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Lunch and Learn: Generative AI – Teaching Uses, Learning Curves, and Classroom Guidelines

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On Tuesday, October 3rd, the Center for Teaching Excellence and Innovation (CTEI) hosted its first Lunch and Learn of the academic year, a panel discussion titled, “Generative AI: Teaching Uses, Learning Curves, and Classroom Guidelines.” The three panelists included Jun Fang, Assistant Director of the Instructional Design and Technology Team in the Carey Business School, Carly Schnitzler, KSAS instructor in the University Writing Program, and Sean Tackett, Associate Professor in the School of Medicine.  The discussion was moderated by Caroline Egan, project manager in the CTEI. Mike Reese, director of the CTEI, also helped to facilitate the event. 

The panelists began by introducing themselves and then describing their experiences with generative AI. Jun Fang loves new technology and has been experimenting with AI since its inception. He noticed the faculty that he works with generally fall into two categories when it comes to using AI: some are quite concerned about students using it to cheat and are not ready to use it, while others see a great deal of potential and are very excited to use it in the classroom.  In speaking with colleagues from across the institution, Fang quickly realized these are common sentiments expressed by faculty in all JHU divisions. This motivated him to lead an effort to create a set of AI guidelines specifically geared toward faculty. The document contains a number of strategies for using AI including: designing engaging course activities, providing feedback for students on their assignments, and redesigning course assessments. The section on redesigning course assessments uses two approaches: the “avoidance approach,” which involves deliberately designing assessments without AI, and the “activation approach,” which intentionally integrates AI tools into the curriculum. The document includes specific examples of many of the strategies mentioned as well as links to widely used generative AI tools. 

Fang described a recent scenario in which a faculty member was concerned that students were using ChatGPT to generate answers to online discussion board questions.  To mitigate this situation, Fang suggested the faculty member revise the questions so that they were tied to a specific reading or perhaps to a topic generated in one of his online synchronous class sessions.  Another suggestion was to have students submit two answers for each question – one original answer and one generated by ChatGPT – and then have the students compare the two answers.  The faculty member was not comfortable with either of these suggestions and ended up making the discussion more of a synchronous activity, rather than asynchronous.  Fang acknowledged that everyone has a different comfort level with using AI and that one approach is not necessarily better than another.     

Carly Schnitzler currently teaches two introductory writing courses to undergraduates and is very open to using generative AI in her classroom.  At the start of the semester, she asked students to fill out an intake survey which included questions about previous writing experiences and any technologies used, including generative AI. She found that students were reluctant to admit that they had used these technologies, such as ChatGPT, for anything other than ‘novelty’ purposes because they associated these tools with cheating. After seeing the results of the survey, Schnitzler thought it would be beneficial for students to explore the potential use of generative AI in class. She asked students to do an assignment where they had to create standards of conduct in a first year writing class, which included discussing their expectations of the course, the instructor, their peers, and how AI would fit in among these expectations. The class came up with three standards: 

  1. AI tools should support (and not distract from) the goals of the class, such as critical thinking, analytical skills, developing a personal voice, etc.  
  2. AI tools can be used for certain parts of the writing process, such as brainstorming, revising, or editing, but students must disclose that AI tools were used. 
  3. If there appears to be an over-use or over-reliance on AI tools, a discussion will take place to address the situation rather than disciplinary action. (Schnitzler wants students to feel safe exploring the tools without fear of repercussion.) 

This assignment comes from an open collection of cross-disciplinary assignments that use text generation technologies, mostly in a writing context. TextGenEd: Teaching with Text Generation Technologies, co-edited by Schnitzler, consists of freely accessible assignments submitted by scholars from across the nation. Assignments are divided into categories, such as AI literacy, rhetorical engagements, professional writing, creative explorations, and ethical considerations. Most are designed so that the technologies used are explored by students and instructors together, requiring very little ‘expert’ technological skills.  Schnitzler noted that there is a call for new submissions twice each year and encouraged instructors to consider submitting their own assignments that use text generation AI.

Sean Tackett was initially fearful of ChatGPT when it was released last year. Reading article after article stating how generative AI was going to “take over” pushed him to learn as much as he could about this new technology. He began experimenting with it and initially did not find it easy to use or even necessarily useful in his work with medical school faculty. However, he and some colleagues recognized potential in these tools and ended up applying for and receiving a JHU DELTA grant to find ways they could apply generative AI to faculty development in the medical school. Tackett described how they are experimenting with generative AI in a curriculum development course that he teaches to the med school faculty. For example, one of the tasks is for faculty to learn to write learning objectives, so they’ve been developing prompts that can be used to specifically critique learning objectives. Another example is developing prompts to critique writing. Most of Tackett’s students are medical professionals who do not have a lot of time to learn new technologies, so his team is continually trying to refine prompts in these systems to make them as useful and efficient as possible. Despite being so busy, Tackett noted the faculty are generally enthusiastic about having the opportunity to use these tools.     

The discussion continued with a question and answer session with audience members: 

Q: How do we transfer and integrate this knowledge with teaching assistants who help manage the larger sized classes? What about grading?
ST: I would advocate for the potential of AI to replace a TA in terms of grading, but not in terms of a TA having a meaningful dialogue with a student. 
JF: Generative AI tools can be used to provide valuable feedback on assessments. There are a lot of tools out there to help make grading easier for your TAs, but AI can be used for the feedback piece. 

Q: How might professors provide guidelines to students to use generative AI to help them study better for difficult and complex topics?
MR: One possibility is to generate quiz questions – and then have students follow up by checking the work of these quizzes that have been generated.
CS: Using a ChatGPT or other text generation tool as a reading comprehension aid is something that has been useful for non-native English speakers. For example, adding a paragraph from an academic article into ChatGPT and asking what this means in plain language can be helpful.

CE: This gets to what I call ‘prompt literacy,’ which is designing better prompts to give you better answers. There is a very good series about this on Youtube from the University of Pennsylvania.
Sean, what have you experienced with prompting right now, in terms of challenges and opportunities?
ST: We’re trying to put together advice on how to better prompt the system to get more refined and accurate answers. After a few iterations of prompting the system, we refine the prompt and put it into a template for our faculty, leaving a few ‘blanks’ for them to fill in with their specific variables. The faculty are experts in their subject areas, so they can tell if the output is accurate or not. We’re in the process of collecting their output, to put together best practices about what works, what does not work.  

CE: What would you all like to see in terms of guidelines and best practices for AI on a web page geared towards using AI in the classroom?
Guest: And along those lines, how to we move forward with assigning research projects, knowing that these tools are available for students?
ST: I think it could be useful for students to learn research skills. They could use the tools to research something, then critique the results and explain how they verified those results. It can also be useful for generating ideas and brainstorming. Another thought is that there are a number of domain specific generative AI databases, such as Open Evidence which is useful in the medical field.  
CS: To Sean’s point, I think a comparative approach is useful with these tools. The tools are very good at pattern matching genre conventions, so doing comparative work within a genre could be useful.
JF: I think ChatGPT and other generative AI tools can be useful for different parts of the research process, such as brainstorming, structure, and editing. But not for something like providing or validating evidence.  

Q: As a grad student, I’m wondering how the presence of AI might force us to refine the types of questions and evaluations that we give our students. Are there ways to engineer our own questions so that the shift of the question is changed to avoid the problem [of having to refine and update the question] in the first place?
CS: There is an assignment in our collection that talks about bringing an assignment from past to present. Again, thinking in terms of a comparative approach, ask ChatGPT the question, and then ask your students the same question and see how they compare, if there are any patterns.  I think it can be helpful to think of ChatGPT as adding another voice to the room.
JF: We have a section in the guidelines on how to redesign assessment to cope with generative AI related issues. We suggest two approaches: the avoidance approach and the activation approach. The avoidance approach is for faculty who are not yet comfortable using this technology and want to avoid having students use it.  One example of this approach is for faculty to rework their assignments to focus on a higher level of learning, such as creativity or analysis, which will hopefully reduce or eliminate the opportunity for students to use AI tools. The activation approach encourages faculty to proactively integrate AI tools into the assessment process. One example of this approach I mentioned earlier is when I suggested to a faculty member to rework their discussion board questions to allow students to submit two versions of the answers, one created by them and the other by ChatGPT, and then analyze the results. 

Q: What is the ultimate goal of education? We may have different goals for different schools. Also, AI may bridge people from different social backgrounds. In China, where I grew up, the ability to read or write strongly depends on the social status of the family you come from. So there is some discomfort using it in the classroom.
CS: I feel some discomfort also, and that’s what led to the development of the guidelines in my classroom. I posed a similar question to my students: if we have these tools that can allegedly write for us, what is the point of taking a writing class?  They responded by saying things like, “writing helps to develop critical thinking and analytical skills,” to which I added, “being here is an investment in yourself as a student, a scholar, and a thinker.” I think asking students to articulate the value of the education that they want to get is really helpful in determining guidelines for AI.
ST: Going to school and getting an education is an investment of your time. You pay now so you can be paid later. But it’s not as transactional as that. AI is already in the work environment and will become more prevalent. If we’re not preparing students to succeed in the work environment, we are doing them a disservice. We teach students to apply generative AI in their classes so they are prepared to use it in the workforce.
JF: In the business school, everything is market driven. I think education can fit into that framework as well. We’re trying to provide graduates with the confidence they need to finish the work and meet the market’s need. We know that generative AI tools have really changed the world and they’re starting to emerge in every part of our life. We need to train students to realize that ChatGPT might be part of their education, part of life in the future, and part of the work in the future as well. There are things AI can help us do, but there are still fundamentals that students need to learn. One example is calculators: we still need to learn from the beginning that 1 + 1 = 2. 
CE: This question also reminded me of asking your students, what is the ultimate purpose of a research paper? Where do they think ChatGPT should fit into the research process?  

