{"id":5867,"date":"2024-10-21T13:18:39","date_gmt":"2024-10-21T18:18:39","guid":{"rendered":"https:\/\/www.valpo.edu\/cital\/?p=5867"},"modified":"2024-10-21T13:18:39","modified_gmt":"2024-10-21T18:18:39","slug":"check-ins-to-build-community-and-building-your-students-ai-toolbox","status":"publish","type":"post","link":"https:\/\/intra.valpo.edu\/cital\/check-ins-to-build-community-and-building-your-students-ai-toolbox\/","title":{"rendered":"Check-Ins to Foster Community and Building Your Students\u2019 AI Toolbox"},"content":{"rendered":"<p><em><span style=\"font-weight: 400\">By Cynthia Rutz, Director of Faculty Development, CITAL<\/span><\/em><\/p>\n<p><span style=\"font-weight: 400\">I recently attended the <a href=\"https:\/\/www.lillyconferences-mi.com\/\" target=\"_blank\" rel=\"noopener\">Lilly Conference on Evidence-Based Teaching and Learning in Traverse City, Michigan<\/a>. In this blog I will share with you two sessions that could be helpful for your own teaching. The first gives some ideas for simple check-ins with your students that can both build community and promote your students\u2019 mental health. The second offers some useful information about how you can build your students\u2019 AI Toolbox, as well as your own. <\/span><\/p>\n<h3><b>Using Check-ins to Foster Community in your Classroom<\/b><\/h3>\n<p><span style=\"font-weight: 400\">Doing regular check-ins with your students is very easy, takes little time, and yet can do a lot to create classroom community and improve students\u2019 mental health. <\/span><span style=\"font-weight: 400\">Check-ins can be done once a week during the first five minutes of class, as a half-time show, or as a class wrap-up. The focus can be reflection, creating a laughable moment, emotional intelligence, positive affirmations, mindful movement, or goal-setting.&nbsp;&nbsp;<\/span><\/p>\n<p><span style=\"font-weight: 400\">Here are some examples:&nbsp;<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">A daily quiz with a silly question (Do you say \u201csoda\u201d or \u201cpop\u201d?)<\/span><\/li>\n<\/ul>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">\u201cVictory or Burden.\u201d Have everyone in class respond to one of two questions:&nbsp; \u201cWhat is one thing you did this week that was an accomplishment?\u201d&nbsp; Or \u201cWhat are you burdened by this week?\u201d Be sure to begin by answering the question yourself.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">A shared Google doc grid where they anonymously mark where they are on the spectrum from stressed to happy&nbsp;<\/span><\/li>\n<\/ul>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">A poll on how they are feeling. Have everyone start at the same time so it is more anonymous.&nbsp; You can then share their responses as a word cloud.&nbsp; If you use Top Hat, the word cloud is embedded.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">For a 90-minute class: Create a brief halftime show. This can be just a weekly bad joke plus having everyone get up to stretch.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">A check-in after your first exam:&nbsp; Ask them: What did you do well that prepared you for this exam? What will you do differently next time?<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Ask about their favorite snacks and then bring them in one day during a stressful period&nbsp;<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400\">&nbsp;For just a small investment of classroom time, these check-ins have big benefits that include:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Fostering a sense of belonging<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Bringing students\u2019 outside interests into the classroom<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Increasing peer acceptance<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Building social capital<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400\">Consider choosing just one of these techniques to begin using in one of your classes next week. You might be surprised at the positive impact on your relationship with your students.<\/span><\/p>\n<p><i><span style=\"font-weight: 400\">References:<\/span><\/i><\/p>\n<ol>\n<li><a href=\"https:\/\/www.tandfonline.com\/doi\/full\/10.1080\/0309877X.2023.2191176#d1e2964\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400\">Understanding higher education students\u2019 sense of belonging: a qualitative meta-ethnographic analysis<\/span><\/a><\/li>\n<li><a href=\"https:\/\/ies.ed.gov\/ncee\/wwc\/Docs\/InterventionReports\/WWC_SocialBelonging_IR_report.pdf\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400\">&nbsp;Social Belonging Interventions<\/span><\/a><\/li>\n<\/ol>\n<p><i><span style=\"font-weight: 400\">Presenters: Dr. Stacia Miller, Dr. Suzanne Lindt, and Dr. Christina Janise Wickard, MSU Texas<\/span><\/i><\/p>\n<h3><\/h3>\n<h3><b>Building Your Students\u2019 AI Toolbox<br \/>\n<\/b><\/h3>\n<p><span style=\"font-weight: 400\">This speaker began her talk by providing some startling statistics