CAT Base - User contributions [en]

FaCTS 2024

2024-05-27T18:05:51Z

Elizabeth: /* Pedagogical Resources */

[[File:FaCTS 2024 banner.png|800px]]

From 2009 to 2018, the [https://cat.xula.edu/initiatives/facts/ Faculty Communities of Teaching Scholars (FaCTS)] initiative was funded by the Andrew W. Mellon Foundation to support faculty in planning and implementing innovative curriculum and/or pedagogical projects over the course of an academic year. In 2024, we had one final round on the topic of "Human Learning in an AI World." If you were unable to participate in FaCTS, you can check out the resources below or chat with your colleagues who participated.

==Excellent Videos==

When we sit down to make a video mini-lecture, [[How to Make Excellent Video Lectures|we strive for excellence]]!

* For some deep background, start with this "[https://youtu.be/rrjwZwCxHdQ Brief History of AI]" [video, 24 min.]
* If you are thinking about teaching with AI, please consider the ethical implications. "[https://youtu.be/zBsDPU-0yXQ Ethical Education with AI]" [video, 30 min.]
* There's been a lot of hype around tools that purport to detect writing generated by AI. But do these tools deliver? "[https://youtu.be/Mc7sFr3yQgY AI Writing Detection: Limitations and Accuracy]" [video, ~14 min.]
* Do AI detectors agree? This video explores how the same paper fares against different detection services. "[https://youtu.be/ci-rW69o4dY Limitations of AI Detection: Comparing Tools for Identifying AI-Generated Writing]" [video, 9 min.]

==Slidedecks==

* [https://docs.google.com/presentation/d/1Fsk_7YZP0rTmgRb3FTdbJcMUlwgieYss2eaopDbl0TM/edit Brief History of AI]
* [https://docs.google.com/presentation/d/1BaG1UzyE1K65koNZLNtcgvJzveXNRXfDOSBiFQx7JLA/edit How Learning Works]
* [https://docs.google.com/presentation/d/1ZdkpvaBJ1sHI5D-UUXBsJSBknsJmWpCx6pl_vapm-9g/edit Ethical Education with AI]
* [https://docs.google.com/presentation/d/14fdiLDPk682RmVsdDu0ZaKHejqkehKVdh6AVhMDRc5s/edit AI Policies in the Syllabus]
* [https://docs.google.com/presentation/d/1vbFs7JYg_kuQU2CVOc_kQmrFRvgeZVV3rtzRgHQbdPQ/edit Scholarship of Teaching and Learning]
* [https://docs.google.com/presentation/d/1mjUM4tTtjSrRFkLHB4R-SANzuPGIixN6d786OMw31S8/edit Creating AI Assignments]
* [https://docs.google.com/presentation/d/1x5vu4LPUHdXgrwiSCM0bH1rszt4LRvoKL-bQPhf9qXo/edit?usp=sharing AI Writing Detection: Limitations and Accuracy]
* [https://docs.google.com/presentation/d/1nEP5iErQGv4TlB5SpOTY1RkxDZesCREiucq4dj3sWAU/edit?usp=sharing Limitations of AI Detection: Comparing Tools for Identifying AI-Generated Writing]

==Pedagogical Resources==

* [https://www.cmu.edu/teaching/principles/learning.html Theory and Research-based Principles of Learning] - This resource from the Eberly Center at Carnegie Mellon University presents the basic principles that underlie effective (human) learning. We should keep these principles in mind as we integrate AI into our teaching.
* [https://teachingcommons.stanford.edu/teaching-guides/artificial-intelligence-teaching-guide/creating-your-course-policy-ai Creating Your Course Policy on AI] - This site from Stanford university offers "example syllabus statements, suggestions for what to include, and sample sentences that you might use as you think through your own course policy on AI and begin writing a statement to put in your syllabus."
* [https://docs.google.com/document/d/1RMVwzjc1o0Mi8Blw_-JUTcXv02b2WRH86vw7mi16W3U/edit#heading=h.1cykjn2vg2wx Syllabi Policies for AI Generative Tools] - This resource, created by Lance Eaton, is for the purposes of sharing and helping other instructors see the range of policies available by other educators as they develop their own.
* [https://blog.still-water.net/ai-sandwich/ How To Teach with AI and Still Put People First] - This blog post describes an AI writing assignment.
* [https://docs.google.com/document/d/1An4YYP_QMOTfpjLy9mgHaz2qMmFjEbEls7a9PtAbJiU/edit Generative Artificial Intelligence and Writing Assignments] - This resources from the Bok Center at Harvard University is a great resource for creating writing assignments that integrate AI. It provides many examples for a variety of specific types of writing assignments (e.g., response papers, article summaries, research papers).
* [https://teaching.cornell.edu/generative-artificial-intelligence/ai-assignment-design AI in Assignment Design] - The Center for Teaching Innovation at Cornell University describes issues we should consider when creating AI assignments.
* [https://acue.org/blog/unlocking-human-ai-potential-10-best-practices-for-ai-assignments-in-higher-ed/ 10 Best Practices for AI Assignments in Higher Ed] - This blog post provides what the title says it does.
* [https://teaching.cornell.edu/generative-artificial-intelligence/ai-accessibility AI & Accessibility] - This resource from Cornell University explains the importance of accessibility and how to use generative AI to create more accessible content.
* [https://www.turnitin.com/resources/academic-integrity-in-the-age-of-AI AI Writing Educator Resources] — This is another meta-resource; this one is from Turnitin, the similarity detection service integrated into Xavier's Brightspace LMS.
* [https://facultydevelopment.kennesaw.edu/scholarly-teaching/conferences/ Teaching Conferences Directory] - Want to present the innovative things you are doing with AI in the classroom? The Center for Excellence in Teaching and Learning at Kennesaw State University maintains a directory of teaching conferences that you can search by discipline.
* [https://facultydevelopment.kennesaw.edu/scholarly-teaching/journals/ Teaching Journals Directory] - Want to publish the innovative things you are doing with AI in the classroom?The Center for Excellence in Teaching and Learning at Kennesaw State University maintains a directory of teaching journal that you can search by discipline

==Selected Platforms==

These are some of the platforms demonstrated in the seminar. No endorsement should be inferred.

* [https://chat.openai.com/ ChatGPT]
* [https://copilot.microsoft.com/ Copilot]
* [https://gemini.google.com/app Gemini]
* [https://goblin.tools/ Goblin Tools]
* [https://leonardo.ai/ Leonardo]
* [https://www.midjourney.com/ Midjourney]
* [https://perplexity.ai/ Perplexity]

==Project Descriptions==

Below, please find a listing of project descriptions from participating faculty.

===Predictive AI to Analyze Germline MSH6 Mutations===
'''Christopher Bolden (Biology) '''

This proposal is to implement and introduce AI into BIOL 3110 – Genetics Lab. This research-
based undergraduate course investigates the effect point mutations have on protein function.
Our current understanding of these mutations in relation to DNA replication are not well
understood and vary drastically in each person. To expand our understanding and increase the
efficiency of genomic analysis, AI-based algorithms have emerged as a valuable toolset that
can be tailored to progress the modern world’s goal of individualized medicine. In this proposal,
AI algorithms will be incorporated to further expand the protein dynamic information obtained
from each group’s assigned mutation.

This proposal will restructure our current final project to incorporate AI in the analysis of
DNA mismatch repair mutations.

===Spanish Learning in an AI World===
'''Carmen Cosme (Languages)'''

The Spanish Learning in an AI World Project is an initiative to reinvent the intermediate
Spanish courses utilizing AI as an effective tool of instruction. The new forms of assessments
and projects will facilitate opportunities for our language learners to use AI within their learning
experience to improve their creativity in the application of Spanish in their academic and
personal lives. This transformative version of the intermediate Spanish courses will bring
Spanish learning experience into the twenty first century.

===Second-Order, Stage Two Thinking: Argument Analysis and Argument Rehabilitation in an AI World===
'''James Dunson (Philosophy)'''

My proposal is to construct an AI-assisted research essay assignment for my co-taught (along
with Thomas Huckaba in Biology) course titled Ethics of Genetic Engineering. At this point, it is
inevitable that AI will be used, whether illicitly or with the permission of the instuctor, to
generate text for research essays. However, it is less clear that AI could effectively evaluate the
arguments it generates and make them relevant to a human audience.

This project uses AI to create arguments while promoting human learning in the context of 1)
argument analysis and 2) argument rehabilitation. The analysis component involves ranking how
compelling the AI arguments are and to explain why this is so. The rehabilitation part of the
project challenges students to explain how the least effective AI-generated arguments could be
improved and more persuasively presented to a human audience.

My main goal in this project is to convey to students that AI, while a useful tool, cannot
adequately determine the degree to which its arguments are persuasive to a human audience. I
am calling this particular skill second-order, stage two thinking: it requires a meta-analysis of the
AI-generated arguments.

===Chemistry and Global Food and Water Security===
'''Siddieg Elsiddieg (Chemistry)'''

I hereby propose to incorporate artificial intelligence in my planned X-cor class “Chemistry and
global food and water security”. This proposed class, planned for fall 2024 start, will highlight two
of the most pressing challenges facing the world today (global food and water security). It will
also showcase the role that chemistry plays in addressing these challenges.
In this project, artificial intelligence will be incorporated in the proposed class design as one of the
topics to be studied (e. g. the impact of artificial intelligence on global food and water security)
and as a key component of the assessment (e.g. by designing assignments that are AI-based).
The objectives of this project include incorporating the analysis of the role of AI in global food
and water security, as part of class topics. They also include the leveraging of accessible AI tools
to enhance student learning of “chemistry and global food and water security” through well-
designed assignments that encourage students to use AI resources mindfully and critically in the
service of their learning in this class. Both objectives are intimately connected to the theme of
“Human Learning in an AI World”.

===AI Med-Spanish Connect: Cultivating Linguistic and Cultural Competence===
'''Giti Farudi (Languages)'''

This project seeks to enhance 'Spanish 2051: An Introduction to Spanish for Medical Personnel'
by incorporating ChatGPT, a conversational AI, for mock patient dialogues. The primary goal is
to provide students with immersive, interactive scenarios, enabling them to practice medical
dialogues and terminology in Spanish at a level tailored for the course. Through role-play
scenarios in ChatGPT, the AI simulates diverse patients, each with unique medical histories and
conditions. Students actively engage in these simulations, honing their skills in the medical
terminology they are learning in the course, taking medical histories, diagnosing symptoms, and
discussing treatments in Spanish.

Carefully designed by the course instructor, these scenarios offer a broad spectrum of medical
contexts relevant to the course material, immersing students in the linguistic and cultural
subtleties pertinent to Spanish-speaking patients. This method bolsters language proficiency
while simultaneously cultivating cultural competence, a crucial element in healthcare.
The project smoothly integrates into the existing curriculum. Students access ChatGPT via a
specific platform, most likely Brightspace, with designated interaction times. The course
instructor oversees this integration, providing targeted feedback on student interactions with the
AI.

Aligned with the theme of Human Learning in an AI World, this project utilizes AI to augment
human learning and skills development. It showcases AI's role as a potent tool in language and
professional training, equipping students for the complex realities of healthcare and patient care
in a multicultural environment.

===Using AI-integrated Smartphone Apps to Assess Nutritional & Health Metrics===
'''Marcia Henry (Biology)'''

Biol 4303, The Intersection of Nutritional Health, Immunity, and Disease examines the role of 'food
as medicine' in preventing and treating chronic diseases.
The module will expose students to Artificial Intelligence (AI)/Machine Learning (ML) principles
and its use in medicine for nutrition and disease prevention. Understanding the complexity of
employing AI to assist in health care is essential for future scientists, engineers, and other medical
(and nonmedical) professionals.

===AI, Rights, and Responsibilities===
'''Quincy Hodges (Mass Communications)'''

The project is an introduction level college course named "AI, Rights, and Responsibilities,"
which examines the digital age development of artificial intelligence as a new media technology
and its profound impact on the media landscape and human interaction.

The course will critically examines the social, cultural, and ethical implications of AI
technologies in various media contexts, encompassing fake news, advertising, entertainment, and
social media. Through global case studies, legal and ethical discussions, and hands-on
exploration of AI platforms, students will gain a comprehensive understanding of the intricate
relationship between human beings and AI. This project will function as a cross-disciplinary
class open to students from all majors across campus due to its multidisciplinary approach.

Throughout the course, students will examine the impact of AI on media production,
consumption, and cultural practices and this project addresses the evolving dynamics of human
interaction in the context of AI. This understanding is crucial for individuals navigating a world
where AI technologies play an increasingly prominent role.

===Detailed Visualization in Hematology: An Effective Learning Approach Using AI===
'''Shamonica King (Biology)'''

Hematology is known as the study of blood, its components, as well as the pathological
diseases and disorders that are caused by internal or external factors. What is not immediately
considered is how visuals taught in Hematology lab influence student learning in both the
lecture and lab courses.

Traditionally, the use of a hematology atlas or online images are used when biological sources
are not readily available. What if there was a less intrusive and less expensive, “on demand”
alternative of utilizing hematologic visuals to help students comprehend the normal and
pathological conditions in hematology? Artificial Intelligence (AI) can be the resource that we
are looking for to aid in student learning.

===New Despotism and AI Chatbot Learning===
'''Daniella Mascarenhas (Political Science)'''

This project draws from Alexis de Tocqueville’s concept of new despotism developed in his
seminal book Democracy in America (1840). Tocqueville warns that in democracies like the
United States a new despotism will emerge where powerful state actors will appeal to citizens
and gain their unwavering trust. Citizens in such a political society will blindly follow the
instruction of these powerful political actors. My own research builds on Tocqueville’s new
despotism and proposes a novel concept: “New Despotism 2.0.” New Despotism 2.0 asserts that
artificial intelligence (AI) has the potential to act as despotic political figures and feed harmful
political information to users. Users then consume this harmful information without question.
This project will ask students to recognize the impact of New Despotism 2.0 by asking different
chatbots (even chatbots purposefully programmed to be “evil”) to provide information on a
salient political events or topic. Students will then compare and contrast the chatbot responses
and independently locate sources that affirm the chatbot stances. Then students will evaluate if
these sources are harmful or beneficial to a democratic society. Students will identify how AI can
amalgamate pertinent political information while still judicially exercising their own critical
thought when using AI.

===The Use of AI in Biology===
'''Harris McFerrin (Biology)'''

I propose to use the 2024 Mellon Foundation-supported Faculty Communities of Teaching
Scholars fellowship to increase the use artificial intelligence (AI) in my section of the
BIOL4230 Biology Senior Capstone and in the current update of Biology 1240. The Biology
Senior Capstone is a writing-intensive course in which students review primary research
literature and present their analysis both in writing and in oral presentations. I plan to
incorporate AI to demonstrate its utility and drawbacks in summarizing technical scientific
material. Biology 1240 is a freshman-level general biology course accommodating
approximately 600 students per year. Dr. Thomas Huckaba and I are currently revamping
the course to use an open source text that we will be able to edit to cover the specific
material that we want our students to know. In this course, I will use AI to generate
variations of multiple choice questions and to assist with writing text for the textbook on
subjects the instructors feel there is too little coverage currently.

===Debating AI: Genetics & Human Reproduction===
'''Sarah Meier (Philosophy)'''

I propose to replace a final essay assignment with an AI-assisted group presentation and debate
within my regularly taught course, Health Ethics. Students, working in groups of 4-5, will be
challenged to develop a set of prompts engaging with an assigned topic from our final course
module on Genetics & Human Reproduction. They will then choose one prompt as the starting
point for an in-class debate, where one half of the group will attempt to defend an AI-generated
argument, and the other will argue in opposition.

This project engages human-centered learning while also exploring the potential for AI as a tool
in the classroom. First, students will confront the limitations of AI within the prompt-
development stage of this project. As with any tool, ChatGPT and other AI technologies are only
as sophisticated as their users. The debate-stage then challenges students to elaborate upon and
critique the best of their AI generated arguments while also honing their oral presentation and
rhetorical skills. Finally, the class will work together in advance to develop a shared rubric for
judging the debates and students will anonymously submit their evaluation of each in real-time,
at the completion of each presentation.

===AI-Enhanced Approach to Addressing HIV Disparities in At-Risk Populations===
'''George Nawas (College of Pharmacy)'''

I am honored to apply for a Mellon Fellowship and be considered for the Faculty Communities of
Teaching Scholars (FaCTS) initiative. In response to the urgent need to address HIV disparities, I propose
enhancing the elective course "HIV in At-Risk Populations," which I introduced as the founder and
coordinator at Xavier University's College of Pharmacy. Following a successful pilot in Spring 2023 with
five students, the course has expanded in its second iteration, now engaging eight passionate 3rd year
pharmacy students. This 2-credit course is centered on studying and understanding HIV disparities,
particularly in the South and Louisiana, with the goal of equipping students with actionable strategies.
Integrating Artifical Intelligence (AI) into this course will elevate the learning experience, enabling
personalized research on regional disparities and fostering a dynamic approach to addressing healthcare
inequities. The project aligns with FaCTS' theme of "Human Learning in an AI World" by innovatively
merging AI technology with the imperative task of reducing HIV disparities.

===Creating CRWT 3050 Poetry Craft (with AI in Mind)===
'''Biljana Obradovic (English)'''

I want to create a course, CR WT 3050 Poetry Craft. Having AI amongst us is a survival battle of
"humans vs. the machine." Some writers have embraced AI and openly. others don't want anything to do
with it. The same goes with teachers of creative writing-what to do? I would like to help students learn
that struggling with writing is OK. What matters to creative writers is how they get there, the process, not
only the final product. Al largely eliminates the process, so students who use AI won't be able to write on
their own without it. Their instructors are needed ("no potential displacement of human instructors is
needed") to abide by academic integrity in relation to AI (if used), to teach how to use it, instead of abuse it .... Artists and writers will use AI. I would like to have them write a sonnet on their own, then use Al to create another. I want them to ask questions such as: What does it mean to write and revise with Al? Comparing the two and with my help they will learn what a good sonnet is.

===Enhancing General Physics Laboratories in Xavier University with AI===
'''Michael Ogunbunmi'''

The proposed project aims to integrate artificial intelligence (AI) predictive models into an
existing general physics course. By leveraging AI techniques, we seek to enhance students’
understanding of fundamental physics concepts. The project will involve designing AI-driven
laboratory experiments and learning materials that will enhance the learning of the students while
also developing their capacity to meet the current realities of the AI-driven world. The project for
the start will develop a machine-learning model using either linear regression, decision trees, or
neural networks and will be trained and tested on datasets collected from our labs and students.
The model's performance will be evaluated, fine-tuned, and optimized to prevent overfitting.
Subsequently, some aspects of the lab handout will be modified and redesigned to provide useful
step-by-step guides to students and instructors on how to use the developed virtual interface lab to
perform experiments.

===Exploring Black Experiences through Horror Storytelling===
'''Laura Oliver (Art and Performance Studies)'''

This project invites students to explore the complexities of Blackness by crafting horror
narratives using AI and everyday experiences. Drawing from personal stories, history, and
contemporary discourse, students will create chilling tales that capture various aspects of Black
life. Through this groundbreaking exploration, students merge storytelling, cultural critique, and
AI technology. Horror serves as a lens to examine social, political, and existential challenges
faced by Black individuals and communities, prompting audiences to confront uncomfortable
truths. Additionally, the project fosters critical dialogue on representation and storytelling
politics, challenging traditional authorship concepts. By embracing AI creatively, students
amplify underrepresented voices in narratives, pushing the boundaries of performance and
artistic expression. Ultimately, this project empowers students to shed light on the haunting
realities and resilient spirit of Blackness through storytelling. This proposal outlines the
objectives and methodology, highlighting its innovative approach to exploring Black experiences
through horror storytelling and its impact on both participants and audiences.

===Effects of Student Use of Al===
'''Lisa Schulte-Gipson (Psychology)'''

This project will explore student use of AI and the effects of AI on well-being and depth of
understanding of course material. The project will begin this spring with data collection from
Positive Psychology (two sections with approximately 50 students total). Students will complete
an assignment entailing viewing “Technology Shabbats”
(https://www.youtube.com/watch?v=oRdMUhBPRjY). The assignment will include a reflection
and questions regarding technology use for personal and class/assignment purposes, with
class/assignment purposes focusing on use of AI to modify and/or generate content. This
information will contribute to the development of a survey utilized in a SoTL project conducted
in fall 2024/spring 2025. The project will examine correlations among technology use (both
personal and class/assignment/AI), well-being, student performance, and (student) perceived
depth of understanding of course material. Participation in the FaCTS cohort will facilitate
understanding of the forms, benefits, and challenges associated with AI; and will thus inform the
SoTL project. An immediate goal of FaCTS participation is the development of the initial
assignment, summary of data collected via the assignment, and initial development of a survey
of AI use. The long-term goal is an IRB proposal, research on the effects of AI use, and
dissemination of associated findings.

[[Category: CAT+FD]]
[[Category: CAT+FD 2023-2024]]

FaCTS 2024

2024-05-27T18:05:27Z

Elizabeth: added resource /* Pedagogical Resources */

[[File:FaCTS 2024 banner.png|800px]]

From 2009 to 2018, the [https://cat.xula.edu/initiatives/facts/ Faculty Communities of Teaching Scholars (FaCTS)] initiative was funded by the Andrew W. Mellon Foundation to support faculty in planning and implementing innovative curriculum and/or pedagogical projects over the course of an academic year. In 2024, we had one final round on the topic of "Human Learning in an AI World." If you were unable to participate in FaCTS, you can check out the resources below or chat with your colleagues who participated.

==Excellent Videos==

When we sit down to make a video mini-lecture, [[How to Make Excellent Video Lectures|we strive for excellence]]!

* For some deep background, start with this "[https://youtu.be/rrjwZwCxHdQ Brief History of AI]" [video, 24 min.]
* If you are thinking about teaching with AI, please consider the ethical implications. "[https://youtu.be/zBsDPU-0yXQ Ethical Education with AI]" [video, 30 min.]
* There's been a lot of hype around tools that purport to detect writing generated by AI. But do these tools deliver? "[https://youtu.be/Mc7sFr3yQgY AI Writing Detection: Limitations and Accuracy]" [video, ~14 min.]
* Do AI detectors agree? This video explores how the same paper fares against different detection services. "[https://youtu.be/ci-rW69o4dY Limitations of AI Detection: Comparing Tools for Identifying AI-Generated Writing]" [video, 9 min.]

==Slidedecks==

* [https://docs.google.com/presentation/d/1Fsk_7YZP0rTmgRb3FTdbJcMUlwgieYss2eaopDbl0TM/edit Brief History of AI]
* [https://docs.google.com/presentation/d/1BaG1UzyE1K65koNZLNtcgvJzveXNRXfDOSBiFQx7JLA/edit How Learning Works]
* [https://docs.google.com/presentation/d/1ZdkpvaBJ1sHI5D-UUXBsJSBknsJmWpCx6pl_vapm-9g/edit Ethical Education with AI]
* [https://docs.google.com/presentation/d/14fdiLDPk682RmVsdDu0ZaKHejqkehKVdh6AVhMDRc5s/edit AI Policies in the Syllabus]
* [https://docs.google.com/presentation/d/1vbFs7JYg_kuQU2CVOc_kQmrFRvgeZVV3rtzRgHQbdPQ/edit Scholarship of Teaching and Learning]
* [https://docs.google.com/presentation/d/1mjUM4tTtjSrRFkLHB4R-SANzuPGIixN6d786OMw31S8/edit Creating AI Assignments]
* [https://docs.google.com/presentation/d/1x5vu4LPUHdXgrwiSCM0bH1rszt4LRvoKL-bQPhf9qXo/edit?usp=sharing AI Writing Detection: Limitations and Accuracy]
* [https://docs.google.com/presentation/d/1nEP5iErQGv4TlB5SpOTY1RkxDZesCREiucq4dj3sWAU/edit?usp=sharing Limitations of AI Detection: Comparing Tools for Identifying AI-Generated Writing]

==Pedagogical Resources==

* [https://www.cmu.edu/teaching/principles/learning.html Theory and Research-based Principles of Learning] - This resource from the Eberly Center at Carnegie Mellon University presents the basic principles that underlie effective (human) learning. We should keep these principles in mind as we integrate AI into our teaching.
* [https://teachingcommons.stanford.edu/teaching-guides/artificial-intelligence-teaching-guide/creating-your-course-policy-ai Creating Your Course Policy on AI] - This site from Stanford university offers "example syllabus statements, suggestions for what to include, and sample sentences that you might use as you think through your own course policy on AI and begin writing a statement to put in your syllabus."
* [https://docs.google.com/document/d/1RMVwzjc1o0Mi8Blw_-JUTcXv02b2WRH86vw7mi16W3U/edit#heading=h.1cykjn2vg2wx Syllabi Policies for AI Generative Tools] - This resource, created by Lance Eaton, is for the purposes of sharing and helping other instructors see the range of policies available by other educators as they develop their own.
* [https://blog.still-water.net/ai-sandwich/ How To Teach with AI and Still Put People First] - This blog post describes an AI writing assignment.
* [https://docs.google.com/document/d/1An4YYP_QMOTfpjLy9mgHaz2qMmFjEbEls7a9PtAbJiU/edit Generative Artificial Intelligence and Writing Assignments] - This resources from the Bok Center at Harvard University is a great resources for creating writing assignments that integrate AI. It provides many examples for a variety of specific types of writing assignments (e.g., response papers, article summaries, research papers).
* [https://teaching.cornell.edu/generative-artificial-intelligence/ai-assignment-design AI in Assignment Design] - The Center for Teaching Innovation at Cornell University describes issues we should consider when creating AI assignments.
* [https://acue.org/blog/unlocking-human-ai-potential-10-best-practices-for-ai-assignments-in-higher-ed/ 10 Best Practices for AI Assignments in Higher Ed] - This blog post provides what the title says it does.
* [https://teaching.cornell.edu/generative-artificial-intelligence/ai-accessibility AI & Accessibility] - This resource from Cornell University explains the importance of accessibility and how to use generative AI to create more accessible content.
* [https://www.turnitin.com/resources/academic-integrity-in-the-age-of-AI AI Writing Educator Resources] — This is another meta-resource; this one is from Turnitin, the similarity detection service integrated into Xavier's Brightspace LMS.
* [https://facultydevelopment.kennesaw.edu/scholarly-teaching/conferences/ Teaching Conferences Directory] - Want to present the innovative things you are doing with AI in the classroom? The Center for Excellence in Teaching and Learning at Kennesaw State University maintains a directory of teaching conferences that you can search by discipline.
* [https://facultydevelopment.kennesaw.edu/scholarly-teaching/journals/ Teaching Journals Directory] - Want to publish the innovative things you are doing with AI in the classroom?The Center for Excellence in Teaching and Learning at Kennesaw State University maintains a directory of teaching journal that you can search by discipline

==Selected Platforms==

These are some of the platforms demonstrated in the seminar. No endorsement should be inferred.

* [https://chat.openai.com/ ChatGPT]
* [https://copilot.microsoft.com/ Copilot]
* [https://gemini.google.com/app Gemini]
* [https://goblin.tools/ Goblin Tools]
* [https://leonardo.ai/ Leonardo]
* [https://www.midjourney.com/ Midjourney]
* [https://perplexity.ai/ Perplexity]

==Project Descriptions==

Below, please find a listing of project descriptions from participating faculty.

===Predictive AI to Analyze Germline MSH6 Mutations===
'''Christopher Bolden (Biology) '''

This proposal is to implement and introduce AI into BIOL 3110 – Genetics Lab. This research-
based undergraduate course investigates the effect point mutations have on protein function.
Our current understanding of these mutations in relation to DNA replication are not well
understood and vary drastically in each person. To expand our understanding and increase the
efficiency of genomic analysis, AI-based algorithms have emerged as a valuable toolset that
can be tailored to progress the modern world’s goal of individualized medicine. In this proposal,
AI algorithms will be incorporated to further expand the protein dynamic information obtained
from each group’s assigned mutation.

This proposal will restructure our current final project to incorporate AI in the analysis of
DNA mismatch repair mutations.

===Spanish Learning in an AI World===
'''Carmen Cosme (Languages)'''

The Spanish Learning in an AI World Project is an initiative to reinvent the intermediate
Spanish courses utilizing AI as an effective tool of instruction. The new forms of assessments
and projects will facilitate opportunities for our language learners to use AI within their learning
experience to improve their creativity in the application of Spanish in their academic and
personal lives. This transformative version of the intermediate Spanish courses will bring
Spanish learning experience into the twenty first century.

===Second-Order, Stage Two Thinking: Argument Analysis and Argument Rehabilitation in an AI World===
'''James Dunson (Philosophy)'''

My proposal is to construct an AI-assisted research essay assignment for my co-taught (along
with Thomas Huckaba in Biology) course titled Ethics of Genetic Engineering. At this point, it is
inevitable that AI will be used, whether illicitly or with the permission of the instuctor, to
generate text for research essays. However, it is less clear that AI could effectively evaluate the
arguments it generates and make them relevant to a human audience.

This project uses AI to create arguments while promoting human learning in the context of 1)
argument analysis and 2) argument rehabilitation. The analysis component involves ranking how
compelling the AI arguments are and to explain why this is so. The rehabilitation part of the
project challenges students to explain how the least effective AI-generated arguments could be
improved and more persuasively presented to a human audience.

My main goal in this project is to convey to students that AI, while a useful tool, cannot
adequately determine the degree to which its arguments are persuasive to a human audience. I
am calling this particular skill second-order, stage two thinking: it requires a meta-analysis of the
AI-generated arguments.

===Chemistry and Global Food and Water Security===
'''Siddieg Elsiddieg (Chemistry)'''

I hereby propose to incorporate artificial intelligence in my planned X-cor class “Chemistry and
global food and water security”. This proposed class, planned for fall 2024 start, will highlight two
of the most pressing challenges facing the world today (global food and water security). It will
also showcase the role that chemistry plays in addressing these challenges.
In this project, artificial intelligence will be incorporated in the proposed class design as one of the
topics to be studied (e. g. the impact of artificial intelligence on global food and water security)
and as a key component of the assessment (e.g. by designing assignments that are AI-based).
The objectives of this project include incorporating the analysis of the role of AI in global food
and water security, as part of class topics. They also include the leveraging of accessible AI tools
to enhance student learning of “chemistry and global food and water security” through well-
designed assignments that encourage students to use AI resources mindfully and critically in the
service of their learning in this class. Both objectives are intimately connected to the theme of
“Human Learning in an AI World”.

===AI Med-Spanish Connect: Cultivating Linguistic and Cultural Competence===
'''Giti Farudi (Languages)'''

This project seeks to enhance 'Spanish 2051: An Introduction to Spanish for Medical Personnel'
by incorporating ChatGPT, a conversational AI, for mock patient dialogues. The primary goal is
to provide students with immersive, interactive scenarios, enabling them to practice medical
dialogues and terminology in Spanish at a level tailored for the course. Through role-play
scenarios in ChatGPT, the AI simulates diverse patients, each with unique medical histories and
conditions. Students actively engage in these simulations, honing their skills in the medical
terminology they are learning in the course, taking medical histories, diagnosing symptoms, and
discussing treatments in Spanish.

Carefully designed by the course instructor, these scenarios offer a broad spectrum of medical
contexts relevant to the course material, immersing students in the linguistic and cultural
subtleties pertinent to Spanish-speaking patients. This method bolsters language proficiency
while simultaneously cultivating cultural competence, a crucial element in healthcare.
The project smoothly integrates into the existing curriculum. Students access ChatGPT via a
specific platform, most likely Brightspace, with designated interaction times. The course
instructor oversees this integration, providing targeted feedback on student interactions with the
AI.

Aligned with the theme of Human Learning in an AI World, this project utilizes AI to augment
human learning and skills development. It showcases AI's role as a potent tool in language and
professional training, equipping students for the complex realities of healthcare and patient care
in a multicultural environment.

===Using AI-integrated Smartphone Apps to Assess Nutritional & Health Metrics===
'''Marcia Henry (Biology)'''

Biol 4303, The Intersection of Nutritional Health, Immunity, and Disease examines the role of 'food
as medicine' in preventing and treating chronic diseases.
The module will expose students to Artificial Intelligence (AI)/Machine Learning (ML) principles
and its use in medicine for nutrition and disease prevention. Understanding the complexity of
employing AI to assist in health care is essential for future scientists, engineers, and other medical
(and nonmedical) professionals.

===AI, Rights, and Responsibilities===
'''Quincy Hodges (Mass Communications)'''

The project is an introduction level college course named "AI, Rights, and Responsibilities,"
which examines the digital age development of artificial intelligence as a new media technology
and its profound impact on the media landscape and human interaction.

The course will critically examines the social, cultural, and ethical implications of AI
technologies in various media contexts, encompassing fake news, advertising, entertainment, and
social media. Through global case studies, legal and ethical discussions, and hands-on
exploration of AI platforms, students will gain a comprehensive understanding of the intricate
relationship between human beings and AI. This project will function as a cross-disciplinary
class open to students from all majors across campus due to its multidisciplinary approach.

Throughout the course, students will examine the impact of AI on media production,
consumption, and cultural practices and this project addresses the evolving dynamics of human
interaction in the context of AI. This understanding is crucial for individuals navigating a world
where AI technologies play an increasingly prominent role.

===Detailed Visualization in Hematology: An Effective Learning Approach Using AI===
'''Shamonica King (Biology)'''

Hematology is known as the study of blood, its components, as well as the pathological
diseases and disorders that are caused by internal or external factors. What is not immediately
considered is how visuals taught in Hematology lab influence student learning in both the
lecture and lab courses.

Traditionally, the use of a hematology atlas or online images are used when biological sources
are not readily available. What if there was a less intrusive and less expensive, “on demand”
alternative of utilizing hematologic visuals to help students comprehend the normal and
pathological conditions in hematology? Artificial Intelligence (AI) can be the resource that we
are looking for to aid in student learning.

===New Despotism and AI Chatbot Learning===
'''Daniella Mascarenhas (Political Science)'''

This project draws from Alexis de Tocqueville’s concept of new despotism developed in his
seminal book Democracy in America (1840). Tocqueville warns that in democracies like the
United States a new despotism will emerge where powerful state actors will appeal to citizens
and gain their unwavering trust. Citizens in such a political society will blindly follow the
instruction of these powerful political actors. My own research builds on Tocqueville’s new
despotism and proposes a novel concept: “New Despotism 2.0.” New Despotism 2.0 asserts that
artificial intelligence (AI) has the potential to act as despotic political figures and feed harmful
political information to users. Users then consume this harmful information without question.
This project will ask students to recognize the impact of New Despotism 2.0 by asking different
chatbots (even chatbots purposefully programmed to be “evil”) to provide information on a
salient political events or topic. Students will then compare and contrast the chatbot responses
and independently locate sources that affirm the chatbot stances. Then students will evaluate if
these sources are harmful or beneficial to a democratic society. Students will identify how AI can
amalgamate pertinent political information while still judicially exercising their own critical
thought when using AI.

===The Use of AI in Biology===
'''Harris McFerrin (Biology)'''

I propose to use the 2024 Mellon Foundation-supported Faculty Communities of Teaching
Scholars fellowship to increase the use artificial intelligence (AI) in my section of the
BIOL4230 Biology Senior Capstone and in the current update of Biology 1240. The Biology
Senior Capstone is a writing-intensive course in which students review primary research
literature and present their analysis both in writing and in oral presentations. I plan to
incorporate AI to demonstrate its utility and drawbacks in summarizing technical scientific
material. Biology 1240 is a freshman-level general biology course accommodating
approximately 600 students per year. Dr. Thomas Huckaba and I are currently revamping
the course to use an open source text that we will be able to edit to cover the specific
material that we want our students to know. In this course, I will use AI to generate
variations of multiple choice questions and to assist with writing text for the textbook on
subjects the instructors feel there is too little coverage currently.

===Debating AI: Genetics & Human Reproduction===
'''Sarah Meier (Philosophy)'''

I propose to replace a final essay assignment with an AI-assisted group presentation and debate
within my regularly taught course, Health Ethics. Students, working in groups of 4-5, will be
challenged to develop a set of prompts engaging with an assigned topic from our final course
module on Genetics & Human Reproduction. They will then choose one prompt as the starting
point for an in-class debate, where one half of the group will attempt to defend an AI-generated
argument, and the other will argue in opposition.

This project engages human-centered learning while also exploring the potential for AI as a tool
in the classroom. First, students will confront the limitations of AI within the prompt-
development stage of this project. As with any tool, ChatGPT and other AI technologies are only
as sophisticated as their users. The debate-stage then challenges students to elaborate upon and
critique the best of their AI generated arguments while also honing their oral presentation and
rhetorical skills. Finally, the class will work together in advance to develop a shared rubric for
judging the debates and students will anonymously submit their evaluation of each in real-time,
at the completion of each presentation.

===AI-Enhanced Approach to Addressing HIV Disparities in At-Risk Populations===
'''George Nawas (College of Pharmacy)'''

I am honored to apply for a Mellon Fellowship and be considered for the Faculty Communities of
Teaching Scholars (FaCTS) initiative. In response to the urgent need to address HIV disparities, I propose
enhancing the elective course "HIV in At-Risk Populations," which I introduced as the founder and
coordinator at Xavier University's College of Pharmacy. Following a successful pilot in Spring 2023 with
five students, the course has expanded in its second iteration, now engaging eight passionate 3rd year
pharmacy students. This 2-credit course is centered on studying and understanding HIV disparities,
particularly in the South and Louisiana, with the goal of equipping students with actionable strategies.
Integrating Artifical Intelligence (AI) into this course will elevate the learning experience, enabling
personalized research on regional disparities and fostering a dynamic approach to addressing healthcare
inequities. The project aligns with FaCTS' theme of "Human Learning in an AI World" by innovatively
merging AI technology with the imperative task of reducing HIV disparities.

===Creating CRWT 3050 Poetry Craft (with AI in Mind)===
'''Biljana Obradovic (English)'''

I want to create a course, CR WT 3050 Poetry Craft. Having AI amongst us is a survival battle of
"humans vs. the machine." Some writers have embraced AI and openly. others don't want anything to do
with it. The same goes with teachers of creative writing-what to do? I would like to help students learn
that struggling with writing is OK. What matters to creative writers is how they get there, the process, not
only the final product. Al largely eliminates the process, so students who use AI won't be able to write on
their own without it. Their instructors are needed ("no potential displacement of human instructors is
needed") to abide by academic integrity in relation to AI (if used), to teach how to use it, instead of abuse it .... Artists and writers will use AI. I would like to have them write a sonnet on their own, then use Al to create another. I want them to ask questions such as: What does it mean to write and revise with Al? Comparing the two and with my help they will learn what a good sonnet is.

===Enhancing General Physics Laboratories in Xavier University with AI===
'''Michael Ogunbunmi'''

The proposed project aims to integrate artificial intelligence (AI) predictive models into an
existing general physics course. By leveraging AI techniques, we seek to enhance students’
understanding of fundamental physics concepts. The project will involve designing AI-driven
laboratory experiments and learning materials that will enhance the learning of the students while
also developing their capacity to meet the current realities of the AI-driven world. The project for
the start will develop a machine-learning model using either linear regression, decision trees, or
neural networks and will be trained and tested on datasets collected from our labs and students.
The model's performance will be evaluated, fine-tuned, and optimized to prevent overfitting.
Subsequently, some aspects of the lab handout will be modified and redesigned to provide useful
step-by-step guides to students and instructors on how to use the developed virtual interface lab to
perform experiments.

===Exploring Black Experiences through Horror Storytelling===
'''Laura Oliver (Art and Performance Studies)'''

This project invites students to explore the complexities of Blackness by crafting horror
narratives using AI and everyday experiences. Drawing from personal stories, history, and
contemporary discourse, students will create chilling tales that capture various aspects of Black
life. Through this groundbreaking exploration, students merge storytelling, cultural critique, and
AI technology. Horror serves as a lens to examine social, political, and existential challenges
faced by Black individuals and communities, prompting audiences to confront uncomfortable
truths. Additionally, the project fosters critical dialogue on representation and storytelling
politics, challenging traditional authorship concepts. By embracing AI creatively, students
amplify underrepresented voices in narratives, pushing the boundaries of performance and
artistic expression. Ultimately, this project empowers students to shed light on the haunting
realities and resilient spirit of Blackness through storytelling. This proposal outlines the
objectives and methodology, highlighting its innovative approach to exploring Black experiences
through horror storytelling and its impact on both participants and audiences.

===Effects of Student Use of Al===
'''Lisa Schulte-Gipson (Psychology)'''

This project will explore student use of AI and the effects of AI on well-being and depth of
understanding of course material. The project will begin this spring with data collection from
Positive Psychology (two sections with approximately 50 students total). Students will complete
an assignment entailing viewing “Technology Shabbats”
(https://www.youtube.com/watch?v=oRdMUhBPRjY). The assignment will include a reflection
and questions regarding technology use for personal and class/assignment purposes, with
class/assignment purposes focusing on use of AI to modify and/or generate content. This
information will contribute to the development of a survey utilized in a SoTL project conducted
in fall 2024/spring 2025. The project will examine correlations among technology use (both
personal and class/assignment/AI), well-being, student performance, and (student) perceived
depth of understanding of course material. Participation in the FaCTS cohort will facilitate
understanding of the forms, benefits, and challenges associated with AI; and will thus inform the
SoTL project. An immediate goal of FaCTS participation is the development of the initial
assignment, summary of data collected via the assignment, and initial development of a survey
of AI use. The long-term goal is an IRB proposal, research on the effects of AI use, and
dissemination of associated findings.

