Spring 2025 Events

Do you feel isolated in facing the challenges of students using AI in your coursework? Join the Teaching with AI faculty learning community for a candid conversation about identifying AI usage, understand the variety of ways AI might be used (from fully AI-generated assignments to subtle revisions), and navigating the complexities of responding to suspected cases. Together, we’ll share experiences, address concerns, and develop strategies to uphold academic integrity while fostering trust and collaboration with our students.

Join Dr. Lauren Crowe in a conversation sharing insights into her use of Learning Assistants in a large lecture biology course. Dr. Crowe will discuss strategies for fostering active learning, supporting student engagement, and improving outcomes in a high-enrollment class. Learn how these techniques can enhance equity and collaboration, and explore how you might apply similar approaches in your own teaching context.

Reading is a primary way that we encounter new ideas and perspectives. Recently, several news sources, including the Chronicle, have suggested that students’ reading skills have notably declined, citing factors such as learning losses triggered by the shift to remote learning during the pandemic, a decrease in our ability to focus due to extended time on social media, and fewer people reading for pleasure in society at large. What have you observed in your students in relation to course readings, and how is this informing how you teach? What are your goals for assigning reading in your courses? How are you fostering reading skills in your students? Join this roundtable to share questions and ideas with your colleagues.

Many faculty wonder how to be more equitable when assigning and assessing the writing of multilingual students. For instance, given that multilingual students are arriving in the course with different levels of English fluency, should your standards for grading written work be different than for other students? When responding to student work, how much time should you spend on grammar and style at the sentence level versus comments on the structure or argument of the essay? Join this roundtable to share questions and ideas with colleagues.

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Many faculty wonder how to be more equitable when assigning and assessing the writing of multilingual students. For instance, given that multilingual students are arriving in the course with different levels of English fluency, should your standards for grading written work be different than for other students? When responding to student work, how much time should you spend on grammar and style at the sentence level versus comments on the structure or argument of the essay? Join this roundtable to share questions and ideas with colleagues.

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Learning sciences show that deep learning requires effort and can feel difficult. In this session, we will explore strategies to help students build the skills they need to engage in effortful learning, accurately assess their knowledge, and persist while managing a heavy cognitive load.

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Explore practical strategies that leverage concepts from the science of learning to create engaging, community-oriented environments in large lecture courses.

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