately, as you can always follow-up with students when you don’t know. As educators, it is acceptable to not know the answer, to ask for time to find the right words, and to follow up after the fact with additional information.
Educator-Student Interactions and Boundaries
Scenario: You (the educator) make a remark that a student strongly reacts to.
Apologizing: “I used language that may have impacted several of you. I want to apologize, and I’ll do better in the future before using that language.”
Acknowledging: “That content of discussion must have been really heavy to deal with. I will follow-up with support resources after class, and if you want to talk more about it, [contact method].”
Acknowledging and Apologizing: “I have observed that I may have made a remark that has made some of you uncomfortable, and I apologize and promise this will be a learning moment for me.”
Scenario: A student directly asks you who you will vote for or your stance on a political issue.
The MSU Faculty Handbook states, “As citizens, the faculty/academic staff members of Michigan State University have the same rights and responsibilities of free speech, thought, and action as all citizens of the United States. Their position, however, imposes special obligations, such as emphasizing that they are not institutional spokespersons, and exercising appropriate restraint.” Some examples of reinforcing boundaries are below.
Reinforcing Boundaries: “Voting is a deeply personal decision for many folks. If you’re wanting to know more about the process to vote, I’m happy to provide those resources for you.”
Reinforcing Boundaries: “Because of my role at MSU, I’m going to keep my political positions to myself.”
Reinforcing Boundaries: “I have many deeply held beliefs that inform my decision to vote, and for whom I vote. In the classroom, I am focused on course content and making sure this is a place where all students can learn.”
Reinforcing Boundaries: “As a teacher, I’m here to teach you how to think, not what to think. As a voter, you should base your voting decision on the candidates’ stance on different issues, not on who others vote for.”
Redirecting to Course: “That political stance has been discussed in our field quite a bit. Would you like some scholarship on those various views in this field?.”
Defusing through Humor (humor is extremely context-dependent and may escalate tensions, so use discretion by choosing that path): “I can't tell you who I'm voting for, but I can tell you that whoever invents automatic sock sorters has my full endorsement!”
Classroom Disruption and Conflict
Scenario: Two students enter into a verbal disagreement that persists and intrudes on the instruction in the class.
Redirecting: “Let’s remember that our classroom norms mention that we respect class instruction time and our peers within the classroom.”
Acknowledging and Redirecting: “I notice y’all have some pretty strong emotions right now and that might be difficult. Right now, we need to turn our attention to the course instruction time, and we can chat after class to discuss more.”
Redirecting: “Is the discussion related to [teaching topic]? If not, I’ll have to ask you two to respect your classmates’ time and discuss this after class.”
Scenario: A student stands up in class and begins to speak loudly with the intent of disrupting or stopping instruction.
Ideally, refer to an existing norm or policy stated in the syllabus that clearly defines acceptable discourse practices in your classroom.
Listening and Redirecting: “I hear you, and your opinion matters. Right now is a time to focus on class content. Let’s continue this after class.”
Listening and Redirecting: “Thank you for your input, but right now, we need to continue with the course content for everyone’s learning.”
Defusing: If comfortable, you may want to use proximity to get closer to the student and calmly ask, “Please take a seat so I can continue instruction. If that’s not possible today, I’d be happy to catch up with you about course materials in office hours.”
Scenario: A student makes a particularly incendiary remark that clearly affects others in the room.
Acknowledging and Defusing: “I just want to take a moment here to recognize that those words may have impacted others in the room. As discussed in our community norms, we don’t use disparaging remarks in class. It’s my goal to keep our discourse focused on course content and to uphold our discourse norms so all are comfortable learning here.”
Acknowledging and Defusing: “Thank you for sharing and it sounds like you’re really feeling strongly about that issue. For now, we want to be cognizant that those words may have negative connotations for others. In order to abide by our classroom norms, we should not use phrases like that. “
Acknowledging and Defusing: “I think that we’ve heard some pretty heavy things, and I know that it can be helpful to take some time to process before we return to course material. Let’s take a brief moment for us all to channel our thoughts in a free write about this. ”
Naming Expectations: “These types of remarks can make students in this classroom uncomfortable. I will have to ask you to stop using this language in order to make this a respectful learning environment.”
Naming Expectations: “You know, that comment was outside the bounds of what’s acceptable in this class. I am going to return to the subject at hand.”
