SCHOLARSHIP OF TEACHING AND LEARNING

Improving Student Success With Transparent Assignments

This article mentions how many first generation  students and students with diverse backgrounds are less likely to complete homework or graduate college.  Lichliter and Kirk state how professors need to change their course assignments to fit Winkelmes’ transparent assignment format. This format includes directly stating a purpose, the tasks the students need to do to complete the project, and the criteria used for evaluation purposes. They saw this as an effective teaching method since the students know what to expect for an assignment.

Student perspectives on how different elements of constructive alignment support active learning

This 2021 study examined students’ experience of “constructive alignment,” i.e. using learning outcomes to shape assignments and assessments. They found that constructive alignment can help students figure out which learning style to adopt and can help enhance deep learning. 

Increasing Student Engagement Stanford University

Stanford University provides several examples of how to optimize student engagement in order to build students’ understanding and confidence. One example is offering multiple versions of an assignment so students can have autonomy about how they would like to engage with the material. Another example is having a student explain to the rest of the class a topic that they have just learned to solidify their learning.

31 Student Engagement Strategies For Any College Course

TopHat provides a wide variety of strategies to help professors integrate student engagement into all aspects of their class. This article presents many different approaches to engagement based on curriculum, strategies for assessment, tactics to build communication skills, and more. 

Perceived Faculty Barriers to Using Active Learning Methods in the Higher Education Classroom

The study is from The International Journal of Pedagogy and Curriculum, Volume 31, Issue 1, 2024.  The researchers explored the internal and external barriers preventing faculty use of active learning methods in higher education across the United States. The results of this study  showed how training, mentoring, and professional development are important aspects to support faculty in the utilization of active learning strategies and are instrumental in supporting faculty in their efforts to become better teachers. 

Moving from Passive Learning to Active Learning: Investigating the Effect of the Flipped Classroom Pedagogical Approach in a Computer-Based Technology Course in Higher Education

This study is from The International Journal of Technologies in Learning, Vol. 32, Issue 1, 2024. The study compared the flipped classroom approach used for some students in this course with regular instruction for others. The study found that the flipped classroom approach did help with students’ active learning and academic understanding.

Artificial Intelligence in Teaching and Learning: What Questions Should we Ask of ChatGPT

The article discusses how ChatGPT enhances learning through appropriability, evocativeness, and integration, encouraging personalized and reflective learning experiences. It serves as an editorial call-to-action, encouraging discussions and inquiries into the role of ChatGPT and artificial intelligence in education, stressing the need for ethical considerations and exploration of potential risks.

Exploring Undergraduates’ Perceptions of and Engagement in an AI-Enhanced Online Course

This study investigates students’ perceptions of synchronous online learning in an AI-enhanced course delivered via MS Teams, bridging engineering and artificial intelligence education. The findings indicate that while students initially found online learning through MS Teams novel, they were motivated by its interactive nature, leading to increased participation and better comprehension. Integration of AI-enhanced features, such as personalized recommendations and real-time feedback, further enhanced the learning experience, highlighting the synergistic potential of AI and education in the digital era.

The Impact of Artificial Intelligence on Learner–Instructor Interaction in Online Learning

This article talks about understanding how both students and instructors perceive the impact of AI systems on their interaction is crucial for identifying potential gaps and barriers. While participants recognize the potential of AI systems in enabling personalized learner-instructor interaction at scale, concerns persist regarding the violation of social boundaries, responsibility, agency, and surveillance issues.

The Promises and Challenges of Artificial Intelligence for Teachers: a Systematic Review of Research

This study examines the utilization of artificial intelligence (AI) applications and machine learning in analyzing teachers’ data, highlighting the potential benefits in planning, implementation, and assessment of teaching. Additionally, it underscores the active involvement of teachers in AI technology development, both as models for algorithm training and participants in ensuring the accuracy of AI automated assessment systems.

Exploring the impact of AI on teacher leadership: regressing or expanding?

The findings of the study indicated that the use of AI has the potential to both expand and regress teacher leadership. AI can expand teacher leadership by providing tools for personalization, curriculum development, automating administrative tasks, and supporting professional development. However, AI was also viewed to be regressing teacher leadership, by narrowing the role because technology was taking over some of its aspects.

