Digital Commons Network^™

2. Some Ethical Considerations For Teaching And Generative Ai In Higher Education, Lydia Wilkes

Teaching and Generative AI: Pedagogical Possibilities and Productive Tensions

The chapter discusses some ethical considerations for teaching and generative Al in higher education with a focus on large language models like ChatGPT. These considerations include generative Al's effects on the environment and labor, its reliance on data and tendency to violate privacy, the biases encoded in it, and the digital divide. As more sophisticated generative Al is integrated into word processors, these ethical concerns will become more difficult to perceive and the ethics of using Al more difficult to parse. This chapter concludes with a note on power and justice.

Part I: Section 1: Framing Concepts, Beth Buyserie, Travis N. Thurston

Teaching and Generative AI: Pedagogical Possibilities and Productive Tensions

No abstract provided.

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, …

Land Acknowledgement/Foreword, Tazin Daniels

Teaching and Generative AI: Pedagogical Possibilities and Productive Tensions

In the rapidly evolving landscape of higher education, the emergence of Generative Artificial Intelligence (Al) stands as a beacon of both innovation and introspection, heralding a new era in teaching and learning. This book serves as a guide for college instructors who find themselves at the cusp of this technological revolution-those who are intrigued yet perhaps apprehensive, eager to explore yet unsure where to begin. As we begin this journey, it is vital to acknowledge the spectrum of emotions that accompany its integration into academia: from excitement and curiosity to caution and concern. Recognizing and normalizing these feelings is the …

13. Rude Reflections: Current Ai Acts As A Mirror Of Our Flawed Society, Belinda 'Ofakihevahanoa Fotu

Teaching and Generative AI: Pedagogical Possibilities and Productive Tensions

In face-to-face classrooms, culturally and critically conscious teachers fight to mediate skills, content, and students' backgrounds all within the bounds of a systematically flawed educational institution. For now, AIs that aid in writing bypass that kind of meaningful work as AIs reflect the corpus of published literature that overwhelmingly reflects historically problematic hierarchical biases.

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 …

23. Cake-Making Analogy For Setting Generative Ai Guidelines/Ethics, Maha Bali

Teaching and Generative AI: Pedagogical Possibilities and Productive Tensions

This is a lesson plan that offers metaphor as an innovative approach to teaching about the ethical use of generative Al. The cake-making analogy equates different ways of acquiring a cake (baking from scratch, using a readymade mix from a box, buying from a bakery or buying preserved cake from a supermarket) with varying degrees of reliance on Al as a shortcut for tasks or assignments. The lesson invites participants (who may be students or teachers) to critically consider the implications of each mode, examining factors such as quality, time, cost, and personal investment. This analogy is then applied to …

7. Automated Aid Or Offloading Close Reading? Student Perspectives Of Ai Reading Assistants, Marc Watkins

Teaching and Generative AI: Pedagogical Possibilities and Productive Tensions

Generative Al technologies offer new opportunities for enhancing student learning that go beyond chatbot interfaces like ChatGPT. This chapter presents reflections from a small study about the possible benefits and challenges posed by integrating Al-powered reading assistants in first-year writing courses. Careful integration of these tools suggests potential benefits that do not simply generate text on students' behalf. For example, reading assistants like Explainpaper and SciSpace are powered by large language models like OpenAl's GPT and can help students augment reading. This application of generative technology could aid non-native speakers, students with disabilities, and those struggling with reading comprehension. However, …

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. …

Aspen Forest Condition Assessment And Restoration Guidance, Paul C. Rogers

Aspen Bibliography

This preliminary report is the first installment of an ongoing aspen assessment at Bryce Canyon National Park (BCNP). Over a 1.5-year period beginning in 2021, I assembled available BCNP and conducted a preliminary field survey to gain a better understanding of the quaking aspen (Populus tremuloides) resource within the Park. Findings suggest a long history of vegetation mapping with mixed results in terms of highlighting aspen presence a notable species of overall low coverage as well as aspen importance, at BCNP. In brief, though this species has limited presence, it is of high biodiversity conservation value. According to …

A Failure Or Success?: A Qualitative Analysis Of Post-Disaster Relocation Among Survivors Of 2010 Floods In Pakistan, Muhammad Siddique Akbar, Saeed Ahmad, Muhammad Rizwan Safdar, Farhan Navid Yousaf

