CAT Base - User contributions [en]

Qualtrics Account Set Up Information and How-To Guides

2026-03-03T16:34:13Z

Bart: establishing entry

All Faculty and Staff at Xavier have access to Qualtrics. If you wish to use Qualtrics with your students, please [https://www.xula.edu/directory//people/cwilkins.html contact Clair Wilkins-Green] who can quickly and easily set up those students’ accounts.

'''How to Create your Faculty/Staff Account'''

Go to [http://xula.qualtrics.com/ xula.qualtrics.com] and enter your code to set up your Qualtrics account. (Contact your Dean's office for the code.) Specify that you are not an existing user.

If you are unfamiliar with the platform, in addition to being a powerful survey tool, Qualtrics also offers an extremely useful training portal. Through this, you can access help to guide you every step of the way, from basic survey creation to advanced reporting and distribution. The portal also provides extensive step-by-step instructions and searchable guides. And if you can’t find what you are looking for, you can receive individual support from Qualtrics' customer service for specific issues or troubleshooting. As well as the specific highlights and information how to contact Qualtrics below, there are many step-by-step video guides of varying length and detail on YouTube, a very small selection of which are provided at the end of these Qualtrics resources:

* [https://training.co1.qualtrics.com/jfe/form/SV%20895lqryWSGoWEVT?Q%20JFE=qdg&Q%20Language=EN&webinar=Quick+Start Quick Start with Qualtrics (Webinar)]: Prepare for your first Qualtrics project. In this webinar, you’ll learn how you can create, customize, and distribute your projects, as well as build reports to view insights in real time.
* [https://www.qualtrics.com/support/survey-platform/survey-module/survey-module-overview/ Survey Basics (Guide)]: Review the basic building blocks of a survey in Qualtrics and learn how they fit together.
* [https://www.qualtrics.com/support/survey-platform/survey-module/survey-flow/survey-flow-overview/ Survey Flow (Guide)]: Learn how to customize your survey so the right messages get to the right respondents in the right way.
* [https://www.qualtrics.com/support/survey-platform/survey-module/survey-flow/standard-elements/embedded-data/ Embedded Data (Guide)]: Learn how embedded data can be captured and used to personalize your survey and manage administrative processes.
* [https://www.qualtrics.com/support/survey-platform/my-projects/sharing-a-project/ Collaborating on Survey Projects:] How to share just as much of your project and/or your data as you wish to with other Qualtrics users.
* [https://www.qualtrics.com/support/survey-platform/actions-module/email-task/ Email Tasks (Guide):] Formerly called email triggers, email tasks allow you to send an email notification to someone when a survey is completed and specific conditions are met.
* [https://www.qualtrics.com/support/survey-platform/data-and-analysis-module/data-and-analysis-overview/ Reviewing Responses and Data (Guide):] View individual responses, monitor in-progress responses, and download results to manage your survey process.
* [https://www.qualtrics.com/support/survey-platform/reports-module/results-section/reports-overview/ Using the Qualtrics Platform's Results Reporting]: Where to get a quick and simple pre-made visualization of your survey results, and how to use the customization options available to you to help you build a report to fit your needs.
* [https://www.qualtrics.com/support/survey-platform/getting-started/qualtrics-topics-a-z/ Qualtrics Guide A-Z]: Search or browse every topic in the Qualtrics training portal and find your solution.
* Qualtrics Customer Support: When you are feeling really stuck and need help troubleshooting, just click “Help” in the upper right-hand corner of your Qualtrics account and select “Contact Support” for individual assistance. They are incredibly helpful and can look at your survey on the back end and guide you.

Technopathology and the Mindfulness Movement

2026-02-03T20:24:31Z

Bart: /* Resources */ adding and subtracting

For a presentation to the Online Learning Consortium, 21 April 2016, New Orleans, by [http://barteverson.com/ Bart Everson]; re-presented for CAT+FD on 23 February 2017; revised and re-presented 4 February 2026

==Presentation==

Watch the first video, do the meditation, then watch part two.