[[Category: CAT+FD]]
[[Category: CAT+FD 2023-2024]]

FaCTS 2024

2024-05-27T15:45:16Z

Elizabeth: added resource /* Pedagogical Resources */

[[File:FaCTS 2024 banner.png|800px]]

From 2009 to 2018, the [https://cat.xula.edu/initiatives/facts/ Faculty Communities of Teaching Scholars (FaCTS)] initiative was funded by the Andrew W. Mellon Foundation to support faculty in planning and implementing innovative curriculum and/or pedagogical projects over the course of an academic year. In 2024, we had one final round on the topic of "Human Learning in an AI World." If you were unable to participate in FaCTS, you can check out the resources below or chat with your colleagues who participated.

==Excellent Videos==

When we sit down to make a video mini-lecture, [[How to Make Excellent Video Lectures|we strive for excellence]]!

* For some deep background, start with this "[https://youtu.be/rrjwZwCxHdQ Brief History of AI]" [video, 24 min.]
* If you are thinking about teaching with AI, please consider the ethical implications. "[https://youtu.be/zBsDPU-0yXQ Ethical Education with AI]" [video, 30 min.]
* There's been a lot of hype around tools that purport to detect writing generated by AI. But do these tools deliver? "[https://youtu.be/Mc7sFr3yQgY AI Writing Detection: Limitations and Accuracy]" [video, ~14 min.]
* Do AI detectors agree? This video explores how the same paper fares against different detection services. "[https://youtu.be/ci-rW69o4dY Limitations of AI Detection: Comparing Tools for Identifying AI-Generated Writing]" [video, 9 min.]

==Slidedecks==

* [https://docs.google.com/presentation/d/1Fsk_7YZP0rTmgRb3FTdbJcMUlwgieYss2eaopDbl0TM/edit Brief History of AI]
* [https://docs.google.com/presentation/d/1BaG1UzyE1K65koNZLNtcgvJzveXNRXfDOSBiFQx7JLA/edit How Learning Works]
* [https://docs.google.com/presentation/d/1ZdkpvaBJ1sHI5D-UUXBsJSBknsJmWpCx6pl_vapm-9g/edit Ethical Education with AI]
* [https://docs.google.com/presentation/d/14fdiLDPk682RmVsdDu0ZaKHejqkehKVdh6AVhMDRc5s/edit AI Policies in the Syllabus]
* [https://docs.google.com/presentation/d/1vbFs7JYg_kuQU2CVOc_kQmrFRvgeZVV3rtzRgHQbdPQ/edit Scholarship of Teaching and Learning]
* [https://docs.google.com/presentation/d/1mjUM4tTtjSrRFkLHB4R-SANzuPGIixN6d786OMw31S8/edit Creating AI Assignments]
* [https://docs.google.com/presentation/d/1x5vu4LPUHdXgrwiSCM0bH1rszt4LRvoKL-bQPhf9qXo/edit?usp=sharing AI Writing Detection: Limitations and Accuracy]
* [https://docs.google.com/presentation/d/1nEP5iErQGv4TlB5SpOTY1RkxDZesCREiucq4dj3sWAU/edit?usp=sharing Limitations of AI Detection: Comparing Tools for Identifying AI-Generated Writing]

==Pedagogical Resources==

* [https://www.cmu.edu/teaching/principles/learning.html Theory and Research-based Principles of Learning] - This resource from the Eberly Center at Carnegie Mellon University presents the basic principles that underlie effective (human) learning. We should keep these principles in mind as we integrate AI into our teaching.
* [https://teachingcommons.stanford.edu/teaching-guides/artificial-intelligence-teaching-guide/creating-your-course-policy-ai Creating Your Course Policy on AI] - This site from Stanford university offers "example syllabus statements, suggestions for what to include, and sample sentences that you might use as you think through your own course policy on AI and begin writing a statement to put in your syllabus."
* [https://docs.google.com/document/d/1RMVwzjc1o0Mi8Blw_-JUTcXv02b2WRH86vw7mi16W3U/edit#heading=h.1cykjn2vg2wx Syllabi Policies for AI Generative Tools] - This resource, created by Lance Eaton, is for the purposes of sharing and helping other instructors see the range of policies available by other educators as they develop their own.
* [https://blog.still-water.net/ai-sandwich/ How To Teach with AI and Still Put People First] - This blog post describes an AI writing assignment.
* [https://teaching.cornell.edu/generative-artificial-intelligence/ai-assignment-design AI in Assignment Design] - The Center for Teaching Innovation at Cornell University describes issues we should consider when creating AI assignments.
* [https://acue.org/blog/unlocking-human-ai-potential-10-best-practices-for-ai-assignments-in-higher-ed/ 10 Best Practices for AI Assignments in Higher Ed] - This blog post provides what the title says it does.
* [https://teaching.cornell.edu/generative-artificial-intelligence/ai-accessibility AI & Accessibility] - This resource from Cornell University explains the importance of accessibility and how to use generative AI to create more accessible content.
* [https://www.turnitin.com/resources/academic-integrity-in-the-age-of-AI AI Writing Educator Resources] — This is another meta-resource; this one is from Turnitin, the similarity detection service integrated into Xavier's Brightspace LMS.
* [https://facultydevelopment.kennesaw.edu/scholarly-teaching/conferences/ Teaching Conferences Directory] - Want to present the innovative things you are doing with AI in the classroom? The Center for Excellence in Teaching and Learning at Kennesaw State University maintains a directory of teaching conferences that you can search by discipline.
* [https://facultydevelopment.kennesaw.edu/scholarly-teaching/journals/ Teaching Journals Directory] - Want to publish the innovative things you are doing with AI in the classroom?The Center for Excellence in Teaching and Learning at Kennesaw State University maintains a directory of teaching journal that you can search by discipline

==Selected Platforms==

These are some of the platforms demonstrated in the seminar. No endorsement should be inferred.

* [https://chat.openai.com/ ChatGPT]
* [https://copilot.microsoft.com/ Copilot]
* [https://gemini.google.com/app Gemini]
* [https://goblin.tools/ Goblin Tools]
* [https://leonardo.ai/ Leonardo]
* [https://www.midjourney.com/ Midjourney]
* [https://perplexity.ai/ Perplexity]

==Project Descriptions==

Below, please find a listing of project descriptions from participating faculty.

===Predictive AI to Analyze Germline MSH6 Mutations===
'''Christopher Bolden (Biology) '''

This proposal is to implement and introduce AI into BIOL 3110 – Genetics Lab. This research-
based undergraduate course investigates the effect point mutations have on protein function.
Our current understanding of these mutations in relation to DNA replication are not well
understood and vary drastically in each person. To expand our understanding and increase the
efficiency of genomic analysis, AI-based algorithms have emerged as a valuable toolset that
can be tailored to progress the modern world’s goal of individualized medicine. In this proposal,
AI algorithms will be incorporated to further expand the protein dynamic information obtained
from each group’s assigned mutation.

This proposal will restructure our current final project to incorporate AI in the analysis of
DNA mismatch repair mutations.

===Spanish Learning in an AI World===
'''Carmen Cosme (Languages)'''

The Spanish Learning in an AI World Project is an initiative to reinvent the intermediate
Spanish courses utilizing AI as an effective tool of instruction. The new forms of assessments
and projects will facilitate opportunities for our language learners to use AI within their learning
experience to improve their creativity in the application of Spanish in their academic and
personal lives. This transformative version of the intermediate Spanish courses will bring
Spanish learning experience into the twenty first century.

===Second-Order, Stage Two Thinking: Argument Analysis and Argument Rehabilitation in an AI World===
'''James Dunson (Philosophy)'''

My proposal is to construct an AI-assisted research essay assignment for my co-taught (along
with Thomas Huckaba in Biology) course titled Ethics of Genetic Engineering. At this point, it is
inevitable that AI will be used, whether illicitly or with the permission of the instuctor, to
generate text for research essays. However, it is less clear that AI could effectively evaluate the
arguments it generates and make them relevant to a human audience.

This project uses AI to create arguments while promoting human learning in the context of 1)
argument analysis and 2) argument rehabilitation. The analysis component involves ranking how
compelling the AI arguments are and to explain why this is so. The rehabilitation part of the
project challenges students to explain how the least effective AI-generated arguments could be
improved and more persuasively presented to a human audience.

My main goal in this project is to convey to students that AI, while a useful tool, cannot
adequately determine the degree to which its arguments are persuasive to a human audience. I
am calling this particular skill second-order, stage two thinking: it requires a meta-analysis of the
AI-generated arguments.

===Chemistry and Global Food and Water Security===
'''Siddieg Elsiddieg (Chemistry)'''

I hereby propose to incorporate artificial intelligence in my planned X-cor class “Chemistry and
global food and water security”. This proposed class, planned for fall 2024 start, will highlight two
of the most pressing challenges facing the world today (global food and water security). It will
also showcase the role that chemistry plays in addressing these challenges.
In this project, artificial intelligence will be incorporated in the proposed class design as one of the
topics to be studied (e. g. the impact of artificial intelligence on global food and water security)
and as a key component of the assessment (e.g. by designing assignments that are AI-based).
The objectives of this project include incorporating the analysis of the role of AI in global food
and water security, as part of class topics. They also include the leveraging of accessible AI tools
to enhance student learning of “chemistry and global food and water security” through well-
designed assignments that encourage students to use AI resources mindfully and critically in the
service of their learning in this class. Both objectives are intimately connected to the theme of
“Human Learning in an AI World”.

===AI Med-Spanish Connect: Cultivating Linguistic and Cultural Competence===
'''Giti Farudi (Languages)'''

This project seeks to enhance 'Spanish 2051: An Introduction to Spanish for Medical Personnel'
by incorporating ChatGPT, a conversational AI, for mock patient dialogues. The primary goal is
to provide students with immersive, interactive scenarios, enabling them to practice medical
dialogues and terminology in Spanish at a level tailored for the course. Through role-play
scenarios in ChatGPT, the AI simulates diverse patients, each with unique medical histories and
conditions. Students actively engage in these simulations, honing their skills in the medical
terminology they are learning in the course, taking medical histories, diagnosing symptoms, and
discussing treatments in Spanish.

Carefully designed by the course instructor, these scenarios offer a broad spectrum of medical
contexts relevant to the course material, immersing students in the linguistic and cultural
subtleties pertinent to Spanish-speaking patients. This method bolsters language proficiency
while simultaneously cultivating cultural competence, a crucial element in healthcare.
The project smoothly integrates into the existing curriculum. Students access ChatGPT via a
specific platform, most likely Brightspace, with designated interaction times. The course
instructor oversees this integration, providing targeted feedback on student interactions with the
AI.

Aligned with the theme of Human Learning in an AI World, this project utilizes AI to augment
human learning and skills development. It showcases AI's role as a potent tool in language and
professional training, equipping students for the complex realities of healthcare and patient care
in a multicultural environment.

===Using AI-integrated Smartphone Apps to Assess Nutritional & Health Metrics===
'''Marcia Henry (Biology)'''

Biol 4303, The Intersection of Nutritional Health, Immunity, and Disease examines the role of 'food
as medicine' in preventing and treating chronic diseases.
The module will expose students to Artificial Intelligence (AI)/Machine Learning (ML) principles
and its use in medicine for nutrition and disease prevention. Understanding the complexity of
employing AI to assist in health care is essential for future scientists, engineers, and other medical
(and nonmedical) professionals.

===AI, Rights, and Responsibilities===
'''Quincy Hodges (Mass Communications)'''

The project is an introduction level college course named "AI, Rights, and Responsibilities,"
which examines the digital age development of artificial intelligence as a new media technology
and its profound impact on the media landscape and human interaction.

The course will critically examines the social, cultural, and ethical implications of AI
technologies in various media contexts, encompassing fake news, advertising, entertainment, and
social media. Through global case studies, legal and ethical discussions, and hands-on
exploration of AI platforms, students will gain a comprehensive understanding of the intricate
relationship between human beings and AI. This project will function as a cross-disciplinary
class open to students from all majors across campus due to its multidisciplinary approach.

Throughout the course, students will examine the impact of AI on media production,
consumption, and cultural practices and this project addresses the evolving dynamics of human
interaction in the context of AI. This understanding is crucial for individuals navigating a world
where AI technologies play an increasingly prominent role.

===Detailed Visualization in Hematology: An Effective Learning Approach Using AI===
'''Shamonica King (Biology)'''

Hematology is known as the study of blood, its components, as well as the pathological
diseases and disorders that are caused by internal or external factors. What is not immediately
considered is how visuals taught in Hematology lab influence student learning in both the
lecture and lab courses.

Traditionally, the use of a hematology atlas or online images are used when biological sources
are not readily available. What if there was a less intrusive and less expensive, “on demand”
alternative of utilizing hematologic visuals to help students comprehend the normal and
pathological conditions in hematology? Artificial Intelligence (AI) can be the resource that we
are looking for to aid in student learning.

===New Despotism and AI Chatbot Learning===
'''Daniella Mascarenhas (Political Science)'''

This project draws from Alexis de Tocqueville’s concept of new despotism developed in his
seminal book Democracy in America (1840). Tocqueville warns that in democracies like the
United States a new despotism will emerge where powerful state actors will appeal to citizens
and gain their unwavering trust. Citizens in such a political society will blindly follow the
instruction of these powerful political actors. My own research builds on Tocqueville’s new
despotism and proposes a novel concept: “New Despotism 2.0.” New Despotism 2.0 asserts that
artificial intelligence (AI) has the potential to act as despotic political figures and feed harmful
political information to users. Users then consume this harmful information without question.
This project will ask students to recognize the impact of New Despotism 2.0 by asking different
chatbots (even chatbots purposefully programmed to be “evil”) to provide information on a
salient political events or topic. Students will then compare and contrast the chatbot responses
and independently locate sources that affirm the chatbot stances. Then students will evaluate if
these sources are harmful or beneficial to a democratic society. Students will identify how AI can
amalgamate pertinent political information while still judicially exercising their own critical
thought when using AI.

===The Use of AI in Biology===
'''Harris McFerrin (Biology)'''

I propose to use the 2024 Mellon Foundation-supported Faculty Communities of Teaching
Scholars fellowship to increase the use artificial intelligence (AI) in my section of the
BIOL4230 Biology Senior Capstone and in the current update of Biology 1240. The Biology
Senior Capstone is a writing-intensive course in which students review primary research
literature and present their analysis both in writing and in oral presentations. I plan to
incorporate AI to demonstrate its utility and drawbacks in summarizing technical scientific
material. Biology 1240 is a freshman-level general biology course accommodating
approximately 600 students per year. Dr. Thomas Huckaba and I are currently revamping
the course to use an open source text that we will be able to edit to cover the specific
material that we want our students to know. In this course, I will use AI to generate
variations of multiple choice questions and to assist with writing text for the textbook on
subjects the instructors feel there is too little coverage currently.

===Debating AI: Genetics & Human Reproduction===
'''Sarah Meier (Philosophy)'''

I propose to replace a final essay assignment with an AI-assisted group presentation and debate
within my regularly taught course, Health Ethics. Students, working in groups of 4-5, will be
challenged to develop a set of prompts engaging with an assigned topic from our final course
module on Genetics & Human Reproduction. They will then choose one prompt as the starting
point for an in-class debate, where one half of the group will attempt to defend an AI-generated
argument, and the other will argue in opposition.

This project engages human-centered learning while also exploring the potential for AI as a tool
in the classroom. First, students will confront the limitations of AI within the prompt-
development stage of this project. As with any tool, ChatGPT and other AI technologies are only
as sophisticated as their users. The debate-stage then challenges students to elaborate upon and
critique the best of their AI generated arguments while also honing their oral presentation and
rhetorical skills. Finally, the class will work together in advance to develop a shared rubric for
judging the debates and students will anonymously submit their evaluation of each in real-time,
at the completion of each presentation.

===AI-Enhanced Approach to Addressing HIV Disparities in At-Risk Populations===
'''George Nawas (College of Pharmacy)'''

I am honored to apply for a Mellon Fellowship and be considered for the Faculty Communities of
Teaching Scholars (FaCTS) initiative. In response to the urgent need to address HIV disparities, I propose
enhancing the elective course "HIV in At-Risk Populations," which I introduced as the founder and
coordinator at Xavier University's College of Pharmacy. Following a successful pilot in Spring 2023 with
five students, the course has expanded in its second iteration, now engaging eight passionate 3rd year
pharmacy students. This 2-credit course is centered on studying and understanding HIV disparities,
particularly in the South and Louisiana, with the goal of equipping students with actionable strategies.
Integrating Artifical Intelligence (AI) into this course will elevate the learning experience, enabling
personalized research on regional disparities and fostering a dynamic approach to addressing healthcare
inequities. The project aligns with FaCTS' theme of "Human Learning in an AI World" by innovatively
merging AI technology with the imperative task of reducing HIV disparities.

===Creating CRWT 3050 Poetry Craft (with AI in Mind)===
'''Biljana Obradovic (English)'''

I want to create a course, CR WT 3050 Poetry Craft. Having AI amongst us is a survival battle of
"humans vs. the machine." Some writers have embraced AI and openly. others don't want anything to do
with it. The same goes with teachers of creative writing-what to do? I would like to help students learn
that struggling with writing is OK. What matters to creative writers is how they get there, the process, not
only the final product. Al largely eliminates the process, so students who use AI won't be able to write on
their own without it. Their instructors are needed ("no potential displacement of human instructors is
needed") to abide by academic integrity in relation to AI (if used), to teach how to use it, instead of abuse it .... Artists and writers will use AI. I would like to have them write a sonnet on their own, then use Al to create another. I want them to ask questions such as: What does it mean to write and revise with Al? Comparing the two and with my help they will learn what a good sonnet is.

===Enhancing General Physics Laboratories in Xavier University with AI===
'''Michael Ogunbunmi'''

The proposed project aims to integrate artificial intelligence (AI) predictive models into an
existing general physics course. By leveraging AI techniques, we seek to enhance students’
understanding of fundamental physics concepts. The project will involve designing AI-driven
laboratory experiments and learning materials that will enhance the learning of the students while
also developing their capacity to meet the current realities of the AI-driven world. The project for
the start will develop a machine-learning model using either linear regression, decision trees, or
neural networks and will be trained and tested on datasets collected from our labs and students.
The model's performance will be evaluated, fine-tuned, and optimized to prevent overfitting.
Subsequently, some aspects of the lab handout will be modified and redesigned to provide useful
step-by-step guides to students and instructors on how to use the developed virtual interface lab to
perform experiments.

===Exploring Black Experiences through Horror Storytelling===
'''Laura Oliver (Art and Performance Studies)'''

This project invites students to explore the complexities of Blackness by crafting horror
narratives using AI and everyday experiences. Drawing from personal stories, history, and
contemporary discourse, students will create chilling tales that capture various aspects of Black
life. Through this groundbreaking exploration, students merge storytelling, cultural critique, and
AI technology. Horror serves as a lens to examine social, political, and existential challenges
faced by Black individuals and communities, prompting audiences to confront uncomfortable
truths. Additionally, the project fosters critical dialogue on representation and storytelling
politics, challenging traditional authorship concepts. By embracing AI creatively, students
amplify underrepresented voices in narratives, pushing the boundaries of performance and
artistic expression. Ultimately, this project empowers students to shed light on the haunting
realities and resilient spirit of Blackness through storytelling. This proposal outlines the
objectives and methodology, highlighting its innovative approach to exploring Black experiences
through horror storytelling and its impact on both participants and audiences.

===Effects of Student Use of Al===
'''Lisa Schulte-Gipson (Psychology)'''

This project will explore student use of AI and the effects of AI on well-being and depth of
understanding of course material. The project will begin this spring with data collection from
Positive Psychology (two sections with approximately 50 students total). Students will complete
an assignment entailing viewing “Technology Shabbats”
(https://www.youtube.com/watch?v=oRdMUhBPRjY). The assignment will include a reflection
and questions regarding technology use for personal and class/assignment purposes, with
class/assignment purposes focusing on use of AI to modify and/or generate content. This
information will contribute to the development of a survey utilized in a SoTL project conducted
in fall 2024/spring 2025. The project will examine correlations among technology use (both
personal and class/assignment/AI), well-being, student performance, and (student) perceived
depth of understanding of course material. Participation in the FaCTS cohort will facilitate
understanding of the forms, benefits, and challenges associated with AI; and will thus inform the
SoTL project. An immediate goal of FaCTS participation is the development of the initial
assignment, summary of data collected via the assignment, and initial development of a survey
of AI use. The long-term goal is an IRB proposal, research on the effects of AI use, and
dissemination of associated findings.

[[Category: CAT+FD]]
[[Category: CAT+FD 2023-2024]]

FaCTS 2024

2024-05-27T15:40:45Z

Elizabeth: /* Pedagogical Resources */

[[File:FaCTS 2024 banner.png|800px]]

From 2009 to 2018, the [https://cat.xula.edu/initiatives/facts/ Faculty Communities of Teaching Scholars (FaCTS)] initiative was funded by the Andrew W. Mellon Foundation to support faculty in planning and implementing innovative curriculum and/or pedagogical projects over the course of an academic year. In 2024, we had one final round on the topic of "Human Learning in an AI World." If you were unable to participate in FaCTS, you can check out the resources below or chat with your colleagues who participated.

==Excellent Videos==

When we sit down to make a video mini-lecture, [[How to Make Excellent Video Lectures|we strive for excellence]]!

* For some deep background, start with this "[https://youtu.be/rrjwZwCxHdQ Brief History of AI]" [video, 24 min.]
* If you are thinking about teaching with AI, please consider the ethical implications. "[https://youtu.be/zBsDPU-0yXQ Ethical Education with AI]" [video, 30 min.]
* There's been a lot of hype around tools that purport to detect writing generated by AI. But do these tools deliver? "[https://youtu.be/Mc7sFr3yQgY AI Writing Detection: Limitations and Accuracy]" [video, ~14 min.]
* Do AI detectors agree? This video explores how the same paper fares against different detection services. "[https://youtu.be/ci-rW69o4dY Limitations of AI Detection: Comparing Tools for Identifying AI-Generated Writing]" [video, 9 min.]

==Slidedecks==

* [https://docs.google.com/presentation/d/1Fsk_7YZP0rTmgRb3FTdbJcMUlwgieYss2eaopDbl0TM/edit Brief History of AI]
* [https://docs.google.com/presentation/d/1BaG1UzyE1K65koNZLNtcgvJzveXNRXfDOSBiFQx7JLA/edit How Learning Works]
* [https://docs.google.com/presentation/d/1ZdkpvaBJ1sHI5D-UUXBsJSBknsJmWpCx6pl_vapm-9g/edit Ethical Education with AI]
* [https://docs.google.com/presentation/d/14fdiLDPk682RmVsdDu0ZaKHejqkehKVdh6AVhMDRc5s/edit AI Policies in the Syllabus]
* [https://docs.google.com/presentation/d/1vbFs7JYg_kuQU2CVOc_kQmrFRvgeZVV3rtzRgHQbdPQ/edit Scholarship of Teaching and Learning]
* [https://docs.google.com/presentation/d/1mjUM4tTtjSrRFkLHB4R-SANzuPGIixN6d786OMw31S8/edit Creating AI Assignments]
* [https://docs.google.com/presentation/d/1x5vu4LPUHdXgrwiSCM0bH1rszt4LRvoKL-bQPhf9qXo/edit?usp=sharing AI Writing Detection: Limitations and Accuracy]
* [https://docs.google.com/presentation/d/1nEP5iErQGv4TlB5SpOTY1RkxDZesCREiucq4dj3sWAU/edit?usp=sharing Limitations of AI Detection: Comparing Tools for Identifying AI-Generated Writing]

==Pedagogical Resources==

* [https://www.cmu.edu/teaching/principles/learning.html Theory and Research-based Principles of Learning] - This resource from the Eberly Center at Carnegie Mellon University presents the basic principles that underlie effective (human) learning.
* [https://docs.google.com/document/d/1RMVwzjc1o0Mi8Blw_-JUTcXv02b2WRH86vw7mi16W3U/edit#heading=h.1cykjn2vg2wx Syllabi Policies for AI Generative Tools] - This resource, created by Lance Eaton, is for the purposes of sharing and helping other instructors see the range of policies available by other educators as they develop their own.
* [https://blog.still-water.net/ai-sandwich/ How To Teach with AI and Still Put People First] - This blog post describes an AI writing assignment.
* [https://teaching.cornell.edu/generative-artificial-intelligence/ai-assignment-design AI in Assignment Design] - The Center for Teaching Innovation at Cornell University describes issues we should consider when creating AI assignments.
* [https://acue.org/blog/unlocking-human-ai-potential-10-best-practices-for-ai-assignments-in-higher-ed/ 10 Best Practices for AI Assignments in Higher Ed] - This blog post provides what the title says it does.
* [https://teaching.cornell.edu/generative-artificial-intelligence/ai-accessibility AI & Accessibility] - This resource from Cornell University explains the importance of accessibility and how to use generative AI to create more accessible content.
* [https://www.turnitin.com/resources/academic-integrity-in-the-age-of-AI AI Writing Educator Resources] — This is another meta-resource; this one is from Turnitin, the similarity detection service integrated into Xavier's Brightspace LMS.
* [https://facultydevelopment.kennesaw.edu/scholarly-teaching/conferences/ Teaching Conferences Directory] - Want to present the innovative things you are doing with AI in the classroom? The Center for Excellence in Teaching and Learning at Kennesaw State University maintains a directory of teaching conferences that you can search by discipline.
* [https://facultydevelopment.kennesaw.edu/scholarly-teaching/journals/ Teaching Journals Directory] - Want to publish the innovative things you are doing with AI in the classroom?The Center for Excellence in Teaching and Learning at Kennesaw State University maintains a directory of teaching journal that you can search by discipline

==Selected Platforms==

These are some of the platforms demonstrated in the seminar. No endorsement should be inferred.

* [https://chat.openai.com/ ChatGPT]
* [https://copilot.microsoft.com/ Copilot]
* [https://gemini.google.com/app Gemini]
* [https://goblin.tools/ Goblin Tools]
* [https://leonardo.ai/ Leonardo]
* [https://www.midjourney.com/ Midjourney]
* [https://perplexity.ai/ Perplexity]

==Project Descriptions==

Below, please find a listing of project descriptions from participating faculty.

===Predictive AI to Analyze Germline MSH6 Mutations===
'''Christopher Bolden (Biology) '''

This proposal is to implement and introduce AI into BIOL 3110 – Genetics Lab. This research-
based undergraduate course investigates the effect point mutations have on protein function.
Our current understanding of these mutations in relation to DNA replication are not well
understood and vary drastically in each person. To expand our understanding and increase the
efficiency of genomic analysis, AI-based algorithms have emerged as a valuable toolset that
can be tailored to progress the modern world’s goal of individualized medicine. In this proposal,
AI algorithms will be incorporated to further expand the protein dynamic information obtained
from each group’s assigned mutation.

This proposal will restructure our current final project to incorporate AI in the analysis of
DNA mismatch repair mutations.

===Spanish Learning in an AI World===
'''Carmen Cosme (Languages)'''

The Spanish Learning in an AI World Project is an initiative to reinvent the intermediate
Spanish courses utilizing AI as an effective tool of instruction. The new forms of assessments
and projects will facilitate opportunities for our language learners to use AI within their learning
experience to improve their creativity in the application of Spanish in their academic and
personal lives. This transformative version of the intermediate Spanish courses will bring
Spanish learning experience into the twenty first century.

===Second-Order, Stage Two Thinking: Argument Analysis and Argument Rehabilitation in an AI World===
'''James Dunson (Philosophy)'''

My proposal is to construct an AI-assisted research essay assignment for my co-taught (along
with Thomas Huckaba in Biology) course titled Ethics of Genetic Engineering. At this point, it is
inevitable that AI will be used, whether illicitly or with the permission of the instuctor, to
generate text for research essays. However, it is less clear that AI could effectively evaluate the
arguments it generates and make them relevant to a human audience.

This project uses AI to create arguments while promoting human learning in the context of 1)
argument analysis and 2) argument rehabilitation. The analysis component involves ranking how
compelling the AI arguments are and to explain why this is so. The rehabilitation part of the
project challenges students to explain how the least effective AI-generated arguments could be
improved and more persuasively presented to a human audience.

My main goal in this project is to convey to students that AI, while a useful tool, cannot
adequately determine the degree to which its arguments are persuasive to a human audience. I
am calling this particular skill second-order, stage two thinking: it requires a meta-analysis of the
AI-generated arguments.

===Chemistry and Global Food and Water Security===
'''Siddieg Elsiddieg (Chemistry)'''

I hereby propose to incorporate artificial intelligence in my planned X-cor class “Chemistry and
global food and water security”. This proposed class, planned for fall 2024 start, will highlight two
of the most pressing challenges facing the world today (global food and water security). It will
also showcase the role that chemistry plays in addressing these challenges.
In this project, artificial intelligence will be incorporated in the proposed class design as one of the
topics to be studied (e. g. the impact of artificial intelligence on global food and water security)
and as a key component of the assessment (e.g. by designing assignments that are AI-based).
The objectives of this project include incorporating the analysis of the role of AI in global food
and water security, as part of class topics. They also include the leveraging of accessible AI tools
to enhance student learning of “chemistry and global food and water security” through well-
designed assignments that encourage students to use AI resources mindfully and critically in the
service of their learning in this class. Both objectives are intimately connected to the theme of
“Human Learning in an AI World”.

===AI Med-Spanish Connect: Cultivating Linguistic and Cultural Competence===
'''Giti Farudi (Languages)'''

This project seeks to enhance 'Spanish 2051: An Introduction to Spanish for Medical Personnel'
by incorporating ChatGPT, a conversational AI, for mock patient dialogues. The primary goal is
to provide students with immersive, interactive scenarios, enabling them to practice medical
dialogues and terminology in Spanish at a level tailored for the course. Through role-play
scenarios in ChatGPT, the AI simulates diverse patients, each with unique medical histories and
conditions. Students actively engage in these simulations, honing their skills in the medical
terminology they are learning in the course, taking medical histories, diagnosing symptoms, and
discussing treatments in Spanish.

Carefully designed by the course instructor, these scenarios offer a broad spectrum of medical
contexts relevant to the course material, immersing students in the linguistic and cultural
subtleties pertinent to Spanish-speaking patients. This method bolsters language proficiency
while simultaneously cultivating cultural competence, a crucial element in healthcare.
The project smoothly integrates into the existing curriculum. Students access ChatGPT via a
specific platform, most likely Brightspace, with designated interaction times. The course
instructor oversees this integration, providing targeted feedback on student interactions with the
AI.

Aligned with the theme of Human Learning in an AI World, this project utilizes AI to augment
human learning and skills development. It showcases AI's role as a potent tool in language and
professional training, equipping students for the complex realities of healthcare and patient care
in a multicultural environment.

===Using AI-integrated Smartphone Apps to Assess Nutritional & Health Metrics===
'''Marcia Henry (Biology)'''

Biol 4303, The Intersection of Nutritional Health, Immunity, and Disease examines the role of 'food
as medicine' in preventing and treating chronic diseases.
The module will expose students to Artificial Intelligence (AI)/Machine Learning (ML) principles
and its use in medicine for nutrition and disease prevention. Understanding the complexity of
employing AI to assist in health care is essential for future scientists, engineers, and other medical
(and nonmedical) professionals.

===AI, Rights, and Responsibilities===
'''Quincy Hodges (Mass Communications)'''

The project is an introduction level college course named "AI, Rights, and Responsibilities,"
which examines the digital age development of artificial intelligence as a new media technology
and its profound impact on the media landscape and human interaction.

The course will critically examines the social, cultural, and ethical implications of AI
technologies in various media contexts, encompassing fake news, advertising, entertainment, and
social media. Through global case studies, legal and ethical discussions, and hands-on
exploration of AI platforms, students will gain a comprehensive understanding of the intricate
relationship between human beings and AI. This project will function as a cross-disciplinary
class open to students from all majors across campus due to its multidisciplinary approach.

Throughout the course, students will examine the impact of AI on media production,
consumption, and cultural practices and this project addresses the evolving dynamics of human
interaction in the context of AI. This understanding is crucial for individuals navigating a world
where AI technologies play an increasingly prominent role.

===Detailed Visualization in Hematology: An Effective Learning Approach Using AI===
'''Shamonica King (Biology)'''

Hematology is known as the study of blood, its components, as well as the pathological
diseases and disorders that are caused by internal or external factors. What is not immediately
considered is how visuals taught in Hematology lab influence student learning in both the
lecture and lab courses.

Traditionally, the use of a hematology atlas or online images are used when biological sources
are not readily available. What if there was a less intrusive and less expensive, “on demand”
alternative of utilizing hematologic visuals to help students comprehend the normal and
pathological conditions in hematology? Artificial Intelligence (AI) can be the resource that we
are looking for to aid in student learning.

===New Despotism and AI Chatbot Learning===
'''Daniella Mascarenhas (Political Science)'''

This project draws from Alexis de Tocqueville’s concept of new despotism developed in his
seminal book Democracy in America (1840). Tocqueville warns that in democracies like the
United States a new despotism will emerge where powerful state actors will appeal to citizens
and gain their unwavering trust. Citizens in such a political society will blindly follow the
instruction of these powerful political actors. My own research builds on Tocqueville’s new
despotism and proposes a novel concept: “New Despotism 2.0.” New Despotism 2.0 asserts that
artificial intelligence (AI) has the potential to act as despotic political figures and feed harmful
political information to users. Users then consume this harmful information without question.
This project will ask students to recognize the impact of New Despotism 2.0 by asking different
chatbots (even chatbots purposefully programmed to be “evil”) to provide information on a
salient political events or topic. Students will then compare and contrast the chatbot responses
and independently locate sources that affirm the chatbot stances. Then students will evaluate if
these sources are harmful or beneficial to a democratic society. Students will identify how AI can
amalgamate pertinent political information while still judicially exercising their own critical
thought when using AI.

===The Use of AI in Biology===
'''Harris McFerrin (Biology)'''

I propose to use the 2024 Mellon Foundation-supported Faculty Communities of Teaching
Scholars fellowship to increase the use artificial intelligence (AI) in my section of the
BIOL4230 Biology Senior Capstone and in the current update of Biology 1240. The Biology
Senior Capstone is a writing-intensive course in which students review primary research
literature and present their analysis both in writing and in oral presentations. I plan to
incorporate AI to demonstrate its utility and drawbacks in summarizing technical scientific
material. Biology 1240 is a freshman-level general biology course accommodating
approximately 600 students per year. Dr. Thomas Huckaba and I are currently revamping
the course to use an open source text that we will be able to edit to cover the specific
material that we want our students to know. In this course, I will use AI to generate
variations of multiple choice questions and to assist with writing text for the textbook on
subjects the instructors feel there is too little coverage currently.

===Debating AI: Genetics & Human Reproduction===
'''Sarah Meier (Philosophy)'''

I propose to replace a final essay assignment with an AI-assisted group presentation and debate
within my regularly taught course, Health Ethics. Students, working in groups of 4-5, will be
challenged to develop a set of prompts engaging with an assigned topic from our final course
module on Genetics & Human Reproduction. They will then choose one prompt as the starting
point for an in-class debate, where one half of the group will attempt to defend an AI-generated
argument, and the other will argue in opposition.

This project engages human-centered learning while also exploring the potential for AI as a tool
in the classroom. First, students will confront the limitations of AI within the prompt-
development stage of this project. As with any tool, ChatGPT and other AI technologies are only
as sophisticated as their users. The debate-stage then challenges students to elaborate upon and
critique the best of their AI generated arguments while also honing their oral presentation and
rhetorical skills. Finally, the class will work together in advance to develop a shared rubric for
judging the debates and students will anonymously submit their evaluation of each in real-time,
at the completion of each presentation.

===AI-Enhanced Approach to Addressing HIV Disparities in At-Risk Populations===
'''George Nawas (College of Pharmacy)'''

I am honored to apply for a Mellon Fellowship and be considered for the Faculty Communities of
Teaching Scholars (FaCTS) initiative. In response to the urgent need to address HIV disparities, I propose
enhancing the elective course "HIV in At-Risk Populations," which I introduced as the founder and
coordinator at Xavier University's College of Pharmacy. Following a successful pilot in Spring 2023 with
five students, the course has expanded in its second iteration, now engaging eight passionate 3rd year
pharmacy students. This 2-credit course is centered on studying and understanding HIV disparities,
particularly in the South and Louisiana, with the goal of equipping students with actionable strategies.
Integrating Artifical Intelligence (AI) into this course will elevate the learning experience, enabling
personalized research on regional disparities and fostering a dynamic approach to addressing healthcare
inequities. The project aligns with FaCTS' theme of "Human Learning in an AI World" by innovatively
merging AI technology with the imperative task of reducing HIV disparities.

===Creating CRWT 3050 Poetry Craft (with AI in Mind)===
'''Biljana Obradovic (English)'''

I want to create a course, CR WT 3050 Poetry Craft. Having AI amongst us is a survival battle of
"humans vs. the machine." Some writers have embraced AI and openly. others don't want anything to do
with it. The same goes with teachers of creative writing-what to do? I would like to help students learn
that struggling with writing is OK. What matters to creative writers is how they get there, the process, not
only the final product. Al largely eliminates the process, so students who use AI won't be able to write on
their own without it. Their instructors are needed ("no potential displacement of human instructors is
needed") to abide by academic integrity in relation to AI (if used), to teach how to use it, instead of abuse it .... Artists and writers will use AI. I would like to have them write a sonnet on their own, then use Al to create another. I want them to ask questions such as: What does it mean to write and revise with Al? Comparing the two and with my help they will learn what a good sonnet is.

===Enhancing General Physics Laboratories in Xavier University with AI===
'''Michael Ogunbunmi'''

The proposed project aims to integrate artificial intelligence (AI) predictive models into an
existing general physics course. By leveraging AI techniques, we seek to enhance students’
understanding of fundamental physics concepts. The project will involve designing AI-driven
laboratory experiments and learning materials that will enhance the learning of the students while
also developing their capacity to meet the current realities of the AI-driven world. The project for
the start will develop a machine-learning model using either linear regression, decision trees, or
neural networks and will be trained and tested on datasets collected from our labs and students.
The model's performance will be evaluated, fine-tuned, and optimized to prevent overfitting.
Subsequently, some aspects of the lab handout will be modified and redesigned to provide useful
step-by-step guides to students and instructors on how to use the developed virtual interface lab to
perform experiments.

===Exploring Black Experiences through Horror Storytelling===
'''Laura Oliver (Art and Performance Studies)'''

This project invites students to explore the complexities of Blackness by crafting horror
narratives using AI and everyday experiences. Drawing from personal stories, history, and
contemporary discourse, students will create chilling tales that capture various aspects of Black
life. Through this groundbreaking exploration, students merge storytelling, cultural critique, and
AI technology. Horror serves as a lens to examine social, political, and existential challenges
faced by Black individuals and communities, prompting audiences to confront uncomfortable
truths. Additionally, the project fosters critical dialogue on representation and storytelling
politics, challenging traditional authorship concepts. By embracing AI creatively, students
amplify underrepresented voices in narratives, pushing the boundaries of performance and
artistic expression. Ultimately, this project empowers students to shed light on the haunting
realities and resilient spirit of Blackness through storytelling. This proposal outlines the
objectives and methodology, highlighting its innovative approach to exploring Black experiences
through horror storytelling and its impact on both participants and audiences.

===Effects of Student Use of Al===
'''Lisa Schulte-Gipson (Psychology)'''

This project will explore student use of AI and the effects of AI on well-being and depth of
understanding of course material. The project will begin this spring with data collection from
Positive Psychology (two sections with approximately 50 students total). Students will complete
an assignment entailing viewing “Technology Shabbats”
(https://www.youtube.com/watch?v=oRdMUhBPRjY). The assignment will include a reflection
and questions regarding technology use for personal and class/assignment purposes, with
class/assignment purposes focusing on use of AI to modify and/or generate content. This
information will contribute to the development of a survey utilized in a SoTL project conducted
in fall 2024/spring 2025. The project will examine correlations among technology use (both
personal and class/assignment/AI), well-being, student performance, and (student) perceived
depth of understanding of course material. Participation in the FaCTS cohort will facilitate
understanding of the forms, benefits, and challenges associated with AI; and will thus inform the
SoTL project. An immediate goal of FaCTS participation is the development of the initial
assignment, summary of data collected via the assignment, and initial development of a survey
of AI use. The long-term goal is an IRB proposal, research on the effects of AI use, and
dissemination of associated findings.

[[Category: CAT+FD]]
[[Category: CAT+FD 2023-2024]]

FaCTS 2024

2024-05-27T15:39:52Z

Elizabeth: added to /* Pedagogical Resources */

[[File:FaCTS 2024 banner.png|800px]]

From 2009 to 2018, the [https://cat.xula.edu/initiatives/facts/ Faculty Communities of Teaching Scholars (FaCTS)] initiative was funded by the Andrew W. Mellon Foundation to support faculty in planning and implementing innovative curriculum and/or pedagogical projects over the course of an academic year. In 2024, we had one final round on the topic of "Human Learning in an AI World." If you were unable to participate in FaCTS, you can check out the resources below or chat with your colleagues who participated.