Q: I work at the library and we’re getting lots of questions about how to detect if students are using AI. And also, how do you determine if students are relying too heavily on AI?
JF: We also get this question from our faculty. The most used detection tool right now is Turnitin, which is embedded in Canvas. But the level of accuracy is not reliable. We encourage faculty to always validate before accepting the results.  For faculty who are actively using AI in the classroom, we also encourage them to provide clear guidance and expectations to students on how they are allowed to use it.  This may make it a little easier to determine if they are using it correctly or not.
MR: There are some other tools out there, such a GPTZero, ZeroGPT, but to Jun’s point, the difficult thing is that it’s different than plagiarism detection which says this is copied, and here’s the source. These tools say there’s a probability that part of this was taken, but you can’t point to a direct source. It’s up to instructors whether or not to use these tools, but consider using them to facilitate a conversation with students. In my own classes if I suspect academic misconduct, I usually start by asking them to explain, talk to me about what is happening before I make accusations. With these tools, there tends to be no hard evidence, just probabilities that something may have happened.  This is definitely an area we’re all still learning about.
Guest: I was just thinking that having a conversation with students about why they are turning to the tool in the first place might prevent misconduct.  Instead of sending them to an academic misconduct committee, we could have these conversations, like Carly mentioned. Making students aware of the limitations of the tool could also be helpful.
CS: Yes, I say that in our guidelines that I’m prioritizing conferences with students over immediate disciplinary action. I try to pre-empt anxiety students might feel around using these tools. Designing your assignments in a way that reduces anxiety is also helpful. For example, I tend to design assignments that build on one another throughout the semester in smaller bits, rather than one giant chunk all at once.  

Q: Is there any discussion around combining AI with teaching, such as generating personalized explanations of a topic? Students will have different levels of expertise and comfort with different topics.
ST: We’re trying to do this, to create a teaching aid for the future. We’re planning to use it to create assessment items.  

Amy Brusini, Senior Instructional Designer
Center for Teaching Excellence and Innovation 

Image Source: Pixabay, Unsplash

 

Facilitating Difficult Conversations during Class

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As a faculty in sociology, I often teach content about which people have strong opinions. For instance, public debates about the changing use of pronouns and Florida’s “Don’t Say Gay Law” are a good opportunity to apply theories on the social construction of gender and sexuality but can be flash points for students. Discussions about structural racism can be challenging when your classroom includes students hailing from diverse countries with different histories of acceptance or oppression. I also encourage students to bring current events into our discussion to exemplify concepts in class, but again, students may hold different opinions on those events. In this post, I share strategies I use or learned from others about how to facilitate conversations about sensitive or politically charged topics. 

Ground Rules 

Ground rules can be the foundation for facilitating respectful conversations that also help students feel more comfortable participating.  Ideally this is done at the start of the semester but can be done during the semester if current events require it.  

I set the tone in my class by stating on the first day that “We can attack ideas in this class, but not people.” I explain there is a difference in critiquing an argument versus dismissing someone’s point or groups of people more broadly. It can also help to give examples in your discipline of both productive and unproductive critiques. 

Below are ground rules I use, but it can help to search online for additional ideas. Involving students in co-creating these rules is an excellent practice as it generates buy-in and motivates their acceptance of and adherence to guiding principles. Displaying these recommendations prominently in your Canvas site or distributing them to students is a good idea as well, especially if students need reminders of these rules. The recommendations below apply to both instructors and students, though there are additional guidelines for instructors as needed.  

  • Support your arguments with evidence. – Use known facts, published research, relevant readings, and previous arguments to support your argument.  
  • Use “I” statements. – It’s OK to articulate your perspectives, feelings, or relevant personal experiences, but don’t try to speak for other people in the class.  
  • Do not generalize about groups. – This relates to the previous point. We can make arguments with known actions or statements by groups, but we should not make overgeneralizations about them.  
  • Allow students to speak without interruption. – This requires people to listen more to others. My only caveat is that as the instructor I have the right to nudge students if they talk too long or I feel their points are drifting. 
  • Listen actively. – We need to do more than not interrupt. We need to pay attention to what is being said so we can respond appropriately. Taking written notes on what others are saying is a good way to practice active listening.  
  • Keep an open mind. – Our goal is to learn from each other. I share that my own opinions and beliefs on numerous topics have evolved over time thanks to engaging with others in open discussions including with students in my class. Give specific examples of this when possible.  
  • Name-calling, sarcasm and inflammatory accusations are not permitted. – We need to maintain respective dialogue when we are debating ideas from different perspectives. 
  • Take a break – If the discussion becomes too heated or intense, suggest a five- to 10-minute break to allow people’s minds to reset and disengage from threat mode. Getting water, a snack, or taking a short walk can all provide just enough respite to bring the temperature down in the room.   

Establishing ground rules and then practicing them in class, even very explicitly, can help students understand how to engage not just in class but in various situations. The academic environment may be new for them, however, and they may need guidance. Gently acknowledge comments without judgement that don’t follow the ground rules. Point out your goal is to help students learn how to debate ideas in a way that facilitates open conversation. 
Strategies for Facilitating Conversations 

As the instructor you can leverage different strategies to facilitate open conversations. 

  • Be intentional about what topics you bring into the conversation. Consider your learning objectives when you choose topics to discuss or apply to course concepts. 
  • Start discussions in small groups to give students a safer space for initiating their discussions. Designate one person to summarize the group’s discussion instead of asking each student to speak.  
  • Consider assigning conversational moves in advance. For example, “Make a comment that brings two other comments together,” or “Disagree with someone respectfully, using evidence to support your claim,” or “Summarize the conversation and suggest a question that still needs consideration.” 
  • For smaller classes, use the round robin format in which each student speaks in succession and builds on the previous comments made.  
  • Include time for quiet reflection – possibly through a short writing activity – to help students prepare their responses. 
  • Choose readings and materials that present different perspectives. This can help students understand that complex ideas can be applied in different ways and that researchers or practitioners are not always in complete agreement.  
  • If you notice conflict between students, use assigned seats for the whole class to provide some separation. 

Dealing with Traumatic Events 

Even if your course does not cover sensitive or politically charged topics, there may be times when the community is affected by traumatic events. Consider changing your lesson plan as appropriate to address the situation.   

It’s important to remember we learn by working through challenges whether in math, design, or textual analysis. For this reason, we should not shy away from discussing sensitive or difficult topics. The role of the instructor is to create an environment where people understand how to make arguments and feel comfortable engaging to help us understand and extend ideas or situations we study.   

Add your thoughts in the comments below. 

Mike Reese
Mike Reese is Associate Dean of the Center for Teaching Excellence and Innovation and associate teaching professor in Sociology.

Additional Resources 

Image Source: Mike Reese, Pixabay

Adapting to AI in the Classroom for Time-Strapped Instructors

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In the past few months, we have spoken to many instructors – faculty, graduate students, even undergraduate teaching assistants –  who are doing very interesting things with artificial intelligence tools in their classes this coming fall. Some are writing grants to support research into classroom uses of AI, some are designing interactive online modules to help teach about the ethics of AI, and some are integrating AI tools into their instructional activities.

This blog post is for another instructor population: those that have not had the time or capacity to redevelop their courses, their assessments, or their activities to accommodate an AI world. “Redesigning assessments with AI in mind” might be the 20th item on a long list of to-dos for the coming semester. Adapting to new technologies that could change the classroom experience – and AI is certainly one of them – seems like an overwhelming task. Classes start in one week, and wrestling with the teaching and learning opportunities and challenges of artificial intelligence may not be an achievable goal.

However, there are some concrete steps and curated resources to take into account in terms of AI when planning and teaching your courses.

Recommendations for Starting with AI

Here are six recommendations (and one extra credit assignment). Following all of these suggestions will put you on good footing with the learning curve associated with AI in the classroom, but even doing one or two is a good way to start.

