This semester the Jackson Center for Teaching and Learning provided a workshop on crafting an AI course policy. This post provides some key takeaways from the workshop.
AI Tools Have Pros and Cons
AI tools, just like any tools, have specific capabilities and limitations. Some AI tools are able to generate executable code as well as meaningful text, images, music, and video. Different AI tools have different capabilities in these areas.
AI tools also have limitations. Many of them:
- Do not evaluate the quality of the data they were trained on
- Sound authoritative even when they present incorrect information
- Makeup sources when complying with requests
- Do not correct for biases in their data
When instructors ask students to use AI tools, it can be helpful to present both the capabilities and the limitations of the tools. Students have different levels of experience using AI tools. Students also have different levels of understanding of how these tools work and what their capabilities and limitations are. Providing a brief overview of AI tools in class helps ensure that all students become knowledgeable about how to effectively use these tools.
AI-Use in Courses
Effective use of AI to support learning will look different in different courses. It’s important to consider the desired course learning outcomes when determining whether AI tools can be used effectively to support student learning in a specific course. For example, some courses may require students to build foundational knowledge. Overuse of AI tools in these courses could make it more difficult for students to build this foundation. Other courses may require students to perform certain tasks quickly. If AI tools can help students create higher quality outputs, more efficiently, using AI tools to their full extent may support student learning in these courses.
When instructors decide what level of AI use to allow or encourage in their courses, they should consider four levels of AI use:
- No AI-use: In these courses, the instructor has determined that using AI tools will make it more difficult for students to achieve the course learning outcomes, so AI-use is not allowed.
- Use AI only as directed: In these courses, the instructor determines when and how AI tools can support students in achieving the course learning outcomes. The instructor indicates throughout the course when students should and should not use AI tools and explains how the tools should be used.
- Use AI with no restrictions when directed: In these courses, the instructor determines when AI tools can support students in achieving the course learning outcomes. The instructor indicates throughout the course when students can use AI tools, and students are able to use AI tools however they would like to complete the AI-use permitted learning activities.
- No restrictions on AI-use: In these courses, the instructor has determined that students can use AI tools however and whenever they would like. The students determine when using AI tools will help them achieve the course learning outcomes and how to use the tools.
These categories of AI use are not comprehensive, and instructors may find that a different strategy for AI use is most effective for the courses they teach.
Disclosing AI-Use
When students are allowed or encouraged to use AI tools as part of a learning activity, it is recommended that they document their AI-use. This can be done using citations for written work according to a discipline’s style guide. This can also be done by asking students to provide a brief description of how they used AI tools when completing a specific learning activity. It can also be useful to ask students to reflect on their experience using AI tools. For examples of how some instructors have asked students to disclose their AI-use, see Lance Eaton’s collection of Syllabi Policies for AI Generative Tools, which he collected from faculty willing to share their AI syllabus policies.
Michigan Tech Resources
The Michigan Tech AI Working Group has provided AI Resources for Faculty and Staff. These resources include Policy Guidance, Syllabus Guidance, and Pedagogical Tools and Educator Resources. These resources can be a starting point for you as you consider how to communicate your AI policy to your students.
If you would like to request an additional session of the Crafting Your AI Course Policy workshop, email Catharine Gruver at cgruver@mtu.edu.
Are you interested in creating an online course? Do you have colleagues who enjoy teaching online, but you’re not sure how to get started? Below are some tips for developing an online course. (If you are already teaching online, consider joining our Fall 2024 book club where we’ll read Flower Darby’s Small Teaching Online.)
Develop a Vision for Your Course
When you begin developing an online course, start by thinking about what you want to teach students and why an online course would be a good way to teach what you want to teach.
Many times, online courses are developed as an additional section of an in-person course that is already being taught at the university. In these cases, the purpose for teaching the course and the learning outcomes that you want students to achieve by taking the course may already be clear.
Sometimes, an online course is developed to meet a specific need before a similar in-person course has been developed. For example, your department may be launching a new online program, and a new course needs to be developed to support students in achieving the program learning outcomes. In these cases, it’s important to clarify how the course will fit into the program and what learning outcomes students should achieve by taking the course.
