TLS 2024: Digital Strategies & AI in Teaching & Learning

Welcome to the Teaching & Learning Symposium​

Digital Strategies & AI in Teaching & Learning VIRTUAL VIA ZOOM

T H U R S DAY, A PR I L 1 1 , 2 0 24 9:00-10:45 AM Interactive Presentation Sessions 1 & 2 1:00-3:15 PM Interactive Presentation Sessions 3 & 4 GIRARD STREET BUILDING MILAM/ TRAVIS ROOMS

F R I DAY, A PR I L 1 2 , 2 0 24 8:30 – 9:00 AM Check In and Light Breakfast 9:00 – 10:00 AM Virtual Keynote Presentation (Zoom & In-Person) 10:15 – 11:45 AM In-Person Quick Talks & ePoster Sessions 12:00 – 12:45 PM Lunch & Featured Presentation 1:00 – 3:30 PM Keynote Workshop (Please Bring a Laptop)

T H U RS DAY, A P R I L 11, 2024 | V I RT UA L S ES S I O N S

Virtual Conference Schedule Interactive Presentations Presentations with Opportunities for Q&A/Dialogue T I ME

DE S CR IPTION

PRESENTER(S)

9:00-9:45 am

SESSION 1: AI-Resistant Interactive Forums Using Video

Fernell Jimenez-Pabon

10:00-10:45 am

SESSION 2: Bridging the Digital and Intergenerational Divide Between UHD Students and Older Adults: It takes a Village!-Teaching & Learning Outside the Classroom

Angela Goins & Alexandria Flores (Student)

1:00-1:45 pm

SESSION 3: Empowering Research Integrity: Ethical AI Use for Student Research

Jesús Serrato

2:30-3:15 pm

SESSION 4: Students and Professors Wrestle with Truth-Seeking in an AI World

Theresa Case

Interactive Presentations 9: 00 - 9: 45 A M | S E S S I O N 1

AI-Resistant Interactive Forums Using Video Fernell Jimenez-Pabon

Interactive Forums are a teaching approach used to enhance student engagement and community in both online and in-person classes. In an iteration of this approach that is AI-resistant, students create PowerPoint presentations with videos on course material based on a rubric, while peers craft open-ended questions for discussion. Students develop a sense of ownership which increases engagement. Through real examples and activities, attendees of this session will experience the method’s effectiveness firsthand. The presentation will include a simulated Interactive Forum session, allowing instructors to understand the process and implement it in their teaching. Attendees will observe how the approach fosters participation, peer learning, and a sense of belonging. They will also explore its potential to replace traditional essays, boosting student engagement through multimedia and collaborative learning. This session offers practical strategies for creating dynamic, inclusive learning environments.

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T H U RS DAY, A P R I L 11, 2024 | V I RT UA L S ES S I O N S 10: 0 0 -10 : 45 A M | S E S S I O N 2

Bridging the Digital and Intergenerational Divide Between UHD Students and Older Adults: It takes a Village!-Teaching & Learning Outside the Classroom Angela Goins & Alexandria Flores (Student)

This presentation showcases a digital literacy project facilitated by UHD’s S.T.A.R. Lab, fostering connections between UHD students and older adults in low-income communities. Funded by an AARP Community Challenge grant, UHD students distributed tablets and provided digital literacy training to over 100 seniors. Through on-site sessions, students shared tech skills while seniors imparted wisdom, nurturing intergenerational bonds. Faculty and student reflections underscore the project’s impact beyond the classroom, emphasizing the importance of community engagement in teaching and learning. Attendees will glean insights into securing community funding, fostering student-led initiatives, and leveraging research for advocacy. This initiative not only addresses digital literacy gaps but also demonstrates the transformative potential of intergenerational collaboration in education.