  1. Experiment with ChatGPT and other AI tools. Just get in there and start using them and see what they produce. In an article for the Chronicle of Higher Education, one writer said, “I started by reminding myself, anytime I was about to Google something, to ask ChatGPT.”[1] ChatGPT-ing (or using Google Bard) instead of Google-ing is a good on-ramp to AI usage. You may even find them useful to you as an instructor. Here are four basic generative AI models to start with along with prompt suggestions:
    1. ChatGPT – The first (and by some reports, still the most accurate) text-based generative AI. Prompt suggestion: Ask a basic question about teaching, e.g., “How can I grade exams more efficiently?” or “How can I provide written feedback more efficiently?”
    2. Google Bard – Less text-heavy than ChatGPT; potentially geared towards more logic-based questions, e.g., “How do I create a website in WordPress?”
    3. Microsoft Bing – Able to generate images as well as text and simultaneously harness the power of a search engine. Potential question: “Name the characteristics of neo-classical architecture and provide an example.”
    4. Fotor.com – Image-generator AI. Potential question: “Provide an illustration for my chemistry class syllabus.”
  2. Run your assignments through an AI tool. This will help benchmark possible AI-generated responses to your assignments. More sophisticated AI users will engage in prompt engineering that could make uncited or incorrect usage of AI harder to detect, but getting at least one example of an AI response is helpful. It will not only provide a sightline into possible academic integrity issues but also point to whether your assignment may need to be revised or redeveloped, which could include integrating AI itself. Derek Bruff, a writer and higher education consultant, provides good guidance on assessment design in light of AI:
    1. Why does this assignment make sense for this course?
    2. What are specific learning objectives for this assignment?
    3. How might students use AI tools while working on this assignment?
    4. How might AI undercut the goals of this assignment? How could you mitigate this?
    5. How might AI enhance the assignment? Where would students need help figuring that out?
    6. Focus on the process. How could you make the assignment more meaningful for students or support them more in the work? [2]
  3. Add an AI policy to your syllabus. This may require doing some or all of the recommendations above, but even if you do not have the capacity to take a deep dive into AI tools before courses start, it is a good idea to take a stab at a policy, even if it is brief. As mentioned above, you will be adapting this policy fairly quickly. The sooner you develop a benchmark policy and determine what works and what does not, the better. Lance Eaton, a doctoral student in higher education at the University of Massachusetts at Boston, has crowdsourced a Google Document with many helpful examples of AI policies for syllabi. This is an excellent place to start.
  4. Determine your academic integrity policy for AI. This may be part of your general AI policy or it could be separate. Regardless, this will probably be V.1 of your academic integrity policy, but again, starting now will put you in a good position to iterate as needed. To start, review Academic Integrity Policies for Johns Hopkins Schools. Lance Eaton’s Google Document (above) has many examples of AI policies that include academic integrity statements.
  5. Teach your students how to cite AI tools. This information could be incorporated into a syllabus policy and/or academic integrity policy, but correct citation – at least according to August 2023 recommendations of these style guides – is step number one. Making your students aware that they need to cite uses of AI tools and giving them the tools for doing that will (hopefully) incentivize compliance with your academic integrity policies.
    1. APA Citation Guidance – ChatGPT
    2. MLA Citation Guidance – Generative AI
    3. Chicago Style Citation Guidance – ChatGPT
    4. Johns Hopkins Library Guide on Citation
  6. Talk to your local center for teaching and learning. All Hopkins Schools have teaching and learning centers, some have been publishing guidance on how to teach and learn with artificial intelligence tools, and many have been considering the possible consequences of AI in the classroom. Here’s a list of teaching and learning centers at Hopkins, and here are two rich resources developed by two CTLs at Hopkins:
    1. Teaching & Learning in the ChatGPT Era. This website was created by the Center for Learning Design & Technology at the Whiting School of Engineering. It provides a great overview on generative AI as well as providing guidance on academic integrity questions, student use of AI, and assessment design with AI. Kelly Orr, Nathan Graham, Olysha Magruder, Mel Rizzuto, and Edward Queen of the CLDT all contributed to the website as did adjunct faculty David Porter.
    2. Johns Hopkins University Generative AI Tool Implementation Guidance and Best Practices. Jun Fang, Assistant Director in Teaching & Learning@Carey in the Carey School of Business led the development of this resource with contributions from representatives at other schools and teaching and learning centers at Hopkins. This guide provides substantial guidance on using generative AI to design engaging course activities, provide assignment feedback, and gives a list of AI tools for higher education.

Extra credit assignment for those with a little more capacity:

  1. Learn a little about prompt engineering. Prompt engineering is developing and refining questions and statements for AI models such that they generate results with the desired specificity, tone, length, citations, etc. This will give you a sightline into AI capacities beyond a simple one-time command (e.g., “Compare and contrast models of femininity in Shakespeare’s Much Ado About Nothing and Taming of the Shrew”) which may yield an overly broad answer that lacks specificity and nuance. Prompt engineering will also help you learn to direct and guide AI models and not just react to them. For a useful beginner’s guide to prompt engineering, check out the brief video on prompting AI from Wharton School instructors.

Why You Should Do This

Here is why you should take the (small) leap: Artificial intelligence will change the way we teach and learn. The internet did this, email did this, and so will AI. Taking small steps to acculturate to this new reality is the best way to build the flexibility needed to successfully teach and learn with AI – and, very importantly, teach your students how to teach and learn with AI. Here are more reasons to begin to shift your behavior:

  • You can start small. Take this semester as an opportunity to begin to build your AI teaching and learning skills. You do not have to overhaul your syllabi or classroom activities to accommodate AI; you just have to begin to think through the implications of teaching in a world where AI tools are easily available and could pass your homework assignments. Ask yourself how you would coach students encountering your subject matter for the first time, and then apply those principles to your own learning about AI.
  • You will have to learn to adapt quickly. Artificial intelligence tools are evolving rapidly; your course design and instructional approach will do so, too. Each semester will require additional revisions to your syllabi to accommodate our increasing use of AI tools and AI’s increasing capacities. Starting to build those muscles now with lower-effort activities will pay off in the long run.
  • You actually know how to do this. Researching? Developing hypotheses? Evaluating resources? Check, check, and check. Iterating, revising, and adapting as you go along? Teaching students how to evaluate resources? Guiding students to think about the definitions of “artificial,” “intelligence,” and “human”? Check all that, too. The skills required to become AI-literate from a teaching and learning perspective are skills you already have. It is just a matter of applying them to this particular challenge/opportunity/problem (however you frame it).

Finally, give yourself and your students some grace. This is a huge part of beginning to learn how to teach and learn in an AI world; most likely, neither you nor your students will be proficient AI practitioners this semester. You may miss an academic integrity issue or overlook good opportunities to use AI in a classroom activity. Your students may not cite AI correctly or may not cite it at all. They may be far more fluent with AI than you are, or they may be too trusting of AI. Whatever happens, try to remember that you all are new at this and, as new learners, you all may take missteps and make mistakes with the technology.

Caroline Egan
Caroline Egan is a Project Manager in the Center for Teaching Excellence and Innovation, supporting instructional training and development for Hopkins faculty, graduate students, post-doctoral fellows, and staff.

[1] Darby, Flower. (27 June 2023). 4 steps to help you plan for ChatGPT in your classroom. The Chronicle of Higher Education. https://www-chronicle-com.proxy1.library.jhu.edu/article/4-steps-to-help-you-plan-for-chatgpt-in-your-classroom

[2] Bruff, D. (19 July 2023). Assignment makeovers in the AI age: Essay edition. Agile learning: Derek Bruff’s blog on teaching and learning. https://derekbruff.org/?p=4105

Selected Resources

From Hopkins:

Additional resources:

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Quick Tips: Guest Speakers in the Classroom

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Inviting a guest speaker to your classroom can be a powerful and memorable experience for your students. Unique perspectives and expertise shared by an outside professional can be very motivating for students as they consider their own academic goals and career paths.  Hearing from someone in the community can help to reinforce course material in a real-world context and deliver a renewed sense of relevance to the class (Leboff). Guest speakers also have the potential to challenge stereotypes that may exist in a particular field.  Bringing in diverse role models that students can relate to helps to make your course more inclusive and builds community both inside and outside the classroom.   

The following is a list of considerations for instructors when inviting a guest speaker to a classroom:     

Prepare students ahead of the speaker’s visit: 

  • Let students know why you are inviting this particular guest.  
  • Ask students to research the speaker’s background: review personal websites, read articles, review book chapters written by this person, etc. 
  • Ask students to prepare 2-3 discussion questions for the guest. Students could submit these questions to you for review.  

Give the speaker plenty of context: 

  • Discuss with the speaker how the presentation fits into the course. What are the objectives of the course or this specific unit? What happens after this presentation? 
  • Make sure the speaker knows who to expect in the audience. Is this an introductory course or more advanced? How many students will be in attendance? 

Consider the format: 

  • Discuss with the speaker their presentation style. Some may come prepared with a formal presentation, including slides, while others prefer to use a less formal ‘fireside chat’ or ‘Q and A’ format (Leboff). Another possibility is for one or more students to interview the speaker. 
  • Ask the speaker if they have any specific technology needs for the presentation.

     

Follow up with students after the visit: 

  • Facilitate a class discussion (in person or online) where students are able share their thoughts about the presentation. Provide guiding questions to help prompt students.  
  • Turn the follow-up activity into an assignment: 
    • Prepare a written reflection on the speaker’s presentation, how it relates to course topics, ideas they agreed or disagreed with, etc.
    • Debrief about the presentation in small groups and then report out to the whole class. 
    • If there are multiple speakers during the semester, ask students to select the speaker who had the greatest impact on them and write an essay explaining why; or have students compare and contrast two different speakers. 
    • If the speaker is widely published, have students critique an article written by this person.  
    • Write a thank-you note or email to the speaker.  

We’ve heard from some instructors that it can be challenging to find guest speakers with little or no funding. One suggestion is to start with your own network of peers such as colleagues at your institution or nearby institutions. Reach out to your contacts from LinkedIn or other professional networks. Former students who are now “in the field” could be another possibility. Another group not to be overlooked is local business owners or other community members who often appreciate the opportunity to speak to students. If you are struggling to find a speaker, two sites that may be worth looking into are SpeakerHub and Pathful (Shane).  

Do you have any additional tips to share about hosting guest speakers? Please feel free to share them in the comments. 