'''1. Video (seven minutes)'''

<youtube>9YVGjUI2Zi0</youtube>

'''2. Meditation (at your own pace)'''

* [http://www.mindful.org/addicted-to-your-phone-try-this-practice-phone-in-hand/ Phone meditation by Mitch Abblett]

'''3. Video (seven minutes)'''

<youtube>9iAKbYA3Ink</youtube>

==Resources==

* [http://www.mindful.org/addicted-to-your-phone-try-this-practice-phone-in-hand/ Phone meditation by Mitch Abblett]
* [https://youtu.be/C3u2VasrA4M?t=12 Breaking Free from Technology: Luis Almeida at TEDxPhoenixville] (video)
* [https://awakeningbell.org/ Awareness Bell]
* [http://www.contemplativemind.org/programs/acmhe Association for Contemplative Mind in Higher Education]
* [http://www.mindfuled.org/ Mindfulness in Education Network]
* Podcast: [http://cat.xula.edu/food/conversation-48/ Jane Compson on Contemplative Pedagogy in Online Course]
* [https://prezi.com/view/66uNd9lE3QrNXrXVs4sI/?referral_token=knY61OlnB3FN Presentation slides (via Prezi)]

==Bibliography==

* Barbezat, Daniel P, and Mirabai Bush. ''Contemplative Practices in Higher Education: Powerful Methods to Transform Teaching and Learning''. San Francisco: Jossey-Bass, 2014.
* Douglass, Laura Sevika. “Contemplative Online Learning Environments.”''Journal of Online Education'', 2007. http://www.nyu.edu/classes/keefer/waoe/douglass.htm
* Kabat-Zinn, Jon. ''Wherever You Go, There You Are: Mindfulness Meditation in Everyday Life''. New York: Hyperion, 1994.
* Levy, David M. ''Mindful Tech: How to Bring Balance to Our Digital Lives''. New Haven: Yale University Press, 2016.
* Pang, Alex Soojung-Kim. ''The Distraction Addiction: Getting the Information You Need and the Communication You Want without Enraging Your Family, Annoying Your Colleagues, and Destroying Your Soul''. New York: Little, Brown, 2013.
* Schoeberlein, Deborah R, and Suki Sheth. ''Mindful Teaching & Teaching Mindfulness : A Guide for Anyone Who Teaches Anything''. Somerville MA: Wisdom Publications, 2009.

==Gratitudes==
Thank you to Dr. Mitch Abblett for granting permission to use his phone meditation. Thank you also to the numerous photographers and visual artists whose images I have used, who generously published their work under a Creative Commons license. They are [https://www.flickr.com/photos/editor/galleries/72157664293453343/ indexed in a Flickr gallery]. Other images are from Wikimedia Commons, from [http://www.geograph.org.uk/photo/1098995 Geograph], from Pixabay or Public Domain Images (in the public domain) or original work by Bart Everson.

==Abstract==
Have you ever experienced a phantom vibration? That's when you feel your phone vibrating, but it's not. Most students today report having experienced this. It's concrete proof of something most of us suspect: that technology is changing our brains and our bodies. Some of these changes are valuable; indeed, new modalities of consciousness, predicated upon a sophisticated technological infrastructure, are inherent to the very notion of online learning. Yet it would be naïve to assume that all technological innovation represents an unqualified good.

Online teachers are well aware of the benefits of technology, but also have an ethical responsibility to be aware of the pathologies associated with highly mediated existence. Many negative effects of technology are fairly well-known, and include physical pathologies such as repetitive strain injury, increased rates of obesity, and sleep disorders; social pathologies such as isolation, degraded social skills, decreased empathy, and lack of privacy; environmental pathologies such as ecological degradation, increasing energy consumption, global unrest and resource depletion; and cognitive pathologies such as depression, attention deficits, distraction, and addiction.