1: 00 -1 : 45 PM | S E S S I O N 3

Empowering Research Integrity: Ethical AI Use for Student Research Jesús Serrato

Within an ethical framework, integrating AI into student research has potential, but it will be important to find a balance between personalized learning opportunities and challenges such as academic honesty and access disparity. During this presentation attendees will be equipped with the knowledge to ethically utilize AI tools while fostering discussions on responsible AI use. Attendees will gain insights into AI’s potential to enhance research skills, develop ethical literacy, and acquire practical integration skills. This session will integrate an interactive presentation on AI’s academic impact and ethical considerations, followed by tangible examples of AI use cases and tools. We’ll engage attendees with live polls to gather insights and preferences on AI integration, ensuring both in-person and remote participants can contribute equally. The session will conclude with a focused Q&A, inviting questions from faculty to explore practical applications and address any concerns about implementing AI in their teaching practices.

2: 30 -3 : 1 5 PM | S E S S I O N 4

Students and Professors Wrestle with Truth-Seeking in an AI World Theresa Case

In this talk, attendees will be encouraged to engage students in exploring the implications of generative AI. Through the lens of a project designed for a Historian’s Craft course, participants will examine both the potential and pitfalls of this technology for truth-seeking endeavors. The presentation will center on a research question addressing the integration of generative AI in historical research, writing, and teaching, fostering discussion rather than seeking definitive answers. Attendees will gain insights into the evolving landscape of AI and its relevance to academia, with a focus on maintaining academic integrity. The audience will be actively involved through surveys, sharing their experiences with AI in the classroom. This collaborative approach aims to facilitate dialogue and promote critical thinking about AI’s role in education.

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F R I DAY, A P R I L 12, 2024 | G I R A R D S T R E E T B U I L D I N G M I L A M/T R AV I S RO O M S

In-Person Conference Schedule TIME

DES CR IPTION

8:30 – 9:00 am

Check In and Light Breakfast

9:00 – 10:00 am

Virtual Keynote Presentation (Attend via Zoom or In-Person) The Three Es of Teaching With AI: Ethics, Equity, and Empowerment

PRESENTER(S)

Flower Darby

In-Person Quick Talks & ePoster Sessions Presenters speak for 10 minutes, address questions for 5 minutes, then everyone changes to another table, repeated 4x QT1: Growth Mindset in UHD’s First-Year Seminars in the Age of AI

Pauline Blaimont, Sanghamitra Saha, & Tammis Thomas

QT2: Integrating Generative AI and digital tools to Augment Student Creativity and Productivity: A Case Stud

Leena Kumar

QT3: Kritik: A Tool for Professor Effectiveness and Economy

Dietrich von Biedenfeld & Alexis von Biedenfeld

QT4: Using ArcGIS Story Maps to Explore Afro-Latino Heritage and Culture

Raquel Chiquillo

eP1: Copilot Navigates the Flipped Classroom

Xyanthine Parillon

eP2: Harnessing the Power of Gradescope for Dynamic Rubrics

Katherine Shoemaker

12:00 – 12:45 pm

Lunch and Featured Presentation Creating Accessible Spaces

Eszter Trufan & Elene Bouhoutsos-Brown

1:00 – 3:30 pm

Keynote Workshop (Please bring a laptop) Teaching and Thinking with A.I.

José Antonio Bowen

10:15 – 11:45 am

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9:00 – 10:00 A M

Virtual Keynote Presentation

The Three Es of Teaching With AI: Ethics, Equity, and Empowerment SESSION D E S CR I PTI O N The advent of Generative Artificial Intelligence (GenAI) and tools such as ChatGPT present both challenges and opportunities for teaching and learning in higher education. In this session we will explore a range of issues and practical approaches including how to understand what GenAI means for us and our students, the ethical and equity-focused concerns of teaching with AI, how we can encourage students to do their work with integrity, and how we can empower ourselves and our students to adapt to our rapidly changing school and work settings with the skills needed. As we make the case for teaching and learning with AI, we’ll consider strategies and examples across class modalities and disciplines for how to meaningfully do so.

BI OGRAPHY F LOWE R DA RBY celebrates and promotes effective teaching in all modalities to advance equitable learning outcomes for all students. She’s an Associate Director of the Teaching for Learning Center at the University of Missouri.