Amy Brusini, Senior Instructional Designer
Center for Teaching Excellence and Innovation 

Image Source: Pixabay

References:

Lebhoff, D. (2019, November 22). Making the Most of Guest Speakers in the Classroom. Top Hat. Retrieved June 6, 2023, from https://tophat.com/blog/making-the-most-of-guest-speakers-in-the-classroom/ 

Shane, S. (2022, March 22). Leveraging Guest Speakers to Increase Student Learning. Edutopia. Retrieved June 6, 2023, from https://www.edutopia.org/article/leveraging-guest-speakers-increase-student-learning/ 

Lunch and Learn: Community-Based Learning

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On Wednesday, April 19th, the Center for Teaching Excellence and Innovation (CTEI) hosted a Lunch and Learn on Community-Based Learning. Luisa De Guzman, Assistant Director of the Center for Social Concern, moderated a panel of faculty from the Engaged Scholar Faculty and Community Partner Fellows Program. Sponsored by the Center for Social Concern, this program supports partnerships between JHU faculty and leaders from Baltimore City non-profits in co-teaching Community-Based Learning courses. The panel included: Anne-Elizabeth Brodsky, Associate Teaching Professor in the University Writing Program, Alissa Burkholder Murphy, Senior Lecturer in Mechanical Engineering, Jasmine Blanks Jones, Executive Director of the Center for Social Concern, Matthew Pavesich, Teaching Professor and Director of the University Writing Program, and Victoria Harms, Visiting Assistant Professor in History.

De Guzman opened the presentation by describing community-based learning (CBL) and the opportunities available at the Center for Social Concern. CBL is a pedagogical model that integrates student learning with community engagement. It provides students the opportunity to apply what they are learning in real-world settings and reflect on their service experiences within a classroom setting. By partnering with community organizations, students, faculty, and community stakeholders benefit from the collaborative experience of pursuing mutual goals (Kuh, 2008).

The Engaged Scholarship program at the Center for Social Concern offers various ways to encourage faculty to integrate CBL into their teaching; opportunities range from mini grants of $500 to support CBL activities to an award of up to $5000 with the Engaged Scholar Faculty Fellows program to develop CBL courses with partners in the community. The Spring 2023 Engaged Scholar Faculty Fellows on the panel taught the following courses:

  • Anne Elizabeth Brodsky: Reintroduction to Writing: Music, Young People, and Democracy
  • Alissa Burkholder Murphy: Social Impact Design
  • Jasmine Blanks Jones: Black Storytelling: Public Health Education in the Black World
  • Matthew Pavesich: Reintroduction to Writing: The City that Writes
  • Victoria Harms: Rebels, Revolutions, and the Right-Wing Backlash

De Guzman continued with a question-answer session with panelists, including questions and discussion with audience members.

Q: Describe integrating CBL into your course, and what motivated you?

VH: I heard a talk by Dr. Shawntay Stocks on CBL in 2018. I was relatively new and did not feel very comfortable on the Homewood campus at that time. But my students began asking me more and more questions about Baltimore. CBL offered an opportunity to bring Baltimore into my course from different viewpoints.
MP: I started thinking about how to connect goals in our classroom with the community. Grade school kids, including high schoolers, take courses in storytelling. The partners for us have been students in their late teens and early twenties from all across Baltimore City.  CBL allows me to bring peers to my students from the community.
JBJ: Prior to my current position, I ran a nonprofit in West Africa for twelve years and recognize that the stories, knowledge, and ancestral wisdom of people of color across the globe is intentionally left out of Western academic practices. If we’re going to really think about the cultivation of knowledge, we have to engage with our communities, with people who are doing the work, who are finding solutions. That is my commitment. This is where it starts if we’re going to be better humans, researchers, and scholars.
AEB: I really like the way CBL expands students’ sense of what an education is and also what is considered expertise. Educators are not just those with a particular degree, but include others who are outside of the classroom: administrators, performers, musicians, etc. CBL also helps students expand their sense of what it means to be in college and not be defined by their major or a particular class. It helps them understand what they could learn in the moment, instead of five years from now. It also gives students an interdisciplinary experience and encourages them to question the idea of disciplinary boundaries.
ABM: I teach a year-long multidisciplinary design course where students work with an external project partner for two semesters.  Students like working on social impact projects, being part of something bigger than themselves. I was hesitant at first to bring these types of projects to students without the proper resources; I had some experience working overseas and recognized the challenges of projects like these. The Faculty Fellows program has great structure. It takes massive amounts of time, almost like having a part-time job, but it’s been a great platform to work with Baltimore City Rec and Parks.

Q: How did you manage the logistical side of starting up the partnerships and managing the relationships with the organization you worked with?

MP: It was a rough introduction with Wide Angle Youth Media at first. I came in with a pedagogical model that I had used previously, where students produce work for the organization. The organization’s response was slightly cold – they weren’t sure about our involvement. I stepped back and adjusted assignments and reconfigured the syllabus. We kept communicating which built up trust and things gradually improved. This is all part of the inherent messiness and flexibility that we as teachers have to be ready for.
AEB: I was brand new to OrchKids. My kids play music, so I was familiar with the program, but I was new to them. Once they (OrchKids) got the ‘okay’ to go through with it, we set up weekly Zoom meetings. The logistics were taken care of by Luisa De Guzman.
VH: Finding partners is a challenge and may be a deterrent. You have to acknowledge the legitimate reservations that people have about working with Hopkins. Positionality and cultural humility are lessons that I took away for myself. As a white woman from Hopkins I would show up in certain spaces in Baltimore and not always be welcome. After months of going to events and talking to people, I was able to make a connection at the Reginald F. Lewis Museum. Like Matt said, you keep building on the relationships.
Q: Do these organizations approach the Center for Social Concern (CSC)? Or is it an organic process?

JBJ: It’s generally an organic process. Luisa is very diligent about not matching people with organizations, or vice versa, but with establishing connections and helping people find their way together. We have a lot of community partners that span our different programs. And we’re looking at ways to continue to encourage more. We’re doing this through community happy hours with our partners and bringing people together just to get to know each other, to see what sparks and what ideas can come into fruition.
ABM: I had a booklet of past projects that I looked through and sought out partners that might have something to do with engineering. I reached out and asked if anyone had contacts, made a few calls, and figured out a project from there.
MP: One thing I found a little surprising – my students got a sense of higher stakes in the class. With the addition of the community partners, it’s like the tent got bigger. The stakes got a little higher, while still being relatively safe enough for novice writers. They realized, “We’re doing something cool. It matters to people more than just us.”

Q: How do you assess student learning in the CBL course?

AEB: The work that was going to get evaluated was the work of writing. I asked the folks at OrchKids if there was something our students could do for them in terms of writing or researching, but there was not.
MP: The answer to the question, which is a great question, depends on the pedagogical context of the content. CBL is essentially introducing students to a context for writing and a community for doing that.
VH: In my class, an upper-level writing intensive History class, there are reading assignments about Baltimore’s history in the 1960s. There are also two research papers, one of which is on Baltimore.  At the end of the semester, I asked students, “What do we do about the participation grade?”  I asked them to decide how they wanted to be assessed on participation and I walked out of the room. When I walked back in, they had a whole argument laid out about why they each deserved 100%. But it was a meaningful argument, so I was fine with it.
JBJ: It’s a real struggle in my course because I have students from many disciplines (public health, anthropology, theatre, etc.). There are public health outcomes that are central points to the course, but also historical content they are exposed to during the engagement with the community. It becomes an evaluation of the discussions that take place in the community, about the readings, and reflecting with each other.

Q: Is anyone documenting this pedagogy?

MP: UWP is constructing a digital resource for teaching and writing: “The Teaching and Writing Toolkit.”  It will contain some subsections about CBL, including community engaged syllabi, writing assignments, and rubrics that folks would need to evaluate this work.
JBJ: We’d like to move towards doing research about our practice and write about it. That’s a direction that we are excitedly heading in.
VH: We are a data-driven institution. I added extra questions on the course evaluations and published an article. You do it through publications.

Q:  One of the challenges of incorporating CBL is the budget and how it goes into the community. And what happens once the funding ends?

JBJ: As a Faculty Fellow you receive $5000 to work with – this can cover a range of things like materials to student transportation. In my case, the money went to transporting my students and the rest of the balance went to my community partner, the Blacks in Wax Museum. In terms of what happens after we’re done, Anand Pandian in Anthropology found a way for his community co-instructor to become a lecturer at Hopkins. It’s on us as faculty to really advocate for these opportunities. We also need to have more ways to build in how we apply for [CBL] grants together. I am hopeful there will be more happening in the way of tenure and promotion that allows faculty to count engaged scholarship and public facing scholarship.
Q: If students are already involved with an organization, is there a way for them to be recognized (with credit or other) for their efforts so that it also becomes a student-driven initiative?

JBJ: I’ve had students do independent studies with me for credit. These students often remain engaged in the work beyond the initial encounter and sometimes end up working as interns at the CSC.
MP: One of the recommendations from CUE2 is about bringing students’ curriculum, co-curricular, and extra-curricular experiences closer together. We need to stand up credit bearing experiences for students that are not just issued from academic offices, but from experiential learning experiences. This is happening across the country. We could position ourselves as leaders in this area.

Q: I feel like the K-12 environment has been doing this work for a long time. How much do you feel like you’re learning from the K-12 space?