Scenario: A major news event distracts multiple students or otherwise interrupts the normal operations of the class.
Acknowledging and Defusing: “I wanted to acknowledge [event]. This is a heavy and difficult topic, and I want to take a moment to give us all time to process. We’ll try to move back into course content once we take a collective breath.”
Acknowledging and Defusing: “I know many of us may not be able to be fully present today because of [event]. I am going to do my best to move on with class, but I will post today’s core content online as well, for you to navigate when you are in a space to learn. You should review this before our next class on [day].”
Acknowledging and Redirecting: “Today may be hard for us today. We have some stress relief activities on campus for anyone who wants to participate [e.g., direct to therapy dogs on campus, other college/department stress relief or wellness activities happening].”
Political Engagement and Class Participation
Scenario: A student tells you they will miss class to attend a political event or protest.
Acknowledging and Setting Expectations: “Thank you for letting me know ahead of time, and that is your choice. If that is the case, the outcome for that decision in this course is [policy].”
Acknowledging and Setting Expectations: “I appreciate you letting me know and that is your right as a student. In terms of this course, you have [X] excused absences with no questions asked and this can count toward that.”
Acknowledging and Setting Expectations: “Just a reminder that this will overlap with our exam, and the policy on that is [policy].”
Acknowledging: “While I cannot comment on your decision to attend the event, as a teacher, I will ask you to please prioritize your personal safety when attending the event.”
Scenario: A student asks for an extension on an assignment or leniency on a grade due to political or protest activity on campus or more broadly in the world.
Acknowledging: “That sounds like you are trying to balance a lot. Your options in this case are [provide options for your course].”
Acknowledging and Setting Expectations: “You have the absolute right to protest; however, this extension would count toward your one late assignment submission. Is that something you’d like to use in this case?”
Acknowledging and Setting Expectations: “You are definitely free to make that decision, but there are consequences in the class for late assignments, which means [policy].”
Interpersonal Interactions and Political Concerns
Scenario: A student tells you that interactions with their peers on a course project made them uncomfortable or feel unsafe because of its politically-charged tone.
Please note that Mandatory Reporter guidelines apply to all RVSM and Title IX related statements.
Instruct the class on how to work with people who may have different points of view than you, with an emphasis on focusing on completing the group assignment and using respectful language and manners during work time. Also, decide whether allowing students to form their own groups would be a better way to avoid this situation from reoccurring.
Acknowledging and Defusing: “I’m so sorry to hear you did not feel safe in this course, and I appreciate you letting me know. What supports or modifications do you currently need to feel safer in the course?”
Acknowledging and Defusing: “Thank you for telling me. That must have been hard to do. Because this course does overlap with political topics, sometimes this may occur, but in the meantime, what would make you feel safer in these interactions in the future?”
Acknowledging and Defusing: “That sounds really difficult, and I’m so sorry that happened. Let’s discuss how you can still get the most out of this assignment?”
Scenario: A student comments to you about political or social remarks they heard another faculty or staff member make.
Reinforcing Boundaries: “Everyone’s stances are their personal decisions and sometimes we may disagree with others, but they still have the right to that expression.”
Redirecting to the Course: “That sounds like it upset you, and I’m sorry that happened. In this course, we will keep course content focused on the course learning goals.”
Resources
President Guskiewicz’s video on free speech and civil discourse
MSU’s Freedom of Speech
MSU Dialogues
MSU Votes
MSU Student Activism
Tuft’s Free Speech and Inclusion on Campus
Bridging Differences Playbook
Inclusive and Civil Classrooms
Maintaining Campus Community During the 2024 Election
Return to the Civil Discourse in the Classroom playlist.
The following pages include scenarios with accompanying sentence starters that can help defuse or deflect speech or behavior that distracts or interrupts instruction. As always, these are context-, identity-, and classroom-dependent, and educators should use their discretion when adapting them. These scenarios are provided as a way to pre-reflect before you encounter these or similar scenarios. When the below sentence starters mention resources, you don’t need them immediately, as you can always follow-up with students when you don’t know. As educators, it is acceptable to not know the answer, to ask for time to find the right words, and to follow up after the fact with additional information.
Educator-Student Interactions and Boundaries
Scenario: You (the educator) make a remark that a student strongly reacts to.
