The Consortium for Teaching and Learning of the GLCA/GLAA will be holding a webinar on The Global Courses Connections Program – Connecting Courses Internationally: what it is, how it works, and how to participate, on Friday, February 10 at 9:00 AM (ET) (GMT/UTC-5). Three pairs of faculty who have taught a connected course will share their experience with the program. The panelists represent the American University in Nigeria, FLAME University, Forman Christian College, the Universidad de Quito San Francisco, Hope College, and Albion College. Register here.
Teaching and Learning
Students Say Mental-Health Breaks From Class Help Them Succeed (Julian Roberts-Grmela, Chronicle of Higher Education, February 2, 2023): Providing the kinds of academic accommodations that many students are calling for –– such as reforms to extension and attendance guidelines –– requires instructors to shoulder new responsibilities and change old habits and standards that some of them value.
How to Improve Teaching Quality and Effectiveness (Steven Mintz, Inside Higher Ed, January 31, 2023): Teaching awards aren’t the answer; peer observation might be.
Take the Minute Paper to the Next Level (Lew Ludwig at Denison’s Center for Learning and Teaching with infographics from Todd Zakrasjek and at The Scholarly Teacher, January 31, 2023): Many faculty use the “minute paper” to quickly assess students’ understanding of the lesson’s main point. This infographic provides the basics; this infographic will help take you to the next level, and this infographic will help you take think-pair-share beyond the classroom.
Teaching How to Teach the Holocaust (Sara Weissman, Inside Higher Ed, January 27, 2023): University of Kentucky embarks on an initiative to train K-12 teachers to teach about the Holocaust.
Is There Still More to Say About ChatGPT?
Rethinking Research Papers, and Other Responses to ChatGPT (Beth McMurtrie, Chronicle of Higher Education, February 2, 2023): Mark Maier of Glendale Community College tried out an approach called the I-Search Paper, in which the subject becomes the process of searching for information, what the student learned, and what questions arose from that.
Promises and Pitfalls of ChatGPT (Sharon Aschaiek, Inside Higher Ed, February 1, 2023): This free, viral AI tool can help marketers and communicators conduct research and create content—but be wary of its limitations and risks.
ChatGPT Maker OpenAI Releases “Not Fully Reliable” Tool to Detect AI Generated Content (Josh Taylor, The Guardian, January 31, 2023): OpenAI is calling on educators to give their feedback on how the tool is used, amid rising concerns around AI-assisted cheating at universities.
Designing Assignments in the ChatGPT Era (Susan D’Agostino, Inside Higher Ed, January 31, 2023): Some instructors seek to craft assignments that guide students to surpassing what AI can do. Others see that as a fool’s errand – one that lends too much agency to the software.
With ChatGPT, We’re All Editors Now (Rachel Elliott Rigolino, Inside Higher Ed, January 31, 2023): Artificial intelligence should prompt a reorientation of writing instruction to focus more on critical reading and editing skills, according to the author.
Don’t Write Like a Robot (James M. Lang and Michelle D. Miller, Chronicle of Higher Education, January 30, 2023): Beyond the new technology’s implications for the classroom, what can ChatGPT teach academics about their own writing?
Diversity, Inclusion, Equity
The Critical Race Theory Debate (Jon Edelman, Diverse: Issues in Higher Education, January 30, 2023): 28 states have introduced 73 bills banning critical race theory in public colleges and universities since 2021.
Webinars
The University of Florida’s College of Liberal Arts and Sciences is holding a discussion on how AI programs like ChatGPT work, and how can we — or should we — work with them with a panel of faculty members on February 7 at 6 p.m. ET. You can livestream through this link.
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GLCA/GLAA Consortium for Teaching and Learning
Co-Directors:
Steven Volk (steven.Volk@oberlin.edu)
Colleen Monahan Smith (smith@glca.org)
Charla White (white@glca.org)