Prior to that, she held roles such as Assistant Dean of Online and Innovative Pedagogies and Director of Teaching for Student Success. These roles have allowed her to build on her experience teaching in person and online for over 28 years in a range of subjects including English, Technology, Education, Leadership, Dance, and Pilates. In her current work and publications, Darby empowers faculty to teach inclusive and equity-focused classes in all modalities. Her recent books include The Norton Guide to Equity-Minded Teaching (2023) and Small Teaching Online: Applying Learning Science in Online Classes (2019), and she’s an internationally sought-after keynote speaker.

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10:15 – 11:45 A M

In-Person Quick Talks & ePoster Sessions QT1: Growth Mindset in UHD’s First-Year Seminars in the Age of AI Pauline Blaimont, Sanghamitra Saha, & Tammis Thomas

Numerous studies have shown that cultivating a growth mindset is incredibly important for student success, particularly in the wake of declining resilience post-pandemic. Exploring the contrast between growth and fixed mindsets, attendees will discover strategies employed in first-year seminar courses to reinforce a growth mindset. By emphasizing effort over outcomes and embracing challenges, students are empowered to realize their potential. The session will provide insights into integrating growth mindset principles into various courses, offering tangible activity ideas via a provided OneDrive folder. Attendees, including faculty teaching first-year seminars and other courses, will benefit from practical approaches to fostering resilience and growth mindset in students. The presentation aims to equip participants with actionable strategies to promote a culture of perseverance and adaptability in the classroom, ultimately enhancing student learning outcomes.

QT2: Integrating Generative AI and digital tools to Augment Student Creativity and Productivity: A Case Study Leena Kumar

This presentation will center on the examination of digital tools’ utilization in two distinct Political Science courses. Firstly, findings from a survey among Political Science students will be shared, illuminating their current knowledge and usage of these tools, alongside their desired understanding. Secondly, two case studies will be presented: one from POLS 4305, where students utilized digital tools, including generative AI, to enhance creativity and productivity in a project addressing challenges faced by refugee children; and another from POLS 2305, predominantly employing ChatGPT to distinguish between real and fake news stories within the realm of US Government. Lastly, reflections on lessons learned and key feedback from students will be discussed, exploring how this feedback can inform future course enhancements and improve student learning outcomes.

QT3: Kritik: A Tool for Professor Effectiveness and Economy Dietrich von Biedenfeld & Alexis von Biedenfeld

Kritik is a digital tool that offers instructors a platform to administer Calibration Activities. These activities, like Norming Sessions, establish grading benchmarks to align students’ evaluations with instructors’ standards. Instructors can tailor assignments based on course specifics or choose from existing options within the system. Students anonymously evaluate peers and provide feedback on received evaluations. Instructors can then analyze this data to inform grading processes. Discussions during this session will include product demonstrations, showcasing its AI functionalities in both design and integration within course curricula. Participants will gain insights into the tool’s capabilities and pedagogical applications, with an interactive activity providing real-time demonstrations of its effectiveness and time-saving features.

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QT4: Using ArcGIS Story Maps to Explore Afro-Latino Heritage and Culture Raquel Chiquillo

In this presentation, the focus will be on the utilization of ArcGIS software to create digital Story Maps documenting Afro-Latino heritage in Spanish 3324, an online course titled Neighbors and Trading Partners: People, Culture and Trade in Spanish-America. Utilizing the Library of Congress’ digital collections, students will be required to incorporate three different forms of multimedia into their final Story Map. The project, which constitutes 20% of the total grade, fosters collaboration as students work in groups to curate content and construct Story Maps. This initiative not only enhances students’ digital literacy but also contributes to the Story Map deliverable for the Connecting Communities Digital Initiative Grant from the Library of Congress. ArcGIS Story Maps facilitate interactive and visually appealing presentations, aligning with pedagogical goals of engagement and critical thinking. Participants will be introduced to the basics of Story Map creation and the Library of Congress Digital Collections. They will actively contribute to a hands-on demonstration, experiencing the creation process firsthand.