Apologizing: “I used language that may have impacted several of you. I want to apologize, and I’ll do better in the future before using that language.”
Acknowledging: “That content of discussion must have been really heavy to deal with. I will follow-up with support resources after class, and if you want to talk more about it, [contact method].”
Acknowledging and Apologizing: “I have observed that I may have made a remark that has made some of you uncomfortable, and I apologize and promise this will be a learning moment for me.”
Scenario: A student directly asks you who you will vote for or your stance on a political issue.
The MSU Faculty Handbook states, “As citizens, the faculty/academic staff members of Michigan State University have the same rights and responsibilities of free speech, thought, and action as all citizens of the United States. Their position, however, imposes special obligations, such as emphasizing that they are not institutional spokespersons, and exercising appropriate restraint.” Some examples of reinforcing boundaries are below.
Reinforcing Boundaries: “Voting is a deeply personal decision for many folks. If you’re wanting to know more about the process to vote, I’m happy to provide those resources for you.”
Reinforcing Boundaries: “Because of my role at MSU, I’m going to keep my political positions to myself.”
Reinforcing Boundaries: “I have many deeply held beliefs that inform my decision to vote, and for whom I vote. In the classroom, I am focused on course content and making sure this is a place where all students can learn.”
Reinforcing Boundaries: “As a teacher, I’m here to teach you how to think, not what to think. As a voter, you should base your voting decision on the candidates’ stance on different issues, not on who others vote for.”
Redirecting to Course: “That political stance has been discussed in our field quite a bit. Would you like some scholarship on those various views in this field?.”
Defusing through Humor (humor is extremely context-dependent and may escalate tensions, so use discretion by choosing that path): “I can't tell you who I'm voting for, but I can tell you that whoever invents automatic sock sorters has my full endorsement!”
Classroom Disruption and Conflict
Scenario: Two students enter into a verbal disagreement that persists and intrudes on the instruction in the class.
Redirecting: “Let’s remember that our classroom norms mention that we respect class instruction time and our peers within the classroom.”
Acknowledging and Redirecting: “I notice y’all have some pretty strong emotions right now and that might be difficult. Right now, we need to turn our attention to the course instruction time, and we can chat after class to discuss more.”
Redirecting: “Is the discussion related to [teaching topic]? If not, I’ll have to ask you two to respect your classmates’ time and discuss this after class.”
Scenario: A student stands up in class and begins to speak loudly with the intent of disrupting or stopping instruction.
Ideally, refer to an existing norm or policy stated in the syllabus that clearly defines acceptable discourse practices in your classroom.
Listening and Redirecting: “I hear you, and your opinion matters. Right now is a time to focus on class content. Let’s continue this after class.”
Listening and Redirecting: “Thank you for your input, but right now, we need to continue with the course content for everyone’s learning.”
Defusing: If comfortable, you may want to use proximity to get closer to the student and calmly ask, “Please take a seat so I can continue instruction. If that’s not possible today, I’d be happy to catch up with you about course materials in office hours.”
Scenario: A student makes a particularly incendiary remark that clearly affects others in the room.
Acknowledging and Defusing: “I just want to take a moment here to recognize that those words may have impacted others in the room. As discussed in our community norms, we don’t use disparaging remarks in class. It’s my goal to keep our discourse focused on course content and to uphold our discourse norms so all are comfortable learning here.”
Acknowledging and Defusing: “Thank you for sharing and it sounds like you’re really feeling strongly about that issue. For now, we want to be cognizant that those words may have negative connotations for others. In order to abide by our classroom norms, we should not use phrases like that. “
Acknowledging and Defusing: “I think that we’ve heard some pretty heavy things, and I know that it can be helpful to take some time to process before we return to course material. Let’s take a brief moment for us all to channel our thoughts in a free write about this. ”
Naming Expectations: “These types of remarks can make students in this classroom uncomfortable. I will have to ask you to stop using this language in order to make this a respectful learning environment.”
Naming Expectations: “You know, that comment was outside the bounds of what’s acceptable in this class. I am going to return to the subject at hand.”
Scenario: A major news event distracts multiple students or otherwise interrupts the normal operations of the class.