==Excellent Videos==

When we sit down to make a video mini-lecture, [[How to Make Excellent Video Lectures|we strive for excellence]]!

* For some deep background, start with this "[https://youtu.be/rrjwZwCxHdQ Brief History of AI]" [video, 24 min.]
* If you are thinking about teaching with AI, please consider the ethical implications. "[https://youtu.be/zBsDPU-0yXQ Ethical Education with AI]" [video, 30 min.]
* There's been a lot of hype around tools that purport to detect writing generated by AI. But do these tools deliver? "[https://youtu.be/Mc7sFr3yQgY AI Writing Detection: Limitations and Accuracy]" [video, ~14 min.]
* Do AI detectors agree? This video explores how the same paper fares against different detection services. "[https://youtu.be/ci-rW69o4dY Limitations of AI Detection: Comparing Tools for Identifying AI-Generated Writing]" [video, 9 min.]

==Slidedecks==

* [https://docs.google.com/presentation/d/1Fsk_7YZP0rTmgRb3FTdbJcMUlwgieYss2eaopDbl0TM/edit Brief History of AI]
* [https://docs.google.com/presentation/d/1BaG1UzyE1K65koNZLNtcgvJzveXNRXfDOSBiFQx7JLA/edit How Learning Works]
* [https://docs.google.com/presentation/d/1ZdkpvaBJ1sHI5D-UUXBsJSBknsJmWpCx6pl_vapm-9g/edit Ethical Education with AI]
* [https://docs.google.com/presentation/d/14fdiLDPk682RmVsdDu0ZaKHejqkehKVdh6AVhMDRc5s/edit AI Policies in the Syllabus]
* [https://docs.google.com/presentation/d/1vbFs7JYg_kuQU2CVOc_kQmrFRvgeZVV3rtzRgHQbdPQ/edit Scholarship of Teaching and Learning]
* [https://docs.google.com/presentation/d/1mjUM4tTtjSrRFkLHB4R-SANzuPGIixN6d786OMw31S8/edit Creating AI Assignments]
* [https://docs.google.com/presentation/d/1x5vu4LPUHdXgrwiSCM0bH1rszt4LRvoKL-bQPhf9qXo/edit?usp=sharing AI Writing Detection: Limitations and Accuracy]
* [https://docs.google.com/presentation/d/1nEP5iErQGv4TlB5SpOTY1RkxDZesCREiucq4dj3sWAU/edit?usp=sharing Limitations of AI Detection: Comparing Tools for Identifying AI-Generated Writing]

==Pedagogical Resources==

* [https://www.cmu.edu/teaching/principles/learning.html Theory and Research-based Principles of Learning] - This resource from the Eberly Center at Carnegie Mellon University presents the basic principles that underlie effective (human) learning.
* [https://docs.google.com/document/d/1RMVwzjc1o0Mi8Blw_-JUTcXv02b2WRH86vw7mi16W3U/edit#heading=h.1cykjn2vg2wx Syllabi Policies for AI Generative Tools] - This resource, created by Lance Eaton, is for the purposes of sharing and helping other instructors see the range of policies available by other educators as they develop their own.
* [https://blog.still-water.net/ai-sandwich/ How To Teach with AI and Still Put People First] - This blog post describes an AI writing assignment.
* [https://teaching.cornell.edu/generative-artificial-intelligence/ai-assignment-design AI in Assignment Design] - The Center for Teaching Innovation at Cornell University describes things we should consider when creating AI assignments.
* [https://acue.org/blog/unlocking-human-ai-potential-10-best-practices-for-ai-assignments-in-higher-ed/ 10 Best Practices for AI Assignments in Higher Ed] - This blog post provides what the title says it does.
* [https://teaching.cornell.edu/generative-artificial-intelligence/ai-accessibility AI & Accessibility] - This resource from Cornell University explains the importance of accessibility and how to use generative AI to create more accessible content.
* [https://www.turnitin.com/resources/academic-integrity-in-the-age-of-AI AI Writing Educator Resources] — This is another meta-resource; this one is from Turnitin, the similarity detection service integrated into Xavier's Brightspace LMS.
* [https://facultydevelopment.kennesaw.edu/scholarly-teaching/conferences/ Teaching Conferences Directory] - Want to present the innovative things you are doing with AI in the classroom? The Center for Excellence in Teaching and Learning at Kennesaw State University maintains a directory of teaching conferences that you can search by discipline.
* [https://facultydevelopment.kennesaw.edu/scholarly-teaching/journals/ Teaching Journals Directory] - Want to publish the innovative things you are doing with AI in the classroom?The Center for Excellence in Teaching and Learning at Kennesaw State University maintains a directory of teaching journal that you can search by discipline

==Selected Platforms==

These are some of the platforms demonstrated in the seminar. No endorsement should be inferred.

* [https://chat.openai.com/ ChatGPT]
* [https://copilot.microsoft.com/ Copilot]
* [https://gemini.google.com/app Gemini]
* [https://goblin.tools/ Goblin Tools]
* [https://leonardo.ai/ Leonardo]
* [https://www.midjourney.com/ Midjourney]
* [https://perplexity.ai/ Perplexity]

==Project Descriptions==

Below, please find a listing of project descriptions from participating faculty.

===Predictive AI to Analyze Germline MSH6 Mutations===
'''Christopher Bolden (Biology) '''

This proposal is to implement and introduce AI into BIOL 3110 – Genetics Lab. This research-
based undergraduate course investigates the effect point mutations have on protein function.
Our current understanding of these mutations in relation to DNA replication are not well
understood and vary drastically in each person. To expand our understanding and increase the
efficiency of genomic analysis, AI-based algorithms have emerged as a valuable toolset that
can be tailored to progress the modern world’s goal of individualized medicine. In this proposal,
AI algorithms will be incorporated to further expand the protein dynamic information obtained
from each group’s assigned mutation.

This proposal will restructure our current final project to incorporate AI in the analysis of
DNA mismatch repair mutations.

===Spanish Learning in an AI World===
'''Carmen Cosme (Languages)'''

The Spanish Learning in an AI World Project is an initiative to reinvent the intermediate
Spanish courses utilizing AI as an effective tool of instruction. The new forms of assessments
and projects will facilitate opportunities for our language learners to use AI within their learning
experience to improve their creativity in the application of Spanish in their academic and
personal lives. This transformative version of the intermediate Spanish courses will bring
Spanish learning experience into the twenty first century.

===Second-Order, Stage Two Thinking: Argument Analysis and Argument Rehabilitation in an AI World===
'''James Dunson (Philosophy)'''

My proposal is to construct an AI-assisted research essay assignment for my co-taught (along
with Thomas Huckaba in Biology) course titled Ethics of Genetic Engineering. At this point, it is
inevitable that AI will be used, whether illicitly or with the permission of the instuctor, to
generate text for research essays. However, it is less clear that AI could effectively evaluate the
arguments it generates and make them relevant to a human audience.

This project uses AI to create arguments while promoting human learning in the context of 1)
argument analysis and 2) argument rehabilitation. The analysis component involves ranking how
compelling the AI arguments are and to explain why this is so. The rehabilitation part of the
project challenges students to explain how the least effective AI-generated arguments could be
improved and more persuasively presented to a human audience.

My main goal in this project is to convey to students that AI, while a useful tool, cannot
adequately determine the degree to which its arguments are persuasive to a human audience. I
am calling this particular skill second-order, stage two thinking: it requires a meta-analysis of the
AI-generated arguments.

===Chemistry and Global Food and Water Security===
'''Siddieg Elsiddieg (Chemistry)'''

I hereby propose to incorporate artificial intelligence in my planned X-cor class “Chemistry and
global food and water security”. This proposed class, planned for fall 2024 start, will highlight two
of the most pressing challenges facing the world today (global food and water security). It will
also showcase the role that chemistry plays in addressing these challenges.
In this project, artificial intelligence will be incorporated in the proposed class design as one of the
topics to be studied (e. g. the impact of artificial intelligence on global food and water security)
and as a key component of the assessment (e.g. by designing assignments that are AI-based).
The objectives of this project include incorporating the analysis of the role of AI in global food
and water security, as part of class topics. They also include the leveraging of accessible AI tools
to enhance student learning of “chemistry and global food and water security” through well-
designed assignments that encourage students to use AI resources mindfully and critically in the
service of their learning in this class. Both objectives are intimately connected to the theme of
“Human Learning in an AI World”.

===AI Med-Spanish Connect: Cultivating Linguistic and Cultural Competence===
'''Giti Farudi (Languages)'''

This project seeks to enhance 'Spanish 2051: An Introduction to Spanish for Medical Personnel'
by incorporating ChatGPT, a conversational AI, for mock patient dialogues. The primary goal is
to provide students with immersive, interactive scenarios, enabling them to practice medical
dialogues and terminology in Spanish at a level tailored for the course. Through role-play
scenarios in ChatGPT, the AI simulates diverse patients, each with unique medical histories and
conditions. Students actively engage in these simulations, honing their skills in the medical
terminology they are learning in the course, taking medical histories, diagnosing symptoms, and
discussing treatments in Spanish.

Carefully designed by the course instructor, these scenarios offer a broad spectrum of medical
contexts relevant to the course material, immersing students in the linguistic and cultural
subtleties pertinent to Spanish-speaking patients. This method bolsters language proficiency
while simultaneously cultivating cultural competence, a crucial element in healthcare.
The project smoothly integrates into the existing curriculum. Students access ChatGPT via a
specific platform, most likely Brightspace, with designated interaction times. The course
instructor oversees this integration, providing targeted feedback on student interactions with the
AI.

Aligned with the theme of Human Learning in an AI World, this project utilizes AI to augment
human learning and skills development. It showcases AI's role as a potent tool in language and
professional training, equipping students for the complex realities of healthcare and patient care
in a multicultural environment.

===Using AI-integrated Smartphone Apps to Assess Nutritional & Health Metrics===
'''Marcia Henry (Biology)'''

Biol 4303, The Intersection of Nutritional Health, Immunity, and Disease examines the role of 'food
as medicine' in preventing and treating chronic diseases.
The module will expose students to Artificial Intelligence (AI)/Machine Learning (ML) principles
and its use in medicine for nutrition and disease prevention. Understanding the complexity of
employing AI to assist in health care is essential for future scientists, engineers, and other medical
(and nonmedical) professionals.

===AI, Rights, and Responsibilities===
'''Quincy Hodges (Mass Communications)'''

The project is an introduction level college course named "AI, Rights, and Responsibilities,"
which examines the digital age development of artificial intelligence as a new media technology
and its profound impact on the media landscape and human interaction.

The course will critically examines the social, cultural, and ethical implications of AI
technologies in various media contexts, encompassing fake news, advertising, entertainment, and
social media. Through global case studies, legal and ethical discussions, and hands-on
exploration of AI platforms, students will gain a comprehensive understanding of the intricate
relationship between human beings and AI. This project will function as a cross-disciplinary
class open to students from all majors across campus due to its multidisciplinary approach.

Throughout the course, students will examine the impact of AI on media production,
consumption, and cultural practices and this project addresses the evolving dynamics of human
interaction in the context of AI. This understanding is crucial for individuals navigating a world
where AI technologies play an increasingly prominent role.

===Detailed Visualization in Hematology: An Effective Learning Approach Using AI===
'''Shamonica King (Biology)'''

Hematology is known as the study of blood, its components, as well as the pathological
diseases and disorders that are caused by internal or external factors. What is not immediately
considered is how visuals taught in Hematology lab influence student learning in both the
lecture and lab courses.

Traditionally, the use of a hematology atlas or online images are used when biological sources
are not readily available. What if there was a less intrusive and less expensive, “on demand”
alternative of utilizing hematologic visuals to help students comprehend the normal and
pathological conditions in hematology? Artificial Intelligence (AI) can be the resource that we
are looking for to aid in student learning.

===New Despotism and AI Chatbot Learning===
'''Daniella Mascarenhas (Political Science)'''

This project draws from Alexis de Tocqueville’s concept of new despotism developed in his
seminal book Democracy in America (1840). Tocqueville warns that in democracies like the
United States a new despotism will emerge where powerful state actors will appeal to citizens
and gain their unwavering trust. Citizens in such a political society will blindly follow the
instruction of these powerful political actors. My own research builds on Tocqueville’s new
despotism and proposes a novel concept: “New Despotism 2.0.” New Despotism 2.0 asserts that
artificial intelligence (AI) has the potential to act as despotic political figures and feed harmful
political information to users. Users then consume this harmful information without question.
This project will ask students to recognize the impact of New Despotism 2.0 by asking different
chatbots (even chatbots purposefully programmed to be “evil”) to provide information on a
salient political events or topic. Students will then compare and contrast the chatbot responses
and independently locate sources that affirm the chatbot stances. Then students will evaluate if
these sources are harmful or beneficial to a democratic society. Students will identify how AI can
amalgamate pertinent political information while still judicially exercising their own critical
thought when using AI.

===The Use of AI in Biology===
'''Harris McFerrin (Biology)'''

I propose to use the 2024 Mellon Foundation-supported Faculty Communities of Teaching
Scholars fellowship to increase the use artificial intelligence (AI) in my section of the
BIOL4230 Biology Senior Capstone and in the current update of Biology 1240. The Biology
Senior Capstone is a writing-intensive course in which students review primary research
literature and present their analysis both in writing and in oral presentations. I plan to
incorporate AI to demonstrate its utility and drawbacks in summarizing technical scientific
material. Biology 1240 is a freshman-level general biology course accommodating
approximately 600 students per year. Dr. Thomas Huckaba and I are currently revamping
the course to use an open source text that we will be able to edit to cover the specific
material that we want our students to know. In this course, I will use AI to generate
variations of multiple choice questions and to assist with writing text for the textbook on
subjects the instructors feel there is too little coverage currently.

===Debating AI: Genetics & Human Reproduction===
'''Sarah Meier (Philosophy)'''

I propose to replace a final essay assignment with an AI-assisted group presentation and debate
within my regularly taught course, Health Ethics. Students, working in groups of 4-5, will be
challenged to develop a set of prompts engaging with an assigned topic from our final course
module on Genetics & Human Reproduction. They will then choose one prompt as the starting
point for an in-class debate, where one half of the group will attempt to defend an AI-generated
argument, and the other will argue in opposition.

This project engages human-centered learning while also exploring the potential for AI as a tool
in the classroom. First, students will confront the limitations of AI within the prompt-
development stage of this project. As with any tool, ChatGPT and other AI technologies are only
as sophisticated as their users. The debate-stage then challenges students to elaborate upon and
critique the best of their AI generated arguments while also honing their oral presentation and
rhetorical skills. Finally, the class will work together in advance to develop a shared rubric for
judging the debates and students will anonymously submit their evaluation of each in real-time,
at the completion of each presentation.

===AI-Enhanced Approach to Addressing HIV Disparities in At-Risk Populations===
'''George Nawas (College of Pharmacy)'''

I am honored to apply for a Mellon Fellowship and be considered for the Faculty Communities of
Teaching Scholars (FaCTS) initiative. In response to the urgent need to address HIV disparities, I propose
enhancing the elective course "HIV in At-Risk Populations," which I introduced as the founder and
coordinator at Xavier University's College of Pharmacy. Following a successful pilot in Spring 2023 with
five students, the course has expanded in its second iteration, now engaging eight passionate 3rd year
pharmacy students. This 2-credit course is centered on studying and understanding HIV disparities,
particularly in the South and Louisiana, with the goal of equipping students with actionable strategies.
Integrating Artifical Intelligence (AI) into this course will elevate the learning experience, enabling
personalized research on regional disparities and fostering a dynamic approach to addressing healthcare
inequities. The project aligns with FaCTS' theme of "Human Learning in an AI World" by innovatively
merging AI technology with the imperative task of reducing HIV disparities.

===Creating CRWT 3050 Poetry Craft (with AI in Mind)===
'''Biljana Obradovic (English)'''

I want to create a course, CR WT 3050 Poetry Craft. Having AI amongst us is a survival battle of
"humans vs. the machine." Some writers have embraced AI and openly. others don't want anything to do
with it. The same goes with teachers of creative writing-what to do? I would like to help students learn
that struggling with writing is OK. What matters to creative writers is how they get there, the process, not
only the final product. Al largely eliminates the process, so students who use AI won't be able to write on
their own without it. Their instructors are needed ("no potential displacement of human instructors is
needed") to abide by academic integrity in relation to AI (if used), to teach how to use it, instead of abuse it .... Artists and writers will use AI. I would like to have them write a sonnet on their own, then use Al to create another. I want them to ask questions such as: What does it mean to write and revise with Al? Comparing the two and with my help they will learn what a good sonnet is.

===Enhancing General Physics Laboratories in Xavier University with AI===
'''Michael Ogunbunmi'''

The proposed project aims to integrate artificial intelligence (AI) predictive models into an
existing general physics course. By leveraging AI techniques, we seek to enhance students’
understanding of fundamental physics concepts. The project will involve designing AI-driven
laboratory experiments and learning materials that will enhance the learning of the students while
also developing their capacity to meet the current realities of the AI-driven world. The project for
the start will develop a machine-learning model using either linear regression, decision trees, or
neural networks and will be trained and tested on datasets collected from our labs and students.
The model's performance will be evaluated, fine-tuned, and optimized to prevent overfitting.
Subsequently, some aspects of the lab handout will be modified and redesigned to provide useful
step-by-step guides to students and instructors on how to use the developed virtual interface lab to
perform experiments.

===Exploring Black Experiences through Horror Storytelling===
'''Laura Oliver (Art and Performance Studies)'''

This project invites students to explore the complexities of Blackness by crafting horror
narratives using AI and everyday experiences. Drawing from personal stories, history, and
contemporary discourse, students will create chilling tales that capture various aspects of Black
life. Through this groundbreaking exploration, students merge storytelling, cultural critique, and
AI technology. Horror serves as a lens to examine social, political, and existential challenges
faced by Black individuals and communities, prompting audiences to confront uncomfortable
truths. Additionally, the project fosters critical dialogue on representation and storytelling
politics, challenging traditional authorship concepts. By embracing AI creatively, students
amplify underrepresented voices in narratives, pushing the boundaries of performance and
artistic expression. Ultimately, this project empowers students to shed light on the haunting
realities and resilient spirit of Blackness through storytelling. This proposal outlines the
objectives and methodology, highlighting its innovative approach to exploring Black experiences
through horror storytelling and its impact on both participants and audiences.

===Effects of Student Use of Al===
'''Lisa Schulte-Gipson (Psychology)'''

This project will explore student use of AI and the effects of AI on well-being and depth of
understanding of course material. The project will begin this spring with data collection from
Positive Psychology (two sections with approximately 50 students total). Students will complete
an assignment entailing viewing “Technology Shabbats”
(https://www.youtube.com/watch?v=oRdMUhBPRjY). The assignment will include a reflection
and questions regarding technology use for personal and class/assignment purposes, with
class/assignment purposes focusing on use of AI to modify and/or generate content. This
information will contribute to the development of a survey utilized in a SoTL project conducted
in fall 2024/spring 2025. The project will examine correlations among technology use (both
personal and class/assignment/AI), well-being, student performance, and (student) perceived
depth of understanding of course material. Participation in the FaCTS cohort will facilitate
understanding of the forms, benefits, and challenges associated with AI; and will thus inform the
SoTL project. An immediate goal of FaCTS participation is the development of the initial
assignment, summary of data collected via the assignment, and initial development of a survey
of AI use. The long-term goal is an IRB proposal, research on the effects of AI use, and
dissemination of associated findings.

[[Category: CAT+FD]]
[[Category: CAT+FD 2023-2024]]

FaCTS 2024

2024-05-23T20:17:01Z

Elizabeth: corrected a mistake

[[File:FaCTS 2024 banner.png|800px]]

From 2009 to 2018, the [https://cat.xula.edu/initiatives/facts/ Faculty Communities of Teaching Scholars (FaCTS)] initiative was funded by the Andrew W. Mellon Foundation to support faculty in planning and implementing innovative curriculum and/or pedagogical projects over the course of an academic year. In 2024, we had one final round on the topic of "Human Learning in an AI World." If you were unable to participate in FaCTS, you can check out the resources below or chat with your colleagues who participated.

==Excellent Videos==

When we sit down to make a video mini-lecture, [[How to Make Excellent Video Lectures|we strive for excellence]]!

* For some deep background, start with this "[https://youtu.be/rrjwZwCxHdQ Brief History of AI]" [video, 24 min.]
* If you are thinking about teaching with AI, please consider the ethical implications. "[https://youtu.be/zBsDPU-0yXQ Ethical Education with AI]" [video, 30 min.]
* There's been a lot of hype around tools that purport to detect writing generated by AI. But do these tools deliver? "[https://youtu.be/Mc7sFr3yQgY AI Writing Detection: Limitations and Accuracy]" [video, ~14 min.]
* Do AI detectors agree? This video explores how the same paper fares against different detection services. "[https://youtu.be/ci-rW69o4dY Limitations of AI Detection: Comparing Tools for Identifying AI-Generated Writing]" [video, 9 min.]

==Slidedecks==

* [https://docs.google.com/presentation/d/1Fsk_7YZP0rTmgRb3FTdbJcMUlwgieYss2eaopDbl0TM/edit Brief History of AI]
* [https://docs.google.com/presentation/d/1BaG1UzyE1K65koNZLNtcgvJzveXNRXfDOSBiFQx7JLA/edit How Learning Works]
* [https://docs.google.com/presentation/d/1ZdkpvaBJ1sHI5D-UUXBsJSBknsJmWpCx6pl_vapm-9g/edit Ethical Education with AI]
* [https://docs.google.com/presentation/d/14fdiLDPk682RmVsdDu0ZaKHejqkehKVdh6AVhMDRc5s/edit AI Policies in the Syllabus]
* [https://docs.google.com/presentation/d/1vbFs7JYg_kuQU2CVOc_kQmrFRvgeZVV3rtzRgHQbdPQ/edit Scholarship of Teaching and Learning]
* [https://docs.google.com/presentation/d/1mjUM4tTtjSrRFkLHB4R-SANzuPGIixN6d786OMw31S8/edit Creating AI Assignments]
* [https://docs.google.com/presentation/d/1x5vu4LPUHdXgrwiSCM0bH1rszt4LRvoKL-bQPhf9qXo/edit?usp=sharing AI Writing Detection: Limitations and Accuracy]
* [https://docs.google.com/presentation/d/1nEP5iErQGv4TlB5SpOTY1RkxDZesCREiucq4dj3sWAU/edit?usp=sharing Limitations of AI Detection: Comparing Tools for Identifying AI-Generated Writing]

==Pedagogical Resources==

* [https://www.cmu.edu/teaching/principles/learning Theory and Research-based Principles of Learning] - This resource from the Eberly Center at Carnegie Mellon University presents the basic principles that underlie effective (human) learning.
* [https://docs.google.com/document/d/1RMVwzjc1o0Mi8Blw_-JUTcXv02b2WRH86vw7mi16W3U/edit#heading=h.1cykjn2vg2wx Syllabi Policies for AI Generative Tools] - This resource, created by Lance Eaton, is for the purposes of sharing and helping other instructors see the range of policies available by other educators as they develop their own.
* [https://blog.still-water.net/ai-sandwich/ How To Teach with AI and Still Put People First] - This blog post describes an AI writing assignment.
* [https://acue.org/blog/unlocking-human-ai-potential-10-best-practices-for-ai-assignments-in-higher-ed/ 10 Best Practices for AI Assignments in Higher Ed] - This blog post provides what the title says it does.
* [https://teaching.cornell.edu/generative-artificial-intelligence/ai-accessibility AI & Accessibility] - This resource from Cornell University explains the importance of accessibility and how to use generative AI to create more accessible content.
* [https://www.turnitin.com/resources/academic-integrity-in-the-age-of-AI AI Writing Educator Resources] — This is another meta-resource; this one is from Turnitin, the similarity detection service integrated into Xavier's Brightspace LMS.
* [https://facultydevelopment.kennesaw.edu/scholarly-teaching/conferences/ Teaching Conferences Directory] - Want to present the innovative things you are doing with AI in the classroom? The Center for Excellence in Teaching and Learning at Kennesaw State University maintains a directory of teaching conferences that you can search by discipline.
* [https://facultydevelopment.kennesaw.edu/scholarly-teaching/journals/ Teaching Journals Directory] - Want to publish the innovative things you are doing with AI in the classroom?The Center for Excellence in Teaching and Learning at Kennesaw State University maintains a directory of teaching journal that you can search by discipline

==Selected Platforms==

These are some of the platforms demonstrated in the seminar. No endorsement should be inferred.

* [https://chat.openai.com/ ChatGPT]
* [https://copilot.microsoft.com/ Copilot]
* [https://gemini.google.com/app Gemini]
* [https://goblin.tools/ Goblin Tools]
* [https://leonardo.ai/ Leonardo]
* [https://www.midjourney.com/ Midjourney]
* [https://perplexity.ai/ Perplexity]

==Project Descriptions==

Below, please find a listing of project descriptions from participating faculty.

===Predictive AI to Analyze Germline MSH6 Mutations===
'''Christopher Bolden (Biology) '''

This proposal is to implement and introduce AI into BIOL 3110 – Genetics Lab. This research-
based undergraduate course investigates the effect point mutations have on protein function.
Our current understanding of these mutations in relation to DNA replication are not well
understood and vary drastically in each person. To expand our understanding and increase the
efficiency of genomic analysis, AI-based algorithms have emerged as a valuable toolset that
can be tailored to progress the modern world’s goal of individualized medicine. In this proposal,
AI algorithms will be incorporated to further expand the protein dynamic information obtained
from each group’s assigned mutation.

This proposal will restructure our current final project to incorporate AI in the analysis of
DNA mismatch repair mutations.

===Spanish Learning in an AI World===
'''Carmen Cosme (Languages)'''

The Spanish Learning in an AI World Project is an initiative to reinvent the intermediate
Spanish courses utilizing AI as an effective tool of instruction. The new forms of assessments
and projects will facilitate opportunities for our language learners to use AI within their learning
experience to improve their creativity in the application of Spanish in their academic and
personal lives. This transformative version of the intermediate Spanish courses will bring
Spanish learning experience into the twenty first century.

===Second-Order, Stage Two Thinking: Argument Analysis and Argument Rehabilitation in an AI World===
'''James Dunson (Philosophy)'''

My proposal is to construct an AI-assisted research essay assignment for my co-taught (along
with Thomas Huckaba in Biology) course titled Ethics of Genetic Engineering. At this point, it is
inevitable that AI will be used, whether illicitly or with the permission of the instuctor, to
generate text for research essays. However, it is less clear that AI could effectively evaluate the
arguments it generates and make them relevant to a human audience.

This project uses AI to create arguments while promoting human learning in the context of 1)
argument analysis and 2) argument rehabilitation. The analysis component involves ranking how
compelling the AI arguments are and to explain why this is so. The rehabilitation part of the
project challenges students to explain how the least effective AI-generated arguments could be
improved and more persuasively presented to a human audience.

My main goal in this project is to convey to students that AI, while a useful tool, cannot
adequately determine the degree to which its arguments are persuasive to a human audience. I
am calling this particular skill second-order, stage two thinking: it requires a meta-analysis of the
AI-generated arguments.

===Chemistry and Global Food and Water Security===
'''Siddieg Elsiddieg (Chemistry)'''

I hereby propose to incorporate artificial intelligence in my planned X-cor class “Chemistry and
global food and water security”. This proposed class, planned for fall 2024 start, will highlight two
of the most pressing challenges facing the world today (global food and water security). It will
also showcase the role that chemistry plays in addressing these challenges.
In this project, artificial intelligence will be incorporated in the proposed class design as one of the
topics to be studied (e. g. the impact of artificial intelligence on global food and water security)
and as a key component of the assessment (e.g. by designing assignments that are AI-based).
The objectives of this project include incorporating the analysis of the role of AI in global food
and water security, as part of class topics. They also include the leveraging of accessible AI tools
to enhance student learning of “chemistry and global food and water security” through well-
designed assignments that encourage students to use AI resources mindfully and critically in the
service of their learning in this class. Both objectives are intimately connected to the theme of
“Human Learning in an AI World”.

===AI Med-Spanish Connect: Cultivating Linguistic and Cultural Competence===
'''Giti Farudi (Languages)'''

This project seeks to enhance 'Spanish 2051: An Introduction to Spanish for Medical Personnel'
by incorporating ChatGPT, a conversational AI, for mock patient dialogues. The primary goal is
to provide students with immersive, interactive scenarios, enabling them to practice medical
dialogues and terminology in Spanish at a level tailored for the course. Through role-play
scenarios in ChatGPT, the AI simulates diverse patients, each with unique medical histories and
conditions. Students actively engage in these simulations, honing their skills in the medical
terminology they are learning in the course, taking medical histories, diagnosing symptoms, and
discussing treatments in Spanish.

Carefully designed by the course instructor, these scenarios offer a broad spectrum of medical
contexts relevant to the course material, immersing students in the linguistic and cultural
subtleties pertinent to Spanish-speaking patients. This method bolsters language proficiency
while simultaneously cultivating cultural competence, a crucial element in healthcare.
The project smoothly integrates into the existing curriculum. Students access ChatGPT via a
specific platform, most likely Brightspace, with designated interaction times. The course
instructor oversees this integration, providing targeted feedback on student interactions with the
AI.

Aligned with the theme of Human Learning in an AI World, this project utilizes AI to augment
human learning and skills development. It showcases AI's role as a potent tool in language and
professional training, equipping students for the complex realities of healthcare and patient care
in a multicultural environment.

===Using AI-integrated Smartphone Apps to Assess Nutritional & Health Metrics===
'''Marcia Henry (Biology)'''

Biol 4303, The Intersection of Nutritional Health, Immunity, and Disease examines the role of 'food
as medicine' in preventing and treating chronic diseases.
The module will expose students to Artificial Intelligence (AI)/Machine Learning (ML) principles
and its use in medicine for nutrition and disease prevention. Understanding the complexity of
employing AI to assist in health care is essential for future scientists, engineers, and other medical
(and nonmedical) professionals.

===AI, Rights, and Responsibilities===
'''Quincy Hodges (Mass Communications)'''

The project is an introduction level college course named "AI, Rights, and Responsibilities,"
which examines the digital age development of artificial intelligence as a new media technology
and its profound impact on the media landscape and human interaction.

The course will critically examines the social, cultural, and ethical implications of AI
technologies in various media contexts, encompassing fake news, advertising, entertainment, and
social media. Through global case studies, legal and ethical discussions, and hands-on
exploration of AI platforms, students will gain a comprehensive understanding of the intricate
relationship between human beings and AI. This project will function as a cross-disciplinary
class open to students from all majors across campus due to its multidisciplinary approach.

Throughout the course, students will examine the impact of AI on media production,
consumption, and cultural practices and this project addresses the evolving dynamics of human
interaction in the context of AI. This understanding is crucial for individuals navigating a world
where AI technologies play an increasingly prominent role.

===Detailed Visualization in Hematology: An Effective Learning Approach Using AI===
'''Shamonica King (Biology)'''

Hematology is known as the study of blood, its components, as well as the pathological
diseases and disorders that are caused by internal or external factors. What is not immediately
considered is how visuals taught in Hematology lab influence student learning in both the
lecture and lab courses.

Traditionally, the use of a hematology atlas or online images are used when biological sources
are not readily available. What if there was a less intrusive and less expensive, “on demand”
alternative of utilizing hematologic visuals to help students comprehend the normal and
pathological conditions in hematology? Artificial Intelligence (AI) can be the resource that we
are looking for to aid in student learning.

===New Despotism and AI Chatbot Learning===
'''Daniella Mascarenhas (Political Science)'''

This project draws from Alexis de Tocqueville’s concept of new despotism developed in his
seminal book Democracy in America (1840). Tocqueville warns that in democracies like the
United States a new despotism will emerge where powerful state actors will appeal to citizens
and gain their unwavering trust. Citizens in such a political society will blindly follow the
instruction of these powerful political actors. My own research builds on Tocqueville’s new
despotism and proposes a novel concept: “New Despotism 2.0.” New Despotism 2.0 asserts that
artificial intelligence (AI) has the potential to act as despotic political figures and feed harmful
political information to users. Users then consume this harmful information without question.
This project will ask students to recognize the impact of New Despotism 2.0 by asking different
chatbots (even chatbots purposefully programmed to be “evil”) to provide information on a
salient political events or topic. Students will then compare and contrast the chatbot responses
and independently locate sources that affirm the chatbot stances. Then students will evaluate if
these sources are harmful or beneficial to a democratic society. Students will identify how AI can
amalgamate pertinent political information while still judicially exercising their own critical
thought when using AI.

===The Use of AI in Biology===
'''Harris McFerrin (Biology)'''

I propose to use the 2024 Mellon Foundation-supported Faculty Communities of Teaching
Scholars fellowship to increase the use artificial intelligence (AI) in my section of the
BIOL4230 Biology Senior Capstone and in the current update of Biology 1240. The Biology
Senior Capstone is a writing-intensive course in which students review primary research
literature and present their analysis both in writing and in oral presentations. I plan to
incorporate AI to demonstrate its utility and drawbacks in summarizing technical scientific
material. Biology 1240 is a freshman-level general biology course accommodating
approximately 600 students per year. Dr. Thomas Huckaba and I are currently revamping
the course to use an open source text that we will be able to edit to cover the specific
material that we want our students to know. In this course, I will use AI to generate
variations of multiple choice questions and to assist with writing text for the textbook on
subjects the instructors feel there is too little coverage currently.

===Debating AI: Genetics & Human Reproduction===
'''Sarah Meier (Philosophy)'''

I propose to replace a final essay assignment with an AI-assisted group presentation and debate
within my regularly taught course, Health Ethics. Students, working in groups of 4-5, will be
challenged to develop a set of prompts engaging with an assigned topic from our final course
module on Genetics & Human Reproduction. They will then choose one prompt as the starting
point for an in-class debate, where one half of the group will attempt to defend an AI-generated
argument, and the other will argue in opposition.

This project engages human-centered learning while also exploring the potential for AI as a tool
in the classroom. First, students will confront the limitations of AI within the prompt-
development stage of this project. As with any tool, ChatGPT and other AI technologies are only
as sophisticated as their users. The debate-stage then challenges students to elaborate upon and
critique the best of their AI generated arguments while also honing their oral presentation and
rhetorical skills. Finally, the class will work together in advance to develop a shared rubric for
judging the debates and students will anonymously submit their evaluation of each in real-time,
at the completion of each presentation.

===AI-Enhanced Approach to Addressing HIV Disparities in At-Risk Populations===
'''George Nawas (College of Pharmacy)'''

I am honored to apply for a Mellon Fellowship and be considered for the Faculty Communities of
Teaching Scholars (FaCTS) initiative. In response to the urgent need to address HIV disparities, I propose
enhancing the elective course "HIV in At-Risk Populations," which I introduced as the founder and
coordinator at Xavier University's College of Pharmacy. Following a successful pilot in Spring 2023 with
five students, the course has expanded in its second iteration, now engaging eight passionate 3rd year
pharmacy students. This 2-credit course is centered on studying and understanding HIV disparities,
particularly in the South and Louisiana, with the goal of equipping students with actionable strategies.
Integrating Artifical Intelligence (AI) into this course will elevate the learning experience, enabling
personalized research on regional disparities and fostering a dynamic approach to addressing healthcare
inequities. The project aligns with FaCTS' theme of "Human Learning in an AI World" by innovatively
merging AI technology with the imperative task of reducing HIV disparities.

===Creating CRWT 3050 Poetry Craft (with AI in Mind)===
'''Biljana Obradovic (English)'''

I want to create a course, CR WT 3050 Poetry Craft. Having AI amongst us is a survival battle of
"humans vs. the machine." Some writers have embraced AI and openly. others don't want anything to do
with it. The same goes with teachers of creative writing-what to do? I would like to help students learn
that struggling with writing is OK. What matters to creative writers is how they get there, the process, not
only the final product. Al largely eliminates the process, so students who use AI won't be able to write on
their own without it. Their instructors are needed ("no potential displacement of human instructors is
needed") to abide by academic integrity in relation to AI (if used), to teach how to use it, instead of abuse it .... Artists and writers will use AI. I would like to have them write a sonnet on their own, then use Al to create another. I want them to ask questions such as: What does it mean to write and revise with Al? Comparing the two and with my help they will learn what a good sonnet is.

===Enhancing General Physics Laboratories in Xavier University with AI===
'''Michael Ogunbunmi'''

The proposed project aims to integrate artificial intelligence (AI) predictive models into an
existing general physics course. By leveraging AI techniques, we seek to enhance students’
understanding of fundamental physics concepts. The project will involve designing AI-driven
laboratory experiments and learning materials that will enhance the learning of the students while
also developing their capacity to meet the current realities of the AI-driven world. The project for
the start will develop a machine-learning model using either linear regression, decision trees, or
neural networks and will be trained and tested on datasets collected from our labs and students.
The model's performance will be evaluated, fine-tuned, and optimized to prevent overfitting.
Subsequently, some aspects of the lab handout will be modified and redesigned to provide useful
step-by-step guides to students and instructors on how to use the developed virtual interface lab to
perform experiments.

===Exploring Black Experiences through Horror Storytelling===
'''Laura Oliver (Art and Performance Studies)'''

This project invites students to explore the complexities of Blackness by crafting horror
narratives using AI and everyday experiences. Drawing from personal stories, history, and
contemporary discourse, students will create chilling tales that capture various aspects of Black
life. Through this groundbreaking exploration, students merge storytelling, cultural critique, and
AI technology. Horror serves as a lens to examine social, political, and existential challenges
faced by Black individuals and communities, prompting audiences to confront uncomfortable
truths. Additionally, the project fosters critical dialogue on representation and storytelling
politics, challenging traditional authorship concepts. By embracing AI creatively, students
amplify underrepresented voices in narratives, pushing the boundaries of performance and
artistic expression. Ultimately, this project empowers students to shed light on the haunting
realities and resilient spirit of Blackness through storytelling. This proposal outlines the
objectives and methodology, highlighting its innovative approach to exploring Black experiences
through horror storytelling and its impact on both participants and audiences.

===Effects of Student Use of Al===
'''Lisa Schulte-Gipson (Psychology)'''

This project will explore student use of AI and the effects of AI on well-being and depth of
understanding of course material. The project will begin this spring with data collection from
Positive Psychology (two sections with approximately 50 students total). Students will complete
an assignment entailing viewing “Technology Shabbats”
(https://www.youtube.com/watch?v=oRdMUhBPRjY). The assignment will include a reflection
and questions regarding technology use for personal and class/assignment purposes, with
class/assignment purposes focusing on use of AI to modify and/or generate content. This
information will contribute to the development of a survey utilized in a SoTL project conducted
in fall 2024/spring 2025. The project will examine correlations among technology use (both
personal and class/assignment/AI), well-being, student performance, and (student) perceived
depth of understanding of course material. Participation in the FaCTS cohort will facilitate
understanding of the forms, benefits, and challenges associated with AI; and will thus inform the
SoTL project. An immediate goal of FaCTS participation is the development of the initial
assignment, summary of data collected via the assignment, and initial development of a survey
of AI use. The long-term goal is an IRB proposal, research on the effects of AI use, and
dissemination of associated findings.

[[Category: CAT+FD]]
[[Category: CAT+FD 2023-2024]]

FaCTS 2024

2024-05-23T20:16:04Z

Elizabeth: added resource

[[File:FaCTS 2024 banner.png|800px]]

From 2009 to 2018, the [https://cat.xula.edu/initiatives/facts/ Faculty Communities of Teaching Scholars (FaCTS)] initiative was funded by the Andrew W. Mellon Foundation to support faculty in planning and implementing innovative curriculum and/or pedagogical projects over the course of an academic year. In 2024, we had one final round on the topic of "Human Learning in an AI World." If you were unable to participate in FaCTS, you can check out the resources below or chat with your colleagues who participated.

==Excellent Videos==

When we sit down to make a video mini-lecture, [[How to Make Excellent Video Lectures|we strive for excellence]]!

* For some deep background, start with this "[https://youtu.be/rrjwZwCxHdQ Brief History of AI]" [video, 24 min.]
* If you are thinking about teaching with AI, please consider the ethical implications. "[https://youtu.be/zBsDPU-0yXQ Ethical Education with AI]" [video, 30 min.]
* There's been a lot of hype around tools that purport to detect writing generated by AI. But do these tools deliver? "[https://youtu.be/Mc7sFr3yQgY AI Writing Detection: Limitations and Accuracy]" [video, ~14 min.]
* Do AI detectors agree? This video explores how the same paper fares against different detection services. "[https://youtu.be/ci-rW69o4dY Limitations of AI Detection: Comparing Tools for Identifying AI-Generated Writing]" [video, 9 min.]

