Digital Commons Network^™

Building A Pipeline For Transfer And Scholarship Through (Virtual) Honors Research Partnerships, Lauri B. Cockfield

National Collegiate Honors Council Monographs: Chapters

Excerpt:

At the start of the 2020 academic year, I was approached by the president of the Barry Goldwater Foundation, who invited the Perimeter Honors College to participate in a new initiative they were undertaking with the Gordon and Betty Moore Foundation to identify excellent candidates for the Goldwater scholarship from groups underrepresented in STEM. We were already establishing a framework in research that included appointment of a new Research and Scholarship Coordinator in the honors college, a campus-based research showcase, and a new research partnership with an interdisciplinary bachelor’s program. Because one of the goals of these structural changes …

For Here Or To Go? (Re)Packaging The Takeaway, Randi Polk

National Collegiate Honors Council Monographs: Chapters

In this chapter, I intend to walk readers through my thought process for creating a virtual study abroad course and show how it was informed by lessons learned from the COVID-19 pandemic as well as current pedagogical trends. I will then discuss the implementation, including what worked and what did not go as planned. Finally, I will show how this course culminated in a student-led conference presentation and how this topic has shaped future thinking for Eastern Kentucky University (EKU) honors regarding global learning opportunities.

Re-Reading Local Spaces: City As Text Tm Goes Virtual, Sara E. Quay, Season Ellison, Leslie Heaphy, Amaris Ketcham, Toni Lefton, Andrew Martino

National Collegiate Honors Council Monographs: Chapters

This chapter provides honors program faculty and directors with detailed strategies for running a City as Text^TM (CAT) experience in a hybrid or virtual format. It documents specific ways the traditional CAT institute principles were adapted to a virtual space, including changes made to the institute format, destinations, collaborations, and assignments. A new emphasis on multimedia platforms, central to the virtual institute, are discussed. Finally, a summary of what the facilitators learned in the process of shifting a fundamentally in-person experience to online is shared.

Navigating Without Knowing, Elizabeth M. Hodge, Bhibha M. Das, Tim Christensen, Teal Darkenwald, Gerald Weckesser, Wayne Godwin

National Collegiate Honors Council Monographs: Chapters

This chapter examines the process and outcomes of how honors college faculty at a southeastern university shifted their introductory freshmen seminar from a traditional face-to-face format to an online one. These shifts included using technological resources, innovative pedagogy, and social media to foster a sense of community within the honors college. The chapter provides several examples grounded in Chickering and Gamson’s “seven principles of good practice,” which readers can utilize to improve teaching and learning. An overview of the course design using Canvas as the learning management system along with pedagogical examples grounded in the nationally recognized Quality Matters standards …

Behind The Scenes: Instructional Coaches’ Perceptions Of Curriculum Leadership Development, Cora C. Garner

Educational Leadership & Policy Studies Dissertations - Archive

Since the 20th century, instructional coaching has influenced curricular and pedagogical practices that impact student achievement in K-12 schools; however, the existing literature provides minimal evidence of their experiences in curriculum leadership development. To fill the research gap, this study explores instructional coaches’ perceptions of their professional learning related to curriculum development and leadership. The research questions included (1) How do ICs perceive professional learning opportunities for curriculum leadership? and (2) How do instructional coaches describe the development of their curriculum coaching knowledge and practices? Upon applying the conceptual framework, which included the Saylor et al. (1981) curriculum development model …

Association Between Workplace Training Design And Student Experience, Jonmichael M. Mcburnett

Educational Leadership & Policy Studies Dissertations - Archive

ABC (pseudonym) developed the Design Quality Checklist (DQC), so the organization could adopt a set of quality standards for workplace training courses to improve student experience of training. However, the organization cannot determine if the instructional quality criteria that comprise the DQC were developed using rigorous, evidence-based methods for instrument construction unless there is some alignment between the DQC tool and the student experience ratings of workplace training. This study aims to examine the relationship between student experience outcomes in professional development training courses and the DQC instrument used to evaluate them, as to validate the usefulness of the DQC …

