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.
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). |
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In the fall, Dr. Paul Djupe and I carried out a survey involving more than 120 Denison faculty members, focusing on generative AI and its applications. Subsequently, Paul surveyed over 500 Denison students, asking similar questions. He has summarized his findings in a concise report that discusses both student and faculty perceptions of AI use, as well as the ways in which students have reported using AI. |
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| Happy New Year! One of the trickier things about these posts is timing. If they are too early, you forget about them when the time comes; too late, and well, they’re too late to use.
In an effort to thread that needle, I hope you find this article by Lolita Paff on planning your course calendar useful. |
During my time on the MAA Instructional Practices Guide project team, we drew heavily on the 2014 Freeman et al. meta-study, “Active learning increases student performance in science, engineering, and mathematics.” This study is often simplified to “active learning is good; lecturing is bad.”
However, our perspective on this has evolved. The debate between lecturing and active learning isn’t a binary choice but rather a nuanced blend of both approaches.