==Slidedecks==

* [https://docs.google.com/presentation/d/1Fsk_7YZP0rTmgRb3FTdbJcMUlwgieYss2eaopDbl0TM/edit Brief History of AI]
* [https://docs.google.com/presentation/d/1BaG1UzyE1K65koNZLNtcgvJzveXNRXfDOSBiFQx7JLA/edit How Learning Works]
* [https://docs.google.com/presentation/d/1ZdkpvaBJ1sHI5D-UUXBsJSBknsJmWpCx6pl_vapm-9g/edit Ethical Education with AI]
* [https://docs.google.com/presentation/d/14fdiLDPk682RmVsdDu0ZaKHejqkehKVdh6AVhMDRc5s/edit AI Policies in the Syllabus]
* [https://docs.google.com/presentation/d/1vbFs7JYg_kuQU2CVOc_kQmrFRvgeZVV3rtzRgHQbdPQ/edit Scholarship of Teaching and Learning]
* [https://docs.google.com/presentation/d/1mjUM4tTtjSrRFkLHB4R-SANzuPGIixN6d786OMw31S8/edit Creating AI Assignments]
* [https://docs.google.com/presentation/d/1x5vu4LPUHdXgrwiSCM0bH1rszt4LRvoKL-bQPhf9qXo/edit?usp=sharing AI Writing Detection: Limitations and Accuracy]
* [https://docs.google.com/presentation/d/1nEP5iErQGv4TlB5SpOTY1RkxDZesCREiucq4dj3sWAU/edit?usp=sharing Limitations of AI Detection: Comparing Tools for Identifying AI-Generated Writing]

==Pedagogical Resources==

* [https://www.cmu.edu/teaching/principles/learning Theory and Research-based Principles of Learning] - This resource from the Eberly Center at Carnegie Mellon University presents the basic principles that underlie effective (human) learning.
* [https://docs.google.com/document/d/1RMVwzjc1o0Mi8Blw_-JUTcXv02b2WRH86vw7mi16W3U/edit#heading=h.1cykjn2vg2wx Syllabi Policies for AI Generative Tools] - This resource, created by Lance Eaton, is for the purposes of sharing and helping other instructors see the range of policies available by other educators as they develop their own.
* [https://blog.still-water.net/ai-sandwich/ How To Teach with AI and Still Put People First] - This blog post describes an AI writing assignment.
* [https://acue.org/blog/unlocking-human-ai-potential-10-best-practices-for-ai-assignments-in-higher-ed/ 10 Best Practices for AI Assignments in Higher Ed] - This blog post provides what the title says it does.
* [https://teaching.cornell.edu/generative-artificial-intelligence/ai-accessibility AI & Accessibility] - This resource from Cornell University explains the importance of accessibility and how to use generative AI to create more accessible content.
* [https://www.turnitin.com/resources/academic-integrity-in-the-age-of-AI AI Writing Educator Resources] — This is another meta-resource; this one is from Turnitin, the similarity detection service integrated into Xavier's Brightspace LMS.
* [https://facultydevelopment.kennesaw.edu/scholarly-teaching/conferences/ Teaching Conferences Directory - Want to present the innovative things you are doing with AI in the classroom? The Center for Excellence in Teaching and Learning at Kennesaw State University maintains a directory of teaching conferences that you can search by discipline.
* [https://facultydevelopment.kennesaw.edu/scholarly-teaching/journals/ Teaching Journals Directory - Want to publish the innovative things you are doing with AI in the classroom?The Center for Excellence in Teaching and Learning at Kennesaw State University maintains a directory of teaching journal that you can search by discipline

==Selected Platforms==

These are some of the platforms demonstrated in the seminar. No endorsement should be inferred.

* [https://chat.openai.com/ ChatGPT]
* [https://copilot.microsoft.com/ Copilot]
* [https://gemini.google.com/app Gemini]
* [https://goblin.tools/ Goblin Tools]
* [https://leonardo.ai/ Leonardo]
* [https://www.midjourney.com/ Midjourney]
* [https://perplexity.ai/ Perplexity]

==Project Descriptions==

Below, please find a listing of project descriptions from participating faculty.

===Predictive AI to Analyze Germline MSH6 Mutations===
'''Christopher Bolden (Biology) '''

This proposal is to implement and introduce AI into BIOL 3110 – Genetics Lab. This research-
based undergraduate course investigates the effect point mutations have on protein function.
Our current understanding of these mutations in relation to DNA replication are not well
understood and vary drastically in each person. To expand our understanding and increase the
efficiency of genomic analysis, AI-based algorithms have emerged as a valuable toolset that
can be tailored to progress the modern world’s goal of individualized medicine. In this proposal,
AI algorithms will be incorporated to further expand the protein dynamic information obtained
from each group’s assigned mutation.

This proposal will restructure our current final project to incorporate AI in the analysis of
DNA mismatch repair mutations.

===Spanish Learning in an AI World===
'''Carmen Cosme (Languages)'''

The Spanish Learning in an AI World Project is an initiative to reinvent the intermediate
Spanish courses utilizing AI as an effective tool of instruction. The new forms of assessments
and projects will facilitate opportunities for our language learners to use AI within their learning
experience to improve their creativity in the application of Spanish in their academic and
personal lives. This transformative version of the intermediate Spanish courses will bring
Spanish learning experience into the twenty first century.

===Second-Order, Stage Two Thinking: Argument Analysis and Argument Rehabilitation in an AI World===
'''James Dunson (Philosophy)'''

My proposal is to construct an AI-assisted research essay assignment for my co-taught (along
with Thomas Huckaba in Biology) course titled Ethics of Genetic Engineering. At this point, it is
inevitable that AI will be used, whether illicitly or with the permission of the instuctor, to
generate text for research essays. However, it is less clear that AI could effectively evaluate the
arguments it generates and make them relevant to a human audience.

This project uses AI to create arguments while promoting human learning in the context of 1)
argument analysis and 2) argument rehabilitation. The analysis component involves ranking how
compelling the AI arguments are and to explain why this is so. The rehabilitation part of the
project challenges students to explain how the least effective AI-generated arguments could be
improved and more persuasively presented to a human audience.

My main goal in this project is to convey to students that AI, while a useful tool, cannot
adequately determine the degree to which its arguments are persuasive to a human audience. I
am calling this particular skill second-order, stage two thinking: it requires a meta-analysis of the
AI-generated arguments.

===Chemistry and Global Food and Water Security===
'''Siddieg Elsiddieg (Chemistry)'''

I hereby propose to incorporate artificial intelligence in my planned X-cor class “Chemistry and
global food and water security”. This proposed class, planned for fall 2024 start, will highlight two
of the most pressing challenges facing the world today (global food and water security). It will
also showcase the role that chemistry plays in addressing these challenges.
In this project, artificial intelligence will be incorporated in the proposed class design as one of the
topics to be studied (e. g. the impact of artificial intelligence on global food and water security)
and as a key component of the assessment (e.g. by designing assignments that are AI-based).
The objectives of this project include incorporating the analysis of the role of AI in global food
and water security, as part of class topics. They also include the leveraging of accessible AI tools
to enhance student learning of “chemistry and global food and water security” through well-
designed assignments that encourage students to use AI resources mindfully and critically in the
service of their learning in this class. Both objectives are intimately connected to the theme of
“Human Learning in an AI World”.

===AI Med-Spanish Connect: Cultivating Linguistic and Cultural Competence===
'''Giti Farudi (Languages)'''

This project seeks to enhance 'Spanish 2051: An Introduction to Spanish for Medical Personnel'
by incorporating ChatGPT, a conversational AI, for mock patient dialogues. The primary goal is
to provide students with immersive, interactive scenarios, enabling them to practice medical
dialogues and terminology in Spanish at a level tailored for the course. Through role-play
scenarios in ChatGPT, the AI simulates diverse patients, each with unique medical histories and
conditions. Students actively engage in these simulations, honing their skills in the medical
terminology they are learning in the course, taking medical histories, diagnosing symptoms, and
discussing treatments in Spanish.

Carefully designed by the course instructor, these scenarios offer a broad spectrum of medical
contexts relevant to the course material, immersing students in the linguistic and cultural
subtleties pertinent to Spanish-speaking patients. This method bolsters language proficiency
while simultaneously cultivating cultural competence, a crucial element in healthcare.
The project smoothly integrates into the existing curriculum. Students access ChatGPT via a
specific platform, most likely Brightspace, with designated interaction times. The course
instructor oversees this integration, providing targeted feedback on student interactions with the
AI.

Aligned with the theme of Human Learning in an AI World, this project utilizes AI to augment
human learning and skills development. It showcases AI's role as a potent tool in language and
professional training, equipping students for the complex realities of healthcare and patient care
in a multicultural environment.

===Using AI-integrated Smartphone Apps to Assess Nutritional & Health Metrics===
'''Marcia Henry (Biology)'''

Biol 4303, The Intersection of Nutritional Health, Immunity, and Disease examines the role of 'food
as medicine' in preventing and treating chronic diseases.
The module will expose students to Artificial Intelligence (AI)/Machine Learning (ML) principles
and its use in medicine for nutrition and disease prevention. Understanding the complexity of
employing AI to assist in health care is essential for future scientists, engineers, and other medical
(and nonmedical) professionals.

===AI, Rights, and Responsibilities===
'''Quincy Hodges (Mass Communications)'''

The project is an introduction level college course named "AI, Rights, and Responsibilities,"
which examines the digital age development of artificial intelligence as a new media technology
and its profound impact on the media landscape and human interaction.

The course will critically examines the social, cultural, and ethical implications of AI
technologies in various media contexts, encompassing fake news, advertising, entertainment, and
social media. Through global case studies, legal and ethical discussions, and hands-on
exploration of AI platforms, students will gain a comprehensive understanding of the intricate
relationship between human beings and AI. This project will function as a cross-disciplinary
class open to students from all majors across campus due to its multidisciplinary approach.

Throughout the course, students will examine the impact of AI on media production,
consumption, and cultural practices and this project addresses the evolving dynamics of human
interaction in the context of AI. This understanding is crucial for individuals navigating a world
where AI technologies play an increasingly prominent role.

===Detailed Visualization in Hematology: An Effective Learning Approach Using AI===
'''Shamonica King (Biology)'''

Hematology is known as the study of blood, its components, as well as the pathological
diseases and disorders that are caused by internal or external factors. What is not immediately
considered is how visuals taught in Hematology lab influence student learning in both the
lecture and lab courses.

Traditionally, the use of a hematology atlas or online images are used when biological sources
are not readily available. What if there was a less intrusive and less expensive, “on demand”
alternative of utilizing hematologic visuals to help students comprehend the normal and
pathological conditions in hematology? Artificial Intelligence (AI) can be the resource that we
are looking for to aid in student learning.

===New Despotism and AI Chatbot Learning===
'''Daniella Mascarenhas (Political Science)'''

This project draws from Alexis de Tocqueville’s concept of new despotism developed in his
seminal book Democracy in America (1840). Tocqueville warns that in democracies like the
United States a new despotism will emerge where powerful state actors will appeal to citizens
and gain their unwavering trust. Citizens in such a political society will blindly follow the
instruction of these powerful political actors. My own research builds on Tocqueville’s new
despotism and proposes a novel concept: “New Despotism 2.0.” New Despotism 2.0 asserts that
artificial intelligence (AI) has the potential to act as despotic political figures and feed harmful
political information to users. Users then consume this harmful information without question.
This project will ask students to recognize the impact of New Despotism 2.0 by asking different
chatbots (even chatbots purposefully programmed to be “evil”) to provide information on a
salient political events or topic. Students will then compare and contrast the chatbot responses
and independently locate sources that affirm the chatbot stances. Then students will evaluate if
these sources are harmful or beneficial to a democratic society. Students will identify how AI can
amalgamate pertinent political information while still judicially exercising their own critical
thought when using AI.

===The Use of AI in Biology===
'''Harris McFerrin (Biology)'''

I propose to use the 2024 Mellon Foundation-supported Faculty Communities of Teaching
Scholars fellowship to increase the use artificial intelligence (AI) in my section of the
BIOL4230 Biology Senior Capstone and in the current update of Biology 1240. The Biology
Senior Capstone is a writing-intensive course in which students review primary research
literature and present their analysis both in writing and in oral presentations. I plan to
incorporate AI to demonstrate its utility and drawbacks in summarizing technical scientific
material. Biology 1240 is a freshman-level general biology course accommodating
approximately 600 students per year. Dr. Thomas Huckaba and I are currently revamping
the course to use an open source text that we will be able to edit to cover the specific
material that we want our students to know. In this course, I will use AI to generate
variations of multiple choice questions and to assist with writing text for the textbook on
subjects the instructors feel there is too little coverage currently.

===Debating AI: Genetics & Human Reproduction===
'''Sarah Meier (Philosophy)'''

I propose to replace a final essay assignment with an AI-assisted group presentation and debate
within my regularly taught course, Health Ethics. Students, working in groups of 4-5, will be
challenged to develop a set of prompts engaging with an assigned topic from our final course
module on Genetics & Human Reproduction. They will then choose one prompt as the starting
point for an in-class debate, where one half of the group will attempt to defend an AI-generated
argument, and the other will argue in opposition.

This project engages human-centered learning while also exploring the potential for AI as a tool
in the classroom. First, students will confront the limitations of AI within the prompt-
development stage of this project. As with any tool, ChatGPT and other AI technologies are only
as sophisticated as their users. The debate-stage then challenges students to elaborate upon and
critique the best of their AI generated arguments while also honing their oral presentation and
rhetorical skills. Finally, the class will work together in advance to develop a shared rubric for
judging the debates and students will anonymously submit their evaluation of each in real-time,
at the completion of each presentation.

===AI-Enhanced Approach to Addressing HIV Disparities in At-Risk Populations===
'''George Nawas (College of Pharmacy)'''

I am honored to apply for a Mellon Fellowship and be considered for the Faculty Communities of
Teaching Scholars (FaCTS) initiative. In response to the urgent need to address HIV disparities, I propose
enhancing the elective course "HIV in At-Risk Populations," which I introduced as the founder and
coordinator at Xavier University's College of Pharmacy. Following a successful pilot in Spring 2023 with
five students, the course has expanded in its second iteration, now engaging eight passionate 3rd year
pharmacy students. This 2-credit course is centered on studying and understanding HIV disparities,
particularly in the South and Louisiana, with the goal of equipping students with actionable strategies.
Integrating Artifical Intelligence (AI) into this course will elevate the learning experience, enabling
personalized research on regional disparities and fostering a dynamic approach to addressing healthcare
inequities. The project aligns with FaCTS' theme of "Human Learning in an AI World" by innovatively
merging AI technology with the imperative task of reducing HIV disparities.

===Creating CRWT 3050 Poetry Craft (with AI in Mind)===
'''Biljana Obradovic (English)'''

I want to create a course, CR WT 3050 Poetry Craft. Having AI amongst us is a survival battle of
"humans vs. the machine." Some writers have embraced AI and openly. others don't want anything to do
with it. The same goes with teachers of creative writing-what to do? I would like to help students learn
that struggling with writing is OK. What matters to creative writers is how they get there, the process, not
only the final product. Al largely eliminates the process, so students who use AI won't be able to write on
their own without it. Their instructors are needed ("no potential displacement of human instructors is
needed") to abide by academic integrity in relation to AI (if used), to teach how to use it, instead of abuse it .... Artists and writers will use AI. I would like to have them write a sonnet on their own, then use Al to create another. I want them to ask questions such as: What does it mean to write and revise with Al? Comparing the two and with my help they will learn what a good sonnet is.

===Enhancing General Physics Laboratories in Xavier University with AI===
'''Michael Ogunbunmi'''

The proposed project aims to integrate artificial intelligence (AI) predictive models into an
existing general physics course. By leveraging AI techniques, we seek to enhance students’
understanding of fundamental physics concepts. The project will involve designing AI-driven
laboratory experiments and learning materials that will enhance the learning of the students while
also developing their capacity to meet the current realities of the AI-driven world. The project for
the start will develop a machine-learning model using either linear regression, decision trees, or
neural networks and will be trained and tested on datasets collected from our labs and students.
The model's performance will be evaluated, fine-tuned, and optimized to prevent overfitting.
Subsequently, some aspects of the lab handout will be modified and redesigned to provide useful
step-by-step guides to students and instructors on how to use the developed virtual interface lab to
perform experiments.

===Exploring Black Experiences through Horror Storytelling===
'''Laura Oliver (Art and Performance Studies)'''

This project invites students to explore the complexities of Blackness by crafting horror
narratives using AI and everyday experiences. Drawing from personal stories, history, and
contemporary discourse, students will create chilling tales that capture various aspects of Black
life. Through this groundbreaking exploration, students merge storytelling, cultural critique, and
AI technology. Horror serves as a lens to examine social, political, and existential challenges
faced by Black individuals and communities, prompting audiences to confront uncomfortable
truths. Additionally, the project fosters critical dialogue on representation and storytelling
politics, challenging traditional authorship concepts. By embracing AI creatively, students
amplify underrepresented voices in narratives, pushing the boundaries of performance and
artistic expression. Ultimately, this project empowers students to shed light on the haunting
realities and resilient spirit of Blackness through storytelling. This proposal outlines the
objectives and methodology, highlighting its innovative approach to exploring Black experiences
through horror storytelling and its impact on both participants and audiences.

===Effects of Student Use of Al===
'''Lisa Schulte-Gipson (Psychology)'''

This project will explore student use of AI and the effects of AI on well-being and depth of
understanding of course material. The project will begin this spring with data collection from
Positive Psychology (two sections with approximately 50 students total). Students will complete
an assignment entailing viewing “Technology Shabbats”
(https://www.youtube.com/watch?v=oRdMUhBPRjY). The assignment will include a reflection
and questions regarding technology use for personal and class/assignment purposes, with
class/assignment purposes focusing on use of AI to modify and/or generate content. This
information will contribute to the development of a survey utilized in a SoTL project conducted
in fall 2024/spring 2025. The project will examine correlations among technology use (both
personal and class/assignment/AI), well-being, student performance, and (student) perceived
depth of understanding of course material. Participation in the FaCTS cohort will facilitate
understanding of the forms, benefits, and challenges associated with AI; and will thus inform the
SoTL project. An immediate goal of FaCTS participation is the development of the initial
assignment, summary of data collected via the assignment, and initial development of a survey
of AI use. The long-term goal is an IRB proposal, research on the effects of AI use, and
dissemination of associated findings.

[[Category: CAT+FD]]
[[Category: CAT+FD 2023-2024]]

FaCTS 2024

2024-05-23T20:11:45Z

Elizabeth: added resource

[[File:FaCTS 2024 banner.png|800px]]

From 2009 to 2018, the [https://cat.xula.edu/initiatives/facts/ Faculty Communities of Teaching Scholars (FaCTS)] initiative was funded by the Andrew W. Mellon Foundation to support faculty in planning and implementing innovative curriculum and/or pedagogical projects over the course of an academic year. In 2024, we had one final round on the topic of "Human Learning in an AI World." If you were unable to participate in FaCTS, you can check out the resources below or chat with your colleagues who participated.

==Excellent Videos==

When we sit down to make a video mini-lecture, [[How to Make Excellent Video Lectures|we strive for excellence]]!

* For some deep background, start with this "[https://youtu.be/rrjwZwCxHdQ Brief History of AI]" [video, 24 min.]
* If you are thinking about teaching with AI, please consider the ethical implications. "[https://youtu.be/zBsDPU-0yXQ Ethical Education with AI]" [video, 30 min.]
* There's been a lot of hype around tools that purport to detect writing generated by AI. But do these tools deliver? "[https://youtu.be/Mc7sFr3yQgY AI Writing Detection: Limitations and Accuracy]" [video, ~14 min.]
* Do AI detectors agree? This video explores how the same paper fares against different detection services. "[https://youtu.be/ci-rW69o4dY Limitations of AI Detection: Comparing Tools for Identifying AI-Generated Writing]" [video, 9 min.]

==Slidedecks==

* [https://docs.google.com/presentation/d/1Fsk_7YZP0rTmgRb3FTdbJcMUlwgieYss2eaopDbl0TM/edit Brief History of AI]
* [https://docs.google.com/presentation/d/1BaG1UzyE1K65koNZLNtcgvJzveXNRXfDOSBiFQx7JLA/edit How Learning Works]
* [https://docs.google.com/presentation/d/1ZdkpvaBJ1sHI5D-UUXBsJSBknsJmWpCx6pl_vapm-9g/edit Ethical Education with AI]
* [https://docs.google.com/presentation/d/14fdiLDPk682RmVsdDu0ZaKHejqkehKVdh6AVhMDRc5s/edit AI Policies in the Syllabus]
* [https://docs.google.com/presentation/d/1vbFs7JYg_kuQU2CVOc_kQmrFRvgeZVV3rtzRgHQbdPQ/edit Scholarship of Teaching and Learning]
* [https://docs.google.com/presentation/d/1mjUM4tTtjSrRFkLHB4R-SANzuPGIixN6d786OMw31S8/edit Creating AI Assignments]
* [https://docs.google.com/presentation/d/1x5vu4LPUHdXgrwiSCM0bH1rszt4LRvoKL-bQPhf9qXo/edit?usp=sharing AI Writing Detection: Limitations and Accuracy]
* [https://docs.google.com/presentation/d/1nEP5iErQGv4TlB5SpOTY1RkxDZesCREiucq4dj3sWAU/edit?usp=sharing Limitations of AI Detection: Comparing Tools for Identifying AI-Generated Writing]

==Pedagogical Resources==

* [https://www.cmu.edu/teaching/principles/learning Theory and Research-based Principles of Learning] - This resource from the Eberly Center at Carnegie Mellon University presents the basic principles that underlie effective (human) learning.
* [https://docs.google.com/document/d/1RMVwzjc1o0Mi8Blw_-JUTcXv02b2WRH86vw7mi16W3U/edit#heading=h.1cykjn2vg2wx Syllabi Policies for AI Generative Tools] - This resource, created by Lance Eaton, is for the purposes of sharing and helping other instructors see the range of policies available by other educators as they develop their own.
* [https://blog.still-water.net/ai-sandwich/ How To Teach with AI and Still Put People First] - This blog post describes an AI writing assignment.
* [https://acue.org/blog/unlocking-human-ai-potential-10-best-practices-for-ai-assignments-in-higher-ed/ 10 Best Practices for AI Assignments in Higher Ed] - This blog post provides what the title says it does.
* [https://teaching.cornell.edu/generative-artificial-intelligence/ai-accessibility AI & Accessibility] - This resource from Cornell University explains the importance of accessibility and how to use generative AI to create more accessible content.
* [https://www.turnitin.com/resources/academic-integrity-in-the-age-of-AI AI Writing Educator Resources] — This is another meta-resource; this one is from Turnitin, the similarity detection service integrated into Xavier's Brightspace LMS.

==Selected Platforms==

These are some of the platforms demonstrated in the seminar. No endorsement should be inferred.

* [https://chat.openai.com/ ChatGPT]
* [https://copilot.microsoft.com/ Copilot]
* [https://gemini.google.com/app Gemini]
* [https://goblin.tools/ Goblin Tools]
* [https://leonardo.ai/ Leonardo]
* [https://www.midjourney.com/ Midjourney]
* [https://perplexity.ai/ Perplexity]

==Project Descriptions==

Below, please find a listing of project descriptions from participating faculty.

===Predictive AI to Analyze Germline MSH6 Mutations===
'''Christopher Bolden (Biology) '''

This proposal is to implement and introduce AI into BIOL 3110 – Genetics Lab. This research-
based undergraduate course investigates the effect point mutations have on protein function.
Our current understanding of these mutations in relation to DNA replication are not well
understood and vary drastically in each person. To expand our understanding and increase the
efficiency of genomic analysis, AI-based algorithms have emerged as a valuable toolset that
can be tailored to progress the modern world’s goal of individualized medicine. In this proposal,
AI algorithms will be incorporated to further expand the protein dynamic information obtained
from each group’s assigned mutation.

This proposal will restructure our current final project to incorporate AI in the analysis of
DNA mismatch repair mutations.

===Spanish Learning in an AI World===
'''Carmen Cosme (Languages)'''

The Spanish Learning in an AI World Project is an initiative to reinvent the intermediate
Spanish courses utilizing AI as an effective tool of instruction. The new forms of assessments
and projects will facilitate opportunities for our language learners to use AI within their learning
experience to improve their creativity in the application of Spanish in their academic and
personal lives. This transformative version of the intermediate Spanish courses will bring
Spanish learning experience into the twenty first century.

===Second-Order, Stage Two Thinking: Argument Analysis and Argument Rehabilitation in an AI World===
'''James Dunson (Philosophy)'''

My proposal is to construct an AI-assisted research essay assignment for my co-taught (along
with Thomas Huckaba in Biology) course titled Ethics of Genetic Engineering. At this point, it is
inevitable that AI will be used, whether illicitly or with the permission of the instuctor, to
generate text for research essays. However, it is less clear that AI could effectively evaluate the
arguments it generates and make them relevant to a human audience.

This project uses AI to create arguments while promoting human learning in the context of 1)
argument analysis and 2) argument rehabilitation. The analysis component involves ranking how
compelling the AI arguments are and to explain why this is so. The rehabilitation part of the
project challenges students to explain how the least effective AI-generated arguments could be
improved and more persuasively presented to a human audience.

My main goal in this project is to convey to students that AI, while a useful tool, cannot
adequately determine the degree to which its arguments are persuasive to a human audience. I
am calling this particular skill second-order, stage two thinking: it requires a meta-analysis of the
AI-generated arguments.

===Chemistry and Global Food and Water Security===
'''Siddieg Elsiddieg (Chemistry)'''

I hereby propose to incorporate artificial intelligence in my planned X-cor class “Chemistry and
global food and water security”. This proposed class, planned for fall 2024 start, will highlight two
of the most pressing challenges facing the world today (global food and water security). It will
also showcase the role that chemistry plays in addressing these challenges.
In this project, artificial intelligence will be incorporated in the proposed class design as one of the
topics to be studied (e. g. the impact of artificial intelligence on global food and water security)
and as a key component of the assessment (e.g. by designing assignments that are AI-based).
The objectives of this project include incorporating the analysis of the role of AI in global food
and water security, as part of class topics. They also include the leveraging of accessible AI tools
to enhance student learning of “chemistry and global food and water security” through well-
designed assignments that encourage students to use AI resources mindfully and critically in the
service of their learning in this class. Both objectives are intimately connected to the theme of
“Human Learning in an AI World”.

===AI Med-Spanish Connect: Cultivating Linguistic and Cultural Competence===
'''Giti Farudi (Languages)'''

This project seeks to enhance 'Spanish 2051: An Introduction to Spanish for Medical Personnel'
by incorporating ChatGPT, a conversational AI, for mock patient dialogues. The primary goal is
to provide students with immersive, interactive scenarios, enabling them to practice medical
dialogues and terminology in Spanish at a level tailored for the course. Through role-play
scenarios in ChatGPT, the AI simulates diverse patients, each with unique medical histories and
conditions. Students actively engage in these simulations, honing their skills in the medical
terminology they are learning in the course, taking medical histories, diagnosing symptoms, and
discussing treatments in Spanish.

Carefully designed by the course instructor, these scenarios offer a broad spectrum of medical
contexts relevant to the course material, immersing students in the linguistic and cultural
subtleties pertinent to Spanish-speaking patients. This method bolsters language proficiency
while simultaneously cultivating cultural competence, a crucial element in healthcare.
The project smoothly integrates into the existing curriculum. Students access ChatGPT via a
specific platform, most likely Brightspace, with designated interaction times. The course
instructor oversees this integration, providing targeted feedback on student interactions with the
AI.

Aligned with the theme of Human Learning in an AI World, this project utilizes AI to augment
human learning and skills development. It showcases AI's role as a potent tool in language and
professional training, equipping students for the complex realities of healthcare and patient care
in a multicultural environment.

===Using AI-integrated Smartphone Apps to Assess Nutritional & Health Metrics===
'''Marcia Henry (Biology)'''

Biol 4303, The Intersection of Nutritional Health, Immunity, and Disease examines the role of 'food
as medicine' in preventing and treating chronic diseases.
The module will expose students to Artificial Intelligence (AI)/Machine Learning (ML) principles
and its use in medicine for nutrition and disease prevention. Understanding the complexity of
employing AI to assist in health care is essential for future scientists, engineers, and other medical
(and nonmedical) professionals.

===AI, Rights, and Responsibilities===
'''Quincy Hodges (Mass Communications)'''

The project is an introduction level college course named "AI, Rights, and Responsibilities,"
which examines the digital age development of artificial intelligence as a new media technology
and its profound impact on the media landscape and human interaction.

The course will critically examines the social, cultural, and ethical implications of AI
technologies in various media contexts, encompassing fake news, advertising, entertainment, and
social media. Through global case studies, legal and ethical discussions, and hands-on
exploration of AI platforms, students will gain a comprehensive understanding of the intricate
relationship between human beings and AI. This project will function as a cross-disciplinary
class open to students from all majors across campus due to its multidisciplinary approach.

Throughout the course, students will examine the impact of AI on media production,
consumption, and cultural practices and this project addresses the evolving dynamics of human
interaction in the context of AI. This understanding is crucial for individuals navigating a world
where AI technologies play an increasingly prominent role.

===Detailed Visualization in Hematology: An Effective Learning Approach Using AI===
'''Shamonica King (Biology)'''

Hematology is known as the study of blood, its components, as well as the pathological
diseases and disorders that are caused by internal or external factors. What is not immediately
considered is how visuals taught in Hematology lab influence student learning in both the
lecture and lab courses.

Traditionally, the use of a hematology atlas or online images are used when biological sources
are not readily available. What if there was a less intrusive and less expensive, “on demand”
alternative of utilizing hematologic visuals to help students comprehend the normal and
pathological conditions in hematology? Artificial Intelligence (AI) can be the resource that we
are looking for to aid in student learning.

===New Despotism and AI Chatbot Learning===
'''Daniella Mascarenhas (Political Science)'''

This project draws from Alexis de Tocqueville’s concept of new despotism developed in his
seminal book Democracy in America (1840). Tocqueville warns that in democracies like the
United States a new despotism will emerge where powerful state actors will appeal to citizens
and gain their unwavering trust. Citizens in such a political society will blindly follow the
instruction of these powerful political actors. My own research builds on Tocqueville’s new
despotism and proposes a novel concept: “New Despotism 2.0.” New Despotism 2.0 asserts that
artificial intelligence (AI) has the potential to act as despotic political figures and feed harmful
political information to users. Users then consume this harmful information without question.
This project will ask students to recognize the impact of New Despotism 2.0 by asking different
chatbots (even chatbots purposefully programmed to be “evil”) to provide information on a
salient political events or topic. Students will then compare and contrast the chatbot responses
and independently locate sources that affirm the chatbot stances. Then students will evaluate if
these sources are harmful or beneficial to a democratic society. Students will identify how AI can
amalgamate pertinent political information while still judicially exercising their own critical
thought when using AI.

===The Use of AI in Biology===
'''Harris McFerrin (Biology)'''

I propose to use the 2024 Mellon Foundation-supported Faculty Communities of Teaching
Scholars fellowship to increase the use artificial intelligence (AI) in my section of the
BIOL4230 Biology Senior Capstone and in the current update of Biology 1240. The Biology
Senior Capstone is a writing-intensive course in which students review primary research
literature and present their analysis both in writing and in oral presentations. I plan to
incorporate AI to demonstrate its utility and drawbacks in summarizing technical scientific
material. Biology 1240 is a freshman-level general biology course accommodating
approximately 600 students per year. Dr. Thomas Huckaba and I are currently revamping
the course to use an open source text that we will be able to edit to cover the specific
material that we want our students to know. In this course, I will use AI to generate
variations of multiple choice questions and to assist with writing text for the textbook on
subjects the instructors feel there is too little coverage currently.

===Debating AI: Genetics & Human Reproduction===
'''Sarah Meier (Philosophy)'''

I propose to replace a final essay assignment with an AI-assisted group presentation and debate
within my regularly taught course, Health Ethics. Students, working in groups of 4-5, will be
challenged to develop a set of prompts engaging with an assigned topic from our final course
module on Genetics & Human Reproduction. They will then choose one prompt as the starting
point for an in-class debate, where one half of the group will attempt to defend an AI-generated
argument, and the other will argue in opposition.

This project engages human-centered learning while also exploring the potential for AI as a tool
in the classroom. First, students will confront the limitations of AI within the prompt-
development stage of this project. As with any tool, ChatGPT and other AI technologies are only
as sophisticated as their users. The debate-stage then challenges students to elaborate upon and
critique the best of their AI generated arguments while also honing their oral presentation and
rhetorical skills. Finally, the class will work together in advance to develop a shared rubric for
judging the debates and students will anonymously submit their evaluation of each in real-time,
at the completion of each presentation.

===AI-Enhanced Approach to Addressing HIV Disparities in At-Risk Populations===
'''George Nawas (College of Pharmacy)'''

I am honored to apply for a Mellon Fellowship and be considered for the Faculty Communities of
Teaching Scholars (FaCTS) initiative. In response to the urgent need to address HIV disparities, I propose
enhancing the elective course "HIV in At-Risk Populations," which I introduced as the founder and
coordinator at Xavier University's College of Pharmacy. Following a successful pilot in Spring 2023 with
five students, the course has expanded in its second iteration, now engaging eight passionate 3rd year
pharmacy students. This 2-credit course is centered on studying and understanding HIV disparities,
particularly in the South and Louisiana, with the goal of equipping students with actionable strategies.
Integrating Artifical Intelligence (AI) into this course will elevate the learning experience, enabling
personalized research on regional disparities and fostering a dynamic approach to addressing healthcare
inequities. The project aligns with FaCTS' theme of "Human Learning in an AI World" by innovatively
merging AI technology with the imperative task of reducing HIV disparities.

===Creating CRWT 3050 Poetry Craft (with AI in Mind)===
'''Biljana Obradovic (English)'''

I want to create a course, CR WT 3050 Poetry Craft. Having AI amongst us is a survival battle of
"humans vs. the machine." Some writers have embraced AI and openly. others don't want anything to do
with it. The same goes with teachers of creative writing-what to do? I would like to help students learn
that struggling with writing is OK. What matters to creative writers is how they get there, the process, not
only the final product. Al largely eliminates the process, so students who use AI won't be able to write on
their own without it. Their instructors are needed ("no potential displacement of human instructors is
needed") to abide by academic integrity in relation to AI (if used), to teach how to use it, instead of abuse it .... Artists and writers will use AI. I would like to have them write a sonnet on their own, then use Al to create another. I want them to ask questions such as: What does it mean to write and revise with Al? Comparing the two and with my help they will learn what a good sonnet is.

===Enhancing General Physics Laboratories in Xavier University with AI===
'''Michael Ogunbunmi'''

The proposed project aims to integrate artificial intelligence (AI) predictive models into an
existing general physics course. By leveraging AI techniques, we seek to enhance students’
understanding of fundamental physics concepts. The project will involve designing AI-driven
laboratory experiments and learning materials that will enhance the learning of the students while
also developing their capacity to meet the current realities of the AI-driven world. The project for
the start will develop a machine-learning model using either linear regression, decision trees, or
neural networks and will be trained and tested on datasets collected from our labs and students.
The model's performance will be evaluated, fine-tuned, and optimized to prevent overfitting.
Subsequently, some aspects of the lab handout will be modified and redesigned to provide useful
step-by-step guides to students and instructors on how to use the developed virtual interface lab to
perform experiments.

===Exploring Black Experiences through Horror Storytelling===
'''Laura Oliver (Art and Performance Studies)'''

This project invites students to explore the complexities of Blackness by crafting horror
narratives using AI and everyday experiences. Drawing from personal stories, history, and
contemporary discourse, students will create chilling tales that capture various aspects of Black
life. Through this groundbreaking exploration, students merge storytelling, cultural critique, and
AI technology. Horror serves as a lens to examine social, political, and existential challenges
faced by Black individuals and communities, prompting audiences to confront uncomfortable
truths. Additionally, the project fosters critical dialogue on representation and storytelling
politics, challenging traditional authorship concepts. By embracing AI creatively, students
amplify underrepresented voices in narratives, pushing the boundaries of performance and
artistic expression. Ultimately, this project empowers students to shed light on the haunting
realities and resilient spirit of Blackness through storytelling. This proposal outlines the
objectives and methodology, highlighting its innovative approach to exploring Black experiences
through horror storytelling and its impact on both participants and audiences.

===Effects of Student Use of Al===
'''Lisa Schulte-Gipson (Psychology)'''

This project will explore student use of AI and the effects of AI on well-being and depth of
understanding of course material. The project will begin this spring with data collection from
Positive Psychology (two sections with approximately 50 students total). Students will complete
an assignment entailing viewing “Technology Shabbats”
(https://www.youtube.com/watch?v=oRdMUhBPRjY). The assignment will include a reflection
and questions regarding technology use for personal and class/assignment purposes, with
class/assignment purposes focusing on use of AI to modify and/or generate content. This
information will contribute to the development of a survey utilized in a SoTL project conducted
in fall 2024/spring 2025. The project will examine correlations among technology use (both
personal and class/assignment/AI), well-being, student performance, and (student) perceived
depth of understanding of course material. Participation in the FaCTS cohort will facilitate
understanding of the forms, benefits, and challenges associated with AI; and will thus inform the
SoTL project. An immediate goal of FaCTS participation is the development of the initial
assignment, summary of data collected via the assignment, and initial development of a survey
of AI use. The long-term goal is an IRB proposal, research on the effects of AI use, and
dissemination of associated findings.

[[Category: CAT+FD]]
[[Category: CAT+FD 2023-2024]]

FaCTS 2024

2024-05-23T20:09:38Z

Elizabeth: added resource

[[File:FaCTS 2024 banner.png|800px]]

From 2009 to 2018, the [https://cat.xula.edu/initiatives/facts/ Faculty Communities of Teaching Scholars (FaCTS)] initiative was funded by the Andrew W. Mellon Foundation to support faculty in planning and implementing innovative curriculum and/or pedagogical projects over the course of an academic year. In 2024, we had one final round on the topic of "Human Learning in an AI World." If you were unable to participate in FaCTS, you can check out the resources below or chat with your colleagues who participated.

==Excellent Videos==

When we sit down to make a video mini-lecture, [[How to Make Excellent Video Lectures|we strive for excellence]]!

* For some deep background, start with this "[https://youtu.be/rrjwZwCxHdQ Brief History of AI]" [video, 24 min.]
* If you are thinking about teaching with AI, please consider the ethical implications. "[https://youtu.be/zBsDPU-0yXQ Ethical Education with AI]" [video, 30 min.]
* There's been a lot of hype around tools that purport to detect writing generated by AI. But do these tools deliver? "[https://youtu.be/Mc7sFr3yQgY AI Writing Detection: Limitations and Accuracy]" [video, ~14 min.]
* Do AI detectors agree? This video explores how the same paper fares against different detection services. "[https://youtu.be/ci-rW69o4dY Limitations of AI Detection: Comparing Tools for Identifying AI-Generated Writing]" [video, 9 min.]

==Slidedecks==

* [https://docs.google.com/presentation/d/1Fsk_7YZP0rTmgRb3FTdbJcMUlwgieYss2eaopDbl0TM/edit Brief History of AI]
* [https://docs.google.com/presentation/d/1BaG1UzyE1K65koNZLNtcgvJzveXNRXfDOSBiFQx7JLA/edit How Learning Works]
* [https://docs.google.com/presentation/d/1ZdkpvaBJ1sHI5D-UUXBsJSBknsJmWpCx6pl_vapm-9g/edit Ethical Education with AI]
* [https://docs.google.com/presentation/d/14fdiLDPk682RmVsdDu0ZaKHejqkehKVdh6AVhMDRc5s/edit AI Policies in the Syllabus]
* [https://docs.google.com/presentation/d/1vbFs7JYg_kuQU2CVOc_kQmrFRvgeZVV3rtzRgHQbdPQ/edit Scholarship of Teaching and Learning]
* [https://docs.google.com/presentation/d/1mjUM4tTtjSrRFkLHB4R-SANzuPGIixN6d786OMw31S8/edit Creating AI Assignments]
* [https://docs.google.com/presentation/d/1x5vu4LPUHdXgrwiSCM0bH1rszt4LRvoKL-bQPhf9qXo/edit?usp=sharing AI Writing Detection: Limitations and Accuracy]
* [https://docs.google.com/presentation/d/1nEP5iErQGv4TlB5SpOTY1RkxDZesCREiucq4dj3sWAU/edit?usp=sharing Limitations of AI Detection: Comparing Tools for Identifying AI-Generated Writing]

==Pedagogical Resources==

* [https://www.cmu.edu/teaching/principles/learning Theory and Research-based Principles of Learning] - This resource from the Eberly Center at Carnegie Mellon University presents the basic principles that underlie effective (human) learning.
* [https://docs.google.com/document/d/1RMVwzjc1o0Mi8Blw_-JUTcXv02b2WRH86vw7mi16W3U/edit#heading=h.1cykjn2vg2wx Syllabi Policies for AI Generative Tools] - This resource, created by Lance Eaton, is for the purposes of sharing and helping other instructors see the range of policies available by other educators as they develop their own.
* [https://blog.still-water.net/ai-sandwich/ How To Teach with AI and Still Put People First] - This blog post describes an AI writing assignment.
* [https://teaching.cornell.edu/generative-artificial-intelligence/ai-accessibility AI & Accessibility] - This resource from Cornell University explains the importance of accessibility and how to use generative AI to create more accessible content.
* [https://www.turnitin.com/resources/academic-integrity-in-the-age-of-AI AI Writing Educator Resources] — This is another meta-resource; this one is from Turnitin, the similarity detection service integrated into Xavier's Brightspace LMS.

==Selected Platforms==

These are some of the platforms demonstrated in the seminar. No endorsement should be inferred.

* [https://chat.openai.com/ ChatGPT]
* [https://copilot.microsoft.com/ Copilot]
* [https://gemini.google.com/app Gemini]
* [https://goblin.tools/ Goblin Tools]
* [https://leonardo.ai/ Leonardo]
* [https://www.midjourney.com/ Midjourney]
* [https://perplexity.ai/ Perplexity]

==Project Descriptions==

Below, please find a listing of project descriptions from participating faculty.

