Pew Faculty Teaching & Learning Center
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Director's Note
Applying a liberal education to Artificial Intelligence. At least in the current moment, I see AI more as a critical thinking opportunity or occasion to exercise our liberal education muscles and less as a time-saver, synthesizer, or source of inspiration. I recognize that there are varied individual and disciplinary perspectives, but I suggest that we are at a point where critical questions and wider contextual discussions are key. While our evolving Generative AI in Education page offers a few places to start, a few new items have crossed my desk.
From Inside Higher Ed, two opinion pieces, Avoiding AI Snake Oil and Your AI Policy is Already Obsolete, struck a chord. While he didn’t coin the term jagged frontier, I appreciate Ethan Mollick’s treatment of some of the promises and perils of AI. I am certain that his new book on the subject holds even more insights. While not specifically about AI, the Ten Strong Suggestions for Surviving in the Age of Misinformation by A. J. Jacobs offers a helpful framing for one’s own thinking as well as for discussion with students. Lastly, several new 20 min. video programs in the Magna Digital Library address the topic of AI, including How Can I Create Assignments that Teach Ethical AI Literacy? How to Craft Assignments that Outsmart AI Tools, and How Can I Teach AI Prompt Engineering to My Students?
Most of my recent AI-related conversations have focused on generative, text-focused tools such as ChatGPT. In terms of your classes and writing assignments, you have several options. Please choose all that apply.
- Talk to your students
- Clarify expectations
- Change your assignments
- Incorporate engagement with AI tools
- Experiment yourself and/or with students
- Do nothing
All of the above are valid. What I strongly urge you NOT to do is to rely on AI detectors. In short, they are not reliable. For a lengthier explanation, I offer the University of Pittsburgh’s Generative AI: Encouraging Academic Integrity.
- What does the future hold? Are our perspectives restricted and unimaginative because they are “shaped by the knowable present and peoples’ affective investment in maintaining the status quo?" (I am reminded of John Warner’s technological determinism cautions at our 2024 Fall Conference)
- How might we adopt “depth” pedagogies in order to help students cultivate and exercise radical imagination? (Teaching methods that fall into this category actively help students build meaningful relationships and care for fellow humans and the natural world.)
- Where are the opportunities on our campuses and in our classes for unbounded exploration? Is there sufficient time and space for students to experience novel situations and to follow their noses, if you will, in uncharted directions?
- What is the role of play, joy, and collective risk-taking in our classes? I fully realize the challenging times we are in, but I would offer that it would be a shame if we lost sight of opportunities to collectively create a joyful and meaningful present. And a radical future.
As we move through the rest of the semester, I hope that it isn’t too radical to hope that you are able to cultivate your own thriving, with just the right balance of solitude, community, serious pursuits and not-so-serious activities.
–Christine Rener
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Reacting at Grand Valley State University: Thresholds of Democracy
Join us from November 7-9, 2024, at Grand Valley State University in Grand Rapids, MI, for an exciting three-day “sampler event” featuring Reacting to the Past (RTTP) pedagogy. This event, themed "Thresholds of Democracy," is designed for high school and college faculty looking to energize their classrooms. Participate in game workshops, learn best practices, and experience historical debates in character. (We recommend checking out the Title IX Game or The Prado Museum Game!)
Special guest Nadine Strossen, former ACLU President, will deliver the closing plenary on November 9th.
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Upcoming Sponsored Teaching and Learning Events 2024-2025
Sponsored Teaching and Learning Event (STLE) Grants support a limited number of teaching and learning related workshops, institutes and conferences. A list of current sponsored events with dates, location, brief description, and total Pew FTLC funding is available on the STLE Website, but check out these incredible opportunities now!
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Submit Your Learning Community Proposal for Winter Semester!
Learning Communities (LCs) bring together faculty and staff to foster a 1-2 semester-long conversation on a topic of mutual interest, encouraging collaboration and the application of the knowledge gained. Each LC consists of a facilitator and a group of at least four faculty or staff members, creating a dynamic space for professional growth and shared exploration. Learn more about our current LCs on our Current Learning Community webpage.
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