Special Session: Wednesday May 3, 12:00-1pm

Generative AI: What is it and what are the implications for your courses?

Facilitator: Susan McCahan, Vice–Provost Academic Programs 

Resource

Tuesday, May 9th

Roundtable: Naming and Making Progress on Outstanding Teaching Challenges
Facilitators: Jennifer Murdock and Kripa Freitas 
Are you a new or newer faculty member with some teaching questions or challenges where your colleagues may be of help? Are you a more experienced instructor facing fresh challenges and dealing with new questions? Collectively, we have much experience and wisdom, even if it is dispersed. Let’s mentor each other. Come with a question or challenge in mind that you will share (anonymously) with the group. Further, bring questions or challenges we could take up as a large group or in side discussions (not anonymously). 

Tuesday, May 16th

Roundtable: Invigilated in-person assessment design and grading 
Facilitator: Olga Denislamova 
Having more invigilated in-person assessments is one way some of us are dealing with the new generative AI world. This comes with some important trade-offs and its own technology challenges. We will use this time to consider effective ways to convert existing assessments into in-person ones, devise strategies to address trade-offs through assessment design, and figure out ways to manage the grading constraints.   

Tuesday, May 23rd

Roundtable: Non-invigilated assessment design and grading
Facilitator: Courtney Ward 
As technology changes around us, having non-invigilated assessments seems more fraught than usual. What is the role such assessments should play in a world with generative AI? How do we adjust our current assignments to make them assess our students’ learning and not their effective use of technology? Finally, as the success of any assessment, especially more open-ended ones, relies on grading, we can think about strategies to deal with the grading bottleneck for our new assessments.   

Tuesday, May 30th

Roundtable: Flipped Classrooms: Lessons learned after a full year in-person
Facilitator: Nazanin Khazra 
The pedagogical literature encourages us to introduce more active learning in the classroom. With our limited class time, this was a challenge. Over the last year, some of us moved from the traditional lecture to a more flipped class design. Students were expected to complete work before class and classes became problem-solving workshops. We now have experience with this format in first-year classes through the third year, across a variety of subjects. We will use time to debrief, figure out what worked, what didn’t, and consider format adjustments for the future.