The posts below are from a bi-weekly digest that encapsulates a range of evidence-based best practices and cutting-edge insights on innovative teaching strategies, effective use of technology, student engagement techniques, and effective assessment, to name a few. The content, diligently curated or crafted by the director Dr. Lew Ludwig, is grounded in robust research and drawn from a wide array of innovative articles, books, and online resources. The goal is to support timely, ongoing faculty development with the most current and impactful knowledge in the field.
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As the director, I subscribe to a ton of publications, newsletters, and blogs. When I saw this piece, Teach About Climate Change With 30 Graphs From the New York Times, my initial thought was to send this to my colleagues in Environmental Studies. However, reflecting on the universal impact of climate change, I believe it’s crucial for our entire liberal arts institution to consider how we can enhance education on this pervasive issue.
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As we enter week four of the semester, I hope your classes are getting into a rhythm of learning and growth. But how do you know if students understand what we are trying to teach? Classroom assessment activities (CATs) are simple, low-stakes, formative assessments that you can use to ensure your students are “picking up what you are putting down.”
In this week’s edition of ‘Down the AI Rabbit Hole,’ we explore a new AI-powered search engine that, in some instances, can replace Google. I also give an update on my AI Literacy experiment in my calculus class.
This week’s tip:
You might remember the buzz from last year when Kevin Roose, a columnist for the New York Times, had an interesting exchange with Microsoft’s generative AI, which bizarrely attempted to persuade him to leave his wife.
In this week’s edition of ‘Down the AI Rabbit Hole,’ we explore structured prompting—a technique to enhance productivity with chatbot prompts. Additionally, I’ll share details about my new project this semester: the creation of an AI literacy overlay course.
This week’s tip:
One of the key distinctions between a generative AI chatbot, such as ChatGPT or Bard, and a Google search is the chatbot’s ability to remember your conversation in real time.
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Many of us use slide decks in the classroom. They are great for organizing information and keeping the class on track. This piece from the Teaching Professor gives us three things to consider from a cognitive psychology perspective aimed at enhancing how your slide deck supports student learning. |
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We work hard in the first week of classes to establish a sense of community. Why is this important? Building a positive working relationship with students and fostering connections among them equips us to handle unforeseen challenges – technology doesn’t work, illnesses, or disruptive news events. A robust community atmosphere offers the necessary grace and support to navigate these turbulent periods more effectively. |
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Whether is the first time or tenth time you’ve taught a course, it is always good to run through a few checklists of things to consider:
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In this new column, “Down the AI Rabbit Hole,” we will explore the applications and implications of generative AI in higher education. Despite some prevalent AI fatigue, our recent GLCA survey indicates that faculty members are well aware of the significant role this technology will play in our students’ futures (see more about this in Paul Djupe’s post below). |