Determine How to Assess Student Achievement
After you have decided on the purpose for your course and what students should learn from taking the course, it’s important to think about how you will assess student achievement using assessments that have been tailored for an online environment. In addition to or instead of multiple choice tests and writing assignments, authentic assessments can be useful for assessing student achievement in online courses. Authentic assessments “are tightly aligned with the learning objectives of a course or learning experience and have learners working on ‘real world’ problems” (Niemer, 2024). These types of assessments can be more engaging for learners and can better prepare them to use what they are learning in a course in their professional and personal lives.
For more information about authentic assessments, see Rachel Neimer’s (2024) discussion of Creating Authentic Assessments.
For more information about assessing students in online courses, see Creating and Adapting Assignments for Online Courses.
Collaborate with Instructional Designers
Once you have a vision for your course and ideas about how you would like to assess student achievement, consider working with an instructional designer as you continue designing and organizing your online course. The instructional designers at the Jackson Center for Teaching and Learning can help you:
- Gain access to the MTU online course Canvas template
- Brainstorm effective online assessment and learning activities
- Consider how to make your course accessible to as many students as possible
- Prepare to meet the Michigan Tech online quality course standards
To contact the CTL’s Instructional Design team, email Dan Ye at dany@mtu.edu or Catharine Gruver at cgruver@mtu.edu.
References
Niemer, R. (2024, January, 15). Creating authentic assessments. M Online Teaching. https://onlineteaching.umich.edu/articles/creating-authentic-assessments/
The Ohio State University Teaching and Learning Resource Center. (n.d.). Creating and adapting assignments for online courses. https://teaching.resources.osu.edu/teaching-topics/creating-adapting-assignments
Are you ready for Fall semester? A new school year brings students back to campus and the chance to review and refresh our courses. Consider taking this opportunity to refresh your course syllabus.
Tone
Take a moment to read over the first paragraph of your syllabus. What is the tone? Does it sound like you are encouraging your students and looking forward to the course? According to Zakrajsek and Nilson (2023), “studies show that students prefer a learning-focused syllabus that states strong student learning outcomes and [has] a positive, motivating-tone over a traditional content- and policy-focused syllabus (p. 66). There is no need to reduce course rigor to create a warmer or more positive syllabus. Instead, focus on introducing course requirements using positive and supportive language.
The President and Fellows of Harvard College (2023) share several suggestions for creating a syllabus with a positive tone. These include:
- Using friendly language
- Providing a rationale for assignments
- Sharing a little bit about who you are
- Showing your enthusiasm
- Expressing compassion
For more information about each of these, take a look at the full article Syllabus Language Sets the Tone for Your Course.
What to Include
There are a variety of opinions about what to include in a syllabus and how long it should be. However, Michigan Tech’s Senate Policy 312.1 provides a list of content required in MTU course syllabi. This list includes:
- Instructor information
- Course information
- Grading information
- A schedule of course assignments
- References to three university policies
- Academic integrity
- Disability
- Equal opportunity
- Course policies
To help you create a syllabus that includes this required content, the Jackson Center for Teaching and Learning provides a syllabus template that you can use as a starting point for your own syllabus.
Taking time now to review and revise your syllabus can help you set your students up for success by effectively providing them with important information and motivating them to actively engage in your course.
Resources
For additional information about what to include in a syllabus and how to do so, consider reviewing:
- Kevin Gannon’s advice guide on How to Create a Syllabus
- Maryellen Weimer’s collection of A Potpourri of Syllabus Ideas (Courtesy of Our Readers)
If you have questions about creating or refreshing your syllabus, contact a member of the Jackson Center for Teaching and Learning team at 487-3000 or ctl@mtu.edu.
References
Michigan Tech University Senate Policy 312.1 (2015). https://www.mtu.edu/senate/policies-procedures/list-policies/312.1/
The President and Fellows of Harvard College. (2023). Syllabus language sets the tone for your course. Retrieved from https://teachingandlearning.knowledgeowl.com/docs/syllabus-language-sets-the-tone-for-your-course
Zakrajsek, T. D. & Nilson, L. B. (2023). Teaching at its best: A research-based resource for college instructors (5th ed.). Jossey-Bass.