Educator Preparation Assessment: An Alignment Of The Gapsc Standards And Intasc Standards, Jessica Vanvalkenburgh, Aaron R. Gierhart, Thomas Dailey, Jennifer Vanslander

Faculty Bibliography

To create the crosswalk between the InTASC and Georgia performance standards, each faculty member used a spreadsheet with rows containing 174 InTASC indicators and columns containing all 75 CAPS indicators. Faculty members worked independently without consulting each other to consider the 15,640 points of alignment between both sets of standards and their indicators. After a complete review, the group met as a whole to discuss the alignment, eventually agreeing on 674 points of alignment between the two sets of standards and their indicator. Additionally, the team found 10,455 points of alignment with the MAP assessment and 3,145 points of alignment …

Smart Learning Development Model Of Indonesian Higher Education, Jajat Sudrajat, Widodo Samyono

Mathematics & Statistics Faculty Publications

This research aims to provide input to the Entrepreneurship Study Program to improve the learning process in the context of accelerating National Entrepreneurship so that it can be implemented in 59 Entrepreneurship Study Programs that are members of the apski.net, as a follow-up to the Focus Group Discussion with members of APSKI and KEMENKOPEKM. The research method used in this study is the Research and Development (R&D) method through a case study of the intelligent learning process in the Entrepreneurship Study Program, Bina Nusantara University (Binus). The result of this research is that the Entrepreneurship Study Program can brand entrepreneurship …

A Scaffolded Corequisite Curriculum For College Algebra Students: Effects On Achievement And Motivation, Patrick R. Sandefur

Graduate Thesis and Dissertation 2023-2024

This study chronicles the implementation of a scaffolded corequisite College Algebra curriculum at a Southeast community college and the corresponding effects on student motivation and achievement. The scaffolded curriculum incorporates academic-related skills, academic support, and student motivation to promote success in the gateway college math course. The corequisite model allows students to bypass a prerequisite course and enroll directly in the college-level coursework, with remedial content from the prerequisite course delivered concurrently through supplemental learning sessions or labs. In fall 2023, data were collected from five College Algebra courses, including student demographic data, from two evaluative instruments administered at the …

34. "Language Weaves Its Tapestry": Crafting Found Poetry Using Ai Tools, Ruth Li

Teaching and Generative AI: Pedagogical Possibilities and Productive Tensions

In this chapter, I offer a pedagogical approach to teaching creative writing in the era of Al technologies. I share an activity that engages students in crafting found poetry using Al tools such as ChatGPT. Found poems are collage-like assemblages drawn from other sources such as newspaper or magazine articles. By immersing students in crafting found poems using Al, I inspire creative experimentation with Al-generated texts. Even as writing processes become automated and writing styles standardized, I posit that this found poem activity nurtures students' careful attunement to the materiality of language, to its shape and texture as words unfold …

Contributors, Beth Buyserie, Travis N. Thurston

Teaching and Generative AI: Pedagogical Possibilities and Productive Tensions

No abstract provided.

17. Epistemological Clash: Ai And Ways Of Knowing, Emma Mecham

Teaching and Generative AI: Pedagogical Possibilities and Productive Tensions

AI highlights important epistemological debates, particularly for Indigenous communities

Introduction, Beth Buyserie, Travis N. Thurston

Teaching and Generative AI: Pedagogical Possibilities and Productive Tensions

With the rapid development of generative Al, teachers are experiencing a new pedagogical challenge, one that promises to forever change the way we approach teaching and learning. As a response to this unprecedented teaching context, this collection-Teaching and Generative Al: Pedagogical Possibilities and Productive Tensions-provides interdisciplinary teachers, librarians, and instructional designers with practical and thoughtful pedagogical resources for navigating the possibilities and challenges of teaching in an Al era. Because our goal with this edited collection is to present nuanced discussions of Al technologies across disciplines, the chapters collectively acknowledge or explore both possibilities and tensions-including the strengths, …

35. Using Generative Ai To Perform Stacked Evaluations Of Educational Documents: Provoking Students To Think On Successively Higher Levels, Susan Codone