===Predictive AI to Analyze Germline MSH6 Mutations===
'''Christopher Bolden (Biology) '''

This proposal is to implement and introduce AI into BIOL 3110 – Genetics Lab. This research-
based undergraduate course investigates the effect point mutations have on protein function.
Our current understanding of these mutations in relation to DNA replication are not well
understood and vary drastically in each person. To expand our understanding and increase the
efficiency of genomic analysis, AI-based algorithms have emerged as a valuable toolset that
can be tailored to progress the modern world’s goal of individualized medicine. In this proposal,
AI algorithms will be incorporated to further expand the protein dynamic information obtained
from each group’s assigned mutation.

This proposal will restructure our current final project to incorporate AI in the analysis of
DNA mismatch repair mutations.

===Spanish Learning in an AI World===
'''Carmen Cosme (Languages)'''

The Spanish Learning in an AI World Project is an initiative to reinvent the intermediate
Spanish courses utilizing AI as an effective tool of instruction. The new forms of assessments
and projects will facilitate opportunities for our language learners to use AI within their learning
experience to improve their creativity in the application of Spanish in their academic and
personal lives. This transformative version of the intermediate Spanish courses will bring
Spanish learning experience into the twenty first century.

===Second-Order, Stage Two Thinking: Argument Analysis and Argument Rehabilitation in an AI World===
'''James Dunson (Philosophy)'''

My proposal is to construct an AI-assisted research essay assignment for my co-taught (along
with Thomas Huckaba in Biology) course titled Ethics of Genetic Engineering. At this point, it is
inevitable that AI will be used, whether illicitly or with the permission of the instuctor, to
generate text for research essays. However, it is less clear that AI could effectively evaluate the
arguments it generates and make them relevant to a human audience.

This project uses AI to create arguments while promoting human learning in the context of 1)
argument analysis and 2) argument rehabilitation. The analysis component involves ranking how
compelling the AI arguments are and to explain why this is so. The rehabilitation part of the
project challenges students to explain how the least effective AI-generated arguments could be
improved and more persuasively presented to a human audience.

My main goal in this project is to convey to students that AI, while a useful tool, cannot
adequately determine the degree to which its arguments are persuasive to a human audience. I
am calling this particular skill second-order, stage two thinking: it requires a meta-analysis of the
AI-generated arguments.

===Chemistry and Global Food and Water Security===
'''Siddieg Elsiddieg (Chemistry)'''

I hereby propose to incorporate artificial intelligence in my planned X-cor class “Chemistry and
global food and water security”. This proposed class, planned for fall 2024 start, will highlight two
of the most pressing challenges facing the world today (global food and water security). It will
also showcase the role that chemistry plays in addressing these challenges.
In this project, artificial intelligence will be incorporated in the proposed class design as one of the
topics to be studied (e. g. the impact of artificial intelligence on global food and water security)
and as a key component of the assessment (e.g. by designing assignments that are AI-based).
The objectives of this project include incorporating the analysis of the role of AI in global food
and water security, as part of class topics. They also include the leveraging of accessible AI tools
to enhance student learning of “chemistry and global food and water security” through well-
designed assignments that encourage students to use AI resources mindfully and critically in the
service of their learning in this class. Both objectives are intimately connected to the theme of
“Human Learning in an AI World”.

===AI Med-Spanish Connect: Cultivating Linguistic and Cultural Competence===
'''Giti Farudi (Languages)'''

This project seeks to enhance 'Spanish 2051: An Introduction to Spanish for Medical Personnel'
by incorporating ChatGPT, a conversational AI, for mock patient dialogues. The primary goal is
to provide students with immersive, interactive scenarios, enabling them to practice medical
dialogues and terminology in Spanish at a level tailored for the course. Through role-play
scenarios in ChatGPT, the AI simulates diverse patients, each with unique medical histories and
conditions. Students actively engage in these simulations, honing their skills in the medical
terminology they are learning in the course, taking medical histories, diagnosing symptoms, and
discussing treatments in Spanish.

Carefully designed by the course instructor, these scenarios offer a broad spectrum of medical
contexts relevant to the course material, immersing students in the linguistic and cultural
subtleties pertinent to Spanish-speaking patients. This method bolsters language proficiency
while simultaneously cultivating cultural competence, a crucial element in healthcare.
The project smoothly integrates into the existing curriculum. Students access ChatGPT via a
specific platform, most likely Brightspace, with designated interaction times. The course
instructor oversees this integration, providing targeted feedback on student interactions with the
AI.

Aligned with the theme of Human Learning in an AI World, this project utilizes AI to augment
human learning and skills development. It showcases AI's role as a potent tool in language and
professional training, equipping students for the complex realities of healthcare and patient care
in a multicultural environment.

===Using AI-integrated Smartphone Apps to Assess Nutritional & Health Metrics===
'''Marcia Henry (Biology)'''

Biol 4303, The Intersection of Nutritional Health, Immunity, and Disease examines the role of 'food
as medicine' in preventing and treating chronic diseases.
The module will expose students to Artificial Intelligence (AI)/Machine Learning (ML) principles
and its use in medicine for nutrition and disease prevention. Understanding the complexity of
employing AI to assist in health care is essential for future scientists, engineers, and other medical
(and nonmedical) professionals.

===AI, Rights, and Responsibilities===
'''Quincy Hodges (Mass Communications)'''

The project is an introduction level college course named "AI, Rights, and Responsibilities,"
which examines the digital age development of artificial intelligence as a new media technology
and its profound impact on the media landscape and human interaction.

The course will critically examines the social, cultural, and ethical implications of AI
technologies in various media contexts, encompassing fake news, advertising, entertainment, and
social media. Through global case studies, legal and ethical discussions, and hands-on
exploration of AI platforms, students will gain a comprehensive understanding of the intricate
relationship between human beings and AI. This project will function as a cross-disciplinary
class open to students from all majors across campus due to its multidisciplinary approach.

Throughout the course, students will examine the impact of AI on media production,
consumption, and cultural practices and this project addresses the evolving dynamics of human
interaction in the context of AI. This understanding is crucial for individuals navigating a world
where AI technologies play an increasingly prominent role.

===Detailed Visualization in Hematology: An Effective Learning Approach Using AI===
'''Shamonica King (Biology)'''

Hematology is known as the study of blood, its components, as well as the pathological
diseases and disorders that are caused by internal or external factors. What is not immediately
considered is how visuals taught in Hematology lab influence student learning in both the
lecture and lab courses.

Traditionally, the use of a hematology atlas or online images are used when biological sources
are not readily available. What if there was a less intrusive and less expensive, “on demand”
alternative of utilizing hematologic visuals to help students comprehend the normal and
pathological conditions in hematology? Artificial Intelligence (AI) can be the resource that we
are looking for to aid in student learning.

===New Despotism and AI Chatbot Learning===
'''Daniella Mascarenhas (Political Science)'''

This project draws from Alexis de Tocqueville’s concept of new despotism developed in his
seminal book Democracy in America (1840). Tocqueville warns that in democracies like the
United States a new despotism will emerge where powerful state actors will appeal to citizens
and gain their unwavering trust. Citizens in such a political society will blindly follow the
instruction of these powerful political actors. My own research builds on Tocqueville’s new
despotism and proposes a novel concept: “New Despotism 2.0.” New Despotism 2.0 asserts that
artificial intelligence (AI) has the potential to act as despotic political figures and feed harmful
political information to users. Users then consume this harmful information without question.
This project will ask students to recognize the impact of New Despotism 2.0 by asking different
chatbots (even chatbots purposefully programmed to be “evil”) to provide information on a
salient political events or topic. Students will then compare and contrast the chatbot responses
and independently locate sources that affirm the chatbot stances. Then students will evaluate if
these sources are harmful or beneficial to a democratic society. Students will identify how AI can
amalgamate pertinent political information while still judicially exercising their own critical
thought when using AI.

===The Use of AI in Biology===
'''Harris McFerrin (Biology)'''

I propose to use the 2024 Mellon Foundation-supported Faculty Communities of Teaching
Scholars fellowship to increase the use artificial intelligence (AI) in my section of the
BIOL4230 Biology Senior Capstone and in the current update of Biology 1240. The Biology
Senior Capstone is a writing-intensive course in which students review primary research
literature and present their analysis both in writing and in oral presentations. I plan to
incorporate AI to demonstrate its utility and drawbacks in summarizing technical scientific
material. Biology 1240 is a freshman-level general biology course accommodating
approximately 600 students per year. Dr. Thomas Huckaba and I are currently revamping
the course to use an open source text that we will be able to edit to cover the specific
material that we want our students to know. In this course, I will use AI to generate
variations of multiple choice questions and to assist with writing text for the textbook on
subjects the instructors feel there is too little coverage currently.

===Debating AI: Genetics & Human Reproduction===
'''Sarah Meier (Philosophy)'''

I propose to replace a final essay assignment with an AI-assisted group presentation and debate
within my regularly taught course, Health Ethics. Students, working in groups of 4-5, will be
challenged to develop a set of prompts engaging with an assigned topic from our final course
module on Genetics & Human Reproduction. They will then choose one prompt as the starting
point for an in-class debate, where one half of the group will attempt to defend an AI-generated
argument, and the other will argue in opposition.

This project engages human-centered learning while also exploring the potential for AI as a tool
in the classroom. First, students will confront the limitations of AI within the prompt-
development stage of this project. As with any tool, ChatGPT and other AI technologies are only
as sophisticated as their users. The debate-stage then challenges students to elaborate upon and
critique the best of their AI generated arguments while also honing their oral presentation and
rhetorical skills. Finally, the class will work together in advance to develop a shared rubric for
judging the debates and students will anonymously submit their evaluation of each in real-time,
at the completion of each presentation.

===AI-Enhanced Approach to Addressing HIV Disparities in At-Risk Populations===
'''George Nawas (College of Pharmacy)'''

I am honored to apply for a Mellon Fellowship and be considered for the Faculty Communities of
Teaching Scholars (FaCTS) initiative. In response to the urgent need to address HIV disparities, I propose
enhancing the elective course "HIV in At-Risk Populations," which I introduced as the founder and
coordinator at Xavier University's College of Pharmacy. Following a successful pilot in Spring 2023 with
five students, the course has expanded in its second iteration, now engaging eight passionate 3rd year
pharmacy students. This 2-credit course is centered on studying and understanding HIV disparities,
particularly in the South and Louisiana, with the goal of equipping students with actionable strategies.
Integrating Artifical Intelligence (AI) into this course will elevate the learning experience, enabling
personalized research on regional disparities and fostering a dynamic approach to addressing healthcare
inequities. The project aligns with FaCTS' theme of "Human Learning in an AI World" by innovatively
merging AI technology with the imperative task of reducing HIV disparities.

===Creating CRWT 3050 Poetry Craft (with AI in Mind)===
'''Biljana Obradovic (English)'''

I want to create a course, CR WT 3050 Poetry Craft. Having AI amongst us is a survival battle of
"humans vs. the machine." Some writers have embraced AI and openly. others don't want anything to do
with it. The same goes with teachers of creative writing-what to do? I would like to help students learn
that struggling with writing is OK. What matters to creative writers is how they get there, the process, not
only the final product. Al largely eliminates the process, so students who use AI won't be able to write on
their own without it. Their instructors are needed ("no potential displacement of human instructors is
needed") to abide by academic integrity in relation to AI (if used), to teach how to use it, instead of abuse it .... Artists and writers will use AI. I would like to have them write a sonnet on their own, then use Al to create another. I want them to ask questions such as: What does it mean to write and revise with Al? Comparing the two and with my help they will learn what a good sonnet is.

===Enhancing General Physics Laboratories in Xavier University with AI===
'''Michael Ogunbunmi'''

The proposed project aims to integrate artificial intelligence (AI) predictive models into an
existing general physics course. By leveraging AI techniques, we seek to enhance students’
understanding of fundamental physics concepts. The project will involve designing AI-driven
laboratory experiments and learning materials that will enhance the learning of the students while
also developing their capacity to meet the current realities of the AI-driven world. The project for
the start will develop a machine-learning model using either linear regression, decision trees, or
neural networks and will be trained and tested on datasets collected from our labs and students.
The model's performance will be evaluated, fine-tuned, and optimized to prevent overfitting.
Subsequently, some aspects of the lab handout will be modified and redesigned to provide useful
step-by-step guides to students and instructors on how to use the developed virtual interface lab to
perform experiments.

===Exploring Black Experiences through Horror Storytelling===
'''Laura Oliver (Art and Performance Studies)'''

This project invites students to explore the complexities of Blackness by crafting horror
narratives using AI and everyday experiences. Drawing from personal stories, history, and
contemporary discourse, students will create chilling tales that capture various aspects of Black
life. Through this groundbreaking exploration, students merge storytelling, cultural critique, and
AI technology. Horror serves as a lens to examine social, political, and existential challenges
faced by Black individuals and communities, prompting audiences to confront uncomfortable
truths. Additionally, the project fosters critical dialogue on representation and storytelling
politics, challenging traditional authorship concepts. By embracing AI creatively, students
amplify underrepresented voices in narratives, pushing the boundaries of performance and
artistic expression. Ultimately, this project empowers students to shed light on the haunting
realities and resilient spirit of Blackness through storytelling. This proposal outlines the
objectives and methodology, highlighting its innovative approach to exploring Black experiences
through horror storytelling and its impact on both participants and audiences.

===Effects of Student Use of Al===
'''Lisa Schulte-Gipson (Psychology)'''

This project will explore student use of AI and the effects of AI on well-being and depth of
understanding of course material. The project will begin this spring with data collection from
Positive Psychology (two sections with approximately 50 students total). Students will complete
an assignment entailing viewing “Technology Shabbats”
(https://www.youtube.com/watch?v=oRdMUhBPRjY). The assignment will include a reflection
and questions regarding technology use for personal and class/assignment purposes, with
class/assignment purposes focusing on use of AI to modify and/or generate content. This
information will contribute to the development of a survey utilized in a SoTL project conducted
in fall 2024/spring 2025. The project will examine correlations among technology use (both
personal and class/assignment/AI), well-being, student performance, and (student) perceived
depth of understanding of course material. Participation in the FaCTS cohort will facilitate
understanding of the forms, benefits, and challenges associated with AI; and will thus inform the
SoTL project. An immediate goal of FaCTS participation is the development of the initial
assignment, summary of data collected via the assignment, and initial development of a survey
of AI use. The long-term goal is an IRB proposal, research on the effects of AI use, and
dissemination of associated findings.

[[Category: CAT+FD]]
[[Category: CAT+FD 2023-2024]]

FaCTS 2024

2024-05-23T20:03:03Z

Elizabeth: added resource

[[File:FaCTS 2024 banner.png|800px]]

From 2009 to 2018, the [https://cat.xula.edu/initiatives/facts/ Faculty Communities of Teaching Scholars (FaCTS)] initiative was funded by the Andrew W. Mellon Foundation to support faculty in planning and implementing innovative curriculum and/or pedagogical projects over the course of an academic year. In 2024, we had one final round on the topic of "Human Learning in an AI World." If you were unable to participate in FaCTS, you can check out the resources below or chat with your colleagues who participated.

==Excellent Videos==

When we sit down to make a video mini-lecture, [[How to Make Excellent Video Lectures|we strive for excellence]]!

* For some deep background, start with this "[https://youtu.be/rrjwZwCxHdQ Brief History of AI]" [video, 24 min.]
* If you are thinking about teaching with AI, please consider the ethical implications. "[https://youtu.be/zBsDPU-0yXQ Ethical Education with AI]" [video, 30 min.]
* There's been a lot of hype around tools that purport to detect writing generated by AI. But do these tools deliver? "[https://youtu.be/Mc7sFr3yQgY AI Writing Detection: Limitations and Accuracy]" [video, ~14 min.]
* Do AI detectors agree? This video explores how the same paper fares against different detection services. "[https://youtu.be/ci-rW69o4dY Limitations of AI Detection: Comparing Tools for Identifying AI-Generated Writing]" [video, 9 min.]

==Slidedecks==

* [https://docs.google.com/presentation/d/1Fsk_7YZP0rTmgRb3FTdbJcMUlwgieYss2eaopDbl0TM/edit Brief History of AI]
* [https://docs.google.com/presentation/d/1BaG1UzyE1K65koNZLNtcgvJzveXNRXfDOSBiFQx7JLA/edit How Learning Works]
* [https://docs.google.com/presentation/d/1ZdkpvaBJ1sHI5D-UUXBsJSBknsJmWpCx6pl_vapm-9g/edit Ethical Education with AI]
* [https://docs.google.com/presentation/d/14fdiLDPk682RmVsdDu0ZaKHejqkehKVdh6AVhMDRc5s/edit AI Policies in the Syllabus]
* [https://docs.google.com/presentation/d/1vbFs7JYg_kuQU2CVOc_kQmrFRvgeZVV3rtzRgHQbdPQ/edit Scholarship of Teaching and Learning]
* [https://docs.google.com/presentation/d/1mjUM4tTtjSrRFkLHB4R-SANzuPGIixN6d786OMw31S8/edit Creating AI Assignments]
* [https://docs.google.com/presentation/d/1x5vu4LPUHdXgrwiSCM0bH1rszt4LRvoKL-bQPhf9qXo/edit?usp=sharing AI Writing Detection: Limitations and Accuracy]
* [https://docs.google.com/presentation/d/1nEP5iErQGv4TlB5SpOTY1RkxDZesCREiucq4dj3sWAU/edit?usp=sharing Limitations of AI Detection: Comparing Tools for Identifying AI-Generated Writing]

==Pedagogical Resources==

* [https://www.cmu.edu/teaching/principles/learning Theory and Research-based Principles of Learning] - This resource from the Eberly Center at Carnegie Mellon University presents the basic principles that underlie effective (human) learning.
* [https://docs.google.com/document/d/1RMVwzjc1o0Mi8Blw_-JUTcXv02b2WRH86vw7mi16W3U/edit#heading=h.1cykjn2vg2wx Syllabi Policies for AI Generative Tools] - This resource, created by Lance Eaton, is for the purposes of sharing and helping other instructors see the range of policies available by other educators as they develop their own.
* [https://teaching.cornell.edu/generative-artificial-intelligence/ai-accessibility AI & Accessibility] - This resource from Cornell University explains the importance of accessibility and how to use generative AI to create more accessible content.
* [https://www.turnitin.com/resources/academic-integrity-in-the-age-of-AI AI Writing Educator Resources] — another meta-resource; this one is from Turnitin, the similarity detection service integrated into Xavier's Brightspace LMS.

==Selected Platforms==

These are some of the platforms demonstrated in the seminar. No endorsement should be inferred.

* [https://chat.openai.com/ ChatGPT]
* [https://copilot.microsoft.com/ Copilot]
* [https://gemini.google.com/app Gemini]
* [https://goblin.tools/ Goblin Tools]
* [https://leonardo.ai/ Leonardo]
* [https://www.midjourney.com/ Midjourney]
* [https://perplexity.ai/ Perplexity]

==Project Descriptions==

Below, please find a listing of project descriptions from participating faculty.

===Predictive AI to Analyze Germline MSH6 Mutations===
'''Christopher Bolden (Biology) '''

This proposal is to implement and introduce AI into BIOL 3110 – Genetics Lab. This research-
based undergraduate course investigates the effect point mutations have on protein function.
Our current understanding of these mutations in relation to DNA replication are not well
understood and vary drastically in each person. To expand our understanding and increase the
efficiency of genomic analysis, AI-based algorithms have emerged as a valuable toolset that
can be tailored to progress the modern world’s goal of individualized medicine. In this proposal,
AI algorithms will be incorporated to further expand the protein dynamic information obtained
from each group’s assigned mutation.

This proposal will restructure our current final project to incorporate AI in the analysis of
DNA mismatch repair mutations.

===Spanish Learning in an AI World===
'''Carmen Cosme (Languages)'''

The Spanish Learning in an AI World Project is an initiative to reinvent the intermediate
Spanish courses utilizing AI as an effective tool of instruction. The new forms of assessments
and projects will facilitate opportunities for our language learners to use AI within their learning
experience to improve their creativity in the application of Spanish in their academic and
personal lives. This transformative version of the intermediate Spanish courses will bring
Spanish learning experience into the twenty first century.

===Second-Order, Stage Two Thinking: Argument Analysis and Argument Rehabilitation in an AI World===
'''James Dunson (Philosophy)'''

My proposal is to construct an AI-assisted research essay assignment for my co-taught (along
with Thomas Huckaba in Biology) course titled Ethics of Genetic Engineering. At this point, it is
inevitable that AI will be used, whether illicitly or with the permission of the instuctor, to
generate text for research essays. However, it is less clear that AI could effectively evaluate the
arguments it generates and make them relevant to a human audience.

This project uses AI to create arguments while promoting human learning in the context of 1)
argument analysis and 2) argument rehabilitation. The analysis component involves ranking how
compelling the AI arguments are and to explain why this is so. The rehabilitation part of the
project challenges students to explain how the least effective AI-generated arguments could be
improved and more persuasively presented to a human audience.

My main goal in this project is to convey to students that AI, while a useful tool, cannot
adequately determine the degree to which its arguments are persuasive to a human audience. I
am calling this particular skill second-order, stage two thinking: it requires a meta-analysis of the
AI-generated arguments.

===Chemistry and Global Food and Water Security===
'''Siddieg Elsiddieg (Chemistry)'''

I hereby propose to incorporate artificial intelligence in my planned X-cor class “Chemistry and
global food and water security”. This proposed class, planned for fall 2024 start, will highlight two
of the most pressing challenges facing the world today (global food and water security). It will
also showcase the role that chemistry plays in addressing these challenges.
In this project, artificial intelligence will be incorporated in the proposed class design as one of the
topics to be studied (e. g. the impact of artificial intelligence on global food and water security)
and as a key component of the assessment (e.g. by designing assignments that are AI-based).
The objectives of this project include incorporating the analysis of the role of AI in global food
and water security, as part of class topics. They also include the leveraging of accessible AI tools
to enhance student learning of “chemistry and global food and water security” through well-
designed assignments that encourage students to use AI resources mindfully and critically in the
service of their learning in this class. Both objectives are intimately connected to the theme of
“Human Learning in an AI World”.

===AI Med-Spanish Connect: Cultivating Linguistic and Cultural Competence===
'''Giti Farudi (Languages)'''

This project seeks to enhance 'Spanish 2051: An Introduction to Spanish for Medical Personnel'
by incorporating ChatGPT, a conversational AI, for mock patient dialogues. The primary goal is
to provide students with immersive, interactive scenarios, enabling them to practice medical
dialogues and terminology in Spanish at a level tailored for the course. Through role-play
scenarios in ChatGPT, the AI simulates diverse patients, each with unique medical histories and
conditions. Students actively engage in these simulations, honing their skills in the medical
terminology they are learning in the course, taking medical histories, diagnosing symptoms, and
discussing treatments in Spanish.

Carefully designed by the course instructor, these scenarios offer a broad spectrum of medical
contexts relevant to the course material, immersing students in the linguistic and cultural
subtleties pertinent to Spanish-speaking patients. This method bolsters language proficiency
while simultaneously cultivating cultural competence, a crucial element in healthcare.
The project smoothly integrates into the existing curriculum. Students access ChatGPT via a
specific platform, most likely Brightspace, with designated interaction times. The course
instructor oversees this integration, providing targeted feedback on student interactions with the
AI.

Aligned with the theme of Human Learning in an AI World, this project utilizes AI to augment
human learning and skills development. It showcases AI's role as a potent tool in language and
professional training, equipping students for the complex realities of healthcare and patient care
in a multicultural environment.

===Using AI-integrated Smartphone Apps to Assess Nutritional & Health Metrics===
'''Marcia Henry (Biology)'''

Biol 4303, The Intersection of Nutritional Health, Immunity, and Disease examines the role of 'food
as medicine' in preventing and treating chronic diseases.
The module will expose students to Artificial Intelligence (AI)/Machine Learning (ML) principles
and its use in medicine for nutrition and disease prevention. Understanding the complexity of
employing AI to assist in health care is essential for future scientists, engineers, and other medical
(and nonmedical) professionals.

===AI, Rights, and Responsibilities===
'''Quincy Hodges (Mass Communications)'''

The project is an introduction level college course named "AI, Rights, and Responsibilities,"
which examines the digital age development of artificial intelligence as a new media technology
and its profound impact on the media landscape and human interaction.

The course will critically examines the social, cultural, and ethical implications of AI
technologies in various media contexts, encompassing fake news, advertising, entertainment, and
social media. Through global case studies, legal and ethical discussions, and hands-on
exploration of AI platforms, students will gain a comprehensive understanding of the intricate
relationship between human beings and AI. This project will function as a cross-disciplinary
class open to students from all majors across campus due to its multidisciplinary approach.

Throughout the course, students will examine the impact of AI on media production,
consumption, and cultural practices and this project addresses the evolving dynamics of human
interaction in the context of AI. This understanding is crucial for individuals navigating a world
where AI technologies play an increasingly prominent role.

===Detailed Visualization in Hematology: An Effective Learning Approach Using AI===
'''Shamonica King (Biology)'''

Hematology is known as the study of blood, its components, as well as the pathological
diseases and disorders that are caused by internal or external factors. What is not immediately
considered is how visuals taught in Hematology lab influence student learning in both the
lecture and lab courses.

Traditionally, the use of a hematology atlas or online images are used when biological sources
are not readily available. What if there was a less intrusive and less expensive, “on demand”
alternative of utilizing hematologic visuals to help students comprehend the normal and
pathological conditions in hematology? Artificial Intelligence (AI) can be the resource that we
are looking for to aid in student learning.

===New Despotism and AI Chatbot Learning===
'''Daniella Mascarenhas (Political Science)'''

This project draws from Alexis de Tocqueville’s concept of new despotism developed in his
seminal book Democracy in America (1840). Tocqueville warns that in democracies like the
United States a new despotism will emerge where powerful state actors will appeal to citizens
and gain their unwavering trust. Citizens in such a political society will blindly follow the
instruction of these powerful political actors. My own research builds on Tocqueville’s new
despotism and proposes a novel concept: “New Despotism 2.0.” New Despotism 2.0 asserts that
artificial intelligence (AI) has the potential to act as despotic political figures and feed harmful
political information to users. Users then consume this harmful information without question.
This project will ask students to recognize the impact of New Despotism 2.0 by asking different
chatbots (even chatbots purposefully programmed to be “evil”) to provide information on a
salient political events or topic. Students will then compare and contrast the chatbot responses
and independently locate sources that affirm the chatbot stances. Then students will evaluate if
these sources are harmful or beneficial to a democratic society. Students will identify how AI can
amalgamate pertinent political information while still judicially exercising their own critical
thought when using AI.

===The Use of AI in Biology===
'''Harris McFerrin (Biology)'''

I propose to use the 2024 Mellon Foundation-supported Faculty Communities of Teaching
Scholars fellowship to increase the use artificial intelligence (AI) in my section of the
BIOL4230 Biology Senior Capstone and in the current update of Biology 1240. The Biology
Senior Capstone is a writing-intensive course in which students review primary research
literature and present their analysis both in writing and in oral presentations. I plan to
incorporate AI to demonstrate its utility and drawbacks in summarizing technical scientific
material. Biology 1240 is a freshman-level general biology course accommodating
approximately 600 students per year. Dr. Thomas Huckaba and I are currently revamping
the course to use an open source text that we will be able to edit to cover the specific
material that we want our students to know. In this course, I will use AI to generate
variations of multiple choice questions and to assist with writing text for the textbook on
subjects the instructors feel there is too little coverage currently.

===Debating AI: Genetics & Human Reproduction===
'''Sarah Meier (Philosophy)'''

I propose to replace a final essay assignment with an AI-assisted group presentation and debate
within my regularly taught course, Health Ethics. Students, working in groups of 4-5, will be
challenged to develop a set of prompts engaging with an assigned topic from our final course
module on Genetics & Human Reproduction. They will then choose one prompt as the starting
point for an in-class debate, where one half of the group will attempt to defend an AI-generated
argument, and the other will argue in opposition.

This project engages human-centered learning while also exploring the potential for AI as a tool
in the classroom. First, students will confront the limitations of AI within the prompt-
development stage of this project. As with any tool, ChatGPT and other AI technologies are only
as sophisticated as their users. The debate-stage then challenges students to elaborate upon and
critique the best of their AI generated arguments while also honing their oral presentation and
rhetorical skills. Finally, the class will work together in advance to develop a shared rubric for
judging the debates and students will anonymously submit their evaluation of each in real-time,
at the completion of each presentation.

===AI-Enhanced Approach to Addressing HIV Disparities in At-Risk Populations===
'''George Nawas (College of Pharmacy)'''

I am honored to apply for a Mellon Fellowship and be considered for the Faculty Communities of
Teaching Scholars (FaCTS) initiative. In response to the urgent need to address HIV disparities, I propose
enhancing the elective course "HIV in At-Risk Populations," which I introduced as the founder and
coordinator at Xavier University's College of Pharmacy. Following a successful pilot in Spring 2023 with
five students, the course has expanded in its second iteration, now engaging eight passionate 3rd year
pharmacy students. This 2-credit course is centered on studying and understanding HIV disparities,
particularly in the South and Louisiana, with the goal of equipping students with actionable strategies.
Integrating Artifical Intelligence (AI) into this course will elevate the learning experience, enabling
personalized research on regional disparities and fostering a dynamic approach to addressing healthcare
inequities. The project aligns with FaCTS' theme of "Human Learning in an AI World" by innovatively
merging AI technology with the imperative task of reducing HIV disparities.

===Creating CRWT 3050 Poetry Craft (with AI in Mind)===
'''Biljana Obradovic (English)'''

I want to create a course, CR WT 3050 Poetry Craft. Having AI amongst us is a survival battle of
"humans vs. the machine." Some writers have embraced AI and openly. others don't want anything to do
with it. The same goes with teachers of creative writing-what to do? I would like to help students learn
that struggling with writing is OK. What matters to creative writers is how they get there, the process, not
only the final product. Al largely eliminates the process, so students who use AI won't be able to write on
their own without it. Their instructors are needed ("no potential displacement of human instructors is
needed") to abide by academic integrity in relation to AI (if used), to teach how to use it, instead of abuse it .... Artists and writers will use AI. I would like to have them write a sonnet on their own, then use Al to create another. I want them to ask questions such as: What does it mean to write and revise with Al? Comparing the two and with my help they will learn what a good sonnet is.

===Enhancing General Physics Laboratories in Xavier University with AI===
'''Michael Ogunbunmi'''

The proposed project aims to integrate artificial intelligence (AI) predictive models into an
existing general physics course. By leveraging AI techniques, we seek to enhance students’
understanding of fundamental physics concepts. The project will involve designing AI-driven
laboratory experiments and learning materials that will enhance the learning of the students while
also developing their capacity to meet the current realities of the AI-driven world. The project for
the start will develop a machine-learning model using either linear regression, decision trees, or
neural networks and will be trained and tested on datasets collected from our labs and students.
The model's performance will be evaluated, fine-tuned, and optimized to prevent overfitting.
Subsequently, some aspects of the lab handout will be modified and redesigned to provide useful
step-by-step guides to students and instructors on how to use the developed virtual interface lab to
perform experiments.

===Exploring Black Experiences through Horror Storytelling===
'''Laura Oliver (Art and Performance Studies)'''

This project invites students to explore the complexities of Blackness by crafting horror
narratives using AI and everyday experiences. Drawing from personal stories, history, and
contemporary discourse, students will create chilling tales that capture various aspects of Black
life. Through this groundbreaking exploration, students merge storytelling, cultural critique, and
AI technology. Horror serves as a lens to examine social, political, and existential challenges
faced by Black individuals and communities, prompting audiences to confront uncomfortable
truths. Additionally, the project fosters critical dialogue on representation and storytelling
politics, challenging traditional authorship concepts. By embracing AI creatively, students
amplify underrepresented voices in narratives, pushing the boundaries of performance and
artistic expression. Ultimately, this project empowers students to shed light on the haunting
realities and resilient spirit of Blackness through storytelling. This proposal outlines the
objectives and methodology, highlighting its innovative approach to exploring Black experiences
through horror storytelling and its impact on both participants and audiences.

===Effects of Student Use of Al===
'''Lisa Schulte-Gipson (Psychology)'''

This project will explore student use of AI and the effects of AI on well-being and depth of
understanding of course material. The project will begin this spring with data collection from
Positive Psychology (two sections with approximately 50 students total). Students will complete
an assignment entailing viewing “Technology Shabbats”
(https://www.youtube.com/watch?v=oRdMUhBPRjY). The assignment will include a reflection
and questions regarding technology use for personal and class/assignment purposes, with
class/assignment purposes focusing on use of AI to modify and/or generate content. This
information will contribute to the development of a survey utilized in a SoTL project conducted
in fall 2024/spring 2025. The project will examine correlations among technology use (both
personal and class/assignment/AI), well-being, student performance, and (student) perceived
depth of understanding of course material. Participation in the FaCTS cohort will facilitate
understanding of the forms, benefits, and challenges associated with AI; and will thus inform the
SoTL project. An immediate goal of FaCTS participation is the development of the initial
assignment, summary of data collected via the assignment, and initial development of a survey
of AI use. The long-term goal is an IRB proposal, research on the effects of AI use, and
dissemination of associated findings.

[[Category: CAT+FD]]
[[Category: CAT+FD 2023-2024]]

FaCTS 2024

2024-05-23T19:59:33Z

Elizabeth: added resource

[[File:FaCTS 2024 banner.png|800px]]

From 2009 to 2018, the [https://cat.xula.edu/initiatives/facts/ Faculty Communities of Teaching Scholars (FaCTS)] initiative was funded by the Andrew W. Mellon Foundation to support faculty in planning and implementing innovative curriculum and/or pedagogical projects over the course of an academic year. In 2024, we had one final round on the topic of "Human Learning in an AI World." If you were unable to participate in FaCTS, you can check out the resources below or chat with your colleagues who participated.

==Excellent Videos==

When we sit down to make a video mini-lecture, [[How to Make Excellent Video Lectures|we strive for excellence]]!

* For some deep background, start with this "[https://youtu.be/rrjwZwCxHdQ Brief History of AI]" [video, 24 min.]
* If you are thinking about teaching with AI, please consider the ethical implications. "[https://youtu.be/zBsDPU-0yXQ Ethical Education with AI]" [video, 30 min.]
* There's been a lot of hype around tools that purport to detect writing generated by AI. But do these tools deliver? "[https://youtu.be/Mc7sFr3yQgY AI Writing Detection: Limitations and Accuracy]" [video, ~14 min.]
* Do AI detectors agree? This video explores how the same paper fares against different detection services. "[https://youtu.be/ci-rW69o4dY Limitations of AI Detection: Comparing Tools for Identifying AI-Generated Writing]" [video, 9 min.]

==Slidedecks==

* [https://docs.google.com/presentation/d/1Fsk_7YZP0rTmgRb3FTdbJcMUlwgieYss2eaopDbl0TM/edit Brief History of AI]
* [https://docs.google.com/presentation/d/1BaG1UzyE1K65koNZLNtcgvJzveXNRXfDOSBiFQx7JLA/edit How Learning Works]
* [https://docs.google.com/presentation/d/1ZdkpvaBJ1sHI5D-UUXBsJSBknsJmWpCx6pl_vapm-9g/edit Ethical Education with AI]
* [https://docs.google.com/presentation/d/14fdiLDPk682RmVsdDu0ZaKHejqkehKVdh6AVhMDRc5s/edit AI Policies in the Syllabus]
* [https://docs.google.com/presentation/d/1vbFs7JYg_kuQU2CVOc_kQmrFRvgeZVV3rtzRgHQbdPQ/edit Scholarship of Teaching and Learning]
* [https://docs.google.com/presentation/d/1mjUM4tTtjSrRFkLHB4R-SANzuPGIixN6d786OMw31S8/edit Creating AI Assignments]
* [https://docs.google.com/presentation/d/1x5vu4LPUHdXgrwiSCM0bH1rszt4LRvoKL-bQPhf9qXo/edit?usp=sharing AI Writing Detection: Limitations and Accuracy]
* [https://docs.google.com/presentation/d/1nEP5iErQGv4TlB5SpOTY1RkxDZesCREiucq4dj3sWAU/edit?usp=sharing Limitations of AI Detection: Comparing Tools for Identifying AI-Generated Writing]

==Pedagogical Resources==

* [https://www.cmu.edu/teaching/principles/learning Theory and Research-based Principles of Learning] - This resource from the Eberly Center at Carnegie Mellon University presents the basic principles that underlie effective (human) learning.
* [https://teaching.cornell.edu/generative-artificial-intelligence/ai-accessibility AI & Accessibility] - This resource from Cornell University explains the importance of accessibility and how to use generative AI to create more accessible content.
* [https://www.turnitin.com/resources/academic-integrity-in-the-age-of-AI AI Writing Educator Resources] — another meta-resource; this one is from Turnitin, the similarity detection service integrated into Xavier's Brightspace LMS.

==Selected Platforms==

These are some of the platforms demonstrated in the seminar. No endorsement should be inferred.

* [https://chat.openai.com/ ChatGPT]
* [https://copilot.microsoft.com/ Copilot]
* [https://gemini.google.com/app Gemini]
* [https://goblin.tools/ Goblin Tools]
* [https://leonardo.ai/ Leonardo]
* [https://www.midjourney.com/ Midjourney]
* [https://perplexity.ai/ Perplexity]

==Project Descriptions==

Below, please find a listing of project descriptions from participating faculty.

===Predictive AI to Analyze Germline MSH6 Mutations===
'''Christopher Bolden (Biology) '''

This proposal is to implement and introduce AI into BIOL 3110 – Genetics Lab. This research-
based undergraduate course investigates the effect point mutations have on protein function.
Our current understanding of these mutations in relation to DNA replication are not well
understood and vary drastically in each person. To expand our understanding and increase the
efficiency of genomic analysis, AI-based algorithms have emerged as a valuable toolset that
can be tailored to progress the modern world’s goal of individualized medicine. In this proposal,
AI algorithms will be incorporated to further expand the protein dynamic information obtained
from each group’s assigned mutation.

This proposal will restructure our current final project to incorporate AI in the analysis of
DNA mismatch repair mutations.

===Spanish Learning in an AI World===
'''Carmen Cosme (Languages)'''

The Spanish Learning in an AI World Project is an initiative to reinvent the intermediate
Spanish courses utilizing AI as an effective tool of instruction. The new forms of assessments
and projects will facilitate opportunities for our language learners to use AI within their learning
experience to improve their creativity in the application of Spanish in their academic and
personal lives. This transformative version of the intermediate Spanish courses will bring
Spanish learning experience into the twenty first century.

===Second-Order, Stage Two Thinking: Argument Analysis and Argument Rehabilitation in an AI World===
'''James Dunson (Philosophy)'''

My proposal is to construct an AI-assisted research essay assignment for my co-taught (along
with Thomas Huckaba in Biology) course titled Ethics of Genetic Engineering. At this point, it is
inevitable that AI will be used, whether illicitly or with the permission of the instuctor, to
generate text for research essays. However, it is less clear that AI could effectively evaluate the
arguments it generates and make them relevant to a human audience.

This project uses AI to create arguments while promoting human learning in the context of 1)
argument analysis and 2) argument rehabilitation. The analysis component involves ranking how
compelling the AI arguments are and to explain why this is so. The rehabilitation part of the
project challenges students to explain how the least effective AI-generated arguments could be
improved and more persuasively presented to a human audience.

My main goal in this project is to convey to students that AI, while a useful tool, cannot
adequately determine the degree to which its arguments are persuasive to a human audience. I
am calling this particular skill second-order, stage two thinking: it requires a meta-analysis of the
AI-generated arguments.

===Chemistry and Global Food and Water Security===
'''Siddieg Elsiddieg (Chemistry)'''

I hereby propose to incorporate artificial intelligence in my planned X-cor class “Chemistry and
global food and water security”. This proposed class, planned for fall 2024 start, will highlight two
of the most pressing challenges facing the world today (global food and water security). It will
also showcase the role that chemistry plays in addressing these challenges.
In this project, artificial intelligence will be incorporated in the proposed class design as one of the
topics to be studied (e. g. the impact of artificial intelligence on global food and water security)
and as a key component of the assessment (e.g. by designing assignments that are AI-based).
The objectives of this project include incorporating the analysis of the role of AI in global food
and water security, as part of class topics. They also include the leveraging of accessible AI tools
to enhance student learning of “chemistry and global food and water security” through well-
designed assignments that encourage students to use AI resources mindfully and critically in the
service of their learning in this class. Both objectives are intimately connected to the theme of
“Human Learning in an AI World”.

===AI Med-Spanish Connect: Cultivating Linguistic and Cultural Competence===
'''Giti Farudi (Languages)'''

This project seeks to enhance 'Spanish 2051: An Introduction to Spanish for Medical Personnel'
by incorporating ChatGPT, a conversational AI, for mock patient dialogues. The primary goal is
to provide students with immersive, interactive scenarios, enabling them to practice medical
dialogues and terminology in Spanish at a level tailored for the course. Through role-play
scenarios in ChatGPT, the AI simulates diverse patients, each with unique medical histories and
conditions. Students actively engage in these simulations, honing their skills in the medical
terminology they are learning in the course, taking medical histories, diagnosing symptoms, and
discussing treatments in Spanish.

