Are you more likely to behave aggressively in real life after watching people behave violently in dramatic situations on the screen?

in chapter one

Durable Skills

As More State College Systems Dump DEI Programs

Students are increasinglydemanding access to learninganytime, anywhere

If this sounds arcane, at the most basic level you are indisputably woven into the quantum field

Generative AI Tools

Microcredentials

building instructors' confidence and interest. Although most students want remote attendance options and although many instructors will accommodate their students, instructors may not be interested in teaching courses that are designated as HyFlex. Anecdotally, from conversations with instructors and based on personal experience, teaching two audiences simultaneously is challenging, especially without the sufficient technology. It requires greater cognitive bandwidth to manage two audiences at once, plus the ability to engage with them or facilitate engagement between them. Finally, many instructors do not want to lose in-person engagement, which is what they are most familiar and comfortable with, and some have expressed that they are fearful of a situation in which most of their students move online in a HyFlex format.

greater technological competency than do conventional classrooms and are costly due to additional requisite technologies and programming.

Learning Skills Journey Tool

Assess, Review, and Evaluate

Ungrading – focusing on student self-evaluation and metacognition

List campus-level strategies related to flexibility

Note: When possible, we recommend using the phrase “generative AI” or “generative artificial intelligence” in your syllabus rather than calling out a specific tool (e.g. “ChatGPT”).

A Generative AI Primer

OpenAI, chatGPT. Response to prompt: “Explain what is meant by the term ‘Triple Bottom Line’” (February 15, 2023, https://chat.openai.com/).

Policy Within this class, you are welcome to use foundation models (ChatGPT, GPT, DALL-E, Stable Diffusion, Midjourney, GitHub Copilot, and anything after) in a totally unrestricted fashion, for any purpose, at no penalty. However, you should note that all large language models still have a tendency to make up incorrect facts and fake citations, code generation models have a tendency to produce inaccurate outputs, and image generation models can occasionally come up with highly offensive products. You will be responsible for any inaccurate, biased, offensive, or otherwise unethical content you submit regardless of whether it originally comes from you or a foundation model. If you use a foundation model, its contribution must be acknowledged in the handin; you will be penalized for using a foundation model without acknowledgement. Having said all these disclaimers, the use of foundation models is encouraged, as it may make it possible for you to submit assignments with higher quality, in less time. The university's policy on plagiarism still applies to any uncited or improperly cited use of work by other human beings, or submission of work by other human beings as your own.

2023 EDUCAUSE Faculty Survey

Attendance, Participation, and No Shows

Attendance Verification

Oregon State University will build a state-of-the-art artificial intelligence research center with a supercomputer and a cyberphysical playground.

New Modes of Learning Enabled by AI Chatbots: Three Methods and Assignments

Using AI to Implement Effective Teaching Strategies in Classrooms: Five Strategies, Including Prompts

Let ChatGPT Be Your Teaching Assistant

Why All Our Classes Suddenly Became AI Classes

Here There Is Danger

Using AI to make teaching easier & more impactful

Faculty Lack AI Policies

Designing Assignments Effectively

If you have questions about what is permitted, please reach out to me.It is important to remember that ChatGPT and other AI tools are not a replacement for your own critical thinking and original ideas. The ultimate goal of this course and any tool used to submit work is to enhance your own learning and understanding, not to undermine it.As a college student, it is your responsibility to maintain the highest standards of academic integrity. This includes a) ensuring that all work submitted for grades is your own original work, and b) properly citing any sources that you use.Having AI write your paper constitutes plagiarism. If the source of the work is unclear, I will require you to meet with me to explain the ideas and your process.

That we seem to so highly value that product, rather than valuing the learning, is why so many people are worried about students using ChatGPT to cheat.

Use virtual office hours effectively.

Stress, Grades, and the American Way

Ungrading: Renaissance Humanism and the Challenges of Assessment

eliminating deadlines optimizes flexibility for students

Synchronous Online Class Sessions

University students with a higher sense of belonging are more engaged in the classroom and generally have more successful academic outcomes (Hausmann, Ye, Schofield, & Woods, 2009; Wang & Eccles, 2012)

One reason that there has been limited empirical research on belongingness in higher education is the lack of sound measurement of the construct.