Teaching and Generative AI: Pedagogical Possibilities and Productive Tensions

This chapter describes the use of ChatGPT in a graduate class assignment and explores how Al can scaffold student work to promote successively higher levels of thinking. The assignment asked students to compose a "stacked evaluation" of school district technology plans, which included a rubric generated by ChatGPT, evaluation data generated by ChatGPT using the rubric criteria, and the students' evaluation of both the technology plan and of the ChatGPT evaluation. Student deliverables were more thorough than in previous semesters and included clear demarcation of Al-generated text and original writing. Because students asked ChatGPT to act in the persona of …

26. Working Alongside, Not Against, Ai Writing Tools In The Composition Classroom: A Dialectical Retrospective, Daniel Frank, Jennifer K. Johnson

Teaching and Generative AI: Pedagogical Possibilities and Productive Tensions

This article presents a dialectical retrospective on thoughtfully integrating Generate AI tools such as ChatGPT into composition classrooms. Drawing on their experiences and research, the authors outline key principles for using AI as a supplemental aid rather than a replacement for student writing, promoting academic integrity, and fostering critical perspectives on the technology's capabilities and limitations. They share experimental classroom activities and assignments that engage students in hands-on exploration and reflection on their AI-assisted writing processes. Student responses reveal nuanced engagement with the tools to support rather than shortcut learning. The authors argue that attempting to simply prohibit AI use …

6. More Is Less?: Using Generative Ai For Idea Generation And Diversification In Early Writing Processes, Franziska Tsufim, Lainie Pomerleau

Teaching and Generative AI: Pedagogical Possibilities and Productive Tensions

As writing teachers, we are strong proponents of process writing. At the same time, we are aware that early process work, especially in a group setting, can be time consuming and anxiety-inducing. Students may also self-censor when sharing work with peers especially if they are not confident in their ideas. Drawing on the process of nominal, electronic brainstorming, we created two different prompts that allowed students to incorporate generative Al into their idea generation process. This first activity improves the efficiency of individual idea generation, while the second exercise helps increase student confidence in their ideas in collaborative brainstorming situations. …

19. Wrestling With A.I., Catherine J. Denial

Teaching and Generative AI: Pedagogical Possibilities and Productive Tensions

Generative AI has been sold to us at speed, promising quick resolutions to writing problems for students and demanding nimble responses from faculty. This essay suggests that instead of surrendering to a manufactured sense of urgency we take the time to fully grapple with the meaning of generative AI, and to respond to its challenges. By thinking through the ethical dimensions of AI in the classroom, and by gradually changing our assessment practices, we place humans back at the center of our common educational experiences.

14. Indigenous Futures In Generative Artificial Intelligence: The Paradox Of Participation, Rogelio E. Cardona-Rivera, J. Kaleo Alladin, Breanne K. Litts, Melissa Tehee

Teaching and Generative AI: Pedagogical Possibilities and Productive Tensions

As we work toward expanding and diversifying accurate representations of Indigenous peoples in classrooms, we must also consider the role of Native people in the construction of these technologies. Indigenous communities face the following paradox in the Generative Al space: in wanting to be represented by the Generative Al by sharing data representations their ways of knowing and being, they lose the agency to exert their rhetorical, technological, and data sovereignty over whatever is shared into the Generative Al system. Alternatively, not participating in the Generative Al space continues to perpetuate Western-centric biases and systemic racism built into the existing …

A Chat Analysis Of The Use Of Educational Video Games To Teach Physical Science To Middle School Girls, Stephen G. Petit

Graduate Thesis and Dissertation 2023-2024

As students transition into middle school science courses, their interest and engagement in the subject declines. This decline is most significant among girls, particularly for topics in physical science. While several factors have been identified that contribute to the decline, one area that is emerging as a new way to help improve girls' view of science is the use of educational video games to improve engagement and interest in science content, particularly as video games have been steadily rising in popularity with girls. This study used Cultural Historical Activity Theory to understand how middle school girls engage with an educational …

Sixth Grade Music Ensemble Exploratories: Promoting Accessibility In Music Education, Michaela Marie Chybowski

Graduate Theses/Dissertations

School music ensemble participation has many benefits for students, including social well-being and improving academic performance; however, a variety of barriers, such as fear or lack of interest prevent many students from participating. To improve recruitment in music ensemble classes, Pittsburg Community Middle School created an exploratory class schedule that commenced with the 2022-2023 school year during which almost all sixth-grade students enrolled in three-week rotations of band, choir, and orchestra with the option to choose one option for the rest of the school year. This action research examined this new curriculum and the self-motivations of students who enrolled in …

Table Of Contents, Beth Buyserie, Travis N. Thurston

Teaching and Generative AI: Pedagogical Possibilities and Productive Tensions

No abstract provided.