Acknowledging and Defusing: “I wanted to acknowledge [event]. This is a heavy and difficult topic, and I want to take a moment to give us all time to process. We’ll try to move back into course content once we take a collective breath.”
Acknowledging and Defusing: “I know many of us may not be able to be fully present today because of [event]. I am going to do my best to move on with class, but I will post today’s core content online as well, for you to navigate when you are in a space to learn. You should review this before our next class on [day].”
Acknowledging and Redirecting: “Today may be hard for us today. We have some stress relief activities on campus for anyone who wants to participate [e.g., direct to therapy dogs on campus, other college/department stress relief or wellness activities happening].”
Political Engagement and Class Participation
Scenario: A student tells you they will miss class to attend a political event or protest.
Acknowledging and Setting Expectations: “Thank you for letting me know ahead of time, and that is your choice. If that is the case, the outcome for that decision in this course is [policy].”
Acknowledging and Setting Expectations: “I appreciate you letting me know and that is your right as a student. In terms of this course, you have [X] excused absences with no questions asked and this can count toward that.”
Acknowledging and Setting Expectations: “Just a reminder that this will overlap with our exam, and the policy on that is [policy].”
Acknowledging: “While I cannot comment on your decision to attend the event, as a teacher, I will ask you to please prioritize your personal safety when attending the event.”
Scenario: A student asks for an extension on an assignment or leniency on a grade due to political or protest activity on campus or more broadly in the world.
Acknowledging: “That sounds like you are trying to balance a lot. Your options in this case are [provide options for your course].”
Acknowledging and Setting Expectations: “You have the absolute right to protest; however, this extension would count toward your one late assignment submission. Is that something you’d like to use in this case?”
Acknowledging and Setting Expectations: “You are definitely free to make that decision, but there are consequences in the class for late assignments, which means [policy].”
Interpersonal Interactions and Political Concerns
Scenario: A student tells you that interactions with their peers on a course project made them uncomfortable or feel unsafe because of its politically-charged tone.
Please note that Mandatory Reporter guidelines apply to all RVSM and Title IX related statements.
Instruct the class on how to work with people who may have different points of view than you, with an emphasis on focusing on completing the group assignment and using respectful language and manners during work time. Also, decide whether allowing students to form their own groups would be a better way to avoid this situation from reoccurring.
Acknowledging and Defusing: “I’m so sorry to hear you did not feel safe in this course, and I appreciate you letting me know. What supports or modifications do you currently need to feel safer in the course?”
Acknowledging and Defusing: “Thank you for telling me. That must have been hard to do. Because this course does overlap with political topics, sometimes this may occur, but in the meantime, what would make you feel safer in these interactions in the future?”
Acknowledging and Defusing: “That sounds really difficult, and I’m so sorry that happened. Let’s discuss how you can still get the most out of this assignment?”
Scenario: A student comments to you about political or social remarks they heard another faculty or staff member make.
Reinforcing Boundaries: “Everyone’s stances are their personal decisions and sometimes we may disagree with others, but they still have the right to that expression.”
Redirecting to the Course: “That sounds like it upset you, and I’m sorry that happened. In this course, we will keep course content focused on the course learning goals.”
Resources
President Guskiewicz’s video on free speech and civil discourse
MSU’s Freedom of Speech
MSU Dialogues
MSU Votes
MSU Student Activism
Tuft’s Free Speech and Inclusion on Campus
Bridging Differences Playbook
Inclusive and Civil Classrooms
Maintaining Campus Community During the 2024 Election
Return to the Civil Discourse in the Classroom playlist.
Posted by: Bethany Meadows
Navigating Context
Posted on: GenAI & Education
An Intro to Artificial Intelligence
The following are a collection of publicly sourced articles related to the recent rise of artificial intelligence in everyday applications. note: following each [hyperlinked] title/subtitle are abstracts generated by ChatGPT after receiving prompts from M. Neal. "Write an abstract for [article link]" is indicated with [URL] abstract. "Write an abstract for [article text]" is indicated with [text] abstract. These very similar prompt-responses are shared consecutively in the hope that reading the abstracts will showcase the variations in ChatGPT output (despite similar input). Big Tech was moving cautiously on AI. Then came ChatGPT.
Google, Facebook and Microsoft helped build the scaffolding of AI. Smaller companies are taking it to the masses, forcing Big Tech to react.