Carefully designed by the course instructor, these scenarios offer a broad spectrum of medical
contexts relevant to the course material, immersing students in the linguistic and cultural
subtleties pertinent to Spanish-speaking patients. This method bolsters language proficiency
while simultaneously cultivating cultural competence, a crucial element in healthcare.
The project smoothly integrates into the existing curriculum. Students access ChatGPT via a
specific platform, most likely Brightspace, with designated interaction times. The course
instructor oversees this integration, providing targeted feedback on student interactions with the
AI.

Aligned with the theme of Human Learning in an AI World, this project utilizes AI to augment
human learning and skills development. It showcases AI's role as a potent tool in language and
professional training, equipping students for the complex realities of healthcare and patient care
in a multicultural environment.

===Using AI-integrated Smartphone Apps to Assess Nutritional & Health Metrics===
'''Marcia Henry (Biology)'''

Biol 4303, The Intersection of Nutritional Health, Immunity, and Disease examines the role of 'food
as medicine' in preventing and treating chronic diseases.
The module will expose students to Artificial Intelligence (AI)/Machine Learning (ML) principles
and its use in medicine for nutrition and disease prevention. Understanding the complexity of
employing AI to assist in health care is essential for future scientists, engineers, and other medical
(and nonmedical) professionals.

===AI, Rights, and Responsibilities===
'''Quincy Hodges (Mass Communications)'''

The project is an introduction level college course named "AI, Rights, and Responsibilities,"
which examines the digital age development of artificial intelligence as a new media technology
and its profound impact on the media landscape and human interaction.

The course will critically examines the social, cultural, and ethical implications of AI
technologies in various media contexts, encompassing fake news, advertising, entertainment, and
social media. Through global case studies, legal and ethical discussions, and hands-on
exploration of AI platforms, students will gain a comprehensive understanding of the intricate
relationship between human beings and AI. This project will function as a cross-disciplinary
class open to students from all majors across campus due to its multidisciplinary approach.

Throughout the course, students will examine the impact of AI on media production,
consumption, and cultural practices and this project addresses the evolving dynamics of human
interaction in the context of AI. This understanding is crucial for individuals navigating a world
where AI technologies play an increasingly prominent role.

===Detailed Visualization in Hematology: An Effective Learning Approach Using AI===
'''Shamonica King (Biology)'''

Hematology is known as the study of blood, its components, as well as the pathological
diseases and disorders that are caused by internal or external factors. What is not immediately
considered is how visuals taught in Hematology lab influence student learning in both the
lecture and lab courses.

Traditionally, the use of a hematology atlas or online images are used when biological sources
are not readily available. What if there was a less intrusive and less expensive, “on demand”
alternative of utilizing hematologic visuals to help students comprehend the normal and
pathological conditions in hematology? Artificial Intelligence (AI) can be the resource that we
are looking for to aid in student learning.

===New Despotism and AI Chatbot Learning===
'''Daniella Mascarenhas (Political Science)'''

This project draws from Alexis de Tocqueville’s concept of new despotism developed in his
seminal book Democracy in America (1840). Tocqueville warns that in democracies like the
United States a new despotism will emerge where powerful state actors will appeal to citizens
and gain their unwavering trust. Citizens in such a political society will blindly follow the
instruction of these powerful political actors. My own research builds on Tocqueville’s new
despotism and proposes a novel concept: “New Despotism 2.0.” New Despotism 2.0 asserts that
artificial intelligence (AI) has the potential to act as despotic political figures and feed harmful
political information to users. Users then consume this harmful information without question.
This project will ask students to recognize the impact of New Despotism 2.0 by asking different
chatbots (even chatbots purposefully programmed to be “evil”) to provide information on a
salient political events or topic. Students will then compare and contrast the chatbot responses
and independently locate sources that affirm the chatbot stances. Then students will evaluate if
these sources are harmful or beneficial to a democratic society. Students will identify how AI can
amalgamate pertinent political information while still judicially exercising their own critical
thought when using AI.

===The Use of AI in Biology===
'''Harris McFerrin (Biology)'''

I propose to use the 2024 Mellon Foundation-supported Faculty Communities of Teaching
Scholars fellowship to increase the use artificial intelligence (AI) in my section of the
BIOL4230 Biology Senior Capstone and in the current update of Biology 1240. The Biology
Senior Capstone is a writing-intensive course in which students review primary research
literature and present their analysis both in writing and in oral presentations. I plan to
incorporate AI to demonstrate its utility and drawbacks in summarizing technical scientific
material. Biology 1240 is a freshman-level general biology course accommodating
approximately 600 students per year. Dr. Thomas Huckaba and I are currently revamping
the course to use an open source text that we will be able to edit to cover the specific
material that we want our students to know. In this course, I will use AI to generate
variations of multiple choice questions and to assist with writing text for the textbook on
subjects the instructors feel there is too little coverage currently.

===Debating AI: Genetics & Human Reproduction===
'''Sarah Meier (Philosophy)'''

I propose to replace a final essay assignment with an AI-assisted group presentation and debate
within my regularly taught course, Health Ethics. Students, working in groups of 4-5, will be
challenged to develop a set of prompts engaging with an assigned topic from our final course
module on Genetics & Human Reproduction. They will then choose one prompt as the starting
point for an in-class debate, where one half of the group will attempt to defend an AI-generated
argument, and the other will argue in opposition.

This project engages human-centered learning while also exploring the potential for AI as a tool
in the classroom. First, students will confront the limitations of AI within the prompt-
development stage of this project. As with any tool, ChatGPT and other AI technologies are only
as sophisticated as their users. The debate-stage then challenges students to elaborate upon and
critique the best of their AI generated arguments while also honing their oral presentation and
rhetorical skills. Finally, the class will work together in advance to develop a shared rubric for
judging the debates and students will anonymously submit their evaluation of each in real-time,
at the completion of each presentation.

===AI-Enhanced Approach to Addressing HIV Disparities in At-Risk Populations===
'''George Nawas (College of Pharmacy)'''

I am honored to apply for a Mellon Fellowship and be considered for the Faculty Communities of
Teaching Scholars (FaCTS) initiative. In response to the urgent need to address HIV disparities, I propose
enhancing the elective course "HIV in At-Risk Populations," which I introduced as the founder and
coordinator at Xavier University's College of Pharmacy. Following a successful pilot in Spring 2023 with
five students, the course has expanded in its second iteration, now engaging eight passionate 3rd year
pharmacy students. This 2-credit course is centered on studying and understanding HIV disparities,
particularly in the South and Louisiana, with the goal of equipping students with actionable strategies.
Integrating Artifical Intelligence (AI) into this course will elevate the learning experience, enabling
personalized research on regional disparities and fostering a dynamic approach to addressing healthcare
inequities. The project aligns with FaCTS' theme of "Human Learning in an AI World" by innovatively
merging AI technology with the imperative task of reducing HIV disparities.

===Creating CRWT 3050 Poetry Craft (with AI in Mind)===
'''Biljana Obradovic (English)'''

I want to create a course, CR WT 3050 Poetry Craft. Having AI amongst us is a survival battle of
"humans vs. the machine." Some writers have embraced AI and openly. others don't want anything to do
with it. The same goes with teachers of creative writing-what to do? I would like to help students learn
that struggling with writing is OK. What matters to creative writers is how they get there, the process, not
only the final product. Al largely eliminates the process, so students who use AI won't be able to write on
their own without it. Their instructors are needed ("no potential displacement of human instructors is
needed") to abide by academic integrity in relation to AI (if used), to teach how to use it, instead of abuse it .... Artists and writers will use AI. I would like to have them write a sonnet on their own, then use Al to create another. I want them to ask questions such as: What does it mean to write and revise with Al? Comparing the two and with my help they will learn what a good sonnet is.

===Enhancing General Physics Laboratories in Xavier University with AI===
'''Michael Ogunbunmi'''

The proposed project aims to integrate artificial intelligence (AI) predictive models into an
existing general physics course. By leveraging AI techniques, we seek to enhance students’
understanding of fundamental physics concepts. The project will involve designing AI-driven
laboratory experiments and learning materials that will enhance the learning of the students while
also developing their capacity to meet the current realities of the AI-driven world. The project for
the start will develop a machine-learning model using either linear regression, decision trees, or
neural networks and will be trained and tested on datasets collected from our labs and students.
The model's performance will be evaluated, fine-tuned, and optimized to prevent overfitting.
Subsequently, some aspects of the lab handout will be modified and redesigned to provide useful
step-by-step guides to students and instructors on how to use the developed virtual interface lab to
perform experiments.

===Exploring Black Experiences through Horror Storytelling===
'''Laura Oliver (Art and Performance Studies)'''

This project invites students to explore the complexities of Blackness by crafting horror
narratives using AI and everyday experiences. Drawing from personal stories, history, and
contemporary discourse, students will create chilling tales that capture various aspects of Black
life. Through this groundbreaking exploration, students merge storytelling, cultural critique, and
AI technology. Horror serves as a lens to examine social, political, and existential challenges
faced by Black individuals and communities, prompting audiences to confront uncomfortable
truths. Additionally, the project fosters critical dialogue on representation and storytelling
politics, challenging traditional authorship concepts. By embracing AI creatively, students
amplify underrepresented voices in narratives, pushing the boundaries of performance and
artistic expression. Ultimately, this project empowers students to shed light on the haunting
realities and resilient spirit of Blackness through storytelling. This proposal outlines the
objectives and methodology, highlighting its innovative approach to exploring Black experiences
through horror storytelling and its impact on both participants and audiences.

===Effects of Student Use of Al===
'''Lisa Schulte-Gipson (Psychology)'''

This project will explore student use of AI and the effects of AI on well-being and depth of
understanding of course material. The project will begin this spring with data collection from
Positive Psychology (two sections with approximately 50 students total). Students will complete
an assignment entailing viewing “Technology Shabbats”
(https://www.youtube.com/watch?v=oRdMUhBPRjY). The assignment will include a reflection
and questions regarding technology use for personal and class/assignment purposes, with
class/assignment purposes focusing on use of AI to modify and/or generate content. This
information will contribute to the development of a survey utilized in a SoTL project conducted
in fall 2024/spring 2025. The project will examine correlations among technology use (both
personal and class/assignment/AI), well-being, student performance, and (student) perceived
depth of understanding of course material. Participation in the FaCTS cohort will facilitate
understanding of the forms, benefits, and challenges associated with AI; and will thus inform the
SoTL project. An immediate goal of FaCTS participation is the development of the initial
assignment, summary of data collected via the assignment, and initial development of a survey
of AI use. The long-term goal is an IRB proposal, research on the effects of AI use, and
dissemination of associated findings.

[[Category: CAT+FD]]
[[Category: CAT+FD 2023-2024]]

FaCTS 2024

2024-05-23T19:49:36Z

Elizabeth: changed names of EYH slides

[[File:FaCTS 2024 banner.png|800px]]

From 2009 to 2018, the [https://cat.xula.edu/initiatives/facts/ Faculty Communities of Teaching Scholars (FaCTS)] initiative was funded by the Andrew W. Mellon Foundation to support faculty in planning and implementing innovative curriculum and/or pedagogical projects over the course of an academic year. In 2024, we had one final round on the topic of "Human Learning in an AI World." If you were unable to participate in FaCTS, you can check out the resources below or chat with your colleagues who participated.

==Excellent Videos==

When we sit down to make a video mini-lecture, [[How to Make Excellent Video Lectures|we strive for excellence]]!

* For some deep background, start with this "[https://youtu.be/rrjwZwCxHdQ Brief History of AI]" [video, 24 min.]
* If you are thinking about teaching with AI, please consider the ethical implications. "[https://youtu.be/zBsDPU-0yXQ Ethical Education with AI]" [video, 30 min.]
* There's been a lot of hype around tools that purport to detect writing generated by AI. But do these tools deliver? "[https://youtu.be/Mc7sFr3yQgY AI Writing Detection: Limitations and Accuracy]" [video, ~14 min.]
* Do AI detectors agree? This video explores how the same paper fares against different detection services. "[https://youtu.be/ci-rW69o4dY Limitations of AI Detection: Comparing Tools for Identifying AI-Generated Writing]" [video, 9 min.]

==Slidedecks==

* [https://docs.google.com/presentation/d/1Fsk_7YZP0rTmgRb3FTdbJcMUlwgieYss2eaopDbl0TM/edit Brief History of AI]
* [https://docs.google.com/presentation/d/1BaG1UzyE1K65koNZLNtcgvJzveXNRXfDOSBiFQx7JLA/edit How Learning Works]
* [https://docs.google.com/presentation/d/1ZdkpvaBJ1sHI5D-UUXBsJSBknsJmWpCx6pl_vapm-9g/edit Ethical Education with AI]
* [https://docs.google.com/presentation/d/14fdiLDPk682RmVsdDu0ZaKHejqkehKVdh6AVhMDRc5s/edit AI Policies in the Syllabus]
* [https://docs.google.com/presentation/d/1vbFs7JYg_kuQU2CVOc_kQmrFRvgeZVV3rtzRgHQbdPQ/edit Scholarship of Teaching and Learning]
* [https://docs.google.com/presentation/d/1mjUM4tTtjSrRFkLHB4R-SANzuPGIixN6d786OMw31S8/edit Creating AI Assignments]
* [https://docs.google.com/presentation/d/1x5vu4LPUHdXgrwiSCM0bH1rszt4LRvoKL-bQPhf9qXo/edit?usp=sharing AI Writing Detection: Limitations and Accuracy]
* [https://docs.google.com/presentation/d/1nEP5iErQGv4TlB5SpOTY1RkxDZesCREiucq4dj3sWAU/edit?usp=sharing Limitations of AI Detection: Comparing Tools for Identifying AI-Generated Writing]

==Pedagogical Resources==

* [https://teaching.cornell.edu/generative-artificial-intelligence/ai-accessibility AI & Accessibility] - This resource from Cornell University explains the importance of accessibility and how to use generative AI to create more accessible content.
* [https://www.turnitin.com/resources/academic-integrity-in-the-age-of-AI AI Writing Educator Resources] — another meta-resource; this one is from Turnitin, the similarity detection service integrated into Xavier's Brightspace LMS.

==Selected Platforms==

These are some of the platforms demonstrated in the seminar. No endorsement should be inferred.

* [https://chat.openai.com/ ChatGPT]
* [https://copilot.microsoft.com/ Copilot]
* [https://gemini.google.com/app Gemini]
* [https://goblin.tools/ Goblin Tools]
* [https://leonardo.ai/ Leonardo]
* [https://www.midjourney.com/ Midjourney]
* [https://perplexity.ai/ Perplexity]

==Project Descriptions==

Below, please find a listing of project descriptions from participating faculty.

===Predictive AI to Analyze Germline MSH6 Mutations===
'''Christopher Bolden (Biology) '''

This proposal is to implement and introduce AI into BIOL 3110 – Genetics Lab. This research-
based undergraduate course investigates the effect point mutations have on protein function.
Our current understanding of these mutations in relation to DNA replication are not well
understood and vary drastically in each person. To expand our understanding and increase the
efficiency of genomic analysis, AI-based algorithms have emerged as a valuable toolset that
can be tailored to progress the modern world’s goal of individualized medicine. In this proposal,
AI algorithms will be incorporated to further expand the protein dynamic information obtained
from each group’s assigned mutation.

This proposal will restructure our current final project to incorporate AI in the analysis of
DNA mismatch repair mutations.

===Spanish Learning in an AI World===
'''Carmen Cosme (Languages)'''

The Spanish Learning in an AI World Project is an initiative to reinvent the intermediate
Spanish courses utilizing AI as an effective tool of instruction. The new forms of assessments
and projects will facilitate opportunities for our language learners to use AI within their learning
experience to improve their creativity in the application of Spanish in their academic and
personal lives. This transformative version of the intermediate Spanish courses will bring
Spanish learning experience into the twenty first century.

===Second-Order, Stage Two Thinking: Argument Analysis and Argument Rehabilitation in an AI World===
'''James Dunson (Philosophy)'''

My proposal is to construct an AI-assisted research essay assignment for my co-taught (along
with Thomas Huckaba in Biology) course titled Ethics of Genetic Engineering. At this point, it is
inevitable that AI will be used, whether illicitly or with the permission of the instuctor, to
generate text for research essays. However, it is less clear that AI could effectively evaluate the
arguments it generates and make them relevant to a human audience.

This project uses AI to create arguments while promoting human learning in the context of 1)
argument analysis and 2) argument rehabilitation. The analysis component involves ranking how
compelling the AI arguments are and to explain why this is so. The rehabilitation part of the
project challenges students to explain how the least effective AI-generated arguments could be
improved and more persuasively presented to a human audience.

My main goal in this project is to convey to students that AI, while a useful tool, cannot
adequately determine the degree to which its arguments are persuasive to a human audience. I
am calling this particular skill second-order, stage two thinking: it requires a meta-analysis of the
AI-generated arguments.

===Chemistry and Global Food and Water Security===
'''Siddieg Elsiddieg (Chemistry)'''

I hereby propose to incorporate artificial intelligence in my planned X-cor class “Chemistry and
global food and water security”. This proposed class, planned for fall 2024 start, will highlight two
of the most pressing challenges facing the world today (global food and water security). It will
also showcase the role that chemistry plays in addressing these challenges.
In this project, artificial intelligence will be incorporated in the proposed class design as one of the
topics to be studied (e. g. the impact of artificial intelligence on global food and water security)
and as a key component of the assessment (e.g. by designing assignments that are AI-based).
The objectives of this project include incorporating the analysis of the role of AI in global food
and water security, as part of class topics. They also include the leveraging of accessible AI tools
to enhance student learning of “chemistry and global food and water security” through well-
designed assignments that encourage students to use AI resources mindfully and critically in the
service of their learning in this class. Both objectives are intimately connected to the theme of
“Human Learning in an AI World”.

===AI Med-Spanish Connect: Cultivating Linguistic and Cultural Competence===
'''Giti Farudi (Languages)'''

This project seeks to enhance 'Spanish 2051: An Introduction to Spanish for Medical Personnel'
by incorporating ChatGPT, a conversational AI, for mock patient dialogues. The primary goal is
to provide students with immersive, interactive scenarios, enabling them to practice medical
dialogues and terminology in Spanish at a level tailored for the course. Through role-play
scenarios in ChatGPT, the AI simulates diverse patients, each with unique medical histories and
conditions. Students actively engage in these simulations, honing their skills in the medical
terminology they are learning in the course, taking medical histories, diagnosing symptoms, and
discussing treatments in Spanish.

Carefully designed by the course instructor, these scenarios offer a broad spectrum of medical
contexts relevant to the course material, immersing students in the linguistic and cultural
subtleties pertinent to Spanish-speaking patients. This method bolsters language proficiency
while simultaneously cultivating cultural competence, a crucial element in healthcare.
The project smoothly integrates into the existing curriculum. Students access ChatGPT via a
specific platform, most likely Brightspace, with designated interaction times. The course
instructor oversees this integration, providing targeted feedback on student interactions with the
AI.

Aligned with the theme of Human Learning in an AI World, this project utilizes AI to augment
human learning and skills development. It showcases AI's role as a potent tool in language and
professional training, equipping students for the complex realities of healthcare and patient care
in a multicultural environment.

===Using AI-integrated Smartphone Apps to Assess Nutritional & Health Metrics===
'''Marcia Henry (Biology)'''

Biol 4303, The Intersection of Nutritional Health, Immunity, and Disease examines the role of 'food
as medicine' in preventing and treating chronic diseases.
The module will expose students to Artificial Intelligence (AI)/Machine Learning (ML) principles
and its use in medicine for nutrition and disease prevention. Understanding the complexity of
employing AI to assist in health care is essential for future scientists, engineers, and other medical
(and nonmedical) professionals.

===AI, Rights, and Responsibilities===
'''Quincy Hodges (Mass Communications)'''

The project is an introduction level college course named "AI, Rights, and Responsibilities,"
which examines the digital age development of artificial intelligence as a new media technology
and its profound impact on the media landscape and human interaction.

The course will critically examines the social, cultural, and ethical implications of AI
technologies in various media contexts, encompassing fake news, advertising, entertainment, and
social media. Through global case studies, legal and ethical discussions, and hands-on
exploration of AI platforms, students will gain a comprehensive understanding of the intricate
relationship between human beings and AI. This project will function as a cross-disciplinary
class open to students from all majors across campus due to its multidisciplinary approach.

Throughout the course, students will examine the impact of AI on media production,
consumption, and cultural practices and this project addresses the evolving dynamics of human
interaction in the context of AI. This understanding is crucial for individuals navigating a world
where AI technologies play an increasingly prominent role.

===Detailed Visualization in Hematology: An Effective Learning Approach Using AI===
'''Shamonica King (Biology)'''

Hematology is known as the study of blood, its components, as well as the pathological
diseases and disorders that are caused by internal or external factors. What is not immediately
considered is how visuals taught in Hematology lab influence student learning in both the
lecture and lab courses.

Traditionally, the use of a hematology atlas or online images are used when biological sources
are not readily available. What if there was a less intrusive and less expensive, “on demand”
alternative of utilizing hematologic visuals to help students comprehend the normal and
pathological conditions in hematology? Artificial Intelligence (AI) can be the resource that we
are looking for to aid in student learning.

===New Despotism and AI Chatbot Learning===
'''Daniella Mascarenhas (Political Science)'''

This project draws from Alexis de Tocqueville’s concept of new despotism developed in his
seminal book Democracy in America (1840). Tocqueville warns that in democracies like the
United States a new despotism will emerge where powerful state actors will appeal to citizens
and gain their unwavering trust. Citizens in such a political society will blindly follow the
instruction of these powerful political actors. My own research builds on Tocqueville’s new
despotism and proposes a novel concept: “New Despotism 2.0.” New Despotism 2.0 asserts that
artificial intelligence (AI) has the potential to act as despotic political figures and feed harmful
political information to users. Users then consume this harmful information without question.
This project will ask students to recognize the impact of New Despotism 2.0 by asking different
chatbots (even chatbots purposefully programmed to be “evil”) to provide information on a
salient political events or topic. Students will then compare and contrast the chatbot responses
and independently locate sources that affirm the chatbot stances. Then students will evaluate if
these sources are harmful or beneficial to a democratic society. Students will identify how AI can
amalgamate pertinent political information while still judicially exercising their own critical
thought when using AI.

===The Use of AI in Biology===
'''Harris McFerrin (Biology)'''

I propose to use the 2024 Mellon Foundation-supported Faculty Communities of Teaching
Scholars fellowship to increase the use artificial intelligence (AI) in my section of the
BIOL4230 Biology Senior Capstone and in the current update of Biology 1240. The Biology
Senior Capstone is a writing-intensive course in which students review primary research
literature and present their analysis both in writing and in oral presentations. I plan to
incorporate AI to demonstrate its utility and drawbacks in summarizing technical scientific
material. Biology 1240 is a freshman-level general biology course accommodating
approximately 600 students per year. Dr. Thomas Huckaba and I are currently revamping
the course to use an open source text that we will be able to edit to cover the specific
material that we want our students to know. In this course, I will use AI to generate
variations of multiple choice questions and to assist with writing text for the textbook on
subjects the instructors feel there is too little coverage currently.

===Debating AI: Genetics & Human Reproduction===
'''Sarah Meier (Philosophy)'''

I propose to replace a final essay assignment with an AI-assisted group presentation and debate
within my regularly taught course, Health Ethics. Students, working in groups of 4-5, will be
challenged to develop a set of prompts engaging with an assigned topic from our final course
module on Genetics & Human Reproduction. They will then choose one prompt as the starting
point for an in-class debate, where one half of the group will attempt to defend an AI-generated
argument, and the other will argue in opposition.

This project engages human-centered learning while also exploring the potential for AI as a tool
in the classroom. First, students will confront the limitations of AI within the prompt-
development stage of this project. As with any tool, ChatGPT and other AI technologies are only
as sophisticated as their users. The debate-stage then challenges students to elaborate upon and
critique the best of their AI generated arguments while also honing their oral presentation and
rhetorical skills. Finally, the class will work together in advance to develop a shared rubric for
judging the debates and students will anonymously submit their evaluation of each in real-time,
at the completion of each presentation.

===AI-Enhanced Approach to Addressing HIV Disparities in At-Risk Populations===
'''George Nawas (College of Pharmacy)'''

I am honored to apply for a Mellon Fellowship and be considered for the Faculty Communities of
Teaching Scholars (FaCTS) initiative. In response to the urgent need to address HIV disparities, I propose
enhancing the elective course "HIV in At-Risk Populations," which I introduced as the founder and
coordinator at Xavier University's College of Pharmacy. Following a successful pilot in Spring 2023 with
five students, the course has expanded in its second iteration, now engaging eight passionate 3rd year
pharmacy students. This 2-credit course is centered on studying and understanding HIV disparities,
particularly in the South and Louisiana, with the goal of equipping students with actionable strategies.
Integrating Artifical Intelligence (AI) into this course will elevate the learning experience, enabling
personalized research on regional disparities and fostering a dynamic approach to addressing healthcare
inequities. The project aligns with FaCTS' theme of "Human Learning in an AI World" by innovatively
merging AI technology with the imperative task of reducing HIV disparities.

===Creating CRWT 3050 Poetry Craft (with AI in Mind)===
'''Biljana Obradovic (English)'''

I want to create a course, CR WT 3050 Poetry Craft. Having AI amongst us is a survival battle of
"humans vs. the machine." Some writers have embraced AI and openly. others don't want anything to do
with it. The same goes with teachers of creative writing-what to do? I would like to help students learn
that struggling with writing is OK. What matters to creative writers is how they get there, the process, not
only the final product. Al largely eliminates the process, so students who use AI won't be able to write on
their own without it. Their instructors are needed ("no potential displacement of human instructors is
needed") to abide by academic integrity in relation to AI (if used), to teach how to use it, instead of abuse it .... Artists and writers will use AI. I would like to have them write a sonnet on their own, then use Al to create another. I want them to ask questions such as: What does it mean to write and revise with Al? Comparing the two and with my help they will learn what a good sonnet is.

===Enhancing General Physics Laboratories in Xavier University with AI===
'''Michael Ogunbunmi'''

The proposed project aims to integrate artificial intelligence (AI) predictive models into an
existing general physics course. By leveraging AI techniques, we seek to enhance students’
understanding of fundamental physics concepts. The project will involve designing AI-driven
laboratory experiments and learning materials that will enhance the learning of the students while
also developing their capacity to meet the current realities of the AI-driven world. The project for
the start will develop a machine-learning model using either linear regression, decision trees, or
neural networks and will be trained and tested on datasets collected from our labs and students.
The model's performance will be evaluated, fine-tuned, and optimized to prevent overfitting.
Subsequently, some aspects of the lab handout will be modified and redesigned to provide useful
step-by-step guides to students and instructors on how to use the developed virtual interface lab to
perform experiments.

===Exploring Black Experiences through Horror Storytelling===
'''Laura Oliver (Art and Performance Studies)'''

This project invites students to explore the complexities of Blackness by crafting horror
narratives using AI and everyday experiences. Drawing from personal stories, history, and
contemporary discourse, students will create chilling tales that capture various aspects of Black
life. Through this groundbreaking exploration, students merge storytelling, cultural critique, and
AI technology. Horror serves as a lens to examine social, political, and existential challenges
faced by Black individuals and communities, prompting audiences to confront uncomfortable
truths. Additionally, the project fosters critical dialogue on representation and storytelling
politics, challenging traditional authorship concepts. By embracing AI creatively, students
amplify underrepresented voices in narratives, pushing the boundaries of performance and
artistic expression. Ultimately, this project empowers students to shed light on the haunting
realities and resilient spirit of Blackness through storytelling. This proposal outlines the
objectives and methodology, highlighting its innovative approach to exploring Black experiences
through horror storytelling and its impact on both participants and audiences.

===Effects of Student Use of Al===
'''Lisa Schulte-Gipson (Psychology)'''

This project will explore student use of AI and the effects of AI on well-being and depth of
understanding of course material. The project will begin this spring with data collection from
Positive Psychology (two sections with approximately 50 students total). Students will complete
an assignment entailing viewing “Technology Shabbats”
(https://www.youtube.com/watch?v=oRdMUhBPRjY). The assignment will include a reflection
and questions regarding technology use for personal and class/assignment purposes, with
class/assignment purposes focusing on use of AI to modify and/or generate content. This
information will contribute to the development of a survey utilized in a SoTL project conducted
in fall 2024/spring 2025. The project will examine correlations among technology use (both
personal and class/assignment/AI), well-being, student performance, and (student) perceived
depth of understanding of course material. Participation in the FaCTS cohort will facilitate
understanding of the forms, benefits, and challenges associated with AI; and will thus inform the
SoTL project. An immediate goal of FaCTS participation is the development of the initial
assignment, summary of data collected via the assignment, and initial development of a survey
of AI use. The long-term goal is an IRB proposal, research on the effects of AI use, and
dissemination of associated findings.

[[Category: CAT+FD]]
[[Category: CAT+FD 2023-2024]]

FaCTS 2024

2024-05-17T17:04:29Z

Elizabeth: added some intro info

[[File:FaCTS 2024 banner.png|800px]]

From 2009 to 2018, the [https://cat.xula.edu/initiatives/facts/ Faculty Communities of Teaching Scholars (FaCTS)] initiative was funded by the Andrew W. Mellon Foundation to support faculty in planning and implementing innovative curriculum and/or pedagogical projects over the course of an academic year. In 2024, we had one final round on the topic of "Human Learning in an AI World." If you were unable to participate in FaCTS, you can check out the resources below or chat with your colleagues who participated.

==Video Resources==

* Ready for some deep background? Start with this "[https://youtu.be/rrjwZwCxHdQ Brief History of AI]" [video, 24 min.]

==Slide Resources==

* [https://docs.google.com/presentation/d/1Fsk_7YZP0rTmgRb3FTdbJcMUlwgieYss2eaopDbl0TM/edit Brief History of AI]
* [https://docs.google.com/presentation/d/1BaG1UzyE1K65koNZLNtcgvJzveXNRXfDOSBiFQx7JLA/edit How Learning Works]
* [https://docs.google.com/presentation/d/1ZdkpvaBJ1sHI5D-UUXBsJSBknsJmWpCx6pl_vapm-9g/edit Ethical Education with AI]
* [https://docs.google.com/presentation/d/14fdiLDPk682RmVsdDu0ZaKHejqkehKVdh6AVhMDRc5s/edit Eliz's Syllabus/Policies]
* [https://docs.google.com/presentation/d/1vbFs7JYg_kuQU2CVOc_kQmrFRvgeZVV3rtzRgHQbdPQ/edit Eliz's SoTL]
* [https://docs.google.com/presentation/d/1mjUM4tTtjSrRFkLHB4R-SANzuPGIixN6d786OMw31S8/edit Eliz's Assignments]

==Project Descriptions==

Below, please find a listing of project descriptions from participating faculty.

===Predictive AI to Analyze Germline MSH6 Mutations===
'''Christopher Bolden (Biology) '''

This proposal is to implement and introduce AI into BIOL 3110 – Genetics Lab. This research-
based undergraduate course investigates the effect point mutations have on protein function.
Our current understanding of these mutations in relation to DNA replication are not well
understood and vary drastically in each person. To expand our understanding and increase the
efficiency of genomic analysis, AI-based algorithms have emerged as a valuable toolset that
can be tailored to progress the modern world’s goal of individualized medicine. In this proposal,
AI algorithms will be incorporated to further expand the protein dynamic information obtained
from each group’s assigned mutation.

This proposal will restructure our current final project to incorporate AI in the analysis of
DNA mismatch repair mutations.

===Spanish Learning in an AI World===
'''Carmen Cosme (Languages)'''

The Spanish Learning in an AI World Project is an initiative to reinvent the intermediate
Spanish courses utilizing AI as an effective tool of instruction. The new forms of assessments
and projects will facilitate opportunities for our language learners to use AI within their learning
experience to improve their creativity in the application of Spanish in their academic and
personal lives. This transformative version of the intermediate Spanish courses will bring
Spanish learning experience into the twenty first century.

===Second-Order, Stage Two Thinking: Argument Analysis and Argument Rehabilitation in an AI World===
'''James Dunson (Philosophy)'''

My proposal is to construct an AI-assisted research essay assignment for my co-taught (along
with Thomas Huckaba in Biology) course titled Ethics of Genetic Engineering. At this point, it is
inevitable that AI will be used, whether illicitly or with the permission of the instuctor, to
generate text for research essays. However, it is less clear that AI could effectively evaluate the
arguments it generates and make them relevant to a human audience.

This project uses AI to create arguments while promoting human learning in the context of 1)
argument analysis and 2) argument rehabilitation. The analysis component involves ranking how
compelling the AI arguments are and to explain why this is so. The rehabilitation part of the
project challenges students to explain how the least effective AI-generated arguments could be
improved and more persuasively presented to a human audience.

My main goal in this project is to convey to students that AI, while a useful tool, cannot
adequately determine the degree to which its arguments are persuasive to a human audience. I
am calling this particular skill second-order, stage two thinking: it requires a meta-analysis of the
AI-generated arguments.

===Chemistry and Global Food and Water Security===
'''Siddieg Elsiddieg (Chemistry)'''

I hereby propose to incorporate artificial intelligence in my planned X-cor class “Chemistry and
global food and water security”. This proposed class, planned for fall 2024 start, will highlight two
of the most pressing challenges facing the world today (global food and water security). It will
also showcase the role that chemistry plays in addressing these challenges.
In this project, artificial intelligence will be incorporated in the proposed class design as one of the
topics to be studied (e. g. the impact of artificial intelligence on global food and water security)
and as a key component of the assessment (e.g. by designing assignments that are AI-based).
The objectives of this project include incorporating the analysis of the role of AI in global food
and water security, as part of class topics. They also include the leveraging of accessible AI tools
to enhance student learning of “chemistry and global food and water security” through well-
designed assignments that encourage students to use AI resources mindfully and critically in the
service of their learning in this class. Both objectives are intimately connected to the theme of
“Human Learning in an AI World”.

===AI Med-Spanish Connect: Cultivating Linguistic and Cultural Competence===
'''Giti Farudi (Languages)'''

This project seeks to enhance 'Spanish 2051: An Introduction to Spanish for Medical Personnel'
by incorporating ChatGPT, a conversational AI, for mock patient dialogues. The primary goal is
to provide students with immersive, interactive scenarios, enabling them to practice medical
dialogues and terminology in Spanish at a level tailored for the course. Through role-play
scenarios in ChatGPT, the AI simulates diverse patients, each with unique medical histories and
conditions. Students actively engage in these simulations, honing their skills in the medical
terminology they are learning in the course, taking medical histories, diagnosing symptoms, and
discussing treatments in Spanish.

Carefully designed by the course instructor, these scenarios offer a broad spectrum of medical
contexts relevant to the course material, immersing students in the linguistic and cultural
subtleties pertinent to Spanish-speaking patients. This method bolsters language proficiency
while simultaneously cultivating cultural competence, a crucial element in healthcare.
The project smoothly integrates into the existing curriculum. Students access ChatGPT via a
specific platform, most likely Brightspace, with designated interaction times. The course
instructor oversees this integration, providing targeted feedback on student interactions with the
AI.

Aligned with the theme of Human Learning in an AI World, this project utilizes AI to augment
human learning and skills development. It showcases AI's role as a potent tool in language and
professional training, equipping students for the complex realities of healthcare and patient care
in a multicultural environment.

===Using AI-integrated Smartphone Apps to Assess Nutritional & Health Metrics===
'''Marcia Henry (Biology)'''

Biol 4303, The Intersection of Nutritional Health, Immunity, and Disease examines the role of 'food
as medicine' in preventing and treating chronic diseases.
The module will expose students to Artificial Intelligence (AI)/Machine Learning (ML) principles
and its use in medicine for nutrition and disease prevention. Understanding the complexity of
employing AI to assist in health care is essential for future scientists, engineers, and other medical
(and nonmedical) professionals.

===AI, Rights, and Responsibilities===
'''Quincy Hodges (Mass Communications)'''

The project is an introduction level college course named "AI, Rights, and Responsibilities,"
which examines the digital age development of artificial intelligence as a new media technology
and its profound impact on the media landscape and human interaction.

The course will critically examines the social, cultural, and ethical implications of AI
technologies in various media contexts, encompassing fake news, advertising, entertainment, and
social media. Through global case studies, legal and ethical discussions, and hands-on
exploration of AI platforms, students will gain a comprehensive understanding of the intricate
relationship between human beings and AI. This project will function as a cross-disciplinary
class open to students from all majors across campus due to its multidisciplinary approach.

Throughout the course, students will examine the impact of AI on media production,
consumption, and cultural practices and this project addresses the evolving dynamics of human
interaction in the context of AI. This understanding is crucial for individuals navigating a world
where AI technologies play an increasingly prominent role.

===Detailed Visualization in Hematology: An Effective Learning Approach Using AI===
'''Shamonica King (Biology)'''

Hematology is known as the study of blood, its components, as well as the pathological
diseases and disorders that are caused by internal or external factors. What is not immediately
considered is how visuals taught in Hematology lab influence student learning in both the
lecture and lab courses.

Traditionally, the use of a hematology atlas or online images are used when biological sources
are not readily available. What if there was a less intrusive and less expensive, “on demand”
alternative of utilizing hematologic visuals to help students comprehend the normal and
pathological conditions in hematology? Artificial Intelligence (AI) can be the resource that we
are looking for to aid in student learning.

===New Despotism and AI Chatbot Learning===
'''Daniella Mascarenhas (Political Science)'''

This project draws from Alexis de Tocqueville’s concept of new despotism developed in his
seminal book Democracy in America (1840). Tocqueville warns that in democracies like the
United States a new despotism will emerge where powerful state actors will appeal to citizens
and gain their unwavering trust. Citizens in such a political society will blindly follow the
instruction of these powerful political actors. My own research builds on Tocqueville’s new
despotism and proposes a novel concept: “New Despotism 2.0.” New Despotism 2.0 asserts that
artificial intelligence (AI) has the potential to act as despotic political figures and feed harmful
political information to users. Users then consume this harmful information without question.
This project will ask students to recognize the impact of New Despotism 2.0 by asking different
chatbots (even chatbots purposefully programmed to be “evil”) to provide information on a
salient political events or topic. Students will then compare and contrast the chatbot responses
and independently locate sources that affirm the chatbot stances. Then students will evaluate if
these sources are harmful or beneficial to a democratic society. Students will identify how AI can
amalgamate pertinent political information while still judicially exercising their own critical
thought when using AI.

===The Use of AI in Biology===
'''Harris McFerrin (Biology)'''

I propose to use the 2024 Mellon Foundation-supported Faculty Communities of Teaching
Scholars fellowship to increase the use artificial intelligence (AI) in my section of the
BIOL4230 Biology Senior Capstone and in the current update of Biology 1240. The Biology
Senior Capstone is a writing-intensive course in which students review primary research
literature and present their analysis both in writing and in oral presentations. I plan to
incorporate AI to demonstrate its utility and drawbacks in summarizing technical scientific
material. Biology 1240 is a freshman-level general biology course accommodating
approximately 600 students per year. Dr. Thomas Huckaba and I are currently revamping
the course to use an open source text that we will be able to edit to cover the specific
material that we want our students to know. In this course, I will use AI to generate
variations of multiple choice questions and to assist with writing text for the textbook on
subjects the instructors feel there is too little coverage currently.

===Debating AI: Genetics & Human Reproduction===
'''Sarah Meier (Philosophy)'''

I propose to replace a final essay assignment with an AI-assisted group presentation and debate
within my regularly taught course, Health Ethics. Students, working in groups of 4-5, will be
challenged to develop a set of prompts engaging with an assigned topic from our final course
module on Genetics & Human Reproduction. They will then choose one prompt as the starting
point for an in-class debate, where one half of the group will attempt to defend an AI-generated
argument, and the other will argue in opposition.

This project engages human-centered learning while also exploring the potential for AI as a tool
in the classroom. First, students will confront the limitations of AI within the prompt-
development stage of this project. As with any tool, ChatGPT and other AI technologies are only
as sophisticated as their users. The debate-stage then challenges students to elaborate upon and
critique the best of their AI generated arguments while also honing their oral presentation and
rhetorical skills. Finally, the class will work together in advance to develop a shared rubric for
judging the debates and students will anonymously submit their evaluation of each in real-time,
at the completion of each presentation.

===AI-Enhanced Approach to Addressing HIV Disparities in At-Risk Populations===
'''George Nawas (College of Pharmacy)'''

I am honored to apply for a Mellon Fellowship and be considered for the Faculty Communities of
Teaching Scholars (FaCTS) initiative. In response to the urgent need to address HIV disparities, I propose
enhancing the elective course "HIV in At-Risk Populations," which I introduced as the founder and
coordinator at Xavier University's College of Pharmacy. Following a successful pilot in Spring 2023 with
five students, the course has expanded in its second iteration, now engaging eight passionate 3rd year
pharmacy students. This 2-credit course is centered on studying and understanding HIV disparities,
particularly in the South and Louisiana, with the goal of equipping students with actionable strategies.
Integrating Artifical Intelligence (AI) into this course will elevate the learning experience, enabling
personalized research on regional disparities and fostering a dynamic approach to addressing healthcare
inequities. The project aligns with FaCTS' theme of "Human Learning in an AI World" by innovatively
merging AI technology with the imperative task of reducing HIV disparities.