that demonstrate why faculty need to embrace responsible use of AI by our students:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400\"><a href=\"https:\/\/www.digitaleducationcouncil.com\/post\/digital-education-council-global-ai-student-survey-2024\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400\">Digital Education Council Global AI Student Survey 2024<\/span><\/a>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">86% of students report using AI in their studies<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">54% use AI daily or weekly<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Most used AI tool: ChatGPT (66%)<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Most Frequent use case: Search for Information (69%)<\/span><\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400\"><a href=\"https:\/\/news.microsoft.com\/annual-wti-2024\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400\">Microsoft\/LinkedIn Annual Work Trends Index (2024)<\/span><\/a>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">66% of leaders would not hire someone without AI skills<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">71% of leaders would hire someone with AI skills over a more experienced person<\/span><\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400\"><a href=\"https:\/\/www.digitaleducationcouncil.com\/post\/digital-education-council-global-ai-student-survey-2024\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400\">Digital Education Council Global AI Student Survey (2024)<\/span><\/a><\/li>\n<\/ul>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">58% of students feel they do not have sufficient AI knowledge and skills<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400\">She received some funding to create a curated list of AI tools for students on her campus. However, she found that the tools are changing so quickly that it is impossible to keep up. Instead, she concluded that it is best to teach students how to judge for themselves which are the best tools. Here are her key considerations for using AI for academic work:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Is the tool free or a paid subscription?<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Is it capable of web scraping, i.e. extracting content and data from websites?&nbsp;<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Is the tool \u201cgrounded\u201d in an academic corpus? For example, Perplexity has an academic focus, ChatGPT does not.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">How is the tool using your data? What are the privacy considerations?<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Use multiple tools and compare results<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Use AI as an assistant and not a replacement for your own work.&nbsp;&nbsp;<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400\">In her classes she has her students write down examples of how they might use AI, then sort them into categories.&nbsp; Then they are required to try out four different AI tools and compare them as resources, using the criteria listed above.&nbsp; Her mantra for her students\u2019 AI use is: Collaborate, don\u2019t Delegate.&nbsp;&nbsp;<\/span><\/p>\n<p><span style=\"font-weight: 400\">She concluded her talk by sharing her thoughts on AI classroom policy:<\/span><\/p>\n<blockquote><p><span style=\"font-weight: 400\">I find that a course-level policy is too challenging because AI usage is more nuanced. I don\u2019t want to ban use entirely because there are places where it can be helpful for students, especially in the prewriting stages.&nbsp; Many students struggle with getting started with writing and AI could be one way to help them get started.&nbsp; I have used a stoplight system to highlight what tasks are acceptable for AI use and what tools I want students to be using for these tasks.&nbsp; For example, I want students to use tools capable of web scraping and grounded in scholarly research when doing research.&nbsp; I want students to use multiple tools when brainstorming and prompting the AI to give them ten ideas rather than just one.&nbsp; This way they are using the AI in a collaborative way and still doing their own thinking about how to use the information obtained in their work.<\/span><\/p><\/blockquote>\n<p><i><span style=\"font-weight: 400\">Presenter: Laura Roberts, Assistant Teaching Professor, Worcester Polytechnic Institute<\/span><\/i><\/p>\n<p><b>FINAL NOTE:<\/b><span style=\"font-weight: 400\">&nbsp; I highly recommend the <\/span><a href=\"https:\/\/www.lillyconferences.com\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400\">Lilly Conferences<\/span><\/a><span style=\"font-weight: 400\"> as great places to get evidence-based ideas for improving your teaching. They have annual conferences at five locations, two are within driving distance of Valparaiso.