[URL] Abstract: "ChatGPT, the Large Language Model developed by OpenAI, has been acquired by Google for an undisclosed sum. The acquisition has been widely seen as a move to improve Google's AI capabilities and stay ahead of competitors in the field. The ChatGPT model will be integrated into various Google services and products, including search, voice assistants, and translation services. This acquisition highlights the growing importance of AI technology and the increasing demand for advanced language models like ChatGPT."
[text] Abstract: Meta's Blenderbot, a chatbot released by Facebook's parent company three months before OpenAI's ChatGPT, was deemed a failure due to its over-cautious content moderation. In contrast, ChatGPT's conversational style, which allows for discussion on controversial topics, has made it a mainstream success. As ChatGPT continues to grow in popularity, tech giants such as Meta and Google are feeling pressure to speed up their own AI processes, potentially disregarding safety concerns. This has sparked concerns among AI ethicists, who fear that big tech's rush to market may expose billions of people to potential harms before they have been fully studied. Despite these concerns, companies like OpenAI continue to release their AI tools to the public, viewing it as the only way to assess real-world harm. The fast pace of AI progress requires companies to prioritize making the right decisions and releasing AI models that best serve the community, while considering the broader societal impacts of these innovations.ChatGPT Is Dumber Than You Think
Treat it like a toy, not a tool.
Abstract: "The deployment of AI language models like ChatGPT, developed by OpenAI, in writing and journalism raises questions about the ethics of AI-generated content. ChatGPT is capable of producing human-like text, making it difficult to distinguish between AI-generated content and content written by a human. The ethical concerns include issues of accuracy, accountability, and bias in AI-generated writing, as well as the potential for AI systems to manipulate public opinion. The article highlights the need for transparent and responsible deployment of AI language models in journalism and writing, and the importance of considering the ethical implications of AI-generated content."
ChatGPT could be used for good, but like many other AI models, it's rife with racist and discriminatory bias
[URL] abstract: ChatGPT, a large language model developed by OpenAI, is prone to biases like many other AI models. Despite its impressive performance in generating human-like text, the model has been found to have biases based on the training data it was exposed to. These biases can be a result of various factors such as the demographic representation in the training data, cultural norms and values, and other systemic biases present in society. It is crucial for developers and users to be aware of these biases and take steps to mitigate them.
[text] abstract: ChatGPT, an advanced artificial intelligence chatbot developed by OpenAI, is at the forefront of the debate on the potential and dangers of AI. Although the chatbot can assist with writing and speaking tasks and provide entertainment, it has also been used to cheat, plagiarize, spread misinformation, and enable unethical business practices. Furthermore, like many chatbots, it has a history of being biased. OpenAI added guardrails to prevent problematic responses, but these were easily bypassed by users. As AI is increasingly used to make important decisions in various industries, such as healthcare and law enforcement, the issue of bias must be addressed to prevent amplifying existing inequalities. This problem is not unique to ChatGPT and is well-documented, with studies showing the negative effects of biased algorithms. The AI industry is divided on who should be held responsible for these biases and whether harmful models should be released. Despite these concerns, AI models are becoming more prevalent in our lives and researchers are urging caution on the potential for harm due to AI biases.
The US Copyright Office says an AI can’t copyright its art[text] abstract: The US Copyright Office has rejected a request to copyright a work of art created by an AI algorithm named Creativity Machine. A three-person board determined that the AI-generated image lacked the necessary "human authorship" required for protection under copyright law. The board emphasized the vital role of the human mind in creative expression, citing past court decisions which have consistently found that non-human expression is ineligible for copyright protection. This decision highlights the importance of human agency in machine-produced works and raises questions about the limits of AI in the realm of art and copyright.[Google] An important next step on our AI journey[URL] abstract: This blog post provides an overview of BARD (Bidirectional Attention Representation for Documents), a new AI-powered search system developed by Google. BARD leverages the latest advances in natural language processing and machine learning to deliver more relevant and accurate search results, even for complex queries. The system utilizes a bidirectional attention mechanism to better understand the context of each word in a document and make connections between words, which helps to improve the relevance of search results. With BARD, Google aims to provide users with a more intuitive and seamless search experience, enabling them to find what they're looking for more quickly and easily.[text] abstract: Google has opened up its experimental conversational AI service, Bard, to trusted testers ahead of wider availability. Bard aims to combine the world's knowledge with the power, intelligence and creativity of large language models, drawing on information from the web to provide high-quality responses. Bard will initially be released with a lightweight version of LaMDA, the company's language model for dialogue applications. The release will be used to gather feedback and improve quality and speed. AI-powered features in Google Search, which will distill complex information and multiple perspectives, will soon be rolled out. Google also plans to onboard individual developers and enterprises to build on top of its best AI models.