===Creating CRWT 3050 Poetry Craft (with AI in Mind)===
'''Biljana Obradovic (English)'''

I want to create a course, CR WT 3050 Poetry Craft. Having AI amongst us is a survival battle of
"humans vs. the machine." Some writers have embraced AI and openly. others don't want anything to do
with it. The same goes with teachers of creative writing-what to do? I would like to help students learn
that struggling with writing is OK. What matters to creative writers is how they get there, the process, not
only the final product. Al largely eliminates the process, so students who use AI won't be able to write on
their own without it. Their instructors are needed ("no potential displacement of human instructors is
needed") to abide by academic integrity in relation to AI (if used), to teach how to use it, instead of abuse it .... Artists and writers will use AI. I would like to have them write a sonnet on their own, then use Al to create another. I want them to ask questions such as: What does it mean to write and revise with Al? Comparing the two and with my help they will learn what a good sonnet is.

===Enhancing General Physics Laboratories in Xavier University with AI===
'''Michael Ogunbunmi'''

The proposed project aims to integrate artificial intelligence (AI) predictive models into an
existing general physics course. By leveraging AI techniques, we seek to enhance students’
understanding of fundamental physics concepts. The project will involve designing AI-driven
laboratory experiments and learning materials that will enhance the learning of the students while
also developing their capacity to meet the current realities of the AI-driven world. The project for
the start will develop a machine-learning model using either linear regression, decision trees, or
neural networks and will be trained and tested on datasets collected from our labs and students.
The model's performance will be evaluated, fine-tuned, and optimized to prevent overfitting.
Subsequently, some aspects of the lab handout will be modified and redesigned to provide useful
step-by-step guides to students and instructors on how to use the developed virtual interface lab to
perform experiments.

===Exploring Black Experiences through Horror Storytelling===
'''Laura Oliver (Art and Performance Studies)'''

This project invites students to explore the complexities of Blackness by crafting horror
narratives using AI and everyday experiences. Drawing from personal stories, history, and
contemporary discourse, students will create chilling tales that capture various aspects of Black
life. Through this groundbreaking exploration, students merge storytelling, cultural critique, and
AI technology. Horror serves as a lens to examine social, political, and existential challenges
faced by Black individuals and communities, prompting audiences to confront uncomfortable
truths. Additionally, the project fosters critical dialogue on representation and storytelling
politics, challenging traditional authorship concepts. By embracing AI creatively, students
amplify underrepresented voices in narratives, pushing the boundaries of performance and
artistic expression. Ultimately, this project empowers students to shed light on the haunting
realities and resilient spirit of Blackness through storytelling. This proposal outlines the
objectives and methodology, highlighting its innovative approach to exploring Black experiences
through horror storytelling and its impact on both participants and audiences.

===Effects of Student Use of Al===
'''Lisa Schulte-Gipson (Psychology)'''

This project will explore student use of AI and the effects of AI on well-being and depth of
understanding of course material. The project will begin this spring with data collection from
Positive Psychology (two sections with approximately 50 students total). Students will complete
an assignment entailing viewing “Technology Shabbats”
(https://www.youtube.com/watch?v=oRdMUhBPRjY). The assignment will include a reflection
and questions regarding technology use for personal and class/assignment purposes, with
class/assignment purposes focusing on use of AI to modify and/or generate content. This
information will contribute to the development of a survey utilized in a SoTL project conducted
in fall 2024/spring 2025. The project will examine correlations among technology use (both
personal and class/assignment/AI), well-being, student performance, and (student) perceived
depth of understanding of course material. Participation in the FaCTS cohort will facilitate
understanding of the forms, benefits, and challenges associated with AI; and will thus inform the
SoTL project. An immediate goal of FaCTS participation is the development of the initial
assignment, summary of data collected via the assignment, and initial development of a survey
of AI use. The long-term goal is an IRB proposal, research on the effects of AI use, and
dissemination of associated findings.

[[Category: CAT+FD]]
[[Category: CAT+FD 2023-2024]]

Faculty Portfolio Working Group

2023-08-21T20:55:58Z

Elizabeth: updating for 2023

The Center for the Advancement of Teaching and Faculty Development is pleased to announce that we are building off of the success of previous years. Once again, instead of our traditional Course Portfolio Working Group (which has been in place since 1994), we are broadening our scope and implementing a [[Teaching Portfolio Working Group]] (TPWG).

== Why a Teaching Portfolio Working Group? ==
* Portfolios provide documented evidence of teaching from a variety of sources—not just student ratings—and provide context for that evidence.
* The process of selecting and organizing material for a portfolio can help one reflect on and improve one’s teaching.
* Portfolios are a step toward a more public, professional view of teaching as a scholarly activity.
* Portfolios can offer a look at development over time, helping one see teaching as on ongoing process of inquiry, experimentation, and reflection.
* Teaching portfolios capture evidence of one’s entire teaching career, in contrast to course portfolios that capture evidence related to a single course.
(from [https://cft.vanderbilt.edu/guides-sub-pages/teaching-portfolios/])

== What’s the process? ==

The TPWG is a two-semester project recommended for faculty at all stages of their careers. The group will meet five times in the fall semester and four times in the second semester. Following the guidelines of Seldin et al.’s (2010) The Teaching Portfolio, meetings will focus on:
* Structuring the portfolio
* Summarizing teaching responsibilities
* Articulating one’s approach to teaching
* Documenting teaching strategies and methods
* Demonstrating student learning
* Activities to improve instruction
* Peer observations of teaching
* Continuous improvement plans
The outcome of this work is a foundational collection of teaching materials upon which the faculty member can build as he or she goes forward, innovating and experimenting with teaching.

== Are there incentives? ==

In addition to having a document demonstrating teaching effectiveness, each participant will receive $500 upon the completion of their teaching portfolio.

== Who is eligible? ==

Proposals may be submitted by any full-time member within the university.

== How do I apply? ==

If you are interested in this opportunity please [https://cat.xula.edu/about/contact submit your application electronically to CAT+FD] by '''4:00 pm, Friday, September 8, 2023'''. Up to ten (10) participants will be accepted.

== Proposal Requirements and Format ==

# Cover Page should include Your Name, Your Department, Your Signature, and Department Head's Signature
# Narrative: The narrative should not exceed one single-spaced pages and should address the following points:
#* Biographical statement. Please include a brief biographic statement including your disciplinary background, how long you have been teaching at Xavier, and typical courses you teach.
#* Statement of interest. In a brief paragraph, explain why you are interested in participating
#* Statement of Commitment. Please submit a statement of commitment to fully participate in the activities of the TPWG.

Fall Faculty Book Club

2023-08-21T20:49:32Z

Elizabeth: corrected typos

== Fall 2023 Faculty Book Club ==

The Center for the Advancement of Teaching and Faculty Development is pleased to announce
its 16th Annual Fall Faculty Book Club. This fall we will be reading ''[https://wvupressonline.com/inclusive-teaching/Inclusive Teaching
Strategies for Promoting Equity in the College Classroom]'' by Kelly A. Hogan & Viji Sathy.

Here is a description of the book from the publisher:

<blockquote>
In a book written by and for college teachers, Kelly Hogan and Viji Sathy provide tips and advice on how to make all students feel welcome and included. They begin with a framework describing why explicit attention to structure enhances inclusiveness in both course design and interactions with and between students. Inclusive Teaching then provides practical ways to include more voices in a series of contexts: when giving instructions for group work and class activities, holding office hours, communicating with students, and more. The authors finish with an opportunity for the reader to reflect on what evidence to include in a teaching dossier that demonstrates inclusive practices.

The work of two highly regarded specialists who have delivered over a hundred workshops on inclusive pedagogy and who contribute frequently to public conversations on the topic, Inclusive Teaching distills state-of-the-art guidance on addressing privilege and implicit bias in the college classroom. It seeks to provide a framework for individuals and communities to ask, Who is being left behind and what can teachers do to add more structure?
</blockquote>

The Fall Faculty Book Club will meet three times this semester, so please only request a space if
you are committed to attending all three of the following meetings:
# Monday, September 11, 5:00-6:30 pm
# Monday, October 2, 5:00-6:30 pm
# Monday, November 13, 5:00-6:30 pm
If you are interested, [https://cat.xula.edu/about/contact please contact CAT+FD]. We will accept the first 10
people who respond, and will deliver the books as soon as possible.

We look forward to reading with you and learning with you!

== Fall 2022 Faculty Book Club ==

The Center for the Advancement of Teaching and Faculty Development is pleased to announce
its Fifteenth Annual Fall Faculty Book Club. This fall we will be reading ''[https://styluspub.presswarehouse.com/browse/book/9781620363164/Teach-Students-How-to-Learn Teach Students How to Learn: Strategies You Can Incorporate Into Any Course to Improve Student Metacognition, Study Skills, and Motivation]'' by Saundra Yancy McGuire.

Here is a description of the book from the publisher:

<blockquote>
What is preventing your students from performing according to expectations? Saundra McGuire offers a simple but profound answer: If you teach students how to learn and give them simple, straightforward strategies to use, they can significantly increase their learning and performance.

Dr. McGuire takes the reader sequentially through the ideas and strategies that students need to understand and implement. First, she demonstrates how introducing students to metacognition and Bloom’s Taxonomy reveals to them the importance of understanding how they learn and provides the lens through which they can view learning activities and measure their intellectual growth. Next, she presents a specific study system that can quickly empower students to maximize their learning. Then, she addresses the importance of dealing with emotion, attitudes, and motivation by suggesting ways to change students’ mindsets about ability and by providing a range of strategies to boost motivation and learning; finally, she offers guidance to faculty on partnering with campus learning centers.
</blockquote>

The Fall Faculty Book Club will meet three times this semester, so please only request a space if
you are committed to attending all three of the following meetings:
# Monday, September 12, 5:00-6:30 pm
# Monday, October 3, 5:00-6:30 pm
# Monday, November 14, 5:00-6:30 pm
If you are interested, [https://cat.xula.edu/about/contact please contact CAT+FD]. We will accept the first 10
people who respond, and will deliver the books as soon as possible.

We look forward to reading with you and learning with you!

== Fall 2021 Faculty Book Club ==

The Center for the Advancement of Teaching and Faculty Development is pleased to announce
its Fourteenth Annual Fall Faculty Book Club. This fall we will be reading ''Skim, Dive, Surface: Teaching Digital Reading'' by Jenae Cohn.

Here is a description of the book from the publisher:

<blockquote>
Students are reading on screens more than ever—how can we teach them to be better digital readers?

Smartphones, laptops, tablets: college students are reading on-screen all the time, and digital devices shape students’ understanding of and experiences with reading. In higher education, however, teachers rarely consider how digital reading experiences may have an impact on learning abilities, unless they’re lamenting students’ attention spans or the distractions available to students when they’re learning online.

Skim, Dive, Surface offers a corrective to these conversations—an invitation to focus not on losses to student learning but on the spectrum of affordances available within digital learning environments. It is designed to help college instructors across the curriculum teach digital reading in their classes, whether they teach face-to-face, fully online, or somewhere in between. Placing research from cognitive psychology, neuroscience, learning science, and composition in dialogue with insight from the scholarship of teaching and learning, Jenae Cohn shows how teachers can better frame, scaffold, and implement effective digital reading assignments. She positions digital reading as part of a cluster of literacies that students should develop in order to communicate effectively in a digital environment.
</blockquote>

The Fall Faculty Book Club will meet three times this semester, so please only request a space if
you are committed to attending all three of the following meetings:
# Monday, September 27, 4:30 pm
# Monday, October 25, 4:30 pm
# Monday, November 22, 4:30 pm
If you are interested, please [https://cat.xula.edu/mail/?to=301 email Jay Todd]. We will accept the first 10
people who respond, and will deliver the books as soon as possible.

We look forward to reading with you and learning with you!

Fall Faculty Book Club

2023-08-21T20:47:21Z

Elizabeth: updating for 2023

== Fall 2023 Faculty Book Club ==

The Center for the Advancement of Teaching and Faculty Development is pleased to announce
its 16th Annual Fall Faculty Book Club. This fall we will be reading ''[https://wvupressonline.com/inclusive-teaching]'' by Kelly A. Hogan & Viji Sathy.

Here is a description of the book from the publisher:

<blockquote>
n a book written by and for college teachers, Kelly Hogan and Viji Sathy provide tips and advice on how to make all students feel welcome and included. They begin with a framework describing why explicit attention to structure enhances inclusiveness in both course design and interactions with and between students. Inclusive Teaching then provides practical ways to include more voices in a series of contexts: when giving instructions for group work and class activities, holding office hours, communicating with students, and more. The authors finish with an opportunity for the reader to reflect on what evidence to include in a teaching dossier that demonstrates inclusive practices.

The work of two highly regarded specialists who have delivered over a hundred workshops on inclusive pedagogy and who contribute frequently to public conversations on the topic, Inclusive Teaching distills state-of-the-art guidance on addressing privilege and implicit bias in the college classroom. It seeks to provide a framework for individuals and communities to ask, Who is being left behind and what can teachers do to add more structure?
</blockquote>

The Fall Faculty Book Club will meet three times this semester, so please only request a space if
you are committed to attending all three of the following meetings:
# Monday, September 11, 5:00-6:30 pm
# Monday, October 2, 5:00-6:30 pm
# Monday, November 13, 5:00-6:30 pm
If you are interested, [https://cat.xula.edu/about/contact please contact CAT+FD]. We will accept the first 10
people who respond, and will deliver the books as soon as possible.

We look forward to reading with you and learning with you!
== Fall 2022 Faculty Book Club ==

The Center for the Advancement of Teaching and Faculty Development is pleased to announce
its Fifteenth Annual Fall Faculty Book Club. This fall we will be reading ''[https://styluspub.presswarehouse.com/browse/book/9781620363164/Teach-Students-How-to-Learn Teach Students How to Learn: Strategies You Can Incorporate Into Any Course to Improve Student Metacognition, Study Skills, and Motivation]'' by Saundra Yancy McGuire.

Here is a description of the book from the publisher:

<blockquote>
What is preventing your students from performing according to expectations? Saundra McGuire offers a simple but profound answer: If you teach students how to learn and give them simple, straightforward strategies to use, they can significantly increase their learning and performance.

Dr. McGuire takes the reader sequentially through the ideas and strategies that students need to understand and implement. First, she demonstrates how introducing students to metacognition and Bloom’s Taxonomy reveals to them the importance of understanding how they learn and provides the lens through which they can view learning activities and measure their intellectual growth. Next, she presents a specific study system that can quickly empower students to maximize their learning. Then, she addresses the importance of dealing with emotion, attitudes, and motivation by suggesting ways to change students’ mindsets about ability and by providing a range of strategies to boost motivation and learning; finally, she offers guidance to faculty on partnering with campus learning centers.
</blockquote>

The Fall Faculty Book Club will meet three times this semester, so please only request a space if
you are committed to attending all three of the following meetings:
# Monday, September 12, 5:00-6:30 pm
# Monday, October 3, 5:00-6:30 pm
# Monday, November 14, 5:00-6:30 pm
If you are interested, [https://cat.xula.edu/about/contact please contact CAT+FD]. We will accept the first 10
people who respond, and will deliver the books as soon as possible.

We look forward to reading with you and learning with you!

== Fall 2021 Faculty Book Club ==

The Center for the Advancement of Teaching and Faculty Development is pleased to announce
its Fourteenth Annual Fall Faculty Book Club. This fall we will be reading ''Skim, Dive, Surface: Teaching Digital Reading'' by Jenae Cohn.

Here is a description of the book from the publisher:

<blockquote>
Students are reading on screens more than ever—how can we teach them to be better digital readers?

Smartphones, laptops, tablets: college students are reading on-screen all the time, and digital devices shape students’ understanding of and experiences with reading. In higher education, however, teachers rarely consider how digital reading experiences may have an impact on learning abilities, unless they’re lamenting students’ attention spans or the distractions available to students when they’re learning online.

Skim, Dive, Surface offers a corrective to these conversations—an invitation to focus not on losses to student learning but on the spectrum of affordances available within digital learning environments. It is designed to help college instructors across the curriculum teach digital reading in their classes, whether they teach face-to-face, fully online, or somewhere in between. Placing research from cognitive psychology, neuroscience, learning science, and composition in dialogue with insight from the scholarship of teaching and learning, Jenae Cohn shows how teachers can better frame, scaffold, and implement effective digital reading assignments. She positions digital reading as part of a cluster of literacies that students should develop in order to communicate effectively in a digital environment.
</blockquote>

The Fall Faculty Book Club will meet three times this semester, so please only request a space if
you are committed to attending all three of the following meetings:
# Monday, September 27, 4:30 pm
# Monday, October 25, 4:30 pm
# Monday, November 22, 4:30 pm
If you are interested, please [https://cat.xula.edu/mail/?to=301 email Jay Todd]. We will accept the first 10
people who respond, and will deliver the books as soon as possible.

We look forward to reading with you and learning with you!

Mid-Course Review

2023-07-14T17:08:52Z

Elizabeth: added question 4

Mid-course reviews provide feedback that can potentially assist you in fine-tuning your course while it is still underway. Sometimes called a formative evaluation, the mid-course review is an optional and informal supplement to the end-of-semester summative evaluations. Interest in these reviews is driven by a desire to see what’s working well in your class and what could be improved to aid student learning. The advantage of doing these at mid-term is that you are able to make adjustments to your course this semester.

There are various models of mid-semester evaluations ranging from distributing a survey to using what’s called a SGID (Small Group Instructional Diagnosis) which usually takes about 20 minutes of class time. The general SGID format is that a facilitator will ask students in groups to discuss three questions:

# What is working well in the class (i.e., what is helping you learn)?
# What is not working well (i.e., what is hindering your learning)?
# What suggestions do you have for improvement?
# What can you, the student, do to enhance your learning in this class?

By the end of the 20 minutes, we will have a composite list of student reactions to these issues. Then, at a mutually convenient time, the facilitator will meet with you to confidentially discuss what the students said. In general, you will get an accurate “barometer reading” on how the class is going. If you have a particular question about the class, we can incorporate it into the review. CAT+FD can also help you to interpret the results of the students’ responses.

LearnEverywhereXULA Advanced Certification

2022-08-12T20:04:16Z

Elizabeth: editing for clarity

[[File:LEX_Advanced_Certificate_of_Completion.png|right|400px|The LEX Advanced Certificate of Completion]]You worked hard in the #LearnEverywhereXULA course honing your Brightspace skills and learning some of the better practices for remote and online teaching. Expand your horizons even more by becoming #LearnEverywhereXULA (#LEX) Advanced Certified!

By earning <nowiki>#</nowiki>LEX Advanced badges, not only will you you learn about using design and automation features available in Brightspace to apply better pedagogical practices within your courses by making them more user-friendly, accessible, and efficient; you will also earn a certificate you can include in your Faculty Update or your teaching portfolio.

A #LEX Advanced badge can be earned for participation in a #LEX Advanced workshop OR for completing its corresponding module in an online, asynchronous course. These modules are released to you when you completed the #LearnEverywhereXULA course, and can be found under Content.

You need to earn a total of four #LEX Advanced badges to be awarded the #LEX Advanced Level 1 certification. Earn eight #LEX Advanced badges to be awarded the #LEX Advanced Level 2 certification. Earn twelve #LEX Advanced badges to be awarded the #LEX Advanced Level 3 certification. You can view the badges you've earned by clicking on Activities in the NavBar above and then click on Awards within the #LearnEverywhereXULA course.

[https://xula.libcal.com/calendar/CAT?cid=15223&t=d&d=0000-00-00&cal=15223&ct=55529&inc=0 View the upcoming #LEX Advanced workshops].

'''NOTE:''' Faculty who are not enrolled in the #LearnEverywhereXULA course can request enrollment using this [https://forms.gle/TtarvhcqkeSPkiCR8 enrollment request form].

LearnEverywhereXULA Advanced Certification

2022-08-12T19:55:25Z

Elizabeth: updating to include #LEX ADV online

[[File:LEX_Advanced_Certificate_of_Completion.png|right|400px|The LEX Advanced Certificate of Completion]]You worked hard in the #LearnEverywhereXULA course honing your Brightspace skills and learning some of the better practices for remote and online teaching. Expand your horizons even more by becoming #LearnEverywhereXULA (#LEX) Advanced Certified!

By participating in at least four <nowiki>#</nowiki>LEX Advanced workshops, not only will you you learn about using design and automation features available in Brightspace to apply better pedagogical practices within your courses by making them more user-friendly, accessible, and efficient; you will also earn a certificate you can include in your Faculty Update or your teaching portfolio.

Each semester going forward, we will offer two new workshops that expand upon you learning in the original #LearnEverywhereXULA course. Attending any of those counts as credit toward the advanced certification.

Remember, you can earn badges in-person too!

A #LEX Advanced badge can be earned for participation in a #LEX Advanced workshop OR for completing its corresponding module in this course. If you participated in one of our #LEX Advanced workshops and earned a badge for it, the badge will count towards your #LEX Advanced certification.

You need to earn a total of four #LEX Advanced badges to be awarded the #LEX Advanced Level 1 certification. Earn eight #LEX Advanced badges to be awarded the #LEX Advanced Level 2 certification. Earn twelve #LEX Advanced badges to be awarded the #LEX Advanced Level 3 certification. You can view the badges you've earned by clicking on Activities in the NavBar above and then click on Awards.

[https://xula.libcal.com/calendar/CAT?cid=15223&t=d&d=0000-00-00&cal=15223&ct=55529&inc=0 View the upcoming #LEX Advanced workshops].

'''NOTE:''' Faculty who are not enrolled in the #LearnEverywhereXULA course can request enrollment using this [https://forms.gle/TtarvhcqkeSPkiCR8 enrollment request form].

Main Page

2022-08-12T18:03:28Z

Elizabeth: reordering

This wiki is designed to support programming by the [http://cat.xula.edu/ Center for the Advancement of Teaching and Faculty Development] at [http://www.xula.edu/ Xavier University of Louisiana].

[[File: CAT%2BFD-Color-Seal.png|800px|CAT+FD]]

==Brightspace Tutorials==
* [[Brightspace: Instructors Quick Start Tutorial]] — To successfully teach your courses, you must be able to utilize basic Brightspace tools. If you are not already familiar with Brightspace, or if you need a refresher, start here.
* [[Customize Your Course Homepage in Brightspace]] — Customize your course homepages to enhance the course experience for your students.
* [[Utilize Brightspace to Help Students Stay on Track]]
* [[Allow Learners to Reflect on Their Learning in Brightspace|Allow Learners to Reflect on Their Learning]]
* [[Inclusive Teaching in Mixed-Mode]]
* [[Instructional Continuity]]
* [[LearnEverywhereXULA|#LearnEverywhereXULA]] (Online/Hybrid Instructor Tutorial)

==EdTech Tutorials==
* [[Achieving HTML Literacy]] — The mysterious code of web pages doesn't have to be so mysterious anymore.
* [[Content Curation for Teaching & Learning]] — The content curator is emerging as an important role in the 21st century.
* [[Creating a personal website using WordPress.com|How to create a personal website]] — These simple step-by-step instructions will guide you through the process of setting up a free personal website on WordPress.com.
* [[Everybody's a Visual Learner]]
* [[How to Make Excellent Video Lectures]]
* [[Using Camtasia]]
* [[Using Feedly]]
* [[Using VoiceThread for Teaching and Learning]]
* [[Video help]]

==Pedagogy Presentations==
* [[Integrate Equitable Grading into Your Own Course]]

==Transformative Feast==
* [[Mindfulness for You & Your Students]]
* [[Technopathology and the Mindfulness Movement]]
* [[Developing a Personal Vision]] — Articulating a personal vision can re-energize your efforts, inform your short-term and long-term plans, even improve your daily time-management skills.
* [[Developing a Personal Vision and a Personal Website]]
* [[Five Iron-Clad Laws of Extremely Efficient Time Management]]
* [[Social Media, Social Justice]]

== Communities of Practice ==

* [[Fall Faculty Book Club]]
* [[LearnEverywhereXULA Advanced Certification|#LearnEverywhereXULA Advanced Certification]]
* [[Teaching Portfolio Working Group]]
* [[XULA Faculty Writing Group]]

== Resources ==

* [[Brightspace Educator Share Showcase]] (The Orange Room)
* [[Brightspace FAQs]]
* [[Brightspace HTML Templates Resource]]
* [[Brightspace Known Issues]]
* [[Creative Commons Resources]]
* [[Equipment]] — Actual physical hardware Xavier faculty can borrow.
* [[Faculty Resources]]
* [[Inverted Teaching]]
* [[KeepTeachingXULA]] (Instructional Continuity Toolbox)
* [[QR Codes in Education]]
* [[STEM and Mentoring Resources]]
* [[Tips for Hybrid (Mixed-Mode) Presentations]]
* [[Transparency in Learning and Teaching]]
* [[Using CC Licenses and CC Licensed Works]]
* [[Writing and Research Productivity]]

== Archived Resources ==

* [[Academic Integrity]]
* [[Assessing Student Learning]] (Assessment Toolbox)
* [[Career Pathways Initiative]]
* [[Digital Footprint Resources]]
* [[Grounding]]
* [[NASA SHELiB Bridge to High Schools]]
* [[Student Resources]]
* [[2017 RISE & BUILD Summer Workshops]]
* [[2019 RISE & BUILD Summer Workshops]]
* [[50 Web Tools for Online Teaching and Learning]]

LearnEverywhereXULA Advanced Certification

2022-08-12T18:00:34Z

Elizabeth: removing redundant heading

Faculty Portfolio Working Group

2022-08-12T17:58:39Z

Elizabeth: removed division chair reference

The Center for the Advancement of Teaching and Faculty Development is pleased to announce that we are building off of the success of previous years. Once again, instead of our traditional Course Portfolio Working Group (which has been in place since 1994), we are broadening our scope and implementing a [[Teaching Portfolio Working Group]] (TPWG).

== Why a Teaching Portfolio Working Group? ==
* Portfolios provide documented evidence of teaching from a variety of sources—not just student ratings—and provide context for that evidence.
* The process of selecting and organizing material for a portfolio can help one reflect on and improve one’s teaching.
* Portfolios are a step toward a more public, professional view of teaching as a scholarly activity.
* Portfolios can offer a look at development over time, helping one see teaching as on ongoing process of inquiry, experimentation, and reflection.
* Teaching portfolios capture evidence of one’s entire teaching career, in contrast to course portfolios that capture evidence related to a single course.
(from [https://cft.vanderbilt.edu/guides-sub-pages/teaching-portfolios/])

== What’s the process? ==

The TPWG is a two-semester project recommended for faculty at all stages of their careers. The group will meet five times in the fall semester and four times in the second semester. Following the guidelines of Seldin et al.’s (2010) The Teaching Portfolio, meetings will focus on:
* Structuring the portfolio
* Summarizing teaching responsibilities
* Articulating one’s approach to teaching
* Documenting teaching strategies and methods
* Demonstrating student learning
* Activities to improve instruction
* Peer observations of teaching
* Continuous improvement plans
The outcome of this work is a foundational collection of teaching materials upon which the faculty member can build as he or she goes forward, innovating and experimenting with teaching.

== Are there incentives? ==

In addition to having a document demonstrating teaching effectiveness, each participant will receive $500 upon the completion of their teaching portfolio.

== Who is eligible? ==

Proposals may be submitted by any full-time member within the university.

== How do I apply? ==

If you are interested in this opportunity please [https://cat.xula.edu/about/contact submit your application electronically to CAT+FD] by '''4:00 pm, Friday, September 9, 2022'''. Up to ten (10) participants will be accepted.

== Proposal Requirements and Format ==

# Cover Page should include Your Name, Your Department, Your Signature, and Department Head's Signature
# Narrative: The narrative should not exceed one single-spaced pages and should address the following points:
#* Biographical statement. Please include a brief biographic statement including your disciplinary background, how long you have been teaching at Xavier, and typical courses you teach.
#* Statement of interest. In a brief paragraph, explain why you are interested in participating
#* Statement of Commitment. Please submit a statement of commitment to fully participate in the activities of the TPWG.

Faculty Portfolio Working Group

2022-08-12T17:57:21Z

Elizabeth: updating for 2022

The Center for the Advancement of Teaching and Faculty Development is pleased to announce that we are building off of the success of previous years. Once again, instead of our traditional Course Portfolio Working Group (which has been in place since 1994), we are broadening our scope and implementing a [[Teaching Portfolio Working Group]] (TPWG).

== Why a Teaching Portfolio Working Group? ==
* Portfolios provide documented evidence of teaching from a variety of sources—not just student ratings—and provide context for that evidence.
* The process of selecting and organizing material for a portfolio can help one reflect on and improve one’s teaching.
* Portfolios are a step toward a more public, professional view of teaching as a scholarly activity.
* Portfolios can offer a look at development over time, helping one see teaching as on ongoing process of inquiry, experimentation, and reflection.
* Teaching portfolios capture evidence of one’s entire teaching career, in contrast to course portfolios that capture evidence related to a single course.
(from [https://cft.vanderbilt.edu/guides-sub-pages/teaching-portfolios/])

== What’s the process? ==

The TPWG is a two-semester project recommended for faculty at all stages of their careers. The group will meet five times in the fall semester and four times in the second semester. Following the guidelines of Seldin et al.’s (2010) The Teaching Portfolio, meetings will focus on:
* Structuring the portfolio
* Summarizing teaching responsibilities
* Articulating one’s approach to teaching
* Documenting teaching strategies and methods
* Demonstrating student learning
* Activities to improve instruction
* Peer observations of teaching
* Continuous improvement plans
The outcome of this work is a foundational collection of teaching materials upon which the faculty member can build as he or she goes forward, innovating and experimenting with teaching.

== Are there incentives? ==

In addition to having a document demonstrating teaching effectiveness, each participant will receive $500 upon the completion of their teaching portfolio.

== Who is eligible? ==

Proposals may be submitted by any full-time member within the university.

== How do I apply? ==

If you are interested in this opportunity please [https://cat.xula.edu/about/contact submit your application electronically to CAT+FD] by '''4:00 pm, Friday, September 9, 2022'''. Up to ten (10) participants will be accepted.

== Proposal Requirements and Format ==

# Cover Page should include Your Name, Your Department, Your Signature, Department Head's Signature, and Division Chair's Signature
# Narrative: The narrative should not exceed one single-spaced pages and should address the following points:
#* Biographical statement. Please include a brief biographic statement including your disciplinary background, how long you have been teaching at Xavier, and typical courses you teach.
#* Statement of interest. In a brief paragraph, explain why you are interested in participating
#* Statement of Commitment. Please submit a statement of commitment to fully participate in the activities of the TPWG.

Fall Faculty Book Club

2022-08-12T17:53:01Z

Elizabeth: adding 2022 details

== Fall 2022 Faculty Book Club ==

The Center for the Advancement of Teaching and Faculty Development is pleased to announce
its Fifteenth Annual Fall Faculty Book Club. This fall we will be reading ''[https://styluspub.presswarehouse.com/browse/book/9781620363164/Teach-Students-How-to-Learn Teach Students How to Learn: Strategies You Can Incorporate Into Any Course to Improve Student Metacognition, Study Skills, and Motivation]'' by Saundra Yancy McGuire.

Here is a description of the book from the publisher:

<blockquote>
What is preventing your students from performing according to expectations? Saundra McGuire offers a simple but profound answer: If you teach students how to learn and give them simple, straightforward strategies to use, they can significantly increase their learning and performance.

Dr. McGuire takes the reader sequentially through the ideas and strategies that students need to understand and implement. First, she demonstrates how introducing students to metacognition and Bloom’s Taxonomy reveals to them the importance of understanding how they learn and provides the lens through which they can view learning activities and measure their intellectual growth. Next, she presents a specific study system that can quickly empower students to maximize their learning. Then, she addresses the importance of dealing with emotion, attitudes, and motivation by suggesting ways to change students’ mindsets about ability and by providing a range of strategies to boost motivation and learning; finally, she offers guidance to faculty on partnering with campus learning centers.
</blockquote>

The Fall Faculty Book Club will meet three times this semester, so please only request a space if
you are committed to attending all three of the following meetings:
# Monday, September 12, 5:00-6:30 pm
# Monday, October 3, 5:00-6:30 pm
# Monday, November 14, 5:00-6:30 pm
If you are interested, [https://cat.xula.edu/about/contact please contact CAT+FD]. We will accept the first 10
people who respond, and will deliver the books as soon as possible.

We look forward to reading with you and learning with you!

== Fall 2021 Faculty Book Club ==

The Center for the Advancement of Teaching and Faculty Development is pleased to announce
its Fourteenth Annual Fall Faculty Book Club. This fall we will be reading ''Skim, Dive, Surface: Teaching Digital Reading'' by Jenae Cohn.

Here is a description of the book from the publisher:

<blockquote>
Students are reading on screens more than ever—how can we teach them to be better digital readers?

Smartphones, laptops, tablets: college students are reading on-screen all the time, and digital devices shape students’ understanding of and experiences with reading. In higher education, however, teachers rarely consider how digital reading experiences may have an impact on learning abilities, unless they’re lamenting students’ attention spans or the distractions available to students when they’re learning online.

Skim, Dive, Surface offers a corrective to these conversations—an invitation to focus not on losses to student learning but on the spectrum of affordances available within digital learning environments. It is designed to help college instructors across the curriculum teach digital reading in their classes, whether they teach face-to-face, fully online, or somewhere in between. Placing research from cognitive psychology, neuroscience, learning science, and composition in dialogue with insight from the scholarship of teaching and learning, Jenae Cohn shows how teachers can better frame, scaffold, and implement effective digital reading assignments. She positions digital reading as part of a cluster of literacies that students should develop in order to communicate effectively in a digital environment.
</blockquote>

The Fall Faculty Book Club will meet three times this semester, so please only request a space if
you are committed to attending all three of the following meetings:
# Monday, September 27, 4:30 pm
# Monday, October 25, 4:30 pm
# Monday, November 22, 4:30 pm
If you are interested, please [https://cat.xula.edu/mail/?to=301 email Jay Todd]. We will accept the first 10
people who respond, and will deliver the books as soon as possible.

We look forward to reading with you and learning with you!

Equipment

2021-11-30T17:38:36Z

Elizabeth: changed some wording in policy

The Center for the Advancement of Teaching and Faculty Development (CAT+FD) has equipment available for loan to Xavier faculty and staff. What follows are reservation policies and a description of the available equipment. To request equipment, [https://cat.xula.edu/about/contact please contact CAT+FD].

== Policies ==

* Reservation requests will be considered from all faculty and staff who are involved in a Center-sponsored or other initiatives related to CAT+FD’s mission.
* All equipment has a limit on the amount of time it can be checked out. Times vary depending on the equipment.
* Requests for reservations should be made at least three days in advance.
* Except where noted, equipment can be loaned for up to five days, and can be renewed for an additional five days, provided no one else has reserved it. If you need the equipment for more than 10 days, a justification is required.
* Software is to be installed by CAT+FD staff only. We require at least five working days lead-time to install software.
* The repair or replacement of damaged or lost equipment is the responsibility of the person who is borrowing it.
* Upon returning the equipment, a CAT+FD staff member will check the condition of the equipment and sign the Equipment Reservation Request form.
* If the person who checked out the equipment is unable to return to the University for any reason, they must return the equipment to CAT+FD at our expense.
* Failure to follow these policies will result in loss of all privileges to borrow CAT+FD equipment.

== Equipment Listing ==

We have the following equipment available:

* '''Canon GL1 video camera''' — 3 CCD, 20x optical zoom, MiniDV format, optical image stabilization, composite and S-video input/output, FireWire (IEEE 1394), omnidirectional microphone, 2.5" LCD viewfinder.
* '''Sony NEX-5N digital camera''' — neither a DSLR nor a point-and-shoot, it's a MILC: a mirrorless interchangeable lens camera
* '''Sony PCM-M1 digital audio recorder''' — analog and digital inputs and outputs; DAT; 48kHz, 44.1kHz and 32kHz sampling rates; rechargeable NiH batteries; requires external microphone (see below)
* '''Sony ECM-MS907 handheld microphone''' — connects to recording equipment via standard mini plug
* '''Blue Snowball USB microphone''' — connects to computer via USB
* '''Zoom H2 Handy Recorder''' — records audio to digital formats on media card
* '''Zoom H1n Handy Recorder''' — records audio to digital formats on media card
* '''Kodak Pixpro Orbit360 camera''' — 360 degree VR camera with two fixed-focus lenses
* '''Swivl Robot''' — The Swivl robot functions like having your own camera-operator. If you need to record yourself teaching a class, giving a lecture, or performing a demonstration, but you don’t have another person to record your every move, the Swivl can help. Connect your iPad, iPhone, or Android device to the Swivl and you are all set. We have three Swivl robots with iPads available for checkout. Visit [https://swivl.zendesk.com/hc/en-us Swivl Zen Desk] for quickstart tutorials and FAQs.
* '''Chromebook Cart''' — Our Chromebook Cart is designed to support classroom instruction and assessments. The Chromebook Cart is especially helpful for instructors who may be using a classroom that does not have computers. There are 15 [https://www.samsung.com/us/computing/chromebooks/12-14/xe513c24-k01us-xe513c24-k01us/ Samsung Plus Chromebooks] in our mobile cart.<br />''This equipment is linked to instructors using CAT+FD's active learning classrooms (501 & 502) and other teaching spaces in the library, and must be returned immediately after class.''
* '''Standing Bell''' — bowl-shaped inverted bell with mallet, suitable for music-making, meditation, relaxation, and spiritual practice
* '''Sony TC-D5 Pro II''' — portable audio cassette player/recorder. Require two D batteries.

Equipment

2021-11-30T17:28:17Z

Elizabeth: updated post-COVID

The Center for the Advancement of Teaching and Faculty Development (CAT+FD) has equipment available for loan to Xavier faculty and staff. What follows are reservation policies and a description of the available equipment. To request equipment, [https://cat.xula.edu/about/contact please contact CAT+FD].

== Policies ==

* Reservation requests will be considered from all faculty and staff who are involved in a Center-sponsored or other initiatives related to CAT+FD’s mission.
* All equipment has a limit on the amount of time it can be checked out. Times vary depending on the equipment.
* Requests for reservations should be made at least three days in advance.
* Except where noted, equipment can be loaned for up to five days, and can be renewed for an additional five days, provided no one else has reserved it. If you need the equipment for more than 10 days, a justification is required.
* Software is to be installed by CAT+FD staff only. We require at least five working days lead-time to install software.
* The repair or replacement of damaged or lost equipment is the responsibility of the person who is borrowing it.
* Upon returning the equipment, a CAT+FD staff member will check the condition of the equipment and sign the Equipment Reservation Request form.
* If the person who checked out the equipment is unable to return to the University for any reason, he or she must return the equipment to CAT+FD at our expense.
* Failure to follow these policies will result in loss of all privileges to borrow CAT+FD equipment.

== Equipment Listing ==

We have the following equipment available:

* '''Canon GL1 video camera''' — 3 CCD, 20x optical zoom, MiniDV format, optical image stabilization, composite and S-video input/output, FireWire (IEEE 1394), omnidirectional microphone, 2.5" LCD viewfinder.
* '''Sony NEX-5N digital camera''' — neither a DSLR nor a point-and-shoot, it's a MILC: a mirrorless interchangeable lens camera
* '''Sony PCM-M1 digital audio recorder''' — analog and digital inputs and outputs; DAT; 48kHz, 44.1kHz and 32kHz sampling rates; rechargeable NiH batteries; requires external microphone (see below)
* '''Sony ECM-MS907 handheld microphone''' — connects to recording equipment via standard mini plug
* '''Blue Snowball USB microphone''' — connects to computer via USB
* '''Zoom H2 Handy Recorder''' — records audio to digital formats on media card
* '''Zoom H1n Handy Recorder''' — records audio to digital formats on media card
* '''Kodak Pixpro Orbit360 camera''' — 360 degree VR camera with two fixed-focus lenses
* '''Swivl Robot''' — The Swivl robot functions like having your own camera-operator. If you need to record yourself teaching a class, giving a lecture, or performing a demonstration, but you don’t have another person to record your every move, the Swivl can help. Connect your iPad, iPhone, or Android device to the Swivl and you are all set. We have three Swivl robots with iPads available for checkout. Visit [https://swivl.zendesk.com/hc/en-us Swivl Zen Desk] for quickstart tutorials and FAQs.
* '''Chromebook Cart''' — Our Chromebook Cart is designed to support classroom instruction and assessments. The Chromebook Cart is especially helpful for instructors who may be using a classroom that does not have computers. There are 15 [https://www.samsung.com/us/computing/chromebooks/12-14/xe513c24-k01us-xe513c24-k01us/ Samsung Plus Chromebooks] in our mobile cart.<br />''This equipment is linked to instructors using CAT+FD's active learning classrooms (501 & 502) and other teaching spaces in the library, and must be returned immediately after class.''
* '''Standing Bell''' — bowl-shaped inverted bell with mallet, suitable for music-making, meditation, relaxation, and spiritual practice
* '''Sony TC-D5 Pro II''' — portable audio cassette player/recorder. Require two D batteries.

Inclusive Teaching in Mixed-Mode

2021-09-15T15:35:12Z

Elizabeth: updated slide deck

''Originally presented for [http://cat.xula.edu/ CAT+FD] on 15 Sept. 2021 by [https://cat.xula.edu/about/staff/eyhammer Elizabeth Yost Hammer]''

Post-Hurricanes and during pandemics, "meeting students where they are" takes on a new meaning. Using the frameworks of backwards design, transparent assignments, and inclusive pedagogy, I will describe some minor changes you can make to ensure that all students have an equally opportunity to learn in your class whatever the format.

