The Faculty Center for Teaching and Learning (FCTL) is looking forward to hosting the 39th Faculty Showcase on Teaching and Learning on August 14. The Showcase comes during a hectic week, when faculty are busy with final course prep — which makes it a great time to take a break. It not only features an action-packed agenda; it also offers a chance to catch up with friends across campus and pick up new insights. Plus, lunch is provided, so you can cross that item off your day’s to-do list.
Nancy Gordon, FCTL director, says the program is designed around big issues and questions that faculty have expressed interest in.
On the Showcase Agenda
First Block Workshops (8:15–9:45 a.m.)
For the first programming block, FCTL has put together a selection of workshops to help attendees gain comfort with new technologies, software and platforms.
Keynote Workshop on Generative AI
Dr. Lisa Blue (expert in generative AI, instructional specialist in Eastern Kentucky University’s Faculty Center for Teaching and Learning, and Missouri State alumna) will share insight about generative AI and walk workshop attendees through some of the biggest ways it affects the classroom.
Blue conducts a number of trainings and workshops on this topic. She tells us that, based on the feedback she’s received, college students are adopting generative AI at a higher rate than their instructors. This is a problem, she says, because without guidance, students might start relying on AI in unproductive ways.
As Blue puts is, she likes to “talk about how we can thoughtfully incorporate AI into what we’re doing in the classroom so that it isn’t incorporated without guidance or intention.” For her, this means steering the conversation with questions like: What is AI best at? And in what ways is it flawed? Such discussions help refine students’ critical thinking skills and prepare them for workplaces that may be using generative AI, she says.
Evaluating Assignments for AI’s Impact
At her workshop, Blue will share tips for evaluating assignments through the lens of generative AI’s impact. For example, an AI-resilient assignment is one that can’t be effectively completed using AI. These assignments might include certain requirements that are known to be bad fits for AI’s capabilities, such as sources that reside behind a database, connections to a specific time and place, or personal reflections.
In contrast, an AI-vulnerable assignment, like summarizing a scholarly article, is one that can easily and effectively be completed by AI. However, Blue says, some AI-vulnerable assignments can be reconceived as AI-embracing assignments, “which thoughtfully consider how AI can enhance a deeper understanding of the material.” For instance, a student might be instructed or permitted to use AI to summarize an article and then asked to use that summary to compare it to their own methods and analysis given in a class.
Ultimately, the use of AI may drive an educational shift from “focusing on a final product to assessing process,” Blue says. “When a student can’t discuss the process they used to arrive at a final product, that’s when you know that they may have overly relied on generative AI, and you need to talk about it.”
Developing Effective AI Course Policies
Blue also plans to walk workshop participants through the process of developing effective AI course policies. “It starts with a syllabus statement that is clear about whether AI is allowed and if so, on which assignments it’s allowed,” she says.
When AI is allowed on an assignment, Blue recommends providing explicit instructions about how AI usage should be documented. During the workshop, she’ll share a few of her favorite methods — everything from a boilerplate statement that can be customized from assignment to assignment to a rigorous appendix that details specific prompts and contributions.
Additional First Block Opportunities
During this programming block, there are also opportunities to learn about the following:
- In “Just the Basics: Getting Started with Brightspace,” Stacy Rice and Eric Taylor will help faculty meet the minimal use policy for the university’s new learning management system, Brightspace. You’re welcome (and encouraged!) to bring your own device and follow along.
- Katrina Chavez will lead “Introducing the New Curricular System: Curriculog.” This session will provide a sneak peek of Curriculog, which was built specifically for curriculum management in higher ed.
Second Block Presentations (10–10:50 a.m.)
This block offers several chances to learn from peers, who will present on topics such as experiential teaching, equitable classrooms, active learning, study abroad and trauma-informed teaching. This block also includes a session on Brightspace tips and tricks and a Brightspace open lab.
Second Block Presenters
- Dr. Zhiguo Yang (leading this block’s special session, “Understanding Impacts of Generative AI on Knowledge Work“)
- Annice McLean and Dr. Ching-Wen Chang (“Brightspace Boost: Handy Tips“)
- Dr. Jennifer LaPrade (“Experiential Teaching: Learning by Doing in the University Classroom“)
- Dr. Stacie Finley and Dr. Amber Howard (“Peer Observation for Examining White Educational Discourse to Promote Equitable Classrooms“)
- Helena Metzker (“Empowering Diverse Learners: Evidence-based Active Learning in the Digital Age“)
- Elizabeth Strong, Dr. William Sandel, Dr. Jennifer LaPrade and Dr. Ana Estrella (“Stacked Session: Education Abroad/Open Resources“)
- Tracy Stout and Dr. Chris Craig (“Building a Community of OER Champions: A Team-Based Approach for Open Educational Resources Awareness“)
- Dr. Tara Boehne and Kelly Dudley (“Trauma-informed Teaching: Strategies to Connect with Today’s Students“)
- Stacy Rice and Eric Taylor (hosting a Brightspace open lab)
Third Block Presentations (11–11:50 a.m.)
In this block, choose from a round of sessions that are built around teaching, retention and promoting well-being — for yourself and your students. And there’s another Brightspace open lab.
- Dr. Chole Bolyard, Dr. Jennifer LaPrade and Dr. William Sandel (leading this block’s special session, “Teaching Excellence Award Winners“)
- Brittney Banaei (“The Case for Dance: Integrative Learning for Tomorrow’s Changemakers“)
- Dr. Marjorie Shavers (“Avoiding Faculty Burnout“)
- Dr. Thomas Kane, Dr. Jeffrey Foster, Eryn Fanning and Arshia Goyal (“Socializing New Majors for Success, Engagement and Retention“)
- Dr. Sarah Murray and Natalie Allen (“A Collaborative Social Media Project Targeting Recruitment and Retention of Students“)
- Dr. Isabelle Bauman (“Tips and Tricks for Promoting Student Well-being in the Classroom“)
- Dr. Amber Howard and Dr. Pamela Correll (“Co-teaching Your Way to Student Success“)
- Stacy Rice and Eric Taylor (hosting a Brightspace open lab)
Keynote Luncheon (12–1:30 p.m.)
To close out the programming, Dr. Lisa Blue will return with more about generative AI in the classroom. She’ll be joined by the following faculty, who will share their experiences with this technology:
Use My Learning Connection to Register
Around Campus…
The division of student success is rejoining academic affairs and will report to Provost Dr. John Jasinski. Dr. Kelly Wood will continue to head this division in the role of associate provost.
During the past two years, student success has provided key support to the office of the executive vice president. The decision to bring the division back into academic affairs has been carefully considered, and it’s expected to bring a number of significant benefits.
“We look forward to working with the student success team,” Jasinski says. “Together, we are all in on student success — for all students.”
The following units will continue to report to Wood: Academic Advising and Transfer Center, Bear CLAW, Dr. Mary Jo Wynn Achievement Center, Center for Academic Success and Transition and academic appeals.
Wood says that the mission of student success remains the same. “With this transition, there won’t be changes in how students, faculty and staff interact with us or the support services we provide,” she says.
Jasinski anticipates a smooth transition. “We’re tremendously thankful for the support of the university community as we work together to strengthen our academic infrastructure and enhance the services we provide students,” he says.