Applying ChatGPT to tackle the side effects of personal learning environments from learner and learning perspective: An interview of experts in higher education

This 2024 study conducted interviews to see the potential side effects of chatGPT in Personal Learning Environments (PLEs). The result concluded that ChatGPT holds significant promise in overcoming challenges faced by learners in PLEs, such as information overload, digital literacy, and the development of non-cognitive and metacognitive skills. From the learner and learning perspective, the challenges were categorized into three types, including cognitive, non-cognitive and meta-cognitive.

The validity, reliability, academic integrity and integration of oral assessments in higher education: A systematic review

This study is from Issues in Educational Research, Vol. 34, Issue 2, 2024.  Many factors have motivated universities to explore alternative approaches to assessment. These factors include graduate employability challenges, decreasing student engagement and increasing academic misconduct. The study examines the alternative approach of oral assessments The researchers found that oral assessments are valid, reliable, and have academic integrity.

Does continuous assessment in higher education support student learning?

This is an article from Higher Education, Vol. 64, No. 4 (October 2012). This comparative study mentions issues about the extent to which continuous assessment practices facilitate student learning and the challenges faced.  The results of the study showed that continuous assessment does help with providing feedback that aims to support students throughout the process of learning instead of merely providing feedback on a completed task.

Assessment in the Age of Artificial Intelligence

This paper contends that traditional assessment practices face several shortcomings, including difficulty in design and implementation, limited scope in capturing nuanced learning, and a mismatch with participants’ knowledge and backgrounds. It reviews existing artificial intelligence approaches that partially address these issues, while critically examining potential challenges they may introduce to assessment practices.

The Impact of Artificial Intelligence on Online Assessment: A Preliminary Review

This study examines the impact of artificial intelligence (AI) on online assessment, analyzing 19 articles related to the AI tool ChatGPT. It identifies themes such as AI’s assistance role and automatic grading as opportunities, and academic integrity concerns as prominent threats in the context of AI-enabled online assessment.

ChatGPT is Old News: How do we Assess in the Age of AI Writing Co-Pilots?

The companies behind the productivity tools that most of us and our students use, Microsoft and Google, are getting their versions of AI co-pilots ready for imminent release. Microsoft 365 Copilot and Google Duet AI will embed generative AI directly into software like Microsoft Word and Google Docs. This means that we will all have access to text generation AI right from within the spaces where we write. So, what happens to assessments now?

 Chatting and Cheating: Ensuring Academic Integrity in the Era of ChatGPT

This paper explores the implications of utilizing chatAPIs and GPT-3 in higher education, highlighting both the opportunities and challenges they present. It discusses their features, potential applications, and the associated risks, particularly regarding academic integrity, while also proposing strategies for universities to mitigate these risks through policy development, training, and detection methods.

How AI is Changing Assessment in Higher Education

To help navigate this upcoming semester of AI, we’ll share three mindset strategies that higher education can embrace to prepare for the AI era.

Exploring the Potential of Artificial Intelligence Tools in Educational Measurement and Assessment

This paper examines the utilization of AI tools in educational measurement and assessment, focusing on their integration into various stages of the assessment process, from test development to result interpretation and reporting. It discusses the role of teachers in AI-based assessment, identifies challenges associated with using AI-powered tools, and proposes strategies to overcome these challenges and improve the efficacy of AI in educational assessment.

How Metacognition Can Improve Learning Outcomes

Provides ways in how teachers can foster metacognition in students. How professors can guide students to self evaluation and reflect on what they are learning. Willis also mentions how metacognition can be applied to math by having the students right down what helped them understand the lesson (not pertaining to how to solve the problem). Forevermore, if students are given their test with the errors but not the overall grade can facilitate them to figure out their errors and future alternatives if they want to improve their grade.

Using Metacognitive Strategies to Support Student Self-regulation and Empowerment

Metacognition helps students develop subject matter knowledge, subject matter skills and abilities, and metacognitive knowledge, skills and abilities. The benefits of using metacognitive strategies enhance personal capacity for self regulation, increased ability to manage one’s own motivation, and students becoming more independent. To continue to integrate metacognitive strategies teachers have to determine the students willingness to preserve with. Lists and explains some common strategies and other relevant tools.