Relationships and Belonging in Higher Education

Pedagogy: Some Ideas on How to Use GPT in Teaching

However, when students learn that it is normal to experience academic struggle and that such struggle does not demonstrate their lack of belonging, they have improved their educational outcomes compared with students who do not receive such messages (Walton & Cohen, 2007; Vaccaro et al., 2015).

Students are less likely to be engaged in learning environments in which they feel they do not belong (Hurtado & Carter, 1997; Strayhorn, 2019)

What is a sense of belonging?

Reflecting on Your Practice: Inclusive Teaching Principles

Reflect on Your Sense of Belonging Practices

When students feel a sense of belonging in the classroom, it can increase their educational success and motivational outcomes in multiple ways, and teachers can help create this feeling of belonging by building connections between classroom and community, according to DeLeon Gray, Ph.D.

The research in this regard is quite clear, namely that the frequency and perceived worth of interaction with faculty, staff, and other students is one of the strongest predictors not only of student persistence but also of student learning” (Tinto

ults suggest that with regard to academic motivation withinschool contexts, students' sense of belonging and support in school can in someways override the influence of a student's personal friendship group. Schools thatcan function either as a whole or as a set of smaller teams to create a sense ofcommunity where adolescent students feel personally known, important, and encouraged to be active participa

Goodenowand Grady, 1993) also point to a strong relationship between academic achievement or schoolleaving and students’ sense of belonging to the school community.

The research in this regard is quite clear, namely that the frequency andperceived worth of interaction with faculty, staff, and other students is one of the strongestpredictors not only of student persistence but also of student learning” (Tinto 1994).

It is human nature that when we feel welcomed, respected, and develop a sense of belonging,we are more apt to return to the setting or endeavor than when those factors are not present.When adults decide to resume their education after years of being out of school, they usuallybring with them the expectations and connotations of whatever their previous educationalexperiences were like. For some adult learners the decision to go back to school can be anxietyprovoking. They are stepping into unfamiliar territory, possibly without an expectationof belonging there. For that reason, cultivating a sense of belonging from the momenta prospective adult learner comes through the doors or calls is an important persistencestrategy.

What is the connection between instruction and persistence? Instruction that fully engages students is a critical component of the persistence “puzzle.” Instructors have the most contact with students and thus carry perhaps the greatest responsibility for meeting students’ academic needs that brought them to the program in the first place. It is also primarily in the classroom that students may feel the sense of community that supports learning and persistence, and where they can explore and negotiate learning that will meet their needs.

It is human nature that whenone feels welcomed and respected and has developed a sense of belonging, one is more apt to return tothe setting or endeavour that engenders those feelings–and the converse is also true (New EnglandLiteracy Resource Centre

It was seen(Table 2) that students’‘Sense of belonging’to the university has the most important direct effect onstudents’intention to stay or drop out of university.

‘Sense of belonging’has a positive direct effect on‘Intention to drop out’, meaning thatthe higher students’sense of belonging to the institution, the likelier they will be not toshow an intention to drop out. (The results of the crosstab analyses are:‘Ifeelathomeatthis university’(29.0% versus 45.7%);‘IwishIhadgonetoadifferent university’(40.8%versus 18.6%);‘I feel I belong at this university’(76.7% versus 93.4%);‘How likely is it thatyou would choose this university again as an institution to study at?’(64.6% versus 82.9%);‘Howsupportivehastheacademicenvironmentbeensofar?’(80.4% good/very goodversus 95.2% good/very good); and‘Ifeelsafeatmycampus’(82.2% versus 92.3%). Thecrosstab results indicated that students intending to drop out experienced a lower senseof belonging