Among the most common of these cognitive pathologies is the feeling of being overwhelmed and stressed, an experience which is closely linked to fragmented attention and what Alex Soojung-Kim Pang has termed "distraction addiction." Indeed, this complex of cognitive pathologies has become so widespread and so ubiquitous to 21st-century Western lifestyles that it has engendered a response in what might be called the mindfulness movement.

Evidence of the contemporary mindfulness movement is no longer relegated to the periphery of American culture but can be found in mass media headlines, in self-help book titles, in public school initiatives, even in a host of smartphone apps. Mindfulness is in the process of becoming mainstream.

The dynamic driving the mindfulness movement arises from the intense competition for each individual's attention. In this era of constant connectivity, individuals find themselves fielding more demands on their attention than ever before. In this context, practices which foster self-awareness become crucially important to the health and well-being of the individual. In essence, learning to pay attention to one's attention has become a vital survival skill.

This is why meditation in general, and mindfulness in particular, are the subject of so much current interest. The technology sector has been at the forefront of this movement, with Silicon Valley giants such as Google and Cisco making high profile commitments to mindfulness. On college campuses too, contemplative practices have found their way into the curriculum with support from global networks of concerned faculty.

The mindfulness movement offers much of value to online education, both for our own mental health and for the sake of our students. Researcher David Levy, for example, recommends that students make "mindful breaks" a regular part of their technology usage. In this session, participants will be introduced to the concept of mindfulness, and invited to participate in a mindfulness meditation exercise. Techniques for incorporating mindful approaches into online courses will also be discussed.

== See also ==

''This was the first in a series of [[Phantom Vibrations]].''
[[Category: Outside CAT]]
[[Category: CAT+FD]]
[[Category: CAT+FD 2016-2017]]
[[Category: CAT+FD 2025-2026]]

Technopathology and the Mindfulness Movement

2026-01-30T20:10:25Z

Bart: updating

For a presentation to the Online Learning Consortium, 21 April 2016, New Orleans, by [http://barteverson.com/ Bart Everson]; re-presented for CAT+FD on 23 February 2017; revised and re-presented 4 February 2026

==Presentation==

Watch the first video, do the meditation, then watch part two.

'''1. Video (seven minutes)'''

<youtube>9YVGjUI2Zi0</youtube>

'''2. Meditation (at your own pace)'''

* [http://www.mindful.org/addicted-to-your-phone-try-this-practice-phone-in-hand/ Phone meditation by Mitch Abblett]

'''3. Video (seven minutes)'''

<youtube>9iAKbYA3Ink</youtube>

==Resources==

* [http://www.mindful.org/addicted-to-your-phone-try-this-practice-phone-in-hand/ Phone meditation by Mitch Abblett]
* [https://youtu.be/C3u2VasrA4M?t=12 Breaking Free from Technology: Luis Almeida at TEDxPhoenixville] (video)
* [https://awakeningbell.org/ Awareness Bell]
* [http://www.scoop.it/t/tech-mindful Tech Mindful] (curated newsletter)
* [http://www.contemplativemind.org/programs/acmhe Association for Contemplative Mind in Higher Education]
* [http://www.mindfuled.org/ Mindfulness in Education Network]
* Podcast: [http://cat.xula.edu/food/conversation-48/ Jane Compson on Contemplative Pedagogy in Online Course]

