Critical AI literacy. I am pleased to share a new Pew FTLC resource, Critical AI Literacy Guide for Faculty, designed to support your continued learning about AI. We have also remodeled the Generative AI in Education page to focus more specifically on teaching and learning. As tools and capabilities continue to evolve, these resources will be updated. I don’t think that I am alone in my frustration with the realm of AI-related research, including criticism of limited sample sizes or narrow populations (small samples of college students, for example), lack of peer review for oft-cited studies, questionable generalizability of findings, etc. So, that is partially why the Critical AI Literacy Guide leans heavy on perspective pieces and synthesis reports in addition to research articles. I hope that you find the content useful for your own learning as well as fodder for discussions with colleagues (and students).   

Ensuring digital accessibility. You have likely received multiple communications about the upcoming deadline for ensuring that our digital materials (documents, presentations, images, videos, etc.) are fully accessible. Consider this note a gentle nudge to learn more about how to create materials that are accessible from the outset and how to update existing course materials before the next time your courses are offered. I know that for me, existing PDFs are going to be the biggest lift. I appreciate the “quick wins” guidance on the WCAG Basics page created by the Digital Accessibility Committee. I encourage you to check out the wide array of sessions being offered by eLearning Technologies, including short PDF tune-ups, self-paced Bb Ally trainings, and hands-on working sessions.  

The value of a liberal education. During a deep spring clean of my office–always a challenge given my tendency to save everything–I came across a poster created by students in my 2014 Introduction to Liberal Education course. Students were prompted to visualize the meaning of a liberal education as a response to readings during the first week of the semester. This poster fell behind a filing cabinet at some point, but it was a delight to rediscover this group’s creation and revisit the compelling framing language and imagery. So, I am sharing it here for your consideration. This work also connects to something I read in Jeff Selingo’s recent Next newsletter. Please forgive the sharing of such a large excerpt; I would be interested to hear from you what resonates with your own experiences:  

What stood out then—and still holds true now—is that in a world where technical skills have a shrinking half-life, foundational skills give graduates staying power. But in the meantime, based on my research and reporting, the durable skills I’m most convinced matter right now include: 

Bottom line: Majors and credentials still matter. But skills are what determine how far students can go after graduation and how much flexibility and mobility they have. 

I was wrong. I’ve said it before and I guarantee that I will say it many times over. I am currently listening to Being Wrong: Adventures in the Margin of Error by Kathryn Schulz and have delighted in the reminders that mistakes are an essential human feature and not a bug. This book provides ample examples of the importance of vulnerability, being open to trying new things, embracing mistakes, recognizing one’s inevitable mistakes, taking corrective actions, and learning from errors. With respect to your courses, might I suggest an end-of-semester activity that helps student embrace being wrong. Let’s call it the Featured Mistake Assignment wherein students choose an error they made earlier in the semester and share with their peers what misconceptions were involved, how they went about correcting the error, and what learning resulted. Such an assignment could be constructed as a celebratory Failure Lab style event or as an individual reflective activity. There are many options for such an assignment, but reinforcing the essential nature of making mistakes in the learning process (and the process of simply living one’s life) would serve students well. Oh, and consider modeling this activity so that students have a sense of how you recognize/embrace/celebrate your own mistakes.  

Heard around town. A few closing thoughts:  

Take care - 

Christine

How can we ensure that students begin their GV career with a strong start? The Strong Start Teaching Institute focuses faculty attention on best practices for engaging students in first-year undergraduate courses.

Where: DeVos Center for Interprofessional Health (DCIH) 445
When: Monday, May 11 (8:30AM - 5:00PM) and Tuesday, May 12 (8:30AM - Noon)

Together, we'll explore key themes:

Whether you are teaching a course for the first time or are looking to strengthen a course to best engage students, we invite you to participate. The in-person and asynchronous components of this Institute will apply to a range of instructor experience levels and disciplines. See the Strong Start page for more details.

Limited to 40 participants. Preference given to adjunct, affiliate, and visiting faculty, and first-time attendees. 

Are you interested in bringing high impact, global learning to one of your 2026-27 courses? Join us for a one-day workshop on May 7th from 9AM - 3PM in JHZ 3068, for International Virtual Exchange, an innovative pedagogy in which GVSU faculty and students partner with peers at international universities on sustained, online collaborations.

Experienced GVSU faculty will describe models for using virtual exchange, share examples, discuss strategies for finding teaching partners, and help participants design and plan projects. No experience is necessary, and faculty in all disciplines are encouraged to attend.

Feel free to contact Ellen Shupe at shupee@gvsu.edu if you have questions or would like more information.

Do you want your summer to be filled with community building, deep learning, and personal reflection? Consider joining a Spring/Summer 2026 Learning Community!

Learning Communities (LCs) bring faculty together for a 1-2 semester-long conversation on a topic of mutual interest and encourage an application of the knowledge gained. Past participants report this experience to be supportive, fun, and restorative! New Spring/Summer LCs are being added daily, but below are just a few of the Learning Communities that are currently open and accepting new members. You can view the complete list of open LCs by visiting our Current Learning Communities webpage.

It's not too late to propose your own, either! If you’ve got an idea—or just the start of one—we invite you to propose a Spring/Summer 2026 LC. Submit a Letter of Intent using our online form. If you're wondering what’s possible, browse our Past LCs webpage for inspiration from years past.

Ready to join? Check out these two amazing offerings:

As faculty, you play a key role in shaping the digital experience for GVSU students. All sessions will take place from 11am to 12pm on Fridays. The table below provides schedule details and registration links for each session. As the schedule continues to be built, additional details will be added to the Digital Literacy Fridays website, so keep an eye out for more information soon!

Session materials are being shared via a Blackboard Organization–Digital Literacy-Faculty Professional Development–open to all faculty and staff. This organization is open for self-enrollment. Contact us at PewFTLC@gvsu.edu for access support, if needed. 

Looking to improve your teaching and engage with leading educators?

The Sponsored Teaching and Learning Event (STLE) Grant supports faculty in attending top conferences, workshops, and institutes focused on innovative teaching practices. These events offer practical strategies, fresh perspectives, and valuable networking opportunities to strengthen your impact in the classroom.

Several STLEs are currently open, but deadlines are approaching—don’t miss your chance to apply! Visit our Upcoming Sponsored Teaching and Learning Events webpage for full details.

The 2026 Landmark College Summer Institute for Educators

The Summer Institute at Landmark College has been an annual opportunity for education professionals to reboot their learning and refresh their enthusiasm for supporting students who learn differently.

June 23–25, 2026
Putney, VT
Award Amount up to $2,500
5 spots available

Application deadline: April 1, 2026
Apply for this grant via FTLC Grant System. 

Creating Growth Mindset Cultures in the College Classroom

This course offers succinct modules packed with research, strategies, and activities designed to help educators create environments where students feel empowered and motivated, which is proven to improve student persistence and performance outcomes.

Self-Paced, Asynchronous Course
Award Amount up to $2,500
5 spots available

Application deadline: April 1, 2026
Apply for this grant via FTLC Grant System. 

Here’s another hint:

HINT #2: They are the lead author of this book, available to check out from the Pew FTLC’s library in Zumberge Hall 068 and as an e-book.

Send us your guess at pewftlc@gvsu.edu or our LinkedIn!

Pride Prom: Friday, March 27: 7-9pm

Save the date for our annual Pride Prom on Friday, March 27, from 7-9pm.

Kirkhof Center 2250 (Grand River Room).

We will need volunteers to make this event a success! Sign up to volunteer here.