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Checking in on Student Mental Health, Generative AI Usage, and Academic Integrity

In his book The Nineties, Chuck Klosterman sets the stage for his analysis of the 1990s by setting up how generations tend to view each other, a theme he’s built on across many of his essay collections:

“Younger generations despise older generations for creating a world they must inhabit unwillingly, an impossible accusation to rebuff. Older generations despise new generations for multiple reasons, although most are assorted iterations of two: They perceive the updated versions of themselves as either softer or lazier (or both). These categorizations tend to be accurate. But that’s positive. That’s progress. If a society improves, the experience of growing up in that society should be less taxing and more comfortable; if technology advances and efficiency increases, emerging generations should rationally expect to work less. If new kids aren’t soft and lazy, something has gone wrong.”

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“I want that!” The Ins and Outs of Third-Party Tools and the Technology Adoption Process
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“I want that!” The Ins and Outs of Third-Party Tools and the Technology Adoption Process

“Man! I LOVE this tool!”

Have you discovered a tool that changes everything in your teaching? Maybe it makes your grading simpler or easier, or maybe it provides a more interesting or thought-provoking way to engage your students with the material. 

You may have even heard that the tool you like can integrate with your learning management system (LMS), and are wondering about the process of getting the tool adopted on a larger scale for your department, college, or even the whole institution.

Here’s a handy guide to everything “third-party”, and how you can best make use of these resources in your class. Continue reading →

Classroom of engaged college students using laptops, with bold text overlay reading "Increase Students' Engagement Through Feedback."

Increase Students’ Engagement Through Feedback

As instructors, we know the importance of feedback and checking for students’ understanding of course material. However, we often rely on traditional methods of assessment, like essays and exams. These methods are effective but don’t always allow for timely and constructive feedback. Giving feedback to students in real time helps them identify areas for improvement, deepen their understanding of course material, and develop essential critical thinking skills. Below I’ve shared some strategies to solidify your students’ knowledge prior to a high-stakes assessment. Continue reading →

Beginning to Integrate a Framework for AI Literacy Into Existing Heuristics
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Beginning to Integrate a Framework for AI Literacy Into Existing Heuristics

Within education, we are likely familiar with the many cognitive models and heuristics used to depict learning stages or provide frameworks for approaching the art and science of teaching. Bloom’s Taxonomy, Maslow’s Hierarchy of Needs, Piaget’s Theory of Cognitive Development, Vygotsky’s Zones of Proximal Development, and many other models and theories provide conceptualizations of individual steps, thoughts, stages, or actions to be taken in the internalization and mastery of concepts in education, both for students and instructors. It seems a natural progression then that a similar framework would begin to develop in the age of artificial intelligence that helps instructors and students alike understand the stages of development or work to be done in understanding, testing, and applying AI workflows to our current states of learning and teaching. Even photo editing tools are now powered by AI to achieve various effects. The Deepnude tool, for instance, can create copies of portrait photos and create their more sensual versions. Continue reading →

Teaching and Learning Through Tabletop Games

Teaching and Learning Through Tabletop Games

As someone deeply rooted in the intersection of game design and pedagogy, I’m always on the lookout for ways to engage students through games and play. “Tabletop game” can mean a lot of things, but at the most basic they’re exactly what they sound like– games you play on a table. The most common examples of tabletop games are poker games and tabletop roleplaying games (TTRPGs) like Dungeons & Dragons. If you also want to play other games like mahjong, then you may check out mahjong slot here. You may also check out online gambling platforms like 918kiss if you’re looking for exciting prizes. You may also play situs slot games to help you relax and de-stress.

Whether they’re used to build social familiarity, develop communication skills, enhance critical thinking, or simply break traditional lectures’ monotony, tabletop games have carved out a niche as powerful educational tools. Continue reading →

Collaborative Efforts in DEI: Reflections on a Universal Design for Learning Faculty Development Program
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Collaborative Efforts in DEI: Reflections on a Universal Design for Learning Faculty Development Program

Sometimes, serendipity plays a remarkable role in our professional journeys. After years of championing Universal Design for Learning (UDL), offering one-off workshops, and engaging in accessibility initiatives for our courses, the perfect opportunity can unexpectedly fall into your lap through unforeseen partnerships. This was precisely the case with our recent faculty development program on Inclusive and Accessible Course Design. Although I had been advocating for UDL for years, it was a conversation between a member of our Center for Teaching & Learning and the Associate Provost for Diversity, Equity, and Inclusion (DEI) that actually led to the creation of this program.

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