==Bibliography==

* Barbezat, Daniel P, and Mirabai Bush. ''Contemplative Practices in Higher Education: Powerful Methods to Transform Teaching and Learning''. San Francisco: Jossey-Bass, 2014.
* Douglass, Laura Sevika. “Contemplative Online Learning Environments.”''Journal of Online Education'', 2007. http://www.nyu.edu/classes/keefer/waoe/douglass.htm
* Kabat-Zinn, Jon. ''Wherever You Go, There You Are: Mindfulness Meditation in Everyday Life''. New York: Hyperion, 1994.
* Levy, David M. ''Mindful Tech: How to Bring Balance to Our Digital Lives''. New Haven: Yale University Press, 2016.
* Pang, Alex Soojung-Kim. ''The Distraction Addiction: Getting the Information You Need and the Communication You Want without Enraging Your Family, Annoying Your Colleagues, and Destroying Your Soul''. New York: Little, Brown, 2013.
* Schoeberlein, Deborah R, and Suki Sheth. ''Mindful Teaching & Teaching Mindfulness : A Guide for Anyone Who Teaches Anything''. Somerville MA: Wisdom Publications, 2009.

==Gratitudes==
Thank you to Dr. Mitch Abblett for granting permission to use his phone meditation. Thank you also to the numerous photographers and visual artists whose images I have used, who generously published their work under a Creative Commons license. They are [https://www.flickr.com/photos/editor/galleries/72157664293453343/ indexed in a Flickr gallery]. Other images are from Wikimedia Commons, from [http://www.geograph.org.uk/photo/1098995 Geograph], from Pixabay or Public Domain Images (in the public domain) or original work by Bart Everson.

==Abstract==
Have you ever experienced a phantom vibration? That's when you feel your phone vibrating, but it's not. Most students today report having experienced this. It's concrete proof of something most of us suspect: that technology is changing our brains and our bodies. Some of these changes are valuable; indeed, new modalities of consciousness, predicated upon a sophisticated technological infrastructure, are inherent to the very notion of online learning. Yet it would be naïve to assume that all technological innovation represents an unqualified good.

Online teachers are well aware of the benefits of technology, but also have an ethical responsibility to be aware of the pathologies associated with highly mediated existence. Many negative effects of technology are fairly well-known, and include physical pathologies such as repetitive strain injury, increased rates of obesity, and sleep disorders; social pathologies such as isolation, degraded social skills, decreased empathy, and lack of privacy; environmental pathologies such as ecological degradation, increasing energy consumption, global unrest and resource depletion; and cognitive pathologies such as depression, attention deficits, distraction, and addiction.

Among the most common of these cognitive pathologies is the feeling of being overwhelmed and stressed, an experience which is closely linked to fragmented attention and what Alex Soojung-Kim Pang has termed "distraction addiction." Indeed, this complex of cognitive pathologies has become so widespread and so ubiquitous to 21st-century Western lifestyles that it has engendered a response in what might be called the mindfulness movement.

Evidence of the contemporary mindfulness movement is no longer relegated to the periphery of American culture but can be found in mass media headlines, in self-help book titles, in public school initiatives, even in a host of smartphone apps. Mindfulness is in the process of becoming mainstream.

The dynamic driving the mindfulness movement arises from the intense competition for each individual's attention. In this era of constant connectivity, individuals find themselves fielding more demands on their attention than ever before. In this context, practices which foster self-awareness become crucially important to the health and well-being of the individual. In essence, learning to pay attention to one's attention has become a vital survival skill.

This is why meditation in general, and mindfulness in particular, are the subject of so much current interest. The technology sector has been at the forefront of this movement, with Silicon Valley giants such as Google and Cisco making high profile commitments to mindfulness. On college campuses too, contemplative practices have found their way into the curriculum with support from global networks of concerned faculty.

The mindfulness movement offers much of value to online education, both for our own mental health and for the sake of our students. Researcher David Levy, for example, recommends that students make "mindful breaks" a regular part of their technology usage. In this session, participants will be introduced to the concept of mindfulness, and invited to participate in a mindfulness meditation exercise. Techniques for incorporating mindful approaches into online courses will also be discussed.

== See also ==

''This was the first in a series of [[Phantom Vibrations]].''
[[Category: Outside CAT]]
[[Category: CAT+FD]]
[[Category: CAT+FD 2016-2017]]
[[Category: CAT+FD 2025-2026]]

Category:CAT+FD 2016-2017

2025-12-16T16:30:26Z

Bart: establishing category

Pages published on this wiki, in support of CAT+FD events, during the 2016-2017 academic year. This list is not exhaustive.