Specifically, recent research outcomes also point to the crucial role of identity andidentity-related constructs in students’academic persistence (e.g. students’sense of belonging tothe institution (Hoffman et al.2003)). These constructs have also been identified as key to studentretention (Krause2011; Osborne and Jones2011; Osterman2000; Thomas2012). Cumulatively, theresearchfindings have shown that student dropout depends on several factors, of which arelatively small number can be influenced and addressed by institutions

Belonging and university retention

Goodenow and Grady’s (1993) definition of belonging as a student’s sense of being valued, included and accepted is frequently cited in recent higher education belonging literature

A sense of belonging at university: student retention, motivation and enjoyment

As

week two

Student-Generated Test Questions

You may have a sandbox created in our pilot version of Canvas. The URL for that is still pdx.instructure.com.

As the call forspecific types of courses rises, institutions meet that demandby leveraging hybrid modalities instead of creating morecourse sections. On-demand learning transcends limitationsimposed by time-bound instruction

Grades and seat time no longer serve as theprimary evidence of learning in higher education

Institutionalprograms support equitable access to education with flexiblemodalities, personal devices, and ubiquitous internet access.In all learning modalities, instruction is designed to supportequitable engagement through inclusive pedagogy (e.g.,universal design). Teaching and learning experiences are builtfrom and centered on the needs of students

The “online versus face-to-face”dichotomy has been replaced by a continuum of instructionalmodalities

OSCQR Course Design Review

over

Anticipating a trail-intensive day ahead, we sidestepped the roots of Lookout Mountain in favor of smooth pavement over to Knebel Springs. The rain had sweetened the trails to near-perfection such that I was able to clear a handful of tricky climbs that had always vexed me. Again, after Knebal, we cut out to Brooks Meadow road, streamlining our approach to Surveyors Ridge.

Members of the Human Development Teaching and Learning Group. The team members who created the original master class include: previous faculty instructors, Cathleen Smith and Gabriella Martorell; faculty team leader, Ellen Skinner; Adjunct Faculty, Glen Richardson and Shannon Myrick; Graduate Instructors, Cynthia Taylor, Jennifer Pitzer; Graduate teaching assistants, Heather Brule, Cailin Currie, Rita Yelverton, Jeff Beers, Jessica Harrison, and Justin Vollet.

But as we’ve learned through our pandemic experiences,different modalities can be blended together in much richer, theoretically grounded waysthat challenge and expand those frameworks and approaches to teaching

“Professors need to be independent of the AV team. They should be able to walk into aclassroom, connect the technology, and start teaching

Poor deployment or use of any of these or many other elements of hybrid learning technologycan quickly derail the best hybrid learning plans and contribute to suboptimal studentexperiences and outcomes

in practice it’s muchharder than we may give due credit to procure, deploy, and use the basic elements oftechnology needed to facilitate successful and meaningful hybrid learning experiences

Space as a service

HyFlex courses can be deceptively difficult to do well.

Purposeful Learning Check

She considers herself an old dog who has learned new tricks to step into online teaching and Universal Design for Learning

We are sure that lectures will continue to be at least partially online and that learning from home will still be popular.

flexibility and individuality

Our first scenario envisions a future where students can build their own learning modules and degree programs based on their individual tastes by freely piecing together what classes they wish to take. Depending on the characteristics of the selected modules, a degree with a certain focus is awarded.

Tom McCall Point Trail

A typical HyFlex set-up for lecture classes, in which information flows primarily from the instructor to students, entails two cameras and distributed microphones, as illustrated in Figure 2 and 3. 

ungrading

What is clear is that students welcome the flexibility of choosing the mode of course delivery.

instructional

come up with innovative

to

effective

For this pilot, we needed students to come to class in order to fully test RLP as a modality. If a student missed class, the absence was treated the same way that absences in residential courses were treated -- students could review the class slides and ask the instructional team questions about the content or borrow notes from a classmate. Live class sessions were recorded, however students were not provided access to the recordings except if an online student experienced technical issues that caused them to miss part of class

