Center for Teaching & Learning

o Do you assign peer reviews on essay drafts and feel disappointed in the results? Peer-to-peer interaction can be a powerful motivator for student learning, but it's also a troublesome pedagogy. Students and faculty alike sometimes report that it seems like wasted time that takes away from the professor's input on priorities -- yet research says otherwise! What causes this disjunction? A lack of coaching and practice. This workshop will introduce several rationales for peer responses, provide strategies for how to prepare students to do effective reviews, and offer participants the chance to try peer review themselves.

o Do you assign peer reviews on essay drafts and feel disappointed in the results? Peer-to-peer interaction can be a powerful motivator for student learning, but it's also a troublesome pedagogy. Students and faculty alike sometimes report that it seems like wasted time that takes away from the professor's input on priorities -- yet research says otherwise! What causes this disjunction? A lack of coaching and practice. This workshop will introduce several rationales for peer responses, provide strategies for how to prepare students to do effective reviews, and offer participants the chance to try peer review themselves.

o Join us in-person to explore Notebook LM, a research summarizing and chat-based text generation tool that utilizes only the sources you share with it. We’ll open with a brief presentation about the interfaces, possible uses, and ethical considerations, but most of your time will be spent using the Notebook LM. Please bring your laptop so you can take time to work with the tool, stopping periodically for the group to check in about what we’re noticing and thinking. Whether you’re considering using this tool in your teaching or curious what your students may be doing with it, this exploration will help you to become more familiar with their possibilities and shortcomings.

This workshop invites participants to define what rigor in writing means to them—and then juxtapose that with how a pedagogy of compassion or kindness intersects with notions of rigor. High expectations don’t need to conflict with a people-centered classroom that values the experience of both teachers and students.

This workshop invites participants to define what rigor in writing means to them—and then juxtapose that with how a pedagogy of compassion or kindness intersects with notions of rigor.  High expectations don’t need to conflict with a people-centered classroom that values the experience of both teachers and students.  

This workshop explores the ways some educators are refusing or resisting the calls to incorporate genAI into our writing and teaching. Using “Refusing GenAI”(a disciplinary-based argument) and Marc Watkins’ “AI is Unavoidable Not Inevitable” as our foundation, we’ll have a structured conversation about how paying attention to AI in our fields and in our world does not mean committing to teaching with it.

This workshop explores the ways some educators are refusing or resisting the calls to incorporate genAI into our writing and teaching. Using “Refusing GenAI”(a disciplinary-based argument) and Marc Watkins’ “AI is Unavoidable Not Inevitable” as our foundation, we’ll have a structured conversation about how paying attention to AI in our fields and in our world does not mean committing to teaching with it.

How can we help students navigate both the hype and fear surrounding AI technology and develop a discerning eye?  In this session, we’ll explore elements of critical AI literacy (the ability to evaluate AI tools in light of the cognitive, ethical, social, and cultural implications) and share resources that you can adapt for your own classes.  

How can we help students navigate both the hype and fear surrounding AI technology and develop a discerning eye?  In this session, we’ll explore elements of critical AI literacy (the ability to evaluate AI tools in light of the cognitive, ethical, social, and cultural implications) and share resources that you can adapt for your own classes.