Curious about tools for detecting plagiarism? Turnitin, a “similarity-detection” program, is integrated with Brightspace and can be utilized by instructors. WID has tested Turnitin’s capacities in order to inform decisions about the tool’s use. Join us to discuss WID’s observations regarding its function and limitations, and also to explore student motivation and writing integrity.

Curious about tools for detecting plagiarism? Turnitin, a “similarity-detection” program, is integrated with Brightspace and can be utilized by instructors. WID has tested Turnitin’s capacities in order to inform decisions about the tool’s use. Join us to discuss WID’s observations regarding its function and limitations, and also to explore student motivation and writing integrity.

o Are you wondering how you should approach communicating AI use policies with your students? As artificial intelligence tools become more available, it’s vital that we engage students in open and clear dialogue about course policies and other potential impacts. In this session, we will explore syllabi statements that address AI use and limits in varying contexts and how our expectations connect with UVM’s Code of Academic Integrity. Participants will be provided with a range of sample policies, statements, and guiding prompts and will leave the session with a heightened sense of the values they wish to communicate to students.

Would you like your students to better understand your assignment instructions? This workshop provides an overview of Transparency in Learning and Teaching in Higher Education (TILT), a research-supported framework focused on clearly communicating an assignment's purpose, task, & criteria. This framework has been shown to positively affect student learning, motivation, and confidence, especially for first-generation students, low-income students, and students of color. During this session, we’ll share examples of this framework in practice and start the groundwork to “TILT” two of your own assignments.

Would you like your students to better understand your assignment instructions? This workshop provides an overview of Transparency in Learning and Teaching in Higher Education (TILT), a research-supported framework focused on clearly communicating an assignment’s purpose, task, & criteria. This framework has been shown to positively affect student learning, motivation, and confidence, especially for first-generation students, low-income students, and students of color. During this session, we’ll share examples of this framework in practice and start the groundwork to “TILT” two of your own assignments.

Creating course materials with accessibility in mind makes your courses more welcoming and sets students up for success. In this workshop you’ll explore simple steps for creating accessible documents and learn ways you can teach students to make their own work accessible—all with little added labor for you.

Creating course materials with accessibility in mind makes your courses more welcoming and sets students up for success. In this workshop you’ll explore simple steps for creating accessible documents and learn ways you can teach students to make their own work accessible—all with little added labor for you.

o Join us in-person to explore ChatGPT and Copilot, both chat-based text generation tools. 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 tools. Please bring your laptop so you can take time to work with ChatGPT and/or Copilot, stopping periodically for the group to check in about what we’re noticing and thinking. Whether you’re considering using these tools in your teaching or curious what your students may be doing with them, this exploration will help you to become more familiar with their possibilities and shortcomings.

o Formal papers aren’t the only way to include writing in a course. Low- or no-stakes writing activities can get students practicing critical thinking, give you insights into what students are learning, and help students connect with each other and your course content without having to devote your – and students’ - time to drafting and grading essays.

o Formal papers aren’t the only way to include writing in a course. Low- or no-stakes writing activities can get students practicing critical thinking, give you insights into what students are learning, and help students connect with each other and your course content without having to devote your – and students’ - time to drafting and grading essays.

o During this interactive session, participants will anonymously submit brief teacher and/or student generative AI use scenarios that will be pulled at random for discussion. For each one, we’ll survey attendees regarding their comfort level with the scenario described, weigh in on what we see as the advantages, downsides, and ethical issues of the scenario, and then vote once more. This session should be a fun way to learn about how your colleagues feel about genAI use and to help you clarify your own beliefs and expectations.

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.