Metacognition for artificial intelligence system safety – An approach to safe and desired behavior

This EBP explains AI safety including possible futile modes, consequences, root causes, and categories of solution strategies aimed at preventing failures from occurring. Describes different categories the AI system is most effective to handcrafted knowledge system or a learning system and its application domain (cyber-physical, decision sciences, or data product) This paper discusses an approach that promotes self-awareness, or metacognition, within the artificial intelligence systems to understand their external and internal operational environments and use this knowledge to identify potential failures and enable self-healing and self-management for safe and desired behavior.

Collaborating with artificial intelligence? Use your metacognitive skills

This website by Times Higher Education explains to work with AI instead of against by using our human strengths and artificial intelligence Cognitive biases are one of the factors that hinder humans working with AI. Since AI works better with some topics but not with others we lack trust for it.  But if we allow the AI to influence our own thinking too much, we will fail to add value to the collaboration. Working with AI requires awareness of these biases and greater consideration as to whether the information that we are relying upon is relevant and appropriate for the task or context that we are dealing with.

Team-based learning | Center for Teaching | Vanderbilt University

One way team based learning in Vanderbilt University is by organizing teams of 5-7 students who have done the reading assignment. Students then take a readiness assurance process test individually and then as a group they will take the group readiness assurance test. Normally groups will use a scratch off sheet or score themselves which will in turn provide more discussions in the group and also decrease grading time. The professor will go over the questions they struggled with the most. Team based learning has shown to have more learning gains in healthcare education classrooms

Team-Based Learning

There is a standard procedure for team based learning which starts with a pre exercise followed by  Individual Readiness Assurance Test (for them to hold them accountable). students join with their team and complete a Team Readiness Assurance Test where if they scratch off the wrong answer they will discuss why they are wrong. The instructor provides a mini-lecture on areas where the students are still having trouble. Students engage with activities that apply and extend knowledge gained.

Group and Team Based Learning | Center for Excellence in Teaching and Learning

Focuses more on the different approaches like activities we can make to make a classroom a team based classroom. From pair work to small group work then to whole classroom work. There are four types of active learning: talking and listening, writing, reading, and reflecting.  These aspects will help with having an effective course. Also, provides active learning strategies within individual activities, paired activities, small group activities, and whole class activities.

Team-Based Learning | Instructional Moves

This websites Introduced different topics and tools for team based learning like: Using team based learning to prepare students for the real world, using peer instruction to improve student learning, designing project teams that work, creating assessments with individual and collaborative components, using team contracts and peer feedback to foster team building, Devaluing the right answer. For each of these it offers classroom considerations, relevant research, and related resources. But the relevant research portion of it seems outdated.

Can Artificial Intelligence Help Students Work Better Togather?

Research says peers indeed can work better together when working as a collaboration. This article is discussing how to use AI in the classroom ranging from an iPad with a camera and microphone or  animated interactive avatars that understand students’ language, gestures, facial expression to better analyze what the students are saying. His hope with this study is to have AI help with critical thinking and for students to work together to achieve more.

Generative Artificial Intelligence | Center for Teaching Innovation

Rapidly evolving so we don’t know the true impact that it will have on higher education. This article explains steps to consider before integrating generative AI means for your classroom. The steps being reflect, try it out, predict and Inquire, Learn more, and set your parameters.

Community based learning: Service Learning (UIUC) 

When we administer service learning it helps students make valuable contributions to communities, time for students to think, and acquire not only academic knowledge but also street knowledge. These concepts help us gain a concept of what our communities need at this time. University of Illinois in Urbana Champaign website explains how there are three steps to service learning which are planning, activity, and reflection.

Benefits of Service Learning | Boise State University

Some benefits are that service learning is a high impact practice for student success like hands on experience or valuable career guidance. Service learning has a positive effect on students such as commitment to service or enhanced relationships with faculty. Service learning helps prepare students for the job market. Provides useful services in the community and communities report enhanced university relations.