[[Category: CAT+FD]]

Developing a Personal Vision

2025-12-05T20:25:49Z

Bart: updating image

''Originally presented at [http://cat.xula.edu/ CAT] on [http://cat.xula.edu/events/?id=01742 7 November 2018] by [http://barteverson.com/ Bart Everson]''

==Rationale==
{| class="captionBox"
| class="captionedImage" |
[[File:Pillars (Delphi).jpg|thumb]]
|-
|}

Ancient wisdom: KNOW THYSELF. It's still good advice.

Articulating a personal vision has numerous benefits. It can re-energize your efforts, inform your short-term and long-term plans, even improve your daily time-management skills. A personal vision statement reminds you of your purpose, helps you stay focused, and allows you to set goals.

Participants will reflect on personal identity and professional priorities through a series of writing exercises, culminating in a personal vision statement. At the end of the workshop, participants will have a clearer sense of who they are.

==Presentation==

{{#widget:Prezi|id=flk7ny9dafih|linktext=Developing a Personal Vision}}

==Handouts==
* [[Media:Personal Vision Agenda.pdf]]
* [[Media:Writing a Personal Vision Statement.pdf]]

==References==

Create Your Personal Vision Statement<br />
http://humanresources.about.com/od/success/a/personal_vision.htm

Creating a Personal Mission and Vision Statement<br />
http://www.liquidplanner.com/blog/create-personal-mission-vision-statement-year/

The Five Step Plan for Creating Personal Mission Statements<br />
http://www.quintcareers.com/creating_personal_mission_statements.html

==Photo Credits==

Temple of Apollo by Ivan Marcialis<br />
https://www.flickr.com/photos/marcialis/2587736914/ <br />
[https://creativecommons.org/licenses/by-nc-sa/2.0/ CC BY-NC-SA 2.0]

Telescope vector art (in presentation)<br />
Public domain via Pixabay

==See Also==

This workshop was originally conceived and delivered as a two-parter: [[Developing a Personal Vision and a Personal Website|Developing a Personal Vision & A Personal Website (at the same time)]]

[[Category: CAT+FD]]
[[Category: CAT+FD 2018-2019]]

File:Pillars (Delphi).jpg

2025-12-05T20:22:35Z

Bart: Photo by Bart Everson, 1986

== Summary ==
Photo by Bart Everson, 1986
== Licensing ==
{{CC-BY}}

File:New-Core-Pyramid---3D.png

2025-12-03T19:34:07Z

Bart: Illustration of Xavier's new core curriculum circa 2017

== Summary ==
Illustration of Xavier's new core curriculum circa 2017

File:2017 Flyer SL PostTruth1.png

2025-12-03T19:31:37Z

Bart: Flyer for 2017 Service-Learning Workshop

== Summary ==
Flyer for 2017 Service-Learning Workshop

Technopathology and the Mindfulness Movement

2025-12-02T15:57:02Z

Bart: categorizing

For a presentation to the Online Learning Consortium, 21 April 2016, New Orleans, by [http://barteverson.com/ Bart Everson]; re-presented for CAT+FD on 23 February 2017

==Presentation==

Watch the first video, do the meditation, then watch part two.

'''1. Video (seven minutes)'''

<youtube>9YVGjUI2Zi0</youtube>

'''2. Meditation (at your own pace)'''

* [http://www.mindful.org/addicted-to-your-phone-try-this-practice-phone-in-hand/ Phone meditation by Mitch Abblett]

'''3. Video (seven minutes)'''

<youtube>9iAKbYA3Ink</youtube>

==Resources==

* [http://www.mindful.org/addicted-to-your-phone-try-this-practice-phone-in-hand/ Phone meditation by Mitch Abblett]
* [https://youtu.be/Ktep