MP: It might be telling about the insularity of Higher Ed that I’m thinking to myself, I’m not really familiar with the conversations happening in Primary and Secondary Ed around those ways.
JBJ: The School of Education is taking innovative steps with how they assess their grad students. They are accepting portfolios rather than just a straightforward dissertation. I think there’s movement there, more so with the profession than with the disciplines, which isn’t surprising. In the professions, in nursing and medicine, narrative medicine has been a thing for a very long time. Now there are reports from national academies about how we use a variety of forms of knowledge creation beyond solely the written text. It comes down to how you evaluate it, not just the long-written paper.

Q: Please tell us a word that summarizes your community-based learning experiences thus far.

VH: Cultural humility.
MP: Potential. We got started, something happened. But the future version of it is the most exciting version, I think.
JBJ: Reparative, and beyond just the relational physical repair.
AEB: Plaid. Some of it was a mess, some of it was personal, and it was all very political. So when you put that together, you get “plaid.”
ABH: Hopeful. There are positive responses from the students, and I think that good things are going to come from what they’re producing.


References:
Kuh, George D. (2008). “High-impact educational practices: What they are, who has access to them, and why they matter.” AAC&U, Washington, D.C. 34 pp.

 

Amy Brusini, Senior Instructional Designer
Center for Teaching Excellence and Innovation

Image Sources: Lunch and Learn Logo, Pixabay

Panel Discussion: “Teaching and Learning in the Age of Chatbots and Artificial Intelligence”

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On April 4th, the Center for Teaching Excellence and Innovation hosted “Teaching and Learning in the Age of Chatbots and Artificial Intelligence,” a panel discussion on the implications of artificial intelligence in Hopkins classrooms. This discussion, open to attendees from all schools and divisions in Hopkins, yielded insights into the opportunities and limitations of Chatbots, particularly ChatGPT; identified ways to frame its pedagogical uses for students and faculty; and gave guidance for integrating it into classrooms.

The five-person panel consisted of Victoria Harms, DAAD Visiting Assistant Professor, History; Austin Heath, PhD Candidate, Philosophy; Mike Todasco, MFA student, Writing Seminars and former PayPal executive; and Opal Sitzman and Timothy Huang, first-year students taking the Reintroduction to Writing seminar with Alex Lewis, a Post-Doctoral Fellow in the University Writing Program who is using ChatGPT in his courses.

The discussion produced several incisive observations about chatbots and their role in higher education classrooms.

Here is a summary of the main points:

  • Teaching and learning: There was broad consensus that instructors should engage in active inquiry into artificial intelligence (AI) with their students and leverage the tool to help students think critically about evaluating texts, the accuracy of texts, and what a Chatbot’s opportunities and limitations are as a source, creator, and partner in their work.
  • A metacognitive tool: Both instructors and students said one of the best ways to use ChatGPT is as a tool to help students think about their learning and knowledge, from helping to improve writing to assessing the substance of texts.
  • Academic Integrity: Panelists thought that the written work produced by ChatGPT fell below standards for a finished product; it could be inaccurate, incorrect, and overly broad.
  • Academic Integrity and Assessments: One student urged faculty to identify the core issues driving the need for assessment and use those ideas to motivate students to produce original work. This assessment design contrasts with more mechanical and easily-plagiarizable assignments.
  • The students were teaching the faculty: Opal and Tim provided a huge amount of guidance to faculty, including recommended readings, results from their individual research projects, and thoughts on assessment design.

And words of wisdom from some of the panelists:

  • Austin Heath urged attendees to conceptualize ChatGPT as “a tool inquiry vs. a received text or received piece” of truth.
  • Opal Sitzman warned against a “tend[ancy] to overestimate ChatGPT’s current prowess.”
  • Mike Todasco compared ChatGPT’s current capabilities to “mansplaining,” with all of attendant drawbacks of the term.

Tim and Opal kicked off the conversation, describing the ways that students are using AI technology. Opal assured people that AI is not a “nefarious actor” in student lives: “In general, students like playing around with it like writing a Seinfeld episode, but it’s used more for inspiration than cheating.” Tim said, “You can use it to create the first draft of a paper,” and he’s using it as a self-tutoring tool “to adjust how I write.” Mike, in his MFA classes, used it “to be the voice of a computer in a story I was writing. The key is to always acknowledge it.”

Austin and Victoria discussed how they are guiding students to use and think about artificial intelligence. Austin thought of Chatbots “as a student’s student,” a way for students to learn how to evaluate and critique writing. He gives students output from a chatbot explaining a concept and invites them to grade it and offer suggestions for improvement. In Victoria’s class on Europe since 1945, she asked the Chatbot, “Why did the Soviet Union collapse?” Her students critique the answer for “accuracy and substance,” which taught “students that they know something, too.” She urged the audience “to teach students to be critical digesters of information.”

The panelists also weighed in on how their subject matter expertise influenced the way they used and thought about artificial intelligence. Mike, who has been writing about it for a while, said, “I felt like a Cassandra in that no one was listening and now everyone is talking about it.” He then talked about how “People who don’t have access to JHU resources can use it to learn […] the more people use it – not just for teaching, but for life – will help us learn.” Victoria teaches her students “to fact check results, like I do with Wikipedia. We need to integrate these tools into our assessments so they will use them appropriately.”

Opal, who’s interested in neuroscience, wrote a paper considering whether AI is conscious. Her verdict: “[I]t’s still much more simple than our brain,” but, importantly, “it helps us understand the concept of consciousness even if it isn’t conscious itself.” Austin, as a philosopher, applauded Opal’s interest in consciousness before explaining his own interest in “generat[ing] alternative thoughts about writing and giving credit,” saying, “I’m interested in exploring what it means to give attribution. Did a student write this work? Or did AI write this? Or did students work with AI to write this?”

When queried about Chatbots and academic integrity, the panelists mostly talked about its limitations as an easily accessible cheating tool. Opal said, “ChatGPT has a bad reputation for helping students cheat, but people overestimate its abilities. You still have to do a lot of work that requires critical thinking when using it because it doesn’t produce sophisticated results. It might help with a basic prompt.” Mike and Victoria echoed Opal’s opinion. Mike said, “If you were teaching middle schoolers, you might be concerned with cheating,” though he went on to add, “That said, the future version will get better.” Victoria added, “The pandemic taught us that not all students are excited about technology or are tech savvy.”

Tim offered a very good, thoughtful response about using ChatGPT to plagiarize code in a computing course when Kwame Kutton, a Lecturer in Biomedical Engineering, raised a question about doing this. Currently in a computer science course himself, Tim said, “In BME there are unique opportunities to write code that saves lives. Therefore, students need to tackle the core issue to solve before they even write code. We want faculty to teach us how to think about the logic of the problem, not just writing code.” His comment encouraged instructors to think deeply about first framing and identifying the problem for students, which will help motivate them to produce original and independent work.

Mike stated another perspective: “I don’t know any programmer who doesn’t use Copilot,” a code repository on GitHub that uses AI to suggest coding solutions. “My analogy is calculators,” he said. “You need to know how to do math without a calculator, but once you are doing the calculations after setting up the problem, you should use a calculator to help solve the problem.”

A question from the audience about languages, accents, and ChatGPT turned the discussion to issues of accessibility and political bias. Tim saw one of his friends using the Chatbot to translate English to Japanese and then used it himself to translate a Spanish article he was familiar with. His opinion: “It does a better job than Google Translate” though “there are lots of metaphors that get lost in translation by these tools.”

Mike then gave two excellent examples about how ChatGPT is providing access and support to people with divergent and impaired abilities. He said, “ChatGPT 4 is available, but they haven’t released the picture-to-text feature that exists yet. They shared video of someone with visual impairment using ChatGPT 4 to learn what was in the fridge using their phone. It will be able to do amazing things in the future to help us.” He went on to talk about a friend of his who knew someone in San Francisco with a lawncare business who struggled to communicate via email. The owner of the business now uses ChatGPT “to help polish his emails,” thus improving his client relationships.

Opal talked about how ChatGPT struggles with dialects, which turned the conversation to political bias. She’s using ChatGPT to write a short story “in the style of Kate Chopin,” a 19th Century American writer known for writing about Louisiana Creole culture. Opal said, “[Chopin] used a lot of Louisiana dialect” and ChatGPT “struggles” with this because it “is filtered so it doesn’t mimic the racist language used during that time.” She said that people have found ChatGPT to be “an establishment liberal” in its political biases. Victoria brought up “issues of bias in Silicon Valley” and wondered how ChatGPT would address Critical Race Theory (CRT). Mike decided to ask ChatGPT whether we should ban CRT and copied and pasted ChatGPT’s response in the Zoom chat:

As an AI language model, I don’t have personal opinions. However, I can provide you with an analysis. Whether Critical Race Theory (CRT) should be banned in schools is a subjective question, often debated among educators, policymakers, and parents. Supporters argue that CRT promotes understanding of systemic racism and its impacts, while opponents believe it can be divisive and foster racial animosity. Ultimately, the decision to include or exclude CRT in schools depends on the goals and values of the educational community involved.[1]

The conversation ended with speculation about how quickly ChatGPT would progress. Mike said, “The current GPT4 has been remarkable. I’ve written fiction in each version and I’d say it’s getting two grade levels better in each version.” Opal also weighed in: “It will be quick, but I’m not wary yet. We need to keep considering these questions, but I think it’s less something to be scared of and more something to utilize. I don’t see anything being more powerful than humans in the near future.”