Rich Content Editor – Find and Replace
A longtime requested tool from the Canvas community is nearly here! If you’re a Canvas user and you’ve created a quiz, discussion, or assignment, you’re probably familiar with the Canvas Rich Content Editor tool. Coming next month as a Canvas update, the RCE tool will have a new plugin tool Find and Replace which will work throughout Canvas wherever the RCE can be utilized. It will be similar in functionality to Find and Replace in other applications. When it’s available, choose Tools from any RCE toolbar and enter the text you’d like to find and replace; it’s quick and simple!
Discussion Redesign
This video from Instructure will share with you the updated features to include Full and Partial Anonymity for Graded Discussions, Improved Accessibility, Split View, Reply Reporting, and Quoting and @ Mentions along with all the existing functions! Additional information is available from Canvas here! Whatever your role, this information will ensure you make the best use of the Discussion redesign; stay tuned for more information!
The Canvas Gradebook helps instructors easily view and enter grades for students. Depending on the Grade display type, grades for each assignment can be viewed as points, percentage, complete or incomplete, GPA scale, or letter grade. Only graded assignments, graded discussions, graded quizzes, and graded surveys that have been published display in the Gradebook. Not Graded assignments are not included. (Source: more Gradebook information from Canvas)
Did you know there were several options within the Canvas Gradebook to make the grading process easier and the instructor’s gradebook more organized? Utilizing the Canvas Gradebook keeps your students apprised of their academic standing in the class and keeps the course grades organized and in one place.
Organizing Gradebook columns:
From the Canvas navigation menu, choose the Gradebook. Columns can be arranged to suit instructional needs. Place the mouse cursor over a column, press the left mouse button and hold it, and move the column to the desired location.
There are additional options under the three stacked dots (More Options) on the right hand side of the column header for coursework. Using the Sort by you are able to sort scores in ascending or descending order or by submission status.
From the More Options, instructors can adjust the Grade Posting Policy for that particular assignment or quiz.
Gradebook View Options:
From the Canvas navigation menu, choose Grades and then from the upper right hand choose the Gear\View Options.
The View Options tab allows filtering and sorting of the Gradebook according to viewing options:
- Arrange By: arrange columns by default, assignment name, due date, points, or module.
- Show: show or hide the notes column, the unpublished assignments column, the split student names column, hide assignment group totals, and hide total and override columns.
- Status Color: view and change the color for a grading status (late, missing, resubmitted, dropped, and excused).
New column available in the Canvas Gradebook:
If you’ve looked at your Canvas Gradebook recently, you may have seen a new column just to the right of the student names; the new column is Major and lists the student fields of study. Please note: the column is not able to be moved or hidden and will be available for Michigan Tech courses starting Spring 2024.
If you have further questions about utilizing the Canvas Gradebook, feel free to reach out to the Jackson Center for Teaching and Learning at 487-3000 or email us at elearning@mtu.edu.
Canvas update: New Analytics replacing Course Analytics
New Analytics, the updated version of Course Analytics, will be available in this month’s Canvas release on December 16th! Are you curious about your student course engagement, coursework status, or keeping track of students who may need extra assistance (low scores or missing/late coursework) and desire the ability to reach out to them directly? New Analytics fulfills those instructional requirements by updating the New Analytics dashboard every 24 hours in published courses with Course Activity Reports taking approximately 40 hours. Special note: only active and completed student enrollments are included in data for New Analytics; deleted or inactive user enrollments do not generate data.
Use New Analytics to:
- View average course grade analytics as an interactive chart graph or a data table
- Compare the course average with an individual assignment, course section, or student filter using the chart graph comparison or data table comparison
- View average weekly online participation analytics as an interactive chart graph or a data table
- Compare the course average weekly online participation analytics with an individual student or section using the chart graph comparison or data table comparison
- Send a message to all students based on specific course grade or participation criteria
- Send a message to an individual student based on specific course grade or participation criteria
- View course grade and participation analytics for an individual student
- View and download reports on missing, late, or excused assignments, class roster, and course activity.
- View a report that displays if students have met online attendance criteria that has been selected by an admin.
Additional notes from Canvas:
- In order for New Analytics to display in Canvas, third-party cookies may need to be enabled in your browser settings.
- New Analytics data does not display for unpublished courses.
- Because mobile page view data is based on device settings and network connection, it may vary from the time the page views actually occurred. Page view data should not be used to assess academic integrity.
