Transformative Dialogues: Teaching and Learning Journal
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Perceptions About Generative AI and ChatGPT Use by Faculty and Students
No full textApproaches to ChatGPT by colleges and universities have varied, including updating academic integrity policies or even outright banning its use (Clercq, 2023; Mearian, 2023; Schwartz, 2023). As this new technology continues to evolve and expand, colleges and universities are grappling with the opportunities and challenges of using such tools. Little literature exists on student and faculty perceptions of AI use in higher education, particularly related to generative AI tools. The present study aims to fill this gap and offer perceptions from both students and faculty from a large research university in the mid-Atlantic. Survey participants consisted of 286 faculty and 380 students. Participants completed a questionnaire that included open-ended responses, scaled items, and finite questions. Overall, the reported use of ChatGPT technology is infrequent, though most respondents feel its use is inevitable in higher education. Faculty and students are uncertain but familiar with generative AI tools and ChatGPT. Institutions interested in developing policies around using ChatGPT on campus may benefit from building trust in generative AI, for both faculty and students. Concerns with academic integrity are prevalent and while both faculty and students agree that using ChatGPT violates institutional policy, they also agree generative AI has value in education
A Global Approach to Nursing Education: Evaluating the Impact of COIL on Undergraduate Students in the US and Brazil
Get PDFThis article presents a Collaborative Online International Learning (COIL) project conducted over four academic semesters, involving more than 500 undergraduate nursing students from the United States and Brazil. Guided by the Cross-Cultural Alignment Model, the project aimed to evaluate whether COIL enhanced students\u27 self-reported efficacy in applying key global nursing concepts when working with pediatric patients with chronic conditions and their families across both countries. Additionally, the study explored potential differences in satisfaction and self-reported efficacy among different student groups. Data were collected using an online, retrospective, pre-post survey that included Likert-scale items and demographic information. Data analysis was conducted using Stata/MP 18.0. The results provide valuable insights into the impact of COIL on nursing students\u27 competencies and perceptions, particularly in the context of pediatric nursing and global health. COIL was found to significantly improve students\u27 cultural responsiveness, ability to provide family-centered care, awareness of health disparities and social determinants of health, and perceptions of the nursing role. Results also identified notable differences in the impact of COIL among student groups. Future research should include rigorous study designs and objective measures of outcomes along with self-reports. Additionally, qualitative research would help to understand nuances behind student responses, inform targeted improvements in COIL, and help to establish best practices for COIL implementation
Editors\u27 Introduction: Opening Up Space for Dialogue in Teaching, Learning, and Scholarship
Get PDFLearning as Interpretation, as [Re]Writing: A Philosophy of Teaching and the Function of the Writerly
Get PDFThis reflective essay makes the case for a “writerly” framework for teaching and learning in higher education that offers new ways to conceptualize student engagement and interaction. Writerly teaching and learning, based on the work of literary theorist Roland Barthes, aims to make students more than just consumers, positioning them instead as producers of their learning and the curriculum. The writerly leads us to think about active learning and student engagement not as vague abstractions, but rather as something that happens purposefully in the moment, in the “just after” when a student experiences new ideas about the content, where students are prompted to creatively produce new meanings and understandings
Harmonizing Perspectives: A Platonic Dialogue on Student Learning
Get PDFThe two authors, from assessment and educational development backgrounds respectively, use the form of a Platonic dialogue to uncover the emergent framework that guided their successful first year in collaborating to lead institution-wide assessment and accreditation initiatives at Northwestern University, a private, select-enrollment RI university with 21,000 students (8,000 undergrads and 13,000 graduate students) in the Midwestern region of the United States. They explore the contexts that have shaped their approach, such as a decentralized institutional structure, the integration of their positionalities within the Searle Center for Advancing Learning and Teaching, and their personal values and backgrounds. These contexts are placed into larger conversations about the vilification of assessment, theories of change, and the purpose of education. After reflecting on their assessment experiences and values, they realize that through their conversation together, they have co-created an assessment framework built on a student-centered, equitable, authentic, responsive, life-long, and empathetic approach. These foundational principles seamlessly coalesce to form the acronym SEARLE, which not only mirrors the name of their center for teaching and learning but also captures the essence of their core values: the SEARLE Framework. The article concludes with a heuristic other assessment and educational development professionals can use to reflect on their own collaborations and contexts
Never Stop Thinking About Our Students: Reading with Hogan and Sathy’s Inclusive Teaching
Get PDFThis paper considers the concept of inclusivity in the postsecondary classroom. We use narrative writing to describe experiences catalyzed by a book study of Hogan and Sathy’s Inclusive Teaching at Memorial University of Newfoundland and Labrador, Canada. We reflect on our thoughts and fears about teaching and about changes to our inclusive teaching practices that span specific actionable strategies to overarching pedagogies. We argue that while there can be institutional barriers that can prevent or discourage large changes, our commitment to continuing to reflect on our practices and learning from each other will help promote equity across Memorial’s classrooms
Post-Secondary Student Resilience During the Transition from Online to In-Person Learning
Get PDFFirst-year university students are vulnerable to stress associated with the new social and academic environment. These expected challenges increased significantly for students beginning university in September 2022, which marked a shift back to in-person learning for students who completed most of their high school education online. The aim of this study was to examine whether this unique group of first-year students possessed the tools of resilience to the same degree as pre-pandemic groups and if having these or not impacted their transition to university. First-year students were recruited to complete measures of optimism, self-efficacy, resilience, life satisfaction, and academic performance. On average, participants reported moderate levels of resilience, situational optimism, self-efficacy, and life satisfaction, and low dispositional optimism. Situational optimism was the most significantly associated with grade-point average, and dispositional was most significantly associated with life satisfaction. The results indicated that students entering university in the 2022-23 academic year possessed the tools to navigate the transition to university, even amidst significant changes to education brought on by the pandemic. The implications for students, professors, and administrators are considered
Collaborations, Referrals, and Invitations: A Reflection on Examples of Better Together from One Institution
Get PDFIn this article, Drs. Shenoy and Huxtable-Jester share perspectives from the classroom, research, and central support administrative offices to give concrete examples as well as pose recommendations about how to create partnerships and strategic collaborations for an integrated approach to teaching and learning. Karen Huxtable-Jester is an award-winning professor who works with students in the classroom, and as Director of the CTLat UT Dallas, supporting faculty as they work on improving their teaching. Gloria Shenoy is the Director of Academic Assessment at the same institution, an expert in measuring learning who was involved in a national project looking at student learning outcomes. In this article, they describe past and current collaborations, including co-presenting at conferences, leading book clubs, guiding a faculty learning community on the Scholarship of Teaching and Learning, and facilitating seminars for graduate students and faculty on teaching. Referrals include helping one office find a student worker, assisting faculty to create assessments for grant proposals, and giving feedback on syllabi. Invitations to committees and team meetings round out ways the relationship between assessment and educational development plays out on our campus so that we are "Better Together.
The Grand Challenges in Assessment in Higher Education Project: Educational Developers and Assessment Professionals are Increasing the Use of Assessment to Increase Equity and Rapidly Improve Pedagogy
No full textIn this paper, we explore the types of collaboration between assessment professionals, educational developers, and faculty members that are required to successfully address the grand challenges in higher education assessment. We examine how these stakeholders can work together to increase equity, measure learning over time, and create rapid and equitable improvements in pedagogy through increased use of data disaggregation, improved communication, use of emerging technologies, student self-assessments, ePortfolios, and professional development. We conclude by emphasizing the importance of sustained collaboration between assessment professionals, educational developers, and faculty members to ensure equitable and effective learning experiences for all students