Mark Your Calendars for More GLCA Opportunities
Wednesday, October 30 (Noon, Eastern): Revitalize Your Research: Effective Project Management for Busy Scholars
Does your research cause you anxiety? Are you drowning in documents and files when you try to work? Do you find yourself spending too much time hunting for important writing, data, or administrative information?
If so, we hope you will join us for a presentation on Effective Project Management for Busy Scholars with Shiri Noy, Associate Professor of Sociology and Director, Latin American & Caribbean Studies at Denison University.
This talk will introduce key stages and principles of research project management. Learning how to effectively organize and manage your research is essential for improving both your work and your well-being. Although we gain significant knowledge in theories and methods, we often miss out on training in the organizational and metacognitive skills needed to manage research effectively. By establishing clear organization in your research, you can reduce your stress, improve your research, and better communicate your methodological and theoretical choices to reviewers and funding agencies, while also fostering the development of new ideas and innovative project extensions.
Sign up here for this online event (a Zoom link will be sent the day before). The session will be recorded.
Friday, November 15 (12:30-1:30 Eastern): Empowering Learning with Integrity in the Age of AI with Tricia Bertram Gallant, Director of Academic Integrity Office and Triton Testing Center at the University of California San Diego.
Are Generative Artificial Intelligence (GenAI) tools a threat to academic integrity or an opportunity for us to evolve teaching, learning, and assessment? The answer is both, of course!
This session will focus on understanding the threats and opportunities and then identifying the options that faculty have for minimizing the threat and amplifying the opportunities of AI. In thinking about one thing we can do next week, next term and next year, participants will leave the session empowered to craft their GenAI and AI policy while creating a culture of integrity within their classes.
Tricia Bertram Gallant, Ph.D. is the Director of Academic Integrity Office and Triton Testing Center at the University of California San Diego (UCSD), Board Emeritus of the International Center for Academic Integrity, and former lecturer for both UCSD and the University of San Diego. Tricia has authored, co-authored, or edited numerous articles, blogs, guides, book chapters/sections, and books on academic integrity, artificial intelligence, and ethical decision-making. Most recently, Tricia authored Crafting Your GenAI & AI Policy: A Guide for Instructors. which has been shared widely within and beyond UCSD as a helpful tool for faculty struggling with the impact of artificial intelligence on teaching, learning and assessment. Tricia has a forthcoming book (University of Oklahoma Press, 2024), co-authored with David Rettinger, entitled “The Opposite of Cheating: Teaching for Integrity in the Age of AI. Tricia regularly consults with and trains faculty, staff and students around the world, on academic integrity, artificial intelligence, and ethical decision-making.
Sign up here for this online event (a Zoom link will be sent the day before). The session will be recorded.
Teaching and Learning
How Some Professors Are Using AI for Role-Playing (Beth McMurtrie, Chronicle of Higher Education, October 24, 2024): McMurtrie discusses a number of teaching approaches faculty have used employing AI.
Can Gamified Technology Be Used to Enhance Students’ Intrinsic Motivation? (Jamie Murray, Learning Scientist, October 24, 2024): Nuanced but relative positive outcomes.
Love, Wisdom, and Human Flourishing in Education (Bonni Stachowiak, Teaching in Higher Ed, October 24, 2024): 44-minute podcast with Jeff Hittenberger how nurturing environments where students feel valued and guided towards their fullest potential can transform educational experiences.
Teaching on the Day After (Tony’s Teaching Tips, October 23, 2024): We hardly need to mention what “day-after” we’re taking about. Main point: make a plan for November 6.
Tackling Climate Anxiety with Student Participation (Ashley Mowreader, Inside Higher Ed, October 22, 2024): Colleges and universities are encouraging students to build climate resilience and contribute to solutions through curriculum, research and experiential learning.
Breaking Free from Silos (Steven Mintz, Inside Higher Ed, October 21, 2024): The case for big-picture classes in higher education.
All Things AI
ChatGPT Doesn’t Have to Ruin College (Tyler Austin Harper, The Atlantic, October 23, 2024): The power of a robust honor code – and abundant institutional resources.
Your AI Policy Is Already Obsolete (Zach Justus and Nick Janos, Inside Higher Ed, October 22, 2024): The increasing integration of AI tools into existing platforms raises new challenges.
Students and Voting
Cost of Living, Economy Top Issue for Student Voters (Ashley Mowreader, Inside Higher Ed, October 23, 2024): The average college student ranks cost of living and the economy as the most important factor in their voting decision this fall, finds recent survey data from Inside Higher Ed and Generation Lab.
Why Some Students Say They Don’t Plan to Vote (Johanna Alonso, Inside Higher Ed, October 21, 2024): One student who isn’t voting this year said the candidates were “trash,” while another said they doubted it would matter much whether Harris or Trump won.
F&M [Franklin & Marshall] Voter Organization Alleges Lancaster County Elections Staff Misled on Registration Rules (Russ Walker, Lancaster Online, October 19, 2024): Students falsely told they couldn’t register to vote until they provided proof that their registrations in home states had been cancelled.
College Students Fight Barriers to Casting Ballots as Early Voting Begins (Matt Vasilogambros, Stateline, October 18, 2024): Gen Z voters can make a difference in a tight presidential election.
Student Protests
New Campus Protest Rules Spur an Outcry from College Faculty (Annie Ma, AP, October 22, 2024): To faculty, new protest rules threaten freedom of speech — and the freedom to think, both central to university life. This semester, some of the most visible demonstrations have involved professors speaking up for the right to protest itself.