Recommended reading and activities:

[1] OpenAI. (2023). ChatGPT (Apr 4 version) [Large language model]. https://chat.openai.com/

Caroline Egan
Caroline Egan is a Project Manager in the Center for Teaching Excellence and Innovation, supporting instructional training and development for Hopkins faculty, graduate students, post-doctoral fellows, and staff.

Image source: Pixabay, Unsplash

Lunch and Learn: First-Year Seminars

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On February 15, 2023, the Center for Teaching Excellence and Innovation (CTEI) and the First-Year Seminar program hosted a Lunch and Learn with a panel of faculty members to share their experiences teaching First-Year Seminars (FYS) in the Fall of 2022 as well discuss emerging best practices. The panel included Christopher Celenza, Dean of the Krieger School of Arts and Sciences, and Professor of History and Classics; Marisa O’Connor, Associate Teaching Professor, University Writing Program; Lilliana Mason, SNF Agora Institute, Associate Professor of Political Science; and Karen ní Mheallaigh, Professor of Humanities, Classics Chair. Aliza Watters, Assistant Dean for the Undergraduate Curriculum and Director of First-Year Seminars, moderated the discussion.

Dr. Watters began with a short introduction to the FYS program, as well as some high-level reflections on lessons learned from Fall 2022. Part of a series of curricular recommendations from the Second Commission on Undergraduate Education (CUE2), FYS welcomes students to the university in a small cohort experience (12 students per seminar), each one unique, but with shared goals focused on intellectual rigor and curiosity, peer community, and faculty-student interaction and mentorship. FYS were first piloted two years ago in the Fall of 2020; since then there have been over sixty FYS piloted. The Fall 2022 semester was the first semester where FYS were required for all incoming students in the Krieger School of Arts and Sciences. Seminars are three credits, students are graded Satisfactory/Unsatisfactory (S/U), and faculty form communities of practice each fall to discuss and learn from experiences across the approximately 75 courses. Watters shared student survey results from Fall 2022 which averaged or exceeded 90% for intellectual experience, connection with faculty, and overall enjoyment.

The presentation continued with each faculty panelist briefly describing their seminar, including approach, highlights, and something learned along the way.

Dean Celenza began with his course, Books, Authenticity, and Truth, which examines the search for truth among selected texts from Roman antiquity through the mid-17th century. Unique to the seminar and most memorable for students were the weekly hands-on encounters they had with texts in the library’s rare books collection, an experiential learning component that complemented the analytical discussions. Early in the semester, Dean Celenza reckoned with the difficulty of some of the sources he was assigning. Rather than a formal introduction to his field, with a focus on developing discipline-specific, complex knowledge, he considered the ethic of the group’s learning in the moment – and the personal and communal stakes of that learning. For him, it was more important to meet students “where they are” in terms of background knowledge rather than try and cover every detail. He also commented that he so enjoyed getting to know his students more personally in the context of FYS, that the S/U grading scheme is essential to this, and how, institutionally, FYS enables faculty to have a far richer understanding of the overall landscape experienced by our first-year students.

Professor Mason continued with her seminar, The Psychology of Mass Politics in the United States. Her course focused on the various misperceptions we have about how people make decisions based on politics, how our thoughts can be influenced and biased through deliberate misinformation, and in getting students to note these practices in the real world. Mason purposely varied the way she presented material to students, regularly using film, video, and podcasts in addition to journal articles, and alternating weeks of heavier and lighter reading. One particularly enjoyable assignment for students was to design and develop a false story about Johns Hopkins University as a way of self-consciously inoculating them against misinformation. Surprised at the divergent levels of basic political knowledge students had coming into her class, including the different branches of government, Professor Mason plans to include more introductory material going forward and even more attention to annotated reading practices. Like Dean Celenza, Mason enjoyed getting to know her students and began all her classes with a more personal check-in before turning to the week’s material.

Dr. O’Connor continued with her course, Is a Corporation a Person?, which presents students with a legal framework for examining personhood and its related rights to free speech in the U.S. The seminar asks students to examine this concept from various viewpoints, including other cultures, political movements, and literature. Dr. O’Connor draws on a great diversity of sources for her students to analyze: film, photographs, political cartoons, websites, and scholarly articles, among others. At one point during the course, O’Connor asked students to read articles by two scholars who had vastly different opinions about a particular subject; students were incredulous that these “experts in the field” were disagreeing with each other so starkly. Dr. O’Connor noted how transformative this experience can be for students: to see intellectual disagreement so explicitly rendered and to be invited, themselves, into the scholarly conversation. And that is how Dr. O’Connor’s course culminates: with each student proposing a research question and project that engages debates of personhood.

Professor ní Mheallaigh described her course, Lunar Histories, as imagining the moon as a magic door or portal for students: how it was perceived by ancient people, how it factored into religious practices, and how it eventually emerged into scientific literature and later became a lodestar for truth in the modern world. Professor ní Mheallaigh found that students enjoyed the interactive parts of the seminar best. To help them process ancient material that could be dense, or overly-technical, she regularly asked students to draw or otherwise visualize what they thought the author was trying to convey in early texts. Another activity that was especially memorable for students was going to the JHU Archeological Museum to examine various ancient artifacts, including a wand used to cast spells. These active learning practice helped take the pressure off of having to comprehend every historical detail while engaging students in the abiding imaginative components of lunar histories. Professor ní Mheallaigh also maintained that they helped engage the students emotionally as well as intellectually.

Lunch and learn panelists speaking.Dr. Watters summarized some of the emerging themes in the presentations and for FYS more broadly, including the need for source diversity and dynamism, modulating overly technical or discipline-specific content, incorporating experiential learning, and creating the space for more personal, low-key interactions between and among students and faculty. She then began the question-and-answer portion of the workshop which yielded active discussion with audience members. Here are some of the queries the panelists addressed:

Q: What is one concrete thing you did that worked really well?

CC: I asked students how they were doing and what was going on at the beginning of each class; it was a good way to “take the temperature” of the students and the room overall.
MO: I had students look at all sources we used in class, build a case, and present results. Finding evidence in the moment and figuring out how to talk about it worked well.
LM: Each week I had students do a written reflection asking what they learned, what questions they still have, etc.
KN: Examining ancient objects and exploring multimedia were very successful.

Q: I’ve heard from students that some FYSs are a lot of work. How did you all think about the work that you assigned to students?

KN: The feedback from my students was that the assigned work was actually light.
LM: I varied the workload each week. Sometimes there was a lot of reading, but then I lightened things up the next week with a podcast or some other activity. They seemed comfortable.
MO: I assigned different sources – documentaries, readings, etc. I tried to have them do something very short before class – fun and relatively easy – but enough that they were prepared to talk about something.
CC: I tried to keep assignments short. Short was key – I wanted to give all students a chance to participate.

Q: When you give writing assignments, do you comment on the writing? Are we trying to make these students better writers in FYS?

KN: Yes, I provided comments. I thought this was a core part of what we were doing and I wanted to help them.
CC: The fact that all students will take a writing-intensive course in the spring semester after their FYS (part of Krieger’s First Year Foundation of FYS plus First-Year Writing), takes the pressure off. I don’t think we need to spend too much time commenting on their writing.
LM: I graded all of my assignments complete/incomplete. I kept my comments at a higher level.
MO: I had the students focus on writing in smaller bits, which kept it doable for them, and therefore, not much commenting from me.

Another faculty member in the audience shared that when teaching his FYS, he included writing assignments where students had to write to different audiences, such as a letter to their parents or through the lens of an art critic. He said this kept them accountable to the sources, but that the versatility helped keep things “new and exciting” for students.

Q: Were students in your FYS from the same intended major or discipline, or were they varied in their academic interests?

A: All panelists said their students intended to major in different fields; the students seemed to realize FYS was their chance to try something different, outside of their intended major or its related requirements. Several students commented to their instructors that the FYS sparked a genuine interest in a new field of study for them.A group of faculty listening to Lunch and Learn panelists.

Q: Who can we contact if we have concerns about something going on with first-year students?

A: Dr. Watters responded that being receptive to student experiences in the context of FYS is crucially important and encouraged instructors to contact the students’ advisors if needed. She also noted the role FYS can play in understanding and responding to broader trends percolating among students.

Q, from another FYS faculty member: In one of my courses, I allow students to co-design the syllabus for the class. Although it can be scary, it also takes some of the pressure off of me, as the students tend to be more prepared for things. Did you design the whole course, or did you allow students to develop any of it?  

A: While none of the panelists allowed students direct involvement in developing their syllabi, some commented that they did give students varying degrees of freedom in their assignments (such as what sources to use), some authority over class discussions, and independence in final projects.

Q: What is something you hope your students got out of your class?

KN: I think the social dimension that is built into this environment is enormously beneficial. For example, I took my students to a local diner, Paper Moon on 29th Street. It was so simple, but I felt like I really got to know them.
CC: Students want to get to know their professors – they are looking for mentor relationships and FYS helps develop those.
MO: The S/U aspect and small size of the seminars supports the social aspect. Students felt comfortable talking to me about their first semester. I was a non-threatening person in their life, despite being one of their instructors. I really enjoyed getting to know them in this way.
LM: I agree, about getting to know the students. I’m already writing recommendation letters for some of them! My hope, though, is that they maintain a curiosity for and joy of learning.