last updated on 02/06/2023
Google, Facebook and Microsoft helped build the scaffolding of AI. Smaller companies are taking it to the masses, forcing Big Tech to react.
[URL] Abstract: "ChatGPT, the Large Language Model developed by OpenAI, has been acquired by Google for an undisclosed sum. The acquisition has been widely seen as a move to improve Google's AI capabilities and stay ahead of competitors in the field. The ChatGPT model will be integrated into various Google services and products, including search, voice assistants, and translation services. This acquisition highlights the growing importance of AI technology and the increasing demand for advanced language models like ChatGPT."
[text] Abstract: Meta's Blenderbot, a chatbot released by Facebook's parent company three months before OpenAI's ChatGPT, was deemed a failure due to its over-cautious content moderation. In contrast, ChatGPT's conversational style, which allows for discussion on controversial topics, has made it a mainstream success. As ChatGPT continues to grow in popularity, tech giants such as Meta and Google are feeling pressure to speed up their own AI processes, potentially disregarding safety concerns. This has sparked concerns among AI ethicists, who fear that big tech's rush to market may expose billions of people to potential harms before they have been fully studied. Despite these concerns, companies like OpenAI continue to release their AI tools to the public, viewing it as the only way to assess real-world harm. The fast pace of AI progress requires companies to prioritize making the right decisions and releasing AI models that best serve the community, while considering the broader societal impacts of these innovations.ChatGPT Is Dumber Than You Think
Treat it like a toy, not a tool.
Abstract: "The deployment of AI language models like ChatGPT, developed by OpenAI, in writing and journalism raises questions about the ethics of AI-generated content. ChatGPT is capable of producing human-like text, making it difficult to distinguish between AI-generated content and content written by a human. The ethical concerns include issues of accuracy, accountability, and bias in AI-generated writing, as well as the potential for AI systems to manipulate public opinion. The article highlights the need for transparent and responsible deployment of AI language models in journalism and writing, and the importance of considering the ethical implications of AI-generated content."
ChatGPT could be used for good, but like many other AI models, it's rife with racist and discriminatory bias
[URL] abstract: ChatGPT, a large language model developed by OpenAI, is prone to biases like many other AI models. Despite its impressive performance in generating human-like text, the model has been found to have biases based on the training data it was exposed to. These biases can be a result of various factors such as the demographic representation in the training data, cultural norms and values, and other systemic biases present in society. It is crucial for developers and users to be aware of these biases and take steps to mitigate them.
[text] abstract: ChatGPT, an advanced artificial intelligence chatbot developed by OpenAI, is at the forefront of the debate on the potential and dangers of AI. Although the chatbot can assist with writing and speaking tasks and provide entertainment, it has also been used to cheat, plagiarize, spread misinformation, and enable unethical business practices. Furthermore, like many chatbots, it has a history of being biased. OpenAI added guardrails to prevent problematic responses, but these were easily bypassed by users. As AI is increasingly used to make important decisions in various industries, such as healthcare and law enforcement, the issue of bias must be addressed to prevent amplifying existing inequalities. This problem is not unique to ChatGPT and is well-documented, with studies showing the negative effects of biased algorithms. The AI industry is divided on who should be held responsible for these biases and whether harmful models should be released. Despite these concerns, AI models are becoming more prevalent in our lives and researchers are urging caution on the potential for harm due to AI biases.