eP1: Copilot Navigates the Flipped Classroom Xyanthine Parillon

Microsoft’s Copilot generative AI was utilized for pre-class preparation and post-class engagement, aligning with the flipped classroom approach. In Human Anatomy lab, students interacted with Copilot to receive quick feedback on dissection processes before in-class activities. In Human Physiology lecture, students utilized Copilot to conceptualize prototypes for treating vascular conditions and generated images using DALL-E. A significant portion of students successfully engaged with Copilot, although responses varied marginally. Copilot provided digital images based on prompts, enabling students to analyze and reflect on project modifications. Attendees will learn to access and utilize Copilot, formulate prompts for student engagement, and develop post-reflection activities for immediate use in courses. Session activities include audience engagement in accessing Copilot, executing prompts, and selecting review questions to enhance student understanding. eP2: Harnessing the Power of Gradescope for Dynamic Rubrics Katherine Shoemaker

The digital tool, Gradescope, can be leveraged to enhance feedback practices. Feedback is a powerful tool for assessing student progress, with speed and specificity being paramount for effective learning outcomes.

Gradescope facilitates extended, clear feedback through dynamic rubrics, replacing manual, time-consuming grading methods with an intuitive interface. Attendees will explore Gradescope’s features, including dynamic rubrics, and witness how it streamlines grading, allowing more time for quality feedback. The session will feature demonstrations of Gradescope’s functionalities, showcasing example rubric reports and simulated grading scenarios to engage participants in hands-on learning experiences.

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12:00 – 12:45 P M

Lunch and Featured Presentation Creating Accessible Spaces Eszter Trufan & Elene Bouhoutsos-Brown

Establishing accessible learning environments is critically important, particularly when implementing digital learning strategies in flipped classes and lab courses. Despite advancements in closed captioning and auto-translation tools, achieving full accessibility remains a challenge, especially in technical subjects. On our YouTube channel in 2022, only 30.2% of students watched videos with auto-generated subtitles, but after corrections, this rose to 78.0%. This improvement not only benefits hearingimpaired students but also non-native English speakers and those unfamiliar with technical terminology.

Participants will explore methods for enhancing digital accessibility, engage in a case study examining accommodations in lab courses, and evaluate the accessibility of their own learning spaces. Through reflective activities and technology tools, attendees will identify barriers to accessibility and develop strategies to improve the learning experience for all students. The session concludes with additional strategies for enhancing accessibility in educational settings.

Teaching with AI A Practical Guide to a New Era of Human Learning in-person attendees can pick up a copy after the lunch session in preparation for Dr. Bowen’s workshop at 1 pm

* Please note that non-keynote presentation summaries were created from drafts generated by ChatGPT, an AI language model developed by Open AI.

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1:00 – 3:30 P M

Keynote Workshop

Teaching and Thinking with A.I. SESSION D E S CR I PTI O N The excitement (and panic) surrounding A.I. is shattering expectations around assignments, assessment, class preparation and attendance, while challenging us to build more future-proof and inclusive classrooms. AI is rapidly changing how humans work and think. AI is also changing how we think about average. If AI can produce consistent “C” work than we need to update our policies and grading. AI is even changing creativity. Together, we will examine the skills and curriculum that will matter most in this new age, why articulation of ‘quality’ is essential and what policies and practices improve motivation and decrease cheating. Attendees will learn practical techniques to transform assignments and assessments. Bring a laptop.

BI OGRAPHY J O S É A N TO N I O B OWEN has won teaching awards at Stanford and Georgetown, was Dean at Miami and Southern Methodist University and President of Goucher College. He has written over 100 scholarly articles and has appeared as a musician with Stan Getz, Bobby McFerrin, and others. He is the author of Teaching Naked (2012, the winner of the Ness Award for Best Book on Higher Education), Teaching Change: How to Develop Independent Thinkers using Relationships, Resilience and Reflection (2021) and Teaching with AI: A Practical Guide to a New Era of Human Learning with C. Edward Watson (2024). Stanford honored him as a Distinguished Alumni Scholar (2010) and he has presented keynotes and workshops at more than 300 campuses and conferences in 46 states and 17 countries around the world. In 2018, he was awarded the Ernest L. Boyer Award (for significant contributions to American higher education).

He is now a senior fellow for the American Association of Colleges and Universities and also does innovation and inclusion consulting for a wide variety of Fortune 500 companies.

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