Documents team e-learning and multimedia equipment practices to share with campuspartners

including TAGS and OAI/OIT platform update meetings

? Collaborates with online instructors to answer the question, “But how would I do that online?” ? Assists with planning and curriculum-mapping to ensure alignment of learning outcomes,assessments, activities and course materials ? Creates and updates online courses by using a learning management system, producingmultimedia content (video/audio), and integrating supplemental content or third party tools ? Makes recommendations about individual course designs based on accreditation requirements,online program standards, student experience, faculty operability, and professional judgment ? Participates in quality assurance surveys of online courses directed by the Online BusinessOperations Manager ? Trains faculty on platform

May lead OBE team meetings

Trains and leads OBE teammates (may include student workers) with emerging technology

Creates and updates

Organizes and leads OBE team in conversion of SB courses in LMS platforms

Moderate daily supervision

This position will also participate in the faculty support team at OAI, which willinclude attending team meetings, participating in technology maintenance and selection, anddeveloping programming for SB faculty in coordination with OAI faculty development goals

Design & Technical Execution

This position will also participate in the faculty support team at OAI, which will includeattending team meetings, participating in technology maintenance and selection, and developingprogramming for SB faculty in coordination with OAI faculty development goals.

Griffith

Molly

Digital Learning Environment and Faculty Support

Manages complex program requests and learning objectives and adapts SB’s uniquepedagogical requests to the digital learning environmentManages course development timeline start-to-finish across a given project, factoring in:consultation, training, design, instructor content creation, course building, equipmentavailability, filming/recording, editing, and reviewProvides stakeholders with timely updates on the status of course developmentWarmly hands off support requests intended for campus partners; project-dependent

Trains faculty on platforms used in a given course, prior to and following development.Coaches instructors on online course facilitation and techniques for monitoring studentprogress.Creates video walkthroughs to demonstrate more complex course maintenance steps

technology

OAI/OIT technology management processes

Represents the interests of SB and online SB faculty in multi-stakeholder meetings, including TAGSand OAI/OIT platform update meetings. Serves as a technology expert and representative of SBfaculty in technology selection and implementation processes. Other duties as assigned bysupervisor.

Serves as a technology expert andrepresentative of SB faculty in technology selection and implementation processes.

by using a learning management system, producingmultimedia content (video/audio), and integrating supplemental content or third party tools

educational

educational

Digital Learning Environments and Faculty Support

Faculty Support

Collaborates with online instructors to answer the question, “But how would I do that online?”to adapt and convert their course to the digital learning environmen

Digital Learning Environments and Faculty Support

Faculty Support

Trust is about two things, according to a recent story in the Harvard Business Review: competence (is this person going to deliver quality work?) and character (is this a person of integrity?).

The PSU Faculty Senate Academic Quality Committee shared that concern earlier this year with administrators. They also worried about quality of learning for students.“For example, we know from the shift to remote that not everything that works in a classroom works on Zoom, and vice-versa,” the committee wrote. “Will faculty need to plan their courses and classroom activities for two different types of audiences? Or will faculty simply lecture or do some kind of low student-input activity, given the potential logistical challenges of handling the two different groups?”

And when there is a federal financial aid review, or ”audit” as it’s called, of your institution, what they’ll do is they’ll go and take a sample of classes, and that they’ll look to see what happened in that course? Were there group interactions? Were there individual interactions? That they’ll look to see what happened and then they’ll look to see, does it meet the regulations? And have you developed faculty? Have you let them know that these are the expectations of them? That they’re looking for those sorts of things, and did it actually have an effect in the courses?

Consortium Info

Ultimately, we are here to help students empower themselves through education. In my dream, I imagine that Culturally Responsive Teaching, restorative practices, and deeper learning are all alive in classrooms across the United States. In addition, we might see curricula that affirms and engages students of color. We might also see students connecting their identities to their learning and applying it back to their communities to manifest social justice.

This coming year, we are looking at how to build more community in the classroom, how to unify our students across cultural differences, and how to reduce bias in our discipline systems. Now we can get to the work of promoting anti-racism, liberation, and achievement at our school, by looking through the lens of White Supremacy Culture.