Service Learning (Elon University) 

Having the class talk about the issues in our community and then helping out is more useful for the students because they are gathering more information than simple volunteers. Students after the service are recommended  to write a reflection and talk about the problems or stereotypes that they have seen and they can better study those to help make a solution. Students have also said that their participation in the community has helped them make connections with course readings and assignments. Elon university writes an information paper on how we as a university can better involve ourselves into this process of service learning. 

Effects of a Small-scale, Very Short-term Service-learning Experience on College Students

They tested students in an undergraduate psychology course to participate in a service learning experience. In the study they did they reported that a student who visited a dying patient reported no change in their sense of social responsibility but an increase in meaningfulness in college, increased comfort in talking to a dying patient, and an increase in choosing a non profit service related to their profession and more anxiety of death.

Long-Term Effects of Service-Learning on Students’ Civic Engagement After College

Comparing alumni who didn’t have a service learning course and current students who did enroll to see the long term effects on civic engagement  behaviors and beliefs. Results from this study was students from the course were more likely to continue involvement with community and civic engagement activities. FOCUS students reported greater participation in including working on community projects, assisting in solving community problems, and serving in leadership roles. Students who are involved in course who have graduated are more likely to attend alumni events and donate money for an education organization.

What is Service Learning or Community Engagement?

Vanderbilt University  lists many benefits and modules of community engagement for us to use. For example, there is a discipline based, problems beasied, capstone course and etc that we can integrate into Valpo. This article consists of ways to Integrate Community Engagement into an Existing Course whether it is through internships, research projects, an option within a course etc. Also, gives many examples on how service learning can impact classrooms in a positive way through the various examples they have listed.

Service-learning and the development of empathy in US college students 

The purpose of this study is to evaluate the influence of a service-learning experience on the personal development of college students and their expression of empathy. Their data was collected by students who had to write four reflection papers over a course about their service experiences.  This study shows evidence that SL does contribute to the personal and social development of students by giving them opportunities to form emotional bonds with people in need.

Estimating Differences in the Effects of Living–Learning Community Participation on Black Students’ Sense of Belonging at Predominantly White and Historically Black Colleges and Universities”

The purpose of this study was to test for differences in Black students’ sense of belonging at HBCUs and PWIs by LLC participation.  Campus administrators and practitioners should consider these results when designing inclusive learning environments consisting of belonging campaigns and by infusing LLC components throughout the student experience (e.g., cluster courses, cultural outings, lunch-and-learn events).

The Effects of Service-Learning on College Students’ Attitudes Toward Older Adults”

In this study they noticed how there is a crisis for healthcare workers who specialize in elder care. They wanted to see if they can change the minds of incoming grad students to working in elder care. So these researches conducted a qualitative content analysis on the effect of service learning in senior care facilities to see if their attitude for older adults would change

Seven effective ways to promote equity in the classroom

This article provides tips on how teachers can provide an equitable classroom for all types of students where they can do their best. These seven tips can help foster a further relationship with students and build a bond with them. “Don’t ask students of color to be “experts” on their race” is one of the tips, because sometimes students won’t know. If you ask them assuming they do, it will diminish their confidence in class.

Diversity, equity, and inclusion in nursing education: Strategies and processes to support inclusive teaching

Inclusive teaching benefits all students no matter the identity group or background by incorporating inclusion and equity. Contributing inclusive teaching into nursing education creates a welcoming environment for learners and fosters a sense of confidence and empowerment among future nurses. This research article uses multi level institutional strategies and faculty integrating diversity, inclusion, and equity education at the university of michigan school of nursing. Provides resources and activities for faculty to engage in inclusive education for their students.  

What Is Culturally Responsive Teaching?

If we take a tree analogy the roots represent rich, wealth of knowledge of student communities which are times overlooked in education. Additionally, culturally relevant pedagogy is the trunk of the tree and has three parts which are prioritizing student growth, creating affirming environments where they appreciate their cultures, and teaching students how to solve real world problems. Culturally sustaining pedagogy and culturally responsive teaching is the branch to the tree. When all these come together the goals of making schools a place that values students’ cultures in a way that ultimately empowers all learners particularly students of color.