[video coming soon]

# [https://www.dropbox.com/s/7bt0hhz0fq6k5hy/Inclusive_Teaching_MixedMode.pptx?dl=0 Slide deck]
# [https://ctl.columbia.edu/resources-and-technology/teaching-with-technology/teaching-online/inclusive-teaching/ Visit the Inclusive Teaching and Learning Online resources from Columbia University.]
# [https://blogs.oregonstate.edu/osuteaching/2021/09/08/increasing-resilience-through-modular-teaching/ Read the OSU blog post, Increasing Resilience Through Modular Teaching.]
# Check out our [[Transparency in Learning and Teaching|Transparency in Learning and Teaching resources]].
# [https://udlguidelines.cast.org/ Explore the principles of Universal Design for Learning]
# [https://cat.xula.edu/food/ Subscribe to our blog, CAT FooD (for thought)]

[[Category: CAT+FD]]
[[Category: CAT+FD 2021-2022]]

Inclusive Teaching in Mixed-Mode

2021-09-14T20:04:37Z

Elizabeth: added a resource

''Originally presented for [http://cat.xula.edu/ CAT+FD] on 15 Sept. 2021 by Elizabeth Yost Hammer [https://cat.xula.edu/about/staff/eyhammer]''

Post-Hurricanes and during pandemics, "meeting students where they are" takes on a new meaning. Using the frameworks of backwards design, transparent assignments, and inclusive pedagogy, I will describe some minor changes you can make to ensure that all students have an equally opportunity to learn in your class whatever the format.

{{#widget:YouTube|}}

# [https://docs.google.com/presentation/d/1esi42G6Q9o4K64n_aXKG75X_BeoOQAaR6ig0VfdXylg/edit?usp=sharing Slide deck]
# [https://ctl.columbia.edu/resources-and-technology/teaching-with-technology/teaching-online/inclusive-teaching/ Visit the Inclusive Teaching and Learning Online resources from Columbia University.]
# [https://blogs.oregonstate.edu/osuteaching/2021/09/08/increasing-resilience-through-modular-teaching/ Read the OSU blog post, Increasing Resilience Through Modular Teaching.]
# Check out our [[Transparency in Learning and Teaching|Transparency in Learning and Teaching resources]].
# [https://udlguidelines.cast.org/ Explore the principles of Universal Design for Learning]
# [https://cat.xula.edu/food/ Subscribe to our blog, CAT FooD (for thought)]

[[Category: CAT+FD]]
[[Category: CAT+FD 2021-2022]]

Inclusive Teaching in Mixed-Mode

2021-09-14T20:01:20Z

Elizabeth: added resources

''Originally presented for [http://cat.xula.edu/ CAT+FD] on 15 Sept. 2021 by Elizabeth Yost Hammer [https://cat.xula.edu/about/staff/eyhammer]''

Post-Hurricanes and during pandemics, "meeting students where they are" takes on a new meaning. Using the frameworks of backwards design, transparent assignments, and inclusive pedagogy, I will describe some minor changes you can make to ensure that all students have an equally opportunity to learn in your class whatever the format.

{{#widget:YouTube|}}

# [https://docs.google.com/presentation/d/1esi42G6Q9o4K64n_aXKG75X_BeoOQAaR6ig0VfdXylg/edit?usp=sharing Slide deck]
# [https://ctl.columbia.edu/resources-and-technology/teaching-with-technology/teaching-online/inclusive-teaching/ Visit the Inclusive Teaching and Learning Online resources from Columbia University.]
# [https://blogs.oregonstate.edu/osuteaching/2021/09/08/increasing-resilience-through-modular-teaching/ Read the OSU blog post, Increasing Resilience Through Modular Teaching.]
# [https://tilthighered.com/tiltexamplesandresources Check out the Transparency in Learning and Teaching site for examples and resources.]
# [https://udlguidelines.cast.org/ Explore the principles of Universal Design for Learning]
# [https://cat.xula.edu/food/ Subscribe to our blog, CAT FooD (for thought)]

# Check out our [[Camtasia|Camtasia resources]].
# See also our [[Video help]] page for general tips on working with video.

[[Category: CAT+FD]]
[[Category: CAT+FD 2021-2022]]

Inclusive Teaching in Mixed-Mode

2021-09-14T16:55:45Z

Elizabeth: added name

Inclusive Teaching in Mixed-Mode

2021-09-14T16:55:07Z

Elizabeth: created inclusive in mixedmode page

''Originally presented for [http://cat.xula.edu/ CAT+FD] on 15 Sept. 2021 by [https://cat.xula.edu/about/staff/eyhammer]''

Post-Hurricanes and during pandemics, "meeting students where they are" takes on a new meaning. Using the frameworks of backwards design, transparent assignments, and inclusive pedagogy, I will describe some minor changes you can make to ensure that all students have an equally opportunity to learn in your class whatever the format.

{{#widget:YouTube|}}

# [https://docs.google.com/presentation/d/1esi42G6Q9o4K64n_aXKG75X_BeoOQAaR6ig0VfdXylg/edit?usp=sharing Slide deck]
# Check out our [[Camtasia|Camtasia resources]].
# See also our [[Video help]] page for general tips on working with video.

[[Category: CAT+FD]]
[[Category: CAT+FD 2021-2022]]

Faculty Portfolio Working Group

2021-08-23T17:05:42Z

Elizabeth:

The Center for the Advancement of Teaching and Faculty Development is pleased to announce that we are building off of the success of previous years. Once again, instead of our traditional Course Portfolio Working Group (which has been in place since 1994), we are broadening our scope and implementing a [[Teaching Portfolio Working Group]] (TPWG).

== Why a Teaching Portfolio Working Group? ==
* Portfolios provide documented evidence of teaching from a variety of sources—not just student ratings—and provide context for that evidence.
* The process of selecting and organizing material for a portfolio can help one reflect on and improve one’s teaching.
* Portfolios are a step toward a more public, professional view of teaching as a scholarly activity.
* Portfolios can offer a look at development over time, helping one see teaching as on ongoing process of inquiry, experimentation, and reflection.
* Teaching portfolios capture evidence of one’s entire teaching career, in contrast to course portfolios that capture evidence related to a single course.
(from [https://cft.vanderbilt.edu/guides-sub-pages/teaching-portfolios/])

== What’s the process? ==

The TPWG is a two-semester project recommended for faculty at all stages of their careers. The group will meet five times in the fall semester and four times in the second semester. Following the guidelines of Seldin et al.’s (2010) The Teaching Portfolio, meetings will focus on:
* Structuring the portfolio
* Summarizing teaching responsibilities
* Articulating one’s approach to teaching
* Documenting teaching strategies and methods
* Demonstrating student learning
* Activities to improve instruction
* Peer observations of teaching
* Continuous improvement plans
The outcome of this work is a foundational collection of teaching materials upon which the faculty member can build as he or she goes forward, innovating and experimenting with teaching.

== Are there incentives? ==

In addition to having a document demonstrating teaching effectiveness, each participant will receive $500 upon the completion of their teaching portfolio.

== Who is eligible? ==

Proposals may be submitted by any full-time member within the university.

== How do I apply? ==

If you are interested in this opportunity please submit your application electronically to Dr. KiTani Lemieux (kparker1@xula.edu) by '''4:00 pm, Friday, September 10'''. Up to ten (10) participants will be accepted.

== Proposal Requirements and Format ==

# Cover Page should include Your Name, Your Department, Your Signature, Department Head's Signature, and Division Chair's Signature
# Narrative: The narrative should not exceed one single-spaced pages and should address the following points:
#* Biographical statement. Please include a brief biographic statement including your disciplinary background, how long you have been teaching at Xavier, and typical courses you teach.
#* Statement of interest. In a brief paragraph, explain why you are interested in participating
#* Statement of Commitment. Please submit a statement of commitment to fully participate in the activities of the TPWG.

Faculty Portfolio Working Group

2021-08-23T17:03:26Z

Elizabeth:

The Center for the Advancement of Teaching and Faculty Development is pleased to announce that we are building off of the success of previous years. Once again, instead of our traditional Course Portfolio Working Group (which has been in place since 1994), we are broadening our scope and implementing a [[Teaching Portfolio Working Group]] (TPWG).

== Why a Teaching Portfolio Working Group? ==
* Portfolios provide documented evidence of teaching from a variety of sources—not just student ratings—and provide context for that evidence.
* The process of selecting and organizing material for a portfolio can help one reflect on and improve one’s teaching.
* Portfolios are a step toward a more public, professional view of teaching as a scholarly activity.
* Portfolios can offer a look at development over time, helping one see teaching as on ongoing process of inquiry, experimentation, and reflection.
* Teaching portfolios capture evidence of one’s entire teaching career, in contrast to course portfolios that capture evidence related to a single course.
(from [https://cft.vanderbilt.edu/guides-sub-pages/teaching-portfolios/])

== What’s the process? ==

The TPWG is a two-semester project recommended for faculty at all stages of their careers. The group will meet five times in the fall semester and four times in the second semester. Following the guidelines of Seldin et al.’s (2010) The Teaching Portfolio, meetings will focus on:
* Structuring the portfolio
* Summarizing teaching responsibilities
* Articulating one’s approach to teaching
* Documenting teaching strategies and methods
* Demonstrating student learning
* Activities to improve instruction
* Peer observations of teaching
* Continuous improvement plans
The outcome of this work is a foundational collection of teaching materials upon which the faculty member can build as he or she goes forward, innovating and experimenting with teaching. In addition, we will use the e-portfolio feature in Brightspace to build our portfolios.

== Are there incentives? ==

In addition to having a document demonstrating teaching effectiveness, each participant will receive $500 upon the completion of their teaching portfolio.

== Who is eligible? ==

Proposals may be submitted by any full-time member within the university.

== How do I apply? ==

If you are interested in this opportunity please submit your application electronically to Dr. KiTani Lemieux (kparker1@xula.edu) by 4:00 pm, Friday, September 6. Up to ten (10) participants will be accepted.

== Proposal Requirements and Format ==

# Cover Page should include Your Name, Your Department, Your Signature, Department Head's Signature, and Division Chair's Signature
# Narrative: The narrative should not exceed one single-spaced pages and should address the following points:
#* Biographical statement. Please include a brief biographic statement including your disciplinary background, how long you have been teaching at Xavier, and typical courses you teach.
#* Statement of interest. In a brief paragraph, explain why you are interested in participating
#* Statement of Commitment. Please submit a statement of commitment to fully participate in the activities of the TPWG.

Xavier Faculty Writing Group

2021-08-23T16:14:27Z

Elizabeth: /* Xavier Faculty Writers’ Group */

== Xavier Faculty Writers’ Group ==

In support of your scholarship, we implement a semester-long scholarly writing group at Xavier through the Center for the Advancement of Teaching and Faculty Development. The group, based upon a UNCF-Mellon productivity seminar, seeks to create a community of teacher-scholars supporting each other, investing in the idea of daily writing, and increasing their scholarly output. If you think you might be interested in this model, please read on!

'''Basic Description of the Xavier Faculty Writers’ Group (XULA-WG):'''

The goal XULA-WG is to facilitate greater day-to-day and week-to-week scholarly productivity among a
small group of faculty members who desire to advance their scholarship but are looking for greater structure
within which to accomplish their goals. The methodology behind the group draws on a number of ideas for
productivity, but is focused on daily contributions to scholarship in order to maintain momentum and the
camaraderie of writing group dynamics. In utilizing Wendy Belcher’s Writing Your Journal Article in 12
Weeks and Robert A. Day and Barbara Gastel’s How to Write and Publish a Scientific Paper , the group
requires that each participant have already selected a piece of scholarship that they have begun in some form
that they plan to submit for publication by the end of the semester. Additionally, we will be utilizing a variety
of techniques and practices to encourage small yet productive allocations of work time in what we know to
be already very overfilled weekly schedules. Finally, we will be requiring progress check-ins to help
everyone remain on a steady track toward completion. Participants will be expected to attempt daily writing,
attend weekly writing sessions (one hour), and report to the group weekly through progress checks on
Brightspace. We will also be providing resources to faculty who participate to help them develop their own
vision of their academic strategic plans and productivity pipelines.

'''Fall 2021 Requirements:'''
*Applicants must have a piece of existing scholarship that they will work toward submission at the end of the fall semester. While it can be in any state currently (conference paper, beginning of a draft, extended abstract, etc.), we ask that you commit to seeing this piece through to the end of the 12 weeks and submitting it for publication.
*Applicants must be willing to commit to the following attend the virtual Writing Kick-Off, '''Thursday, September 2, 5:30-7:30 PM'''.
*Applicants must be willing to meet weekly for one-hour writing session (time to be determined by the group).
*Applicants must be willing to check in electronically once a week to share their progress with the group and provide feedback to each other via the Brightspace group.
*Applicants must be willing to commit to a minimum of 15 minutes of writing per day throughout the semester.
*Applicants must be willing to follow the general timetable set by Wendy Belcher's Writing Your Journal Article in 12 Weeks or Robert A. Day and Barbara Gastel’s How to Write and Publish a Scientific Paper (depending on track) and to share their work in small chunks to fellow writing group participants.

If you would like to participate, please send your CV and a brief description (at or under 500 words and in a separate document) of your scholarly piece and commitment to the program to both eyhammer@xula.edu
and emanley1@xula.edu no later than '''4:00 PM Friday, August 27, 2021'''.

Xavier Faculty Writing Group

2021-08-23T16:13:46Z

Elizabeth: /* Xavier Faculty Writers’ Group */ updated for Fall 2021

== Xavier Faculty Writers’ Group ==

In support of your scholarship, we implement a semester-long scholarly writing group at Xavier through the Center for the Advancement of Teaching and Faculty Development. The group, based upon a UNCF-Mellon productivity seminar, seeks to create a community of teacher-scholars supporting each other, investing in the idea of daily writing, and increasing their scholarly output. If you think you might be interested in this model, please read on!

'''Basic Description of the Xavier Faculty Writers’ Group (XULA-WG):'''
The goal XULA-WG is to facilitate greater day-to-day and week-to-week scholarly productivity among a
small group of faculty members who desire to advance their scholarship but are looking for greater structure
within which to accomplish their goals. The methodology behind the group draws on a number of ideas for
productivity, but is focused on daily contributions to scholarship in order to maintain momentum and the
camaraderie of writing group dynamics. In utilizing Wendy Belcher’s Writing Your Journal Article in 12
Weeks and Robert A. Day and Barbara Gastel’s How to Write and Publish a Scientific Paper , the group
requires that each participant have already selected a piece of scholarship that they have begun in some form
that they plan to submit for publication by the end of the semester. Additionally, we will be utilizing a variety
of techniques and practices to encourage small yet productive allocations of work time in what we know to
be already very overfilled weekly schedules. Finally, we will be requiring progress check-ins to help
everyone remain on a steady track toward completion. Participants will be expected to attempt daily writing,
attend weekly writing sessions (one hour), and report to the group weekly through progress checks on
Brightspace. We will also be providing resources to faculty who participate to help them develop their own
vision of their academic strategic plans and productivity pipelines.

Fall 2021 Requirements:
*Applicants must have a piece of existing scholarship that they will work toward submission at the end of the fall semester. While it can be in any state currently (conference paper, beginning of a draft, extended abstract, etc.), we ask that you commit to seeing this piece through to the end of the 12 weeks and submitting it for publication.
*Applicants must be willing to commit to the following attend the virtual Writing Kick-Off, '''Thursday, September 2, 5:30-7:30 PM'''.
*Applicants must be willing to meet weekly for one-hour writing session (time to be determined by the group).
*Applicants must be willing to check in electronically once a week to share their progress with the group and provide feedback to each other via the Brightspace group.
*Applicants must be willing to commit to a minimum of 15 minutes of writing per day throughout the semester.
*Applicants must be willing to follow the general timetable set by Wendy Belcher's Writing Your Journal Article in 12 Weeks or Robert A. Day and Barbara Gastel’s How to Write and Publish a Scientific Paper (depending on track) and to share their work in small chunks to fellow writing group participants.

If you would like to participate, please send your CV and a brief description (at or under 500 words and in a separate document) of your scholarly piece and commitment to the program to both eyhammer@xula.edu
and emanley1@xula.edu no later than 4:00 PM Friday, August 27, 2021.

Xavier Faculty Writing Group

2021-05-27T22:32:46Z

Elizabeth: /* Xavier Faculty Writers’ Group */ update dates

== Xavier Faculty Writers’ Group ==

In support of your scholarship, we implement a semester-long scholarly writing group at Xavier through the Center for the Advancement of Teaching and Faculty Development. The group, based upon a UNCF-Mellon productivity seminar, seeks to create a community of teacher-scholars supporting each other, investing in the idea of daily writing, and increasing their scholarly output. If you think you might be interested in this model, please read on!

The goal XULA-WG is to facilitate greater day-to-day and week-to-week scholarly productivity among a
small group of faculty members who desire to advance their scholarship but are looking for greater structure
within which to accomplish their goals. The methodology behind the group draws on a number of ideas for
productivity, but is focused on daily contributions to scholarship in order to maintain momentum and the
camaraderie of writing group dynamics. In utilizing Wendy Belcher’s Writing Your Journal Article in 12
Weeks and Robert A. Day and Barbara Gastel’s How to Write and Publish a Scientific Paper , the group
requires that each participant have already selected a piece of scholarship that they have begun in some form
that they plan to submit for publication by the end of the semester. Additionally, we will be utilizing a variety
of techniques and practices to encourage small yet productive allocations of work time in what we know to
be already very overfilled weekly schedules. Finally, we will be requiring progress check-ins to help
everyone remain on a steady track toward completion. Participants will be expected to attempt daily writing,
attend weekly writing sessions (one hour), and report to the group weekly through progress checks on
Brightspace. We will also be providing resources to faculty who participate to help them develop their own
vision of their academic strategic plans and productivity pipelines.

Fall 2021 Requirements:
*Applicants must have a piece of existing scholarship that they will work toward submission at the end of the fall semester. While it can be in any state currently (conference paper, beginning of a draft, extended abstract, etc.), we ask that you commit to seeing this piece through to the end of the 12 weeks and submitting it for publication.
*Applicants must be willing to commit to the following attend the virtual Writing Kick-Off, TBD.
*Applicants must be willing to meet weekly for one-hour writing session (time to be determined by the group).
*Applicants must be willing to check in electronically once a week to share their progress with the group and provide feedback to each other via the Brightspace group.
*Applicants must be willing to commit to a minimum of 15 minutes of writing per day throughout the semester.
*Applicants must be willing to follow the general timetable set by Wendy Belcher's Writing Your Journal Article in 12 Weeks or Robert A. Day and Barbara Gastel’s How to Write and Publish a Scientific Paper (depending on track) and to share their work in small chunks to fellow writing group participants.

If you would like to participate, please send your CV and a brief description (approximately 500 words and in a separate TBD, January 25, 2021.

Xavier Faculty Writing Group

2021-01-19T21:58:28Z

Elizabeth: corrected email

== Xavier Faculty Writers’ Group ==

In support of your scholarship, we implement a semester-long scholarly writing group at Xavier through the Center for the Advancement of Teaching and Faculty Development. The group, based upon a UNCF-Mellon productivity seminar, seeks to create a community of teacher-scholars supporting each other, investing in the idea of daily writing, and increasing their scholarly output. If you think you might be interested in this model, please read on!

The goal XULA-WG is to facilitate greater day-to-day and week-to-week scholarly productivity among a
small group of faculty members who desire to advance their scholarship but are looking for greater structure
within which to accomplish their goals. The methodology behind the group draws on a number of ideas for
productivity, but is focused on daily contributions to scholarship in order to maintain momentum and the
camaraderie of writing group dynamics. In utilizing Wendy Belcher’s Writing Your Journal Article in 12
Weeks and Robert A. Day and Barbara Gastel’s How to Write and Publish a Scientific Paper , the group
requires that each participant have already selected a piece of scholarship that they have begun in some form
that they plan to submit for publication by the end of the semester. Additionally, we will be utilizing a variety
of techniques and practices to encourage small yet productive allocations of work time in what we know to
be already very overfilled weekly schedules. Finally, we will be requiring progress check-ins to help
everyone remain on a steady track toward completion. Participants will be expected to attempt daily writing,
attend weekly writing sessions (one hour), and report to the group weekly through progress checks on
Brightspace. We will also be providing resources to faculty who participate to help them develop their own
vision of their academic strategic plans and productivity pipelines.

Requirements:
*Applicants must have a piece of existing scholarship that they will work toward submission at the end of the fall semester. While it can be in any state currently (conference paper, beginning of a draft, extended abstract, etc.), we ask that you commit to seeing this piece through to the end of the 12 weeks and submitting it for publication.
*Applicants must be willing to commit to the following attend the virtual Writing Kick-Off, Thursday, January 28, 5:30-7:30 PM (virtual).
*Applicants must be willing to meet weekly for one-hour writing session (time to be determined by the group).
*Applicants must be willing to check in electronically once a week to share their progress with the group and provide feedback to each other via the Brightspace group.
*Applicants must be willing to commit to a minimum of 15 minutes of writing per day throughout the semester.
*Applicants must be willing to follow the general timetable set by Wendy Belcher's Writing Your Journal Article in 12 Weeks or Robert A. Day and Barbara Gastel’s How to Write and Publish a Scientific Paper (depending on track) and to share their work in small chunks to fellow writing group participants.

If you would like to participate, please send your CV and a brief description (approximately 500 words and in a separate document) of your scholarship piece and commitment to the program to both eyhammer@xula.edu and emanley1@xula.edu no later than 4:00 PM Monday, January 25, 2021.

Xavier Faculty Writing Group

2021-01-19T21:57:49Z

Elizabeth:

== Xavier Faculty Writers’ Group ==

In support of your scholarship, we implement a semester-long scholarly writing group at Xavier through the Center for the Advancement of Teaching and Faculty Development. The group, based upon a UNCF-Mellon productivity seminar, seeks to create a community of teacher-scholars supporting each other, investing in the idea of daily writing, and increasing their scholarly output. If you think you might be interested in this model, please read on!

The goal XULA-WG is to facilitate greater day-to-day and week-to-week scholarly productivity among a
small group of faculty members who desire to advance their scholarship but are looking for greater structure
within which to accomplish their goals. The methodology behind the group draws on a number of ideas for
productivity, but is focused on daily contributions to scholarship in order to maintain momentum and the
camaraderie of writing group dynamics. In utilizing Wendy Belcher’s Writing Your Journal Article in 12
Weeks and Robert A. Day and Barbara Gastel’s How to Write and Publish a Scientific Paper , the group
requires that each participant have already selected a piece of scholarship that they have begun in some form
that they plan to submit for publication by the end of the semester. Additionally, we will be utilizing a variety
of techniques and practices to encourage small yet productive allocations of work time in what we know to
be already very overfilled weekly schedules. Finally, we will be requiring progress check-ins to help
everyone remain on a steady track toward completion. Participants will be expected to attempt daily writing,
attend weekly writing sessions (one hour), and report to the group weekly through progress checks on
Brightspace. We will also be providing resources to faculty who participate to help them develop their own
vision of their academic strategic plans and productivity pipelines.

Requirements:
*Applicants must have a piece of existing scholarship that they will work toward submission at the end of the fall semester. While it can be in any state currently (conference paper, beginning of a draft, extended abstract, etc.), we ask that you commit to seeing this piece through to the end of the 12 weeks and submitting it for publication.
*Applicants must be willing to commit to the following attend the virtual Writing Kick-Off, Thursday, January 28, 5:30-7:30 PM (virtual).
*Applicants must be willing to meet weekly for one-hour writing session (time to be determined by the group).
*Applicants must be willing to check in electronically once a week to share their progress with the group and provide feedback to each other via the Brightspace group.
*Applicants must be willing to commit to a minimum of 15 minutes of writing per day throughout the semester.
*Applicants must be willing to follow the general timetable set by Wendy Belcher's Writing Your Journal Article in 12 Weeks or Robert A. Day and Barbara Gastel’s How to Write and Publish a Scientific Paper (depending on track) and to share their work in small chunks to fellow writing group participants.

If you would like to participate, please send your CV and a brief description (approximately 500 words and in a separate document) of your scholarship piece and commitment to the program to both eyhammer@xula.edu and emanley@xula.edu no later than 4:00 PM Monday, January 25, 2021.

Xavier Faculty Writing Group

2021-01-19T21:55:21Z

Elizabeth: removed hard returns

== Xavier Faculty Writers’ Group ==

In support of your scholarship, we implement a semester-long scholarly writing group at Xavier through the Center for the Advancement of Teaching and Faculty Development. The group, based upon a UNCF-Mellon productivity seminar, seeks to create a community of teacher-scholars supporting each other, investing in the idea of daily writing, and increasing their scholarly output. If you think you might be interested in this model, please read on!

The goal XULA-WG is to facilitate greater day-to-day and week-to-week scholarly productivity among a
small group of faculty members who desire to advance their scholarship but are looking for greater structure
within which to accomplish their goals. The methodology behind the group draws on a number of ideas for
productivity, but is focused on daily contributions to scholarship in order to maintain momentum and the
camaraderie of writing group dynamics. In utilizing Wendy Belcher’s Writing Your Journal Article in 12
Weeks and Robert A. Day and Barbara Gastel’s How to Write and Publish a Scientific Paper , the group
requires that each participant have already selected a piece of scholarship that they have begun in some form
that they plan to submit for publication by the end of the semester. Additionally, we will be utilizing a variety
of techniques and practices to encourage small yet productive allocations of work time in what we know to
be already very overfilled weekly schedules. Finally, we will be requiring progress check-ins to help
everyone remain on a steady track toward completion. Participants will be expected to attempt daily writing,
attend weekly writing sessions (one hour), and report to the group weekly through progress checks on
Brightspace. We will also be providing resources to faculty who participate to help them develop their own
vision of their academic strategic plans and productivity pipelines.

Requirements:
*Applicants must have a piece of existing scholarship that they will work toward submission at the end of the fall semester. While it can be in any state currently (conference paper, beginning of a draft, extended abstract, etc.), we ask that you commit to seeing this piece through to the end of the 12 weeks and submitting it for publication.
*Applicants must be willing to commit to the following attend the virtual Writing Kick-Off, Thursday, January 28, 5:30-7:30 PM (virtual).
*Applicants must be willing to meet weekly for one-hour writing session (time to be determined by the group).
*Applicants must be willing to check in electronically once a week to share their progress with the group and provide feedback to each other via the Brightspace group.
*Applicants must be willing to commit to a minimum of 15 minutes of writing per day throughout the semester.
*Applicants must be willing to follow the general timetable set by Wendy Belcher's Writing Your Journal Article in 12 Weeks or Robert A. Day and Barbara Gastel’s How to Write and Publish a Scientific Paper (depending on track) and to share their work in small chunks to fellow writing group participants.

If you would like to participate, please send your CV and a brief description (approximately 500 words and in a separate document) of your scholarship piece and commitment to the program to both eyhammer@xula.edu and emanley@ xula.edu no later than 4:00 PM Monday, January 25, 2021.

Xavier Faculty Writing Group

2021-01-19T21:54:15Z

Elizabeth: updated requirements

== Xavier Faculty Writers’ Group ==

In support of your scholarship, we implement a semester-long scholarly writing group at Xavier through the Center for the Advancement of Teaching and Faculty Development. The group, based upon a UNCF-Mellon productivity seminar, seeks to create a community of teacher-scholars supporting each other, investing in the idea of daily writing, and increasing their scholarly output. If you think you might be interested in this model, please read on!

The goal XULA-WG is to facilitate greater day-to-day and week-to-week scholarly productivity among a
small group of faculty members who desire to advance their scholarship but are looking for greater structure
within which to accomplish their goals. The methodology behind the group draws on a number of ideas for
productivity, but is focused on daily contributions to scholarship in order to maintain momentum and the
camaraderie of writing group dynamics. In utilizing Wendy Belcher’s Writing Your Journal Article in 12
Weeks and Robert A. Day and Barbara Gastel’s How to Write and Publish a Scientific Paper , the group
requires that each participant have already selected a piece of scholarship that they have begun in some form
that they plan to submit for publication by the end of the semester. Additionally, we will be utilizing a variety
of techniques and practices to encourage small yet productive allocations of work time in what we know to
be already very overfilled weekly schedules. Finally, we will be requiring progress check-ins to help
everyone remain on a steady track toward completion. Participants will be expected to attempt daily writing,
attend weekly writing sessions (one hour), and report to the group weekly through progress checks on
Brightspace. We will also be providing resources to faculty who participate to help them develop their own
vision of their academic strategic plans and productivity pipelines.

Requirements:
*Applicants must have a piece of existing scholarship that they will work toward submission at the end of the fall semester. While it can be in any state currently (conference paper, beginning of a draft, extended abstract, etc.), we ask that you commit to seeing this piece through to the end of the 12 weeks and submitting it for publication.
*Applicants must be willing to commit to the following attend the virtual Writing Kick-Off, Thursday, January 28, 5:30-7:30 PM (virtual).
*Applicants must be willing to meet weekly for one-hour writing session (time to be determined by the group).
*Applicants must be willing to check in electronically once a week to share their progress with the group and provide
feedback to each other via the Brightspace group.
*Applicants must be willing to commit to a minimum of 15 minutes of writing per day throughout the semester.
*Applicants must be willing to follow the general timetable set by Wendy Belcher's Writing Your
Journal Article in 12 Weeks or Robert A. Day and Barbara Gastel’s How to Write and Publish a
Scientific Paper (depending on track) and to share their work in small chunks to fellow writing group
participants.

If you would like to participate, please send your CV and a brief description (approximately 500 words and in a separate document) of your scholarship piece and commitment to the program to both eyhammer@xula.edu and emanley@ xula.edu no later than 4:00 PM Monday, January 25, 2021.

Xavier Faculty Writing Group

2021-01-19T21:50:38Z

Elizabeth: updated dates

== Xavier Faculty Writers’ Group ==

In support of your scholarship, we implement a semester-long scholarly writing group at Xavier through the Center for the Advancement of Teaching and Faculty Development. The group, based upon a UNCF-Mellon productivity seminar, seeks to create a community of teacher-scholars supporting each other, investing in the idea of daily writing, and increasing their scholarly output. If you think you might be interested in this model, please read on!

The goal XULA-WG is to facilitate greater day-to-day and week-to-week scholarly productivity among a small group of faculty members who desire to advance their scholarship but are looking for greater structure within which to accomplish their goals. The methodology behind the group draws on a number of ideas for productivity, but is focused on daily contributions to scholarship in order to maintain momentum and the camaraderie of writing group dynamics. In utilizing Wendy
Belcher’s Writing Your Journal Article in 12 Weeks, the group requires that each participant have already selected a piece of scholarship that they have begun in some form that they plan to submit for publication by the end of 12 weeks. Additionally, we will be utilizing the Pomodoro technique and other practices to encourage small yet productive allocations of work time in what we know to be already very overfilled weekly schedules.

Participants will be expected to attempt daily writing, attend weekly writing sessions (one hour), participate in the Writing Lock-Ins, and report to the group through blog posts or emails.

Requirements:
*Applicants must have a piece of existing scholarship that they will work toward submission at the end of the fall semester. While it can be in any state currently (conference paper, beginning of a draft, extended abstract, etc.), we ask that you commit to seeing this piece through to the end of the 12 weeks and submitting it for publication.
*Applicants must be willing to commit to the following attend the virtual Writing Kick-Off, Thursday, January 28, 5:30-7:30 PM (virtual).
*Applicants must be willing to meet weekly for one-hour writing session (time to be determined by the group).
*Applicants must be willing to check in electronically once a week via a group email or blog post.
*Applicants must be willing to commit to a minimum of 15 minutes of writing per day throughout the semester.

If you would like to participate, please send your CV and a brief description (approximately 500 words and in a separate document) of your scholarship piece and commitment to the program to both eyhammer@xula.edu and emanley@ xula.edu no later than 4:00 PM Monday, January 25, 2021.

Fall Faculty Book Club

2021-01-19T21:43:00Z

Elizabeth: updated dates

== Spring 2021 Faculty Book Club ==
(Postponed from Fall 2020)

The Center for the Advancement of Teaching and Faculty Development is pleased to announce
its Fourteenth Annual Fall Faculty Book Club. This fall we will be reading ''Radical Hope: A Teaching Manifesto'' by Kevin M. Gannon.

Here is a description of the book from the publisher:

<blockquote>
Higher education has seen better days. Harsh budget cuts, the precarious nature of
employment in college teaching, and political hostility to the entire enterprise of
education have made for an increasingly fraught landscape. Radical Hope is an
ambitious response to this state of affairs, at once political and practical—the work of
an activist, teacher, and public intellectual grappling with some of the most pressing
topics at the intersection of higher education and social justice.

Kevin Gannon asks that the contemporary university’s manifold problems be
approached as opportunities for critical engagement, arguing that, when done
effectively, teaching is by definition emancipatory and hopeful. Considering individual
pedagogical practice, the students who are the primary audience and beneficiaries of
teaching, and the institutions and systems within which teaching occurs, Radical
Hope surveys the field, tackling everything from impostor syndrome to cell phones in
class to allegations of a campus “free speech crisis.” Throughout, Gannon translates
ideals into tangible strategies and practices (including key takeaways at the conclusion
of each chapter), with the goal of reclaiming teachers’ essential role in the discourse of
higher education.
</blockquote>

The Fall Faculty Book Club will meet three times this semester, so please only request a space if
you are committed to attending all three of the following meetings:
# Monday, February 22, 4:00-5:30
# Monday, March 22, 4:00-5:30
# Monday, April 19, 4:00-5:30
If you are interested, please [https://cat.xula.edu/mail/?to=301 email Jay Todd]. We will accept the first 10
people who respond, and will deliver the books as soon as possible.

We look forward to reading with you and learning with you!

Fall Faculty Book Club

2021-01-19T21:36:10Z

Elizabeth: created page

== Spring 2021 Faculty Book Club ==
(Postponed from Fall 2020)

The Center for the Advancement of Teaching and Faculty Development is pleased to announce
its Fourteenth Annual Fall Faculty Book Club. This fall we will be reading ''Radical Hope: A Teaching Manifesto'' by Kevin M. Gannon.

Here is a description of the book from the publisher:

<blockquote>
Higher education has seen better days. Harsh budget cuts, the precarious nature of
employment in college teaching, and political hostility to the entire enterprise of
education have made for an increasingly fraught landscape. Radical Hope is an
ambitious response to this state of affairs, at once political and practical—the work of
an activist, teacher, and public intellectual grappling with some of the most pressing
topics at the intersection of higher education and social justice.

Kevin Gannon asks that the contemporary university’s manifold problems be
approached as opportunities for critical engagement, arguing that, when done
effectively, teaching is by definition emancipatory and hopeful. Considering individual
pedagogical practice, the students who are the primary audience and beneficiaries of
teaching, and the institutions and systems within which teaching occurs, Radical
Hope surveys the field, tackling everything from impostor syndrome to cell phones in
class to allegations of a campus “free speech crisis.” Throughout, Gannon translates
ideals into tangible strategies and practices (including key takeaways at the conclusion
of each chapter), with the goal of reclaiming teachers’ essential role in the discourse of
higher education.
</blockquote>

The Fall Faculty Book Club will meet three times this semester, so please only request a space if
you are committed to attending all three of the following meetings:
# Monday, September 28, 4:00-5:30
# Monday, October 26, 4:00-5:30
# Monday, November 30, 4:00-5:30
If you are interested, please [https://cat.xula.edu/mail/?to=301 email Jay Todd]. We will accept the first 10
people who respond, and will deliver the books as soon as possible.

We look forward to reading with you and learning with you!

LearnEverywhereXULA Advanced Certification

2020-12-10T12:12:27Z

Elizabeth: added a line break

== <nowiki>#</nowiki>LearnEverywhereXULA Advanced Certification 2020-2021==

You worked hard last summer, honing your Brightspace skills and learning some of the better practices for remote and online teaching. Expand your horizons even more by becoming #LearnEverywhereXULA (#LEX) Advanced Certified!

By participating in at least four <nowiki>#</nowiki>LEX Advanced workshops, you will learn about using design and automation features available in Brightspace to apply better pedagogical practices within your courses by making them more user-friendly, accessible, and efficient.

We will be offering the same slate of workshops in the Spring for you to earn the <nowiki>#</nowiki>LEX Advance certificate either from the beginning or to wrap up what you started in the Fall. In order to achieve Advanced certification you must attend four <nowiki>#</nowiki>LEX Advanced workshops.

[https://cat.xula.edu/events/?tag=LEX%20Advanced&tag=sp21 View the workshops for Spring 2021].

LearnEverywhereXULA Advanced Certification

2020-12-10T12:11:54Z

Elizabeth: added a line break

== <nowiki>#</nowiki>LearnEverywhereXULA Advanced Certification 2020-2021==

You worked hard last summer, honing your Brightspace skills and learning some of the better practices for remote and online teaching. Expand your horizons even more by becoming #LearnEverywhereXULA (#LEX) Advanced Certified!

By participating in at least four <nowiki>#</nowiki>LEX Advanced workshops, you will learn about using design and automation features available in Brightspace to apply better pedagogical practices within your courses by making them more user-friendly, accessible, and efficient.

We will be offering the same slate of workshops in the Spring for you to earn the <nowiki>#</nowiki>LEX Advance certificate either from the beginning or to wrap up what you started in the Fall. In order to achieve Advanced certification you must attend four <nowiki>#</nowiki>LEX Advanced workshops.
[https://cat.xula.edu/events/?tag=LEX%20Advanced&tag=sp21 View the workshops for Spring 2021].

Xavier Faculty Writing Group

2020-12-09T22:21:45Z

Elizabeth: cut and pasted

== Xavier Faculty Writers’ Group ==

In support of your scholarship, we implement a semester-long scholarly writing group at Xavier through the Center for the Advancement of Teaching and Faculty Development. The group, based upon a UNCF-Mellon productivity seminar, seeks to create a community of teacher-scholars supporting each other, investing in the idea of daily writing, and increasing their scholarly output. If you think you might be interested in this model, please read on!

The goal XULA-WG is to facilitate greater day-to-day and week-to-week scholarly productivity among a small group of faculty members who desire to advance their scholarship but are looking for greater structure within which to accomplish their goals. The methodology behind the group draws on a number of ideas for productivity, but is focused on daily contributions to scholarship in order to maintain momentum and the camaraderie of writing group dynamics. In utilizing Wendy
Belcher’s Writing Your Journal Article in 12 Weeks, the group requires that each participant have already selected a piece of scholarship that they have begun in some form that they plan to submit for publication by the end of 12 weeks. Additionally, we will be utilizing the Pomodoro technique and other practices to encourage small yet productive allocations of work time in what we know to be already very overfilled weekly schedules.

Participants will be expected to attempt daily writing, attend weekly writing sessions (one hour), participate in the Writing Lock-Ins, and report to the group through blog posts or emails.

Requirements:
*Applicants must have a piece of existing scholarship that they will work toward submission at the end of the fall semester. While it can be in any state currently (conference paper, beginning of a draft, extended abstract, etc.), we ask that you commit to seeing this piece through to the end of the 12 weeks and submitting it for publication.
*Applicants must be willing to commit to the following attend the virtual Writing Kick-Off, DATE TBD.
*Applicants must be willing to meet weekly for one-hour writing session (time to be determined by the group).
*Applicants must be willing to check in electronically once a week via a group email or blog post.
*Applicants must be willing to commit to a minimum of 15 minutes of writing per day throughout the semester.

If you would like to participate, please send your CV and a brief description (approximately 500 words and in a separate document) of your scholarship piece and commitment to the program to both eyhammer@xula.edu and emanley@ xula.edu no later than DATE TBD.

LearnEverywhereXULA Advanced Certification

2020-12-09T22:05:18Z

Elizabeth:

== <nowiki>#</nowiki>LearnEverywhereXULA Advanced Certification 2020-2021==

You worked hard last summer, honing your Brightspace skills and learning some of the better practices for remote and online teaching. Expand your horizons even more by becoming #LearnEverywhereXULA (#LEX) Advanced Certified!

By participating in at least four <nowiki>#</nowiki>LEX Advanced workshops, you will learn about using design and automation features available in Brightspace to apply better pedagogical practices within your courses by making them more user-friendly, accessible, and efficient.

We will be offering the same slate of workshops in the Spring for you to earn the <nowiki>#</nowiki>LEX Advance certificate either from the beginning or to wrap up what you started in the Fall. In order to achieve Advanced certification you must attend four <nowiki>#</nowiki>LEX Advanced workshops. [https://cat.xula.edu/events/?tag=LEX%20Advanced&tag=sp21 View the workshops for Spring 2021].

File:Advanced LearnEverywhereXULA Certification Fall2020.pdf

2020-08-26T16:35:57Z

Elizabeth: Elizabeth uploaded a new version of File:Advanced LearnEverywhereXULA Certification Fall2020.pdf

#LEX certification workshops for Fall 2020

Grounding

2020-08-26T16:15:04Z

Elizabeth: details about our Fall 2020 mediatation series

Find details about our Fall 2020 mediatation series here:

[[File:Grounding Fall 2020.pdf]]

File:Grounding Fall 2020.pdf

2020-08-26T16:14:08Z

Elizabeth: Details about our Fall 2020 meditation series

Details about our Fall 2020 meditation series