31. Collaborative Writing And Ai: A Research Assignment For An Undergraduate Professional Communication Course, Beth Buyserie

Teaching and Generative AI: Pedagogical Possibilities and Productive Tensions

This chapter contextualizes and describes a collaborative Al research assignment for an in-person 2000-level Professional Communication general education course. This "Collaborative Writing and Al" assignment asks teams of students to 1) conduct their own secondary research on a specific topic connected to Al, 2) conduct primary research using Al itself, and 3) make recommendations to their peers and future colleagues in the profession or community on how to navigate and respond to a range of interdisciplinary conversations and perspectives on the technology. Within this chapter, the author provides a rationale for the assignment, includes suggestions for background readings included in …

30. Revising Llm Text To (Re)Discover Rhetoric In A Graduate Seminar, Clancy Ratliff

Teaching and Generative AI: Pedagogical Possibilities and Productive Tensions

In this essay, I share an assignment that asks students to engage in rhetorical revision of LLM text using a changelog table as a tool to document the revision. To demonstrate to the students what I was asking them to do, I did the assignment myself, and my example is included in this chapter as well. I argue that the style of generated text from LLMs calls for increased resistance to the norms and conventions of school writing and an embrace of writing that's more rhetorical: a bit more personal, risky, rule-breaking, creative, and experimental, intentionally centering purpose and audience. …

27. Pushing Past The First Draft: Exercises In Revision, Jacob Taylor

Teaching and Generative AI: Pedagogical Possibilities and Productive Tensions

This essay provides a series of global and local revision exercises for writing students to use while developing their revision processes. These revision exercises offer physical and digital possibilities, including opportunities to use Al learning models. Each of the included exercises can be done with or without the use of Al to accommodate individual preferences. The provided global revision strategies promote major structural and/or thematic revisions while requiring writing students to take risks. The local revision exercises help writing students tighten up sentences and improve minor stylistic elements while remaining focused on patterns they can begin to identify in future …

24. Revisioning A Bibliography Assignment To Center Discovery And Critical Source Engagement, Lillian Campbell, Jenna Green, Nicole Bungert

Teaching and Generative AI: Pedagogical Possibilities and Productive Tensions

This chapter shares context, assignment details, and impact of revisions of a research journal assignment in our first-year writing program at a mid-sized private university in the Midwest. With the rise of access to large language processing models like ChatGPT in Spring 2023, we reviewed our curriculum to consider what assignments might be most vulnerable to Al-generated writing. Our bibliography assignment was an obvious contender, since it focused on summary of individual sources. Thus, we worked with our research librarian liaison to reimagine this assignment, guided by a conversation about learning goals. After reviewing relevant scholarship on source use and …

Teaching And Generative Ai: Pedagogical Possibilities And Productive Tensions, Beth Buyserie, Travis N. Thurston, Adena Rivera-Dundas, Ali Söken, Belinda 'Ofakihevahanoa Fotu, Breanne K. Litts, Catherine J. Denial, Chris Mayer, Clancy Ratliff, Cora Alward, Daniel Frank, Daniel Hutchinson, Dory Rosenberg, Emma Mecham, Erin Jensen, Franziska Tsufim, Ha Nguyen, J. Kaleo Alladin, Jacob Morris, Jacob Taylor, Jenna Green, Jennifer Grewe, Jennifer K. Johnson, John Paul Tassoni, Josh Vogeler, Julia M. Gossard, Kolby Sanders, Kysa Nygreen, Lainie Pomerleau, Laura Dumin, Lillian Campbell, Lydia Peach, Lydia Wilkes, Maha Bali, Marc Watkins, Mary Lourdes Silva, Megan Hamilton, Melissa Tehee, Michael A. Christiansen, Mudasir Mustafa, Nicole Bungert, Parker Routt, Reba Wissner, Reed Hepler, Ritamarie Hensley, Rogelio E. Cardona-Rivera, Rosa Thornley, Ruth Li, Samantha K. Yoder, Susan Codone, Veronica Pulley, Walker P. Smith, Tazin Daniels