Another Harvard Crackdown on Free Speech (Andrew Manuel Crespo and Reshmaan Hussam, Chronicle of Higher Education, October 22, 2024): At least 12 students were suspended from Harvard University’s library for taping signs reading “Imagine It Happened Here” to their laptops, as a protest against Israel’s pager attacks in Lebanon. The students who were suspended were not shouting, marching, or blocking access to the library; faculty with signs of their own weren’t banned from the building. [And here’s the follow-up: Harvard Faculty Suspended From Library Over Protest (Josh Moody, Inside Higher Ed, October 25, 2024): Roughly two dozen faculty members will temporarily lose access to Harvard’s main library following a silent protest in support of students punished for the same reason.]
Affirmative Action and DEI
Latino Students Face Major Barriers to Higher Ed Access (Sara Weissman, Inside Higher Ed, October 23, 2024): A new survey of Latino students found two-thirds considered stopping out of college. Students reported significant challenges, including rampant food insecurity.
Academic Freedom
U.S. Higher Ed Isn’t Ready for Authoritarianism (Austin Sarat, Inside Higher Ed, October 24, 2024): Universities are unprepared for the possibility of a Trump win.
International University Leaders Convene to Discuss Threats to Academic Freedom (Ryan Quinn, Inside Higher Ed, October 24, 2024): Speakers linked academic freedom and the future of democracy less than two weeks before the presidential election.
Stop Defending Amy Wax (Richard Amesbury and Catherine O’Donnell, Chronicle of Higher Ed, October 22, 2024): Academic freedom doesn’t authorize unprofessional conduct.
Extra Credit Reading
The Neutral Turn (Michael S. Roth, Slate, October 23, 2024): Universities are trying to stay out of politics. It’s coming at the worst possible time.
‘When Someone Says I’m a Terrorist, My Feelings Are Not Hurt’ (Evan Goldstein, Chronicle of Higher Education, October 21, 2024): Rashid Khalidi on Palestine, protests, and retirement.
The Cost of College Tuition is Shrinking (Dan Bauman, Chronicle of Higher Education, October 21, 2024): Despite widely held assumptions among consumers, the average net price for undergraduate tuition has actually decreased, when adjusted for inflation, for more than a decade.
Why Individualism Fails to Create Individuals (Matthew B. Crawford, The Hedgehog Review, October 10, 2024): Learning requires that a student place trust in a teacher, or in an authoritative text, without yet knowing if the trust is warranted. Yet, the necessity of trust in education is not much appreciated because it sits uncomfortably with our public creed of individualism.
Well, the Guardians aren’t going to the World Series, but we won’t turn our backs on baseball altogether! How a Group of Amateurs Rewrote the History of America’s Pastime (Karin Fischer, Chronicle of Higher Education, September 27, 2024): Baseball’s earliest Black stars were kept out of the record books for decades. Then some “geeks” changed the score.
Future Imperfect
GOP Candidates Embrace Trump’s Call to Abolish Education Department (Laura Meckler, Washington Post, October 24, 2024): Republican candidates in tight races speak out on the issue, an on-and-off GOP goal since the agency was created. [Trump’s recent comments on October 21 “Fox Friends” town hall here.]
Language Majors at U. of Connecticut Could Be on the Chopping Block (Karin Fischer, Chronicle of Higher Education, October 23, 2024): With the exception of Spanish, every program in the University of Connecticut’s literatures, cultures, and languages department is under review.
Texas Condemned for Placing Book on Colonization on Library’s Fiction Section (Richard Luscombe, Guardian, October 21, 2024): Outcry in Montgomery county as Linda Coombs’ book on European colonization of Native American land reclassified.
On the Bookshelf
Lindsay Weinbert, Smart University: Students Surveillance in the Digital Age (Johns Hopkins). Reviewed in Inside Higher Ed (Katherine Knott, October 25, 2024): Students Under More Surveillance Than Ever.
Conferences and Workshops
Addressing the Hidden Curriculum on Campus: Supporting First-Generation and Low-Income Students as They Navigate College: Friday, November 8, 1:00-2:00 Eastern
In this workshop, Rachel Gable will introduce current research on supporting first-generation and low-income students in a range of college contexts. She will offer concrete data, personal vignettes from students, and specific advice for faculty and staff as they engage with first-generation and low-income students on their campuses. The emphasis of the workshop is on supporting all students to thrive, with a focus on those who have less familiarity with the college-going process. This event will be held on First-Generation College Student Celebration Day (November 8).
Rachel Gable is a higher education researcher and practitioner who is passionate about helping students find their best fit educational pathway, one that maximizes their academic strengths, intellectual curiosity, and personal fulfillment. Over the past two decades, she has taught and worked with students from middle school through college and from an array of institutional types, including highly selective private universities, small liberal arts colleges, and large less-selective public institutions. Her first book, The Hidden Curriculum: First Generation Students at Legacy Institutions, details the academic, social, and personal experiences of first-generation college students attending two of our nation’s most selective universities to uncover the unwritten rules for success in college. Gable works with faculty and university stakeholders at William & Mary on academic program development and modification to meet the needs of all students. REGISTER HERE FOR THIS WORKSHOP
Have a short article or some news related to teaching and learning at your institution that you’d like to share with colleagues? Send your contribution along to us. Also, please email Colleen Monahan Smith (smith@glca.org) if you have colleagues who would like to receive this weekly report.
Steven Volk (steven.volk@oberlin.edu), Editor
GLCA/GLAA Consortium for Teaching and Learning
Co-Directors:
Lew Ludwig (ludwigl@denison.edu)
Colleen Monahan Smith (smith@glca.org)