In this edition of the Pew FTLC Newsletter:

Intentional Tech. Whether your classrooms are tech-enabled or tech-free, intentionality and transparency are key. As neither a tech determinist nor a technophobe, I fully acknowledge the existence of a troublesome digital literacy divide in our classrooms. That said, I appreciate the growing global trend to help students make intentional choices to engage in tech-free spaces–whether in classrooms, libraries, or other locations–and I offer two guides that provide both scholarly and practical ideas: (1) Student Learning in Tech-Free Classrooms and (2) Devices in the Classroom: Balancing Student Engagement and Accessibility.  

With respect to AI technologies, the past few weeks have brought to my inbox plenty to read on the topic. Whether we are talking about probabilistic text prediction machines or agentic AI, John Warner (our 2024 Fall Conference on Teaching and Learning keynote speaker) always has something to say. He recently reviewed Ethan Mollick’s new book, Co-Existence: The Next Phase of AI, and the similar points that both he and Ethan make about what makes us truly human are (dare I say) uplifting and in strong alignment with what we are all about at GVSU. It’s a short read: Agreement on the Essential Human Capacities in the Age of AI. If you are in need of more inspirational/aspirational fodder, I offer this quote from another John Warner post earlier this month: “The work in education is to continue to move our schools away from the transactional system that was dominant before AI, and has been significantly exacerbated by AI, in order to give students access to experiences that reinforce and develop the unique capacities of human beings to exist, to be present in the world.” 

For those interested in a deeper dive into the ecosystem of human knowledge and our present challenges, I offer: Against the Uncritical Adoption of ‘AI’ Technologies in Academia. Not surprisingly, the skills of critical thinking, creativity, communication, problem-solving, ethical reasoning, and information literacy come to bear in the authors’ arguments.  

Let’s Discuss. Most weeks, the best I can do is a quick scan of the Chronicle’s Teaching Newsletter. An issue from last month caught my attention and I have read and re-read it carefully. The newsletter described a unique approach to scaffolding and grading class discussions. I haven’t seen such a protocol detailed elsewhere, so I offer it here for your consideration. I have talked to plenty of folks across campus interested in strengthening their support for students as they find, use, and hone their voices. Particularly as we approach the second half of the semester, if you are looking for additional ways to freshen class discussions, I offer two additional collections of ideas: The Big List of Class Discussion Strategies and Engagement Best Practices. For those teaching online asynchronous courses, engagement and discussions have always been more challenging. In light of AI agents that can now complete assignments, it is now orders of magnitude more difficult to design authentic learning experiences. I appreciate the recommendations in this guide, Beyond Discussion Forums: Asynchronous Student-to-Student Interaction Online. As you are finding ways to effectively engage students in online courses, I would love to hear about it. Lastly, it is worth considering how you will prepare for class in the coming weeks as this election season wraps up. This new guide from UofM is worth a read: Navigating the Post-Election Period With Your Students.  

Back in August, I added a page to our website, “Smart Glasses and Wearable AI-Assisted Technology in Learning Spaces.” I would be curious to hear if you used this guidance and/or if you have had conversations with students about this topic. Feel free to drop me a note.  

Take care- 

-Christine Rener, Vice Provost for Teaching and Learning  

Carve out time to focus on your writing goals in a structured, supportive environment and join the Fall Remote Writing Challenge.

We’re hosting 1.5-hour writing sessions on Zoom on the Thursdays below from 2:00 - 3:30PM. Register for one, a few, or all of the dates. Each session includes 15 minutes for introductions and goal-setting, 1 hour of focused writing time, and 15 minutes to share successes and reflections.

Whether you're working on articles, scholarship of teaching and learning (SoTL), book chapters, professional documents, syllabi, or other writing projects, these sessions provide accountability and momentum to help you make progress. We’ll provide a quiet, distraction-free space. Writing can feel solitary, but with a supportive community, the process becomes more motivating, productive, and even fun! All faculty and staff are welcome. 

For dates and information on our writing challenges, visit the Faculty Writing Challenges webpage.

GVSU Teach-In

Join us for the 14th Annual GVSU Teach-In. Taking place November 10-11 on the Valley Campus, City Campus, and virtually. 

The “GVSU Teach-In: Lifelong Learning toward Educational Equity and Action” is a campus-wide, student-centered learning experience dedicated to advancing educational equity across the university. Bringing together students, faculty, and staff, the Teach-In creates opportunities to explore how educational equity shapes teaching, learning, research, and practice across disciplines, including technology, healthcare, engineering, business, the arts, and beyond.