Dr. Watters concluded the session by reading an anonymous quote from the FYS student survey:

My FYS was my favorite class. Most of my other classes were large lecture style classes with 200 people so engaging with 11 of my peers in a small seminar environment helped me build meaningful connections. The instructor was also fantastic and he really got to know me. This was not just a ‘fun’ class. It was a class that was instrumental to making my first semester enjoyable. I made at least 4 friends in my FYS. I went to Peabody and the Visionary Arts Museum with my FYS group and explored Baltimore. Equally as important, it challenged me a lot and I gained skills that are critical.

Aliza Watters
Assistant Dean for the Undergraduate Curriculum and Director of First-Year Seminars
Krieger School of Arts and Sciences

Amy Brusini, Senior Instructional Designer
Center for Teaching Excellence and Innovation

Image Sources: Lunch and Learn Logo, Beth Hals

ChatGPT: A Brief Introduction and Considerations for Academic Integrity

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I’ve been reading about the potential impact of artificial intelligence (AI) on teaching and learning for some time. A close family friend gave me a book entitled In the Mind of the Machine by Ken Warwick in 1998. The Education Horizon Report Advisory Committee, of which I was a member, first listed artificial intelligence as an emerging technology likely to have an impact on learning, teaching, and creative inquiry in education in 2017. November 2022 brought the long-anticipated arrival of ChatGPT beta with accompanying media attention.

What is OpenAI and ChatGPT?

OpenAI is an artificial intelligence research lab. Open AI developed a chatbot called ChatGPT (GPT = Generative Pre-trained Transformer) and an image generation application DALL-E 2. ChatGPT is a natural language processing model that is trained on hundreds of billions of documents and websites. Users can interact by asking it questions or submitting statements to which it can generate responses.  For example, here is ChatGPT answering a question about itself:

Prompt: What is ChatGPT?
“ChatGPT is a large language model developed by OpenAI. It is trained on a diverse range of internet text and is able to generate human-like text in response to various prompts. The model can be fine-tuned for various natural language processing tasks such as language translation, question answering, and conversation.”

While ChatGPT received most of the media attention in winter 2022-23, there are other chatbots that exist like Jasper and Chincilla.

What are the main concerns?

The main concern for instructors is students asking OpenAI applications to complete assignments for them. This includes writing essays or research papers along with coding assignments for which ChatGPT is trained. Students can also ask ChatGPT to answer test questions.

Things to Consider

While the capabilities of artificial intelligence applications will continue to evolve, there are currently some limitations. For example, current models do not include articles behind paywalls (e.g., subscription journals). This makes it harder for students to generate essays based on peer-reviewed research.  While the models are trained on a large number of documents, the applications’ responses to specific, focused inquiries tend to be vague.  My colleagues and I asked ChatGPT to write a strategic plan for the Center for Teaching Excellence and Innovation. It suggested relevant ideas, but it was generic and too broad to be useful. That said, we could have used it as a starting point for brainstorming a draft.

Some applications, like Turnitin, are claiming they can detect if students used ChatGPT, but like any technology, these applications are not perfect and students can work around them (e.g., editing the essay produced to make it closer to their own writing style).

 Academic Integrity

Use of OpenAI applications can fall under academic integrity policies like plagiarism, but the gray zone between clearly plagiarized work and an academic support tool is large. For example, most instructors would consider it plagiarism for students to ask ChatGPT to write a paper based on a writing prompt from class. But is it OK for students to ask ChatGPT for a summary of research on a topic, which they then use to generate a bibliography as the basis for a research paper they write?  Instructors should learn more about how ChatGPT and other AI technologies work so they can inform students what is considered appropriate use of AI technologies and what is not. Here are additional strategies to consider to help you and your students navigate this new territory:

  • Scaffold the activity by asking students to turn in an outline and iterative drafts that address comments and feedback from the instructor or teaching assistants. This requires students to show progression in a way that is difficult for tools like ChatGPT to produce.
  • Ask students to write papers using a shared Microsoft document through One Drive so you can see the version history.
  • Use writing prompts that are more specific or require students to cite specific texts.
  • Use AI tools to teach students. For example, generate essays in ChatGPT and have students critique them.
  • Discuss with students what is considered acceptable use of AI technologies (e.g., generating a summary of a field) and what is not (e.g., responding to a specific assignment prompt).

A colleague also commented that as we engage with ChatGPT and other AI technologies, we are feeding it data it can use to improve its models. They own the submissions as part of the terms of agreement when accounts are created. Explain to students that they may be giving over their intellectual property if they are using these tools.  If they submit your tests for ChatGPT to answer, they may be violating your intellectual property rights.

Where to Learn More

 Here are some resources to learn more about AI technologies:

We are all orienting ourselves to this new technology and best practices are evolving. The CTEI will continue to share more information and host discussions over the semester.

Mike Reese
Mike Reese is Associate Dean of the Center for Teaching Excellence and Innovation and associate teaching professor in Sociology.

Image Source: OpenAI Logo, Pixabay

A Faculty Follow-up Discussion: Re-engaging Students for the Fall Semester

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On Tuesday, November 8th, the Center for Teaching Excellence and Innovation (CTEI) hosted a discussion on re-engaging students for the fall semester. At faculty request, this discussion was a continuation of one initially held in August, when participants explored the challenges they faced with the return to in-person teaching in Spring semester 2022. During that session, faculty offered potential ways to address disengagement in a student population who reported high levels of “stress, fatigue, and anxiety” in a post-pandemic world.male student staring at his computer This phenomenon has been noted in many media outlets, including The Chronicle of Higher Education, which recently hosted a webinar on addressing student disengagement and summarized it in a follow-up article. Mike Reese, Associate Dean and Director of the CTEI, moderated the conversation.  

The session kicked-off with instructors offering their general sense about how student engagement in their Fall courses compared to their Spring courses. The overall assessment was that problems remained, though there were some bright spots:  

  • One instructor noted that attendance in his course’s Friday session, led by teaching assistants, was down almost 50% in the recent week.  
  • Another noted that Fall was “a little bit” better than Spring, when she was still teaching online via Zoom, but she continued to observe a lot of “struggle” among her students, exacerbated by a lack of knowledge of how to address it.  
  • One participant, who regularly polled his students on their overall well-being on a scale from one to five with five being the highest score, said he was seeing a lot of ones and twos among his students. However, he started this practice during the pandemic so he didn’t have any pre-pandemic data to baseline the response.  
  • A fourth participant had observed that her students’ behavior was better, but they also had large gaps in their subject-matter knowledge due to the instructional disruptions incurred by the pandemic. 

Time management issues quickly became the dominant topic when one faculty member pointed out that this was a particular problem for his students. Other participants also offered examples of students struggling with time management; one faculty member said that she had received a lot of requests for extensions from students who admitted these were due to poor time management, and another said that she observed an all-senior class – usually a population with a good sense of time management –also contending with this issue.group of students socializing The reason for this, attendees speculated, may have to do with the full return to on-site courses and residential campus life. Students may be excited to dive back into campus life, trying to take advantage of opportunities, like lab-based research, not available during the pandemic, and becoming over-committed as a result. Another reason offered was that the time management skills needed to negotiate pandemic life and instruction needed to be re-adjusted for more typical university life.   

The post-pandemic gap in content-specific knowledge, particularly in the STEM disciplines, has prompted some academic programs to start looking at ways to make changes to their large introductory or gateway courses. One participant said her program was looking to make data-based adjustments informed by placement tests, in-person attendance at office hours, and data from Canvas classrooms and learning-support software, such as ALEKS. 

As a group, the participants generated several useful ideas to enhance engagement in both large lecture-style courses and smaller seminar courses:  

  • Increasing structure for small-group discussions in large classrooms: One instructor had added question prompts and a pre-identified spokesperson to her small-group break-out discussions to increase student focus, participation, and output during these sessions.  
  • Flipping one class meeting a week to start homework: Another instructor had flipped one class meeting a week to provide students with a pre-determined timeslot in which to start their homework each week and receive real-time instructional feedback. This helped students with time management and on-time completion of the homework.  
  • Requiring a one-to-one meeting outside class: An attendee required that seminar students meet with him one-on-one at least once outside of class, which helped build relationships and comfort with class participation.  
  • Requiring student socialization outside class: A participant volunteered onegroup of students smiling approach that she heard about via the Chronicle Webinar: to require that students meet and socialize outside of class twice a month to work on “conversation fundamentals” – how to have a balanced conversation, how to use open-ended questions – to build “social sophistication and stamina” in in-person environments post-pandemic. 
  • Mid-semester surveys: Two instructors distributed mid-semester surveys to students that specifically targeted issues of classroom engagement, and one queried participants about their time-on-task for assignments and activities. Though survey participation was low in one course, both instructors were reviewing and integrating appropriate feedback.  
  • Panels of former students: One attendee noted that he had invited a panel of former students to talk about their experiences in the class and what contributed to their success. The credibility of the speakers and the authenticity of the guidance resonated with the current students.  
  • Strategic use of Learning Assistants or Course Assistants: Some instructors in large or introductory courses used Learning Assistants or Course Assistants – undergraduate students successful in the subject area who are trained to provide in-class instructional support – to scale up instructional reach and feedback. These assistants had been particularly crucial in courses that needed more hands-on instructional support, structure, and feedback.    

