Education Commons^™

Are State Comprehensive Institutions Prepared For Ai? Not Yet., Brent J. Goertzen, Brett L. Whitaker, Donnette J. Noble, Justin Greenleaf, Ryan D. Olsen

Teacher-Scholar: The Journal of the State Comprehensive University

The rise of artificial intelligence (AI) has profound implications for higher education and teaching and learning. The present study, conducted at a state, comprehensive university (SCU) is the US Midwest, evaluated how effective faculty in a leadership focused program are at differentiating between human or AI-generated content. Participants reviewed 12 “student assignments” representing short answer essays, and completed the following tasks: 1) evaluated the assignment on three dimensions of the grading rubric; 2) assigned a percent grade; 3) indicated whether it was human or AI-generated; and 4) provided a rationale for their selection.

Evolving technologies like ChatGPT and other LLMS …

A Listening Pedagogy: Insights Of Pre-Service Elementary Teachers In Multi-Cultural Classrooms, Karen Paciotti, Margaret Bolick

Academic Leadership: The Online Journal

Although Texas schools are under the pedagogical constraints of both the Texas Assessment of Knowledge Skills (TAKS) and the national No Child Left Behind Act of 2001, it is morally incumbent upon Texas legislators and educators to listen to students’ voices to engage them with the “teaching and learning” technical core of schools (Hoy & Miskel, 2000, p. 75). Ironically, while Texas teacher certification standards mandate student-centered pedagogical practices, the current state and national pressure of a high-stakes accountability climate often lead to a teacher-centered pedagogy in which student voices are routinely excluded from the classroom (Kordalewski, 1999). This atmosphere …

How Do You Go From ‘Good’ To ‘Outstanding’?, Rima Aboudan

Academic Leadership: The Online Journal

Many college educators receive a rating of ‘good’ on their teaching delivery. Following teaching evaluations, usually, raters highlight some clear areas for improvement in their rating reports. The challenge for the educator is to characterize what needs to be done and work on the pedagogy advice to gain an ‘outstanding’ rating in the final verdict of the college rating – satisfy those criteria they say, and outstanding you will be. But how? That is the question.

Rethinking Education From First Principles, Carolyn Osborne

Academic Leadership: The Online Journal

The resulting project was “What Difference Does Instruction Make?” I asked students to collect data on their students, record the nature of instruction given, and then collect data following the instruction. They were to analyze the differences between the pre- and post-instruction data. The project was made flexible to accommodate the variety of field placements they could experience, so they could do their project on a single student, on a small group, or on the whole class. The instruction in the project could be on any topic and did not have to be taught by the student him or herself; …