Sociology and Anthropology Student Research

In Pakistan, the enormous 2010 floods inflicted unprecedented destruction to 0.5 million houses in South Punjab. This study was conducted in Muzaffargarh, a district of the Punjab province of Pakistan, one of the worst affected areas during the 2010 floods. As an adaptation and disaster risk reduction measure, an International NGO in collaboration with the Government of the Punjab province constructed 1274 houses for flood-affected communities. The houses were allocated through a lottery method. Initially, the allottees moved to the new settlements for the sake of possession. However, over time, it was observed that many flood-affected individuals sold out or …

Rethinking Behavior - Winter 2024, Midwest Symposium For Leadership In Behavior Disorders

ReThinking Behavior Magazine

A magazine for professionals serving children and youth with behavioral needs.

Winter 2024, Volume 7, Issue 2

Utah Growing Water Smart: The Water-Land Use Integration Guidebook For Southwestern Utah, Kelly Kopp, Joanna Endter-Wada

Utah Growing Water Smart

The Utah Growing Water Smart workshops bring together teams of key community staff and water and land use planning decision makers to help build a more resilient and sustainable water future. The workshops use a range of public engagement, planning, communication, and policy implementation tools to help community teams realize their water efficiency, smart growth, watershed health, and water resiliency goals.

This 3^rd edition of the Utah Growing Water Smart curriculum guidebook was prepared for the workshop focused on the Washington County Water Conservancy District service area and held on the campus of Southern Utah University in Cedar City, …

Cover, Editorial Staff, Journal Information

Human–Wildlife Interactions

This includes the cover, editorial staff, and journal information.

Quantifying Wild Pig Disturbance In Pastures And Wetlands Using Unmanned Aerial Vehicle-Derived Imagery, Wesley M. Anderson, Bethany Wight, Raoul K. Boughton

Human–Wildlife Interactions

The use of unmanned aerial vehicles (UAVs) for agricultural and environmental research has increased markedly in recent years, and a key application has been to conduct damage assessments. Invasive wild pigs (Sus scrofa) cause both agricultural and environmental damage, and past studies have utilized UAVs to quantify this damage. Each methodology has advantages, but they also have drawbacks such as high rates of damage omission or reliance upon a near-infrared camera, which may be prohibitively expensive for some land managers and scientists. Our objective was to develop a methodology that could be easily implemented to conduct wild pig …

Coexistence Conservation: Time To Change The Paradigm, Jorge Tobajas

Human–Wildlife Interactions

This letter to the editor recommends that coexistence conservation should be recognized as a new discipline within conservation biology with vast potential for the future of biodiversity conservation. The term “coexistence conservation” must be broadened to accommodate different techniques and their development, regardless of the context of invasive species.

Impacts Of Wildlife–Vehicle Collisions Create Cascade Effects, S. Nicole Frey

Human–Wildlife Interactions

This is the letter from the editor-in-chief of Volume 18, Issue 2.

Spatial Predictors Of Human–Black Bear Interactions In Nova Scotia, Canada, Jason I. Airst, Tricia B. Fleming

Human–Wildlife Interactions

The increased global frequency of human–wildlife conflict with large, wild carnivores and omnivores negatively impacts human, wildlife, and ecosystem health. The goal of this study was to determine what landscape characteristics best predicted where human–black bear (Ursus americanus) interactions occurred in Nova Scotia, Canada, to support management efforts. We compared the location of 3,278 human–bear conflict reports and 867 non-conflict reports collected between 2017 and 2021 to 12,000 randomly generated locations. Data were analyzed using logistic additive mixed models. We found that interactions (conflict and non-conflict reports) occurred near roads and farther from forests and surface water features. …

New Associate Editors, S. Nicole Frey

Human–Wildlife Interactions

New associate editors include Neil Jordan and Allen Rutberg.

Subscribe To Human–Wildlife Interactions

Human–Wildlife Interactions

Join the email list to receive notifications of newly published issues, monographs, calls for special topic papers, and more.