The US Copyright Office says an AI can’t copyright its art[text] abstract: The US Copyright Office has rejected a request to copyright a work of art created by an AI algorithm named Creativity Machine. A three-person board determined that the AI-generated image lacked the necessary "human authorship" required for protection under copyright law. The board emphasized the vital role of the human mind in creative expression, citing past court decisions which have consistently found that non-human expression is ineligible for copyright protection. This decision highlights the importance of human agency in machine-produced works and raises questions about the limits of AI in the realm of art and copyright.[Google] An important next step on our AI journey[URL] abstract: This blog post provides an overview of BARD (Bidirectional Attention Representation for Documents), a new AI-powered search system developed by Google. BARD leverages the latest advances in natural language processing and machine learning to deliver more relevant and accurate search results, even for complex queries. The system utilizes a bidirectional attention mechanism to better understand the context of each word in a document and make connections between words, which helps to improve the relevance of search results. With BARD, Google aims to provide users with a more intuitive and seamless search experience, enabling them to find what they're looking for more quickly and easily.[text] abstract: Google has opened up its experimental conversational AI service, Bard, to trusted testers ahead of wider availability. Bard aims to combine the world's knowledge with the power, intelligence and creativity of large language models, drawing on information from the web to provide high-quality responses. Bard will initially be released with a lightweight version of LaMDA, the company's language model for dialogue applications. The release will be used to gather feedback and improve quality and speed. AI-powered features in Google Search, which will distill complex information and multiple perspectives, will soon be rolled out. Google also plans to onboard individual developers and enterprises to build on top of its best AI models.
last updated on 02/06/2023
Authored by: Makena Neal & ChatGPT
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
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: #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
"Grief is the normal response of sorrow, heartache, and confusion that comes from losing someone or something important to you. Grief can also be a common human response after a disaster or other traumatic event. This tip sheet contains information about grief, the grieving process, and what happens when the process is interrupted and complicated or traumatic grief occurs. It also offers tips and resources for coping with both types of grief."
"Tips for Survivors: COPING WITH GRIEF AFTER A DISASTER OR TRAUMATIC EVENT" a 4-page PDF from the Substance Abuse and Mental Health Services Administration (SAMHSA) is attached.
This artifact is one of a collection of evidence-based resources for educators coming back to class after collective tragedy compiled by Spartans:
Jason Moser (Professor of Clinical Science, Cognition, and Cognitive Neuroscience in MSU's Department of Psychology & PhD Psychology | Clinical Science)
Jon Novello (Director of MSU Employee Assistant Program & Licensed Clinical Social Worker)
Mark Patishnock (Director of MSU Counseling and Psychiatric Services [CAPS] & Licensed Psychologist)
Joshua Turchan (Assistant Director of Training, Assessment and Planning at MSU CAPS & Licensed Psychologist)
Karen Stanley-Kime (Assistant Director of Intensive Clinical Services at MSU CAPS & Licensed Psychologist)
and more throughout University Health and Wellness departments.
"Tips for Survivors: COPING WITH GRIEF AFTER A DISASTER OR TRAUMATIC EVENT" a 4-page PDF from the Substance Abuse and Mental Health Services Administration (SAMHSA) is attached.
This artifact is one of a collection of evidence-based resources for educators coming back to class after collective tragedy compiled by Spartans:
Jason Moser (Professor of Clinical Science, Cognition, and Cognitive Neuroscience in MSU's Department of Psychology & PhD Psychology | Clinical Science)
Jon Novello (Director of MSU Employee Assistant Program & Licensed Clinical Social Worker)
Mark Patishnock (Director of MSU Counseling and Psychiatric Services [CAPS] & Licensed Psychologist)
Joshua Turchan (Assistant Director of Training, Assessment and Planning at MSU CAPS & Licensed Psychologist)
Karen Stanley-Kime (Assistant Director of Intensive Clinical Services at MSU CAPS & Licensed Psychologist)
and more throughout University Health and Wellness departments.
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: #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
"Many people experience a traumatic event during their lifetime. Over the course of the last few years, reports of mass violence and shootings have plagued the news. Although people are resilient and often bounce back after difficult times, these events nearly always interrupt our sense of order and safety. The impact often extends to individuals who live far outside of the affected area with no personal connections to the event. This is especially true when the event is human caused with the intent of harming others. The following resources are taken from the American Counseling Association (ACA) to cope with the aftermath of a shooting."
You can access "Coping in the Aftermath of a Shooting" shared with MSU by Lyra Health via the 1-page PDF attached below.
You can access "Coping in the Aftermath of a Shooting" shared with MSU by Lyra Health via the 1-page PDF attached below.
Posted by: Makena Neal
Navigating Context
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