- Unposted assignments are not included in the New Analytics course grade tab.
If you wish to see what New Analytics will look like in a current course:
- From your left hand navigation menu choose Settings
- From the top menu choose Feature Options
- Under Features, find New Course and User Analytics and from that option on the right hand side enable the feature by selecting the red circle/x and choose Enable
A Canvas designed How-To and what it can do for instructors can be found here. The Canvas Community has a FAQ on New Analytics here and if you’re curious what other New Analytic users are saying in the Canvas Community, direct your browser to this link!
Otherwise after December 16th, choose New Analytics located in the upper righthand corner from within your course shell. If you are currently using Course Analytics and wish to preserve course data, Canvas recommends taking screenshots of the course data prior to December 16th. (It should still be there, just in a different format.)
CTL Services
Ever wonder how the Center for Teaching and Learning can support your instructional needs? We are here with support for any questions you may have about Canvas, Huskycast, Gradescope, Turnitin, Zoom, or iClicker. Already familiar with these but would like to take a deeper dive into some of these technologies or maybe you have never used these and would like to give them a try in your classroom, we would be happy to provide some one-to-one training! Feel free to drop by during our walk-in hours from 10-noon and 1-4pm Monday through Friday. We can also provide in-person consultations in classrooms for classroom teaching technologies. No time to stop by the CTL? Be sure to check out our online resources that can be found on our site in our Teaching and Learning Knowledge Base, Canvas Instructor Guides, and the Getting Started With Canvas sections.
Are you interested in taking a deeper dive into a specific instructional topic? We also have a periodical library available for checkout covering a wide range of topics! Feel free to stop in anytime and review the collection.
Points of Interest
iClicker Cloud – Reminding you that iClicker Classic is being retired at the end of 2023 and iClicker Cloud will be the only supported polling software. The student experience will not change and students can still use either physical iClicker remotes or the mobile/web app. iClicker hardware – student remotes, instructor remotes, and bases – as well as the student mobile app will continue to be supported in iClicker Cloud. Visit the Center for Teaching and Learning’s iClicker resource page to get started using iClicker and for more information on transitioning to iClicker Cloud visit iClicker’s online resource page.
iClicker Groups (Beta) – iClicker Groups is now available in Beta, a new method of engaging your students with polling: promote discussion, open new lines of communication, and encourage collaboration. Utilizing this part of the iClicker suite divides your participants in groups to work on building a consensus for your polling. You can find the instructor guide at iClicker Groups (Beta). If you have any questions or would like to know more, visit the iClicker Groups Instructor FAQ or contact us at the Center for Teaching and Learning for more information.
Feel free to contact us at 7-3000 or email us at elearning@mtu.edu.
Thursday November 2, 2023, at 3:30 PM
Attention Instructors: Let’s Talk AI in the Classroom!
Do you have insights or questions about the role of Artificial Intelligence (AI) in education? Are you curious about how your colleagues are integrating AI into their teaching? Join us for an engaging coffee chat on November 2, 2023, at 3:30 PM hosted by the Jackson Center for Teaching and Learning, the Van Pelt and Opie Library, and the Office of Academic and Community Conduct.
What We’ll Discuss
- Course Policies: Do you have an official policy on the use of AI tools in your classes?
- Student Engagement: How are you encouraging or discouraging students to utilize AI in their coursework?
- Instructor Use: How much are you using AI tools in your teaching?
- Workforce Preparedness: What skills do your students need to effectively use AI tools in their future careers?
Why You Should Attend
- Share Best Practices: Learn from your peers and share your own experiences.
- Influence Policy: Your input may help shape institutional guidelines on AI use.
- Network: Connect with other forward-thinking educators on campus.
Event Details
- Topic: Navigating the AI Landscape in Teaching and Learning
- Date: November 2, 2023
- Time: 3:30 PM
- Location: Library East Reading Room
Register, and make plans to be part of this conversation about the role of AI in education. Refreshments will be provided. We look forward to seeing you there!
Thursday November 2, 2023, 2:00pm – 3:00pm
CTL Course Design Series: #1- Learning Objectives
Join the CTL Instructional Design team for an active and hands-on workshop where we will take a deep dive into the first step in creating high quality courses: defining and developing observable and measurable learning objectives.