&nbsp;<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>By Cynthia Rutz, Director of Faculty Development, CITAL I recently attended the Lilly Conference on Evidence-Based Teaching and Learning in Traverse City, Michigan. In this blog I will share with you two sessions that could be helpful for your own teaching. The first gives some ideas for simple check-ins with your students that can both&hellip;<\/p>\n","protected":false},"author":7,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_uag_custom_page_level_css":"","advgb_blocks_editor_width":"","advgb_blocks_columns_visual_guide":"","footnotes":""},"categories":[39],"tags":[58,70,76,82,85,94,102,108,115,116],"post_folder":[],"class_list":["post-5867","post","type-post","status-publish","format-standard","hentry","category-39","tag-ai","tag-community","tag-curriculum","tag-faculty-development","tag-faculty-research","tag-grants","tag-instructional-design","tag-mental-health","tag-pedagogy","tag-peer-review"],"author_meta":{"display_name":"kim.pomeroy@valpo.edu","author_link":"https:\/\/intra.valpo.edu\/cital\/author\/kim-pomeroyvalpo-edu\/"},"featured_img":null,"uagb_featured_image_src":{"full":false,"thumbnail":false,"medium":false,"medium_large":false,"large":false,"1536x1536":false,"2048x2048":false,"Profile":false},"uagb_author_info":{"display_name":"kim.pomeroy@valpo.edu","author_link":"https:\/\/intra.valpo.edu\/cital\/author\/kim-pomeroyvalpo-edu\/"},"uagb_comment_info":0,"uagb_excerpt":"By Cynthia Rutz, Director of Faculty Development, CITAL I recently attended the Lilly Conference on Evidence-Based Teaching and Learning in Traverse City, Michigan. In this blog I will share with you two sessions that could be helpful for your own teaching. The first gives some ideas for simple check-ins with your students that can both&hellip;","coauthors":[],"tax_additional":{"categories":{"linked":["<a href=\"https:\/\/intra.valpo.edu\/cital\/category\/2024\/\" class=\"advgb-post-tax-term\">2024<\/a>"],"unlinked":["<span class=\"advgb-post-tax-term\">2024<\/span>"]},"tags":{"linked":["<a href=\"https:\/\/intra.valpo.edu\/cital\/category\/2024\/\" class=\"advgb-post-tax-term\">AI<\/a>","<a href=\"https:\/\/intra.valpo.edu\/cital\/category\/2024\/\" class=\"advgb-post-tax-term\">community<\/a>","<a href=\"https:\/\/intra.valpo.edu\/cital\/category\/2024\/\" class=\"advgb-post-tax-term\">Curriculum<\/a>","<a href=\"https:\/\/intra.valpo.edu\/cital\/category\/2024\/\" class=\"advgb-post-tax-term\">faculty development<\/a>","<a href=\"https:\/\/intra.valpo.edu\/cital\/category\/2024\/\" class=\"advgb-post-tax-term\">faculty research<\/a>","<a href=\"https:\/\/intra.valpo.edu\/cital\/category\/2024\/\" class=\"advgb-post-tax-term\">grants<\/a>","<a href=\"https:\/\/intra.valpo.edu\/cital\/category\/2024\/\" class=\"advgb-post-tax-term\">instructional design<\/a>","<a href=\"https:\/\/intra.valpo.edu\/cital\/category\/2024\/\" class=\"advgb-post-tax-term\">mental health<\/a>","<a href=\"https:\/\/intra.valpo.edu\/cital\/category\/2024\/\" class=\"advgb-post-tax-term\">pedagogy<\/a>","<a href=\"https:\/\/intra.valpo.edu\/cital\/category\/2024\/\" class=\"advgb-post-tax-term\">peer review<\/a>"],"unlinked":["<span class=\"advgb-post-tax-term\">AI<\/span>","<span class=\"advgb-post-tax-term\">community<\/span>","<span class=\"advgb-post-tax-term\">Curriculum<\/span>","<span class=\"advgb-post-tax-term\">faculty development<\/span>","<span class=\"advgb-post-tax-term\">faculty research<\/span>","<span class=\"advgb-post-tax-term\">grants<\/span>","<span class=\"advgb-post-tax-term\">instructional design<\/span>","<span class=\"advgb-post-tax-term\">mental health<\/span>","<span class=\"advgb-post-tax-term\">pedagogy<\/span>","<span class=\"advgb-post-tax-term\">peer review<\/span>"]}},"comment_count":"0","relative_dates":{"created":"Posted 2 years ago","modified":"Updated 2 years ago"},"absolute_dates":{"created":"Posted on October 21, 2024","modified":"Updated on October 21, 2024"},"absolute_dates_time":{"created":"Posted on October 21, 2024 1:18 pm","modified":"Updated on October 21, 2024 1:18 pm"},"featured_img_caption":"","series_order":"","_links":{"self":[{"href":"https:\/\/intra.valpo.edu\/cital\/wp-json\/wp\/v2\/posts\/5867","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/intra.valpo.edu\/cital\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/intra.valpo.edu\/cital\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/intra.valpo.edu\/cital\/wp-json\/wp\/v2\/users\/7"}],"replies":[{"embeddable":true,"href":"https:\/\/intra.valpo.edu\/cital\/wp-json\/wp\/v2\/comments?post=5867"}],"version-history":[{"count":0,"href":"https:\/\/intra.valpo.edu\/cital\/wp-json\/wp\/v2\/posts\/5867\/revisions"}],"wp:attachment":[{"href":"https:\/\/intra.valpo.edu\/cital\/wp-json\/wp\/v2\/media?parent=5867"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/intra.valpo.edu\/cital\/wp-json\/wp\/v2\/categories?post=5867"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/intra.valpo.edu\/cital\/wp-json\/wp\/v2\/tags?post=5867"},{"taxonomy":"post_folder","embeddable":true,"href":"https:\/\/intra.valpo.edu\/cital\/wp-json\/wp\/v2\/post_folder?post=5867"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}