Teaching and Generative AI: Pedagogical Possibilities and Productive Tensions

With the rapid development of generative AI, teachers are experiencing a new pedagogical challenge, one that promises to forever change the way we approach teaching and learning. As a response to this unprecedented teaching context, this collection—Teaching and Generative AI: Pedagogical Possibilities and Productive Tensions—provides interdisciplinary teachers, librarians, and instructional designers with practical and thoughtful pedagogical resources for navigating the possibilities and challenges of teaching in an AI era. Because our goal with this edited collection is to present nuanced discussions of AI technologies across disciplines, the chapters collectively acknowledge or explore both possibilities and tensions—including the strengths, …

22. Examining Ways Of Using Ai To Better Support Teaching Faculty, Mitigate Burnout, And Increase Teaching Creativity, Jennifer Grewe

Teaching and Generative AI: Pedagogical Possibilities and Productive Tensions

Faculty burnout is a concern within academics particularly for the most student-centered teaching faculty. In attempts to support students, faculty can sometimes do so at the expense of their own time and energy that over time can become overwhelming. There exist many concerns within academia on the use of Al and yet this is a tool that could be helpful to teaching loads if utilized properly. This chapter explores ways in which Al might help alleviate some of the workload that teaching faculty experience, which is a start to addressing burnout issues. Ideas are shared in this chapter surrounding Al's …

21. My Summer With Chatgpt, Mary Lourdes Silva

Teaching and Generative AI: Pedagogical Possibilities and Productive Tensions

Out of necessity, I first used ChatGPT to process mentally and emotionally two major injuries. Trapped at home for the entire summer, I learned to write with ChatGPT to complete a large-scale research project. The anthropomorphizing experience left me feeling less alone. For nearly a year, news about Al-generated writing software sparked nationwide concern about the future of traditional essays. As an early adopter of most digital technologies and the type of person who welcomes chaos, I chose to learn everything | could about ChatGPT, which meant I needed to learn how to "cheat" with ChatGPT. Inspired by similar assignments …

20. Fit To Resist In Post-Product Space: Underserved Student Populations And Generative Ai's Writing Norms, John Paul Tassoni

Teaching and Generative AI: Pedagogical Possibilities and Productive Tensions

This essay describes ways the specter of Al altered interactions with students in a first-year composition course and how the response speaks to the broader impact of generative Al on underserved populations-especially in the sense that large language models and writing instruction can both affirm center/dominant discourses, values, and practices. The essay argues that the emergence of Al should shift writing instruction for "at-risk" and other marginalized student populations into post-product space. In such space, course work emphasizes students' negotiations with the expectations of higher education's hidden curriculum alongside the finished products that Al can now always already provide.

9. Uses, Benefits, And Limitations Of Ai Chatbots: Implementing Chatgpt In The First-Year Writing Classroom, Walker Smith, Cora Alward, Jacob Morris, Lydia Peach, Veronica Pulley, Parker Routt, Kolby Sanders, Josh Vogeler

Teaching and Generative AI: Pedagogical Possibilities and Productive Tensions

This essay shares the findings of a Spring 2023 honors composition course in which students conducted their own primary research project to investigate the uses and limitations of ChatGPT for first-year writers. By experimenting with integrating ChatGPT into various stages of their writing and revision processes, the students identified the strengths and weaknesses of the writing tool. Then, they observed and interviewed faculty as they graded different versions of essay drafts with varying levels of ChatGPT assistance. Ultimately, they found that ChatGPT was incredibly useful for certain small-scale tasks, but posed significant risks, especially for students with less experience in …