When you begin creating a course, you want to design with the end in mind. The best way to approach this is to start by writing observable and measurable course learning objectives. Course learning objectives are the destinations on your course map. They state where you want students to go. A learning objective is a statement that clearly and precisely describes what the learner will know and be able to DO by the end of the course, module or unit. Bring your tablet or laptop and have a course in mind you would like to start the Instructional Design process on, and let’s get to work!
Register here for part 1, the second event in the series will be held on Nov 9. Watch for details to be published Thursday, November 9, 2023
soon.
Thursday, November 9, 2023, 2:00pm – 3:00pm
Planning out your course map is a pivotal step towards success in teaching your course. It serves as the blueprint for your course design. In this workshop, we will help you plan out your course content, assessments, and learning activities using backward design so that they align with your module learning objectives. Backward design starts with the end in mind, which is a very useful model for planning out your course map.
So bring your tablet or laptop, have a course in mind that you would like to start the Instructional Design process on, and let’s get to work!
Register for this event here.
CTL Lunch and Learn – Accessible and Affordable Learning Materials
Tuesday October 10, 2023 at 12:00pm – 1:00pm
Are you passionate about making higher education more accessible and affordable for your students? Make plans to attend the next CTL Lunch and Learn on Tuesday, October 10, at noon in the MUB Alumni Lounge, featuring the Committee for Accessible and Affordable Learning Materials (CAALM).
During the luncheon members of CAALM will introduce the committee’s mission and discuss three critical areas of focus that promise to improve the way we approach course materials:
1. Enhancing Course Material Affordability:
Discover how inclusive access agreements with publishers can help reduce the burden of expensive textbooks and course materials. We’ll shed light on innovative strategies to make education more cost-effective without compromising quality.
2. Embracing Open Educational Resources (OER):
Explore the world of Open Educational Resources and learn how to find course materials tailored to your discipline. There is a wealth of freely available resources that can enrich your curriculum while reducing financial strain on your students.
3. Ensuring Digital Accessibility:
It’s time to ensure that your instructional materials are inclusive for all students, regardless of their abilities. We’ll share insights on the importance of the digital accessibility of course materials, including ebooks, PDF documents, slide presentations, and video recordings.
This Lunch and Learn event promises to be a source of inspiration, innovation, and collaboration. Lunch will be provided to those who register in advance. We look forward to seeing you there! Contact the CTL (ctl@mtu.edu) with any questions.
CTL Workshop: Enhancing Canvas Course Design Using DesignPlus
Thursday, October 12, 2023, 2:00pm – 3:00pm,
Would you like to develop a high quality, engaging course using a modern and professional looking course template? Plan to attend the instructional design team from the William G. Jackson Center for Teaching and Learning for a workshop about enhancing Canvas course design using DesignPlus tools. We will introduce DesignPlus and the course template, review how to import the course template, and show you how you can customize it for your own course. This workshop will focus on the most common and easy course design features to help you build a high quality professional looking course. No advanced technical skills are necessary.
Registration for this event can be found here.
CTL Coffee Chat- Michigan Tech Writing Center: Supporting Students
Tuesday, October 17, 2023, 3:30pm – 4:30pm
You’re invited to the next CTL Coffee Chat on Tuesday, October 17, at 3:30. Claire Helakoski, Assistant Director of the MTU Writing Center, will discuss the Center’s role, the different types of plagiarism that instructors might encounter in student work, and provide practical insights on effective language to discuss citing issues with your students. We’ll also review the Turnitin (TII) similarity tool, demonstrate how to enable this feature in a Canvas-based writing assignment and provide guidance for interpreting Turnitin reports.
Registration for this event can be found here.
CTL Lunch and Learn – Essential Education Experience
Monday, October 23, 2023, 12:00pm – 1:00 PM
Learn more about the Essential Education Experience at our next CTL Lunch and Learn.
One of the signature pieces of the new Essential Education curriculum is the Essential Education Experience. This credit-bearing experience will give all Michigan Tech undergraduate students an opportunity to use what they are learning in their general education coursework to engage in collaborative, project-based work that connects them with the local community or with global partners. Join leaders from the Essential Education implementation leadership team to learn more about the Essential Education Experience and share your ideas about the kinds of innovative opportunities we can develop to address this new requirement.
Registration for this event can be found here.