Open Access Is Only The Beginning: Extending The Readership Of Human–Wildlife Interactions Research Through Inclusive Communication Design, Rosanna M. Vail

Human–Wildlife Interactions

Readers must be able to access, understand, and engage with published work, especially in an area like human–wildlife interactions, where viral coverage of altercations with wildlife sparks widespread interest in species or management issues. What should authors be doing to make their writing more inclusive and effective for as many readers as possible? In this article, the managing editor of Human-Wildlife Interactions integrates updated guidelines from the Council of Science Editors with communication frameworks to prioritize a reader-focused approach that extends the reach of article publication.

Forthcoming Hwi Monographs

Human–Wildlife Interactions

The HWI Monograph Series is publishing open access monographs on free-ranging domestic cats and coyotes.

Waterbird-Perceived Damage, Control Measures, And Economic Implications For Rice Production In The Brazilian Cerrado, Demetrio Luis Guadagnin, Alexandre Afonso Meyer, João Augusto Rossi Borges, Fernanda Maia Justo

Human–Wildlife Interactions

Waterbirds have the potential to inflict economic damage to crops. However, is rice (Oryza sativa) production in the Brazilian Cerrado significantly affected by waterbirds? This study aimed to assess the extent of waterbird damage on irrigated rice production in Central Brazil. We conducted surveys of waterbird populations in rice agroecosystem habitats throughout the cultivation cycle and analyzed the expenses associated with waterbird-induced yield losses and the control measures employed by farmers. The 2 most prevalent waterbird species observed were Dendrocygna viduatta and D. autumnalis, comprising 68.6% of all recorded waterbirds. These species were more frequently encountered and …

General Catalog 2024-2025, Utah State University

University Catalogs

This catalog contains information on the Academic Departments and Programs as well as Course Descriptions for the above school year at Utah State University.

Is Mitigation Translocation An Effective Method For Reducing Laysan Albatross–Military Aircraft Collisions?, Brian E. Washburn, Katherine D. Rubiano, William P. Bukoski

Human–Wildlife Interactions

Wildlife–aircraft collisions (wildlife strikes) pose a serious risk to civil and military aircraft. Each year, Laysan albatrosses (Phoebastria immutabilis) attempt to establish a breeding colony on the airfield at the U.S. Navy’s Pacific Missile Range Facility (PMRF) located on the island of Kaua‘i, Hawai‘i, USA, resulting in a hazard to safe military aircraft operations at this facility. A long-term management program, with an emphasis on mitigation translocation (e.g., live-capture and translocation away from the area) of problematic individuals, has been conducted by the U.S. Department of Agriculture, Wildlife Services. However, the efficacy of mitigation translocation as a nonlethal …

Efficacy Of A Laser As A Starling Deterrent And Its Effect On Lactating Dairy Cow Behavior, Callan A. Lichtenwalter, Marcos Marcondes, Kyle R. Taylor, Craig Mcconnel, Amber Adams Progar

Human–Wildlife Interactions

European starlings (Sturnus vulgaris) cause damage (including structural damage) on dairies, eat cattle feed, and can potentially spread disease through their fecal matter. Deterring starlings from dairies without affecting cow (Bos taurus) welfare is vital, and lasers have been effective starling deterrence tools in urban roosts and in some crops. To evaluate if the use of lasers on dairies would affect starling use of freestall barns as night roosts, or lactating cow behavior, 1 laser was installed in each of the 2 freestall barns at the Knott Dairy Center at Washington State University, Pullman, Washington, USA. …

Snake Translocation Policies And Practices Within The United States, Robin E. Bedard, Megan Rottenborn, Emily Taylor

Human–Wildlife Interactions

Human–wildlife conflict with nuisance snakes (Serpentes) is rapidly increasing with human population growth and development rates. Translocation of nuisance snakes has become a widespread practice, aided by social media pages connecting people to volunteer and for-profit snake translocators. However, translocators often struggle to find information and resources from wildlife agencies about the policies required, and some may unintentionally use translocation procedures that disregard the health and survival of the snakes. The goals of this study were to (1) obtain data on policies, permitting, and training required for translocating nuisance snakes in each U.S. state that has snakes and (2) compare …

28. Creating Constitutions With Chatgpt, Julia M. Gossard

Teaching and Generative AI: Pedagogical Possibilities and Productive Tensions

This chapter explores how students used ChatGPT to construct constitutions in a course on the history of the Age of Revolutions. Student responses, the product, and instructor implications and critiques are included.

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.