Rethinking the Course Syllabus: Considerations for Promoting Equity, Diversity, and Inclusion

Many resources have been developed to help promote EDI within higher education. The resources developed have mainly focused on the curricular and pedagogical approaches, yet the syllabus remains overlooked with few guidelines available to educators. Infusing EDI in the syllabus is essential for promoting an inclusive learning environment and is conducive to establishing goals related to cultural competence.

Supporting Inclusive Learning Using Chatbots? A ChatbotLed Interview Study

Chatbox, a type of AI where they tested it on different types of students who had diverse backgrounds. They have found that chatbots have the potential in creating an inclusive environment for students who are  disadvantaged with various life environments and different types of learners. This EBP gives examples of how to support students with learning disorders, non-native students, facilitates different types of learners: Audio and Visual, and etc.

Artificial Intelligence and New Technologies in Inclusive Education for Minority Students: A Systematic Review

This systematic review analyzes the advantages and challenges of using AI and new technologies in different sociocultural contexts, and their impact on minority students. In terms of advantages, this review found that AI and new technologies (a) improved student performance, (b) encouraged student interest in STEM/STEAM, (c) promoted student engagement, and (d) showed other advantages. This review also identifies the main challenges associated with the use of AI and new technologies for inclusive education: (a) technological challenges, (b) pedagogical challenges, (c) dataset limitations, (d) low satisfaction using technology, and (e) cultural differences.

Artificial Intelligence in Education

Arizona State University provides lots of resources such as: Videos on the futures of AI in education, Other journal articles pertaining to how to better regulate AI in an educational setting, specific podcasts, specific Youtube episodes and presentations/keynotes/events to make faculty more used to AI. These resources can be used to educate oneself on how AI can be integrated into education.

ChatGPT and generative AI: 25 applications in teaching and assessment

In the second part of their series they are looking at 25 ways to use ChatGPT in higher education, Seb Dianati and Suman Laudari share 25 prompts for  AI tools to assist with teaching and assessment. Some of them being: Building rubrics, developing a curriculum and test/quizzes, assisting with lesson planning, and etc.

ChatGPTand Artificial Intelligence in higher education Quick start guide

This is a quick guide for ChatGPT from the UNESCO. It consists of introducing ChatGPT and the AI and how to apply it in higher education. And the challenges and ethical implications of it.

Learning, Teaching, and Assessment with Generative Artificial Intelligence: Towards a Plateau of Productivity

This article has seven articles summarized. The first three articles are conceptual in nature and broadly emphasize the social aspect of generative AI in teaching and learning. The next two articles highlight teaching and learning in practice with an empirical paper and a generative AI application. The last two articles focus on assessment, providing student perspectives and a pedagogical framework for teachers.

Artificial Intelligence and the Future of Teaching and Learning Insights and Recommendations

This report is about Artificial Intelligence and the Future of Teaching and Learning by the U.S. Department of Education, Office of Educational Technology. It talks about what AI is and how to build ethical and equitable policies for it. And how learning, teaching, and assessment would be with AI. And some recommendations about AI.

Campus webinar: Artificial intelligence and academic integrity

This website from Times Higher Education and Inside Higher Education contains a video of an AI webinar which consists of 4 panels talking about topics such as: 

• Where does this rank in terms of impact we can expect on academic integrity compared with previous major disruptions such as the internet, the calculator, etc? 
• How can educators help students harness AI for greater learning outcomes? 
• Does our definition of integrity need to evolve along with the advancement of AI technologies? 
• How do universities need to adapt their policies on IP and plagiarism? 
• How do you see generative AI changing the practice of academic research and integrity?

Artificial Intelligence in Teaching and Learning (Univ. of Arizona)

The University of Arizona provides many resources for faculty on AI platforms such as ChatGPT, Bard, or perplexity. They provide steps on how to talk to students about AI. Some students may use AI to assist them during the learning, researching, and composing processes, so there are resources on how to cite the use of AI, whether in APA or MLA. The site explains AI detection software that can be used by faculty as well as covering ethical issues such as inaccuracy, bias, and harm. The site also describes opportunities to use AI for efficiency, creativity, learning support, new literacy and job skills.