Many instructors found themselves structuring tasks and activities for students that, pre-pandemic, may not have required direct guidance and direction. Given this need, the importance of student meta-cognition – knowing how to learn something – was raised, which resulted in the following suggestions:       

  • Using learning science data to persuade students: One participant noted that her students were very responsive to research-based arguments. When she offered students evidence-based examples of effective ways to learn (she cited  The Learning Scientists blog as a good source of information), they responded affirmatively to these suggestions. Leveraging learning science research when suggesting better ways to study – retain, recall, and synthesize content – might be one way to help bolster meta-cognition.  
  • Building in self-reflection on effective learning approaches: An attendee recommended integrating opportunities for students to self-reflect on the usefulness of teaching interventions, such as the one-course-meeting-a-week flipped classroom for starting homework. Such reflection on why a certain approach worked (in this case, in-class time dedicated to starting homework with in-person instructional feedback) may help students build (or re-build) their meta-cognitive muscles.  

The conversation turned to tools that could support both targeted in-class instruction and meta-cognition skill development. Brian Cole, Associate Director of the CTEI, said that he had been investigating different technologies that would enable real-time assessment of content comprehension and upvoting of particularly confusing content areas. Melo Yap, the new Sr. Educational Research Consultant at the CTEI, volunteered Kahoot as a tool that could offer such flexibility. 

 A faculty member suggested developing a toolkit with proven meta-cognitive strategies that could be inserted into the Canvas sections of each course. Instructors and students could access this toolkit on-demand and integrate into it their course design for both “just-in-time” support (e.g., before a high-stakes test) and more long-term development. The CTEI offered to collect any already-available guidance to help students learn more effectively in an effort to start collating this information in one place.  

Caroline Egan
Caroline Egan is a Project Manager in the Center for Teaching Excellence and Innovation, supporting instructional training and development for Hopkins faculty, graduate students, post-doctoral fellows, and staff.

Mike Reese
Mike Reese is Associate Dean of the Center for Teaching Excellence and Innovation and associate teaching professor in Sociology.

Image Source: Unsplash

Faculty Discussion: Re-engaging Students for the Fall Semester

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The return to in-person teaching last year brought with it a high degree of uncertainty for students and faculty. Professors reported that stress, fatigue, and anxiety contributed to higher levels of student disengagement, disconnection, and languishing than in pre-pandemic courses. college students in lecture hallFaculty at other schools reported similar trends with several articles and essays published in the NY Times and Chronicle of Higher Education over the past several months. At faculty’s request, the Center for Teaching Excellence and Innovation (CTEI) hosted a discussion for instructors to share their experiences and brainstorm solutions for Fall 2022 and beyond. Over thirty instructors participated. Brian Cole, Associate Director of the CTEI, moderated the discussion.

Faculty attendees reported that students seemed to struggle transitioning from online classes to in-person classes last spring. One person shared that colleagues at other institutions were reporting the same concerns. The behaviors described included students:

  • expressing concerns about being prepared for high-stakes exams
  • regularly being distracted by devices during class
  • skipping class more frequently than before the pandemic
  • requesting more mental health accommodations
  • acting more aggressively toward  instructors (One instructor said this behavior is more likely seen by instructors of certain races and gender.)

Participants felt these behaviors could be traced to several sources. The pandemic was traumatic for many students suffering from social isolation and the stress of living under the threat of COVID. Faculty also felt some students were not as prepared for their classes because pre-requisite college classes or high school courses were online and employed pass-fail grading schemas. Other instructors reported students feeling stressed about other global events (e.g., political polarization, Ukraine war).  While the pandemic may be fading or becoming normalized, faculty shared that other stressors are constants that continue to weigh on students.

This led to a discussion about when it was appropriate for faculty to engage students about their stress and anxiety over global crises. Instructors teaching in the social sciences can more easily integrate discussions of current events into their curriculum. Is it appropriate for faculty in science and engineering to dedicate class time to social stressors that affect students? Most participants said yes. Several shared they provide opportunities for students to talk about current events that may impact them and ask students openly, “How are you doing? What’s going on with your peers?” to give them space to talk. stressed out male student looking at his laptop Several faculty participants asked for advice on how to set boundaries on the amount of time to dedicate to these discussions during class and what types of topics to discuss. Those that dedicate class time to talking about global issues or student mental health concerns felt it was appropriate to occasionally dedicate 15 minutes of class time to connect with students and build relationships with them. As for topics, instructors should choose topics they are comfortable discussing.

Another source of stress mentioned was the number of hours students are working. One professor shared he has seen an increase in students trying to work full time while attending school. It’s not a large number, but definitely an increase that was likely precipitated by the flexible schedules during COVID when classes were more likely to be asynchronous. Another instructor shared that she observed an increase in students working part-time jobs during COVID. She felt it was important to be more explicit with students about expectations for deadlines and the time it takes to complete assignments to help students balance working outside of class. However, many participants felt it was not appropriate for students to work full-time. Another instructor reported an increase in students continuing summer internships into the academic year. Students see this as a pathway to a job after graduation and are motivated to continue working. This may be a good opportunity, but again, faculty are concerned students are overcommitted.

Some faculty record their lectures for students to review later, while others questioned if this would result in students skipping class. Several faculty responded with strategies to encourage students to attend. These included using activities that motivate students to show up and awarding points for participating in those activities.  One instructor said he records the videos, but shares them with students only upon request. If a student is regularly requesting them and not showing up for class, he engages them to learn more about why they are skipping to address any issues. He shares all of the videos with students the week before the exam. Another instructor said she has recorded her lectures for 15 years, and uses activities to encourage student attendance and engagement with each other. She stresses, “I’m not the only person in the room. You also learn from the other students when you are here.”

Another instructor asked if recording the class discourages students from asking questions. Two instructors responded it did not affect behavior in their classes, but that could be because they teach large courses so students are generally less likely to ask questions during class meetings.

While the pandemic was stressful for everyone, faculty reported it provided opportunities to experiment with new teaching strategies. Many are now trying to evaluate which changes to keep or drop. One instructor said their decision is based on the time required to implement the strategy and its impact on student learning.students doing an activity with post-it notes on a whiteboard Another instructor said she offered more low-stakes assessments while teaching online. She felt this helped reduce the stress of high-stakes assessments, but she is now considering if she is requiring too much of students. The value of offering more low-stakes assessments is that students get more regular feedback throughout the semester.

Another instructor is hearing from students that instructors are assigning more applied learning assignments that leverage technology (e.g., arcGIS) which require significantly more time to complete. While it’s good to have interdisciplinary projects and collaborate with other groups, such as data services at the university, we need to remember that this also requires students to work with different groups and learn additional skills, all of which take time.

Overall, faculty felt the goal is not to penalize disengagement, but to encourage students to engage. Faculty participants shared additional strategies to address student disengagement which are summarized below:

  • Eliminate online tools for the course that are not critical.
  • Offer asynchronous work days. This is not an off day, but a chance to work on class assignments.  One instructor shared that students really liked having a day to work on their projects.
  • Clearly communicate expectations for class (e.g., assignment deadlines, pre-class work expectations) on a regular basis and in multiple modalities (e.g., verbally in class, on Canvas, via class email).
  • Build in flexibility to assignment deadlines. One instructor allows students to skip up to two assignments, and their grade is replaced by the average of the existing assignments.
  • Another instructor shared a similar approach: she does not permit any extensions on homework even if a student is sick, however, she replaces missing grades with the average of the other assignments if the student presents a viable excuse for missing the deadline. The instructor uses this approach because it allows her to share the homework solutions immediately after the deadline while students are still intellectually engaged with the assignment.
  • Another instructor builds in quizzes related to the homework to encourage students to look at it early. For example, the day after homework is posted, students are presented with a quiz asking them to describe what the homework is asking them to do. They don’t need to solve it, but it motivates them to look at it early instead of waiting until the last day when they will have less time to get help.
  • Consider using the discussion board in Canvas or encourage students to attend office hours if you don’t want to dedicate class time to check in with them.
  • Share wellness resources from JHU including the Student Well-being blog about talking with students about current events: https://wellbeing.jhu.edu/blog/. They also provide a page for dealing with more acute issues when students are in distress: https://wellbeing.jhu.edu/resources/faculty-staff/
  • Consider limiting the use of devices (phones, laptops, etc.) to minimize distractions during class.
  • Share mental health resources with your students including Mental Telehealth (free counseling via video chat), Calm app (great for sleep, focus, mindfulness), A Place to Talk (peer listening), Stress and Depression Questionnaire (10minute confidential assessment with feedback w/in 48 hours from a Hopkins clinician).
  • Share how you manage your stress to demonstrate that students are not the only ones dealing with these issues. One participant said, “We might feel it, but if we don’t say it, they don’t know it. If you talk about it, then you open up a space for students to talk about their own stressors.”
  • Consult inclusive teaching practices and Hopkins Universal Design for Learning resources which can help instructors build flexibility into their teaching. One instructor said that being flexible includes building in processing time to help students prepare for their assignments. This includes emotional processing time on difficult topics.

female student smiling in classroom with other studentsClare Lochary from the Office of Student Health and Wellbeing shared that the Counseling Center sees two clear spikes in incoming clients each semester. The first is six weeks into the semester when students begin to realize they aren’t doing as well as they want in their courses. The second  is during the last two weeks of the semester as they prepare for final papers and exams. Faculty should be aware of these cycles and pay special attention to student behavior  so they can refer students to help resources or address concerns about academic performance.

Mike Reese
Mike Reese is Associate Dean of the Center for Teaching Excellence and Innovation and associate teaching professor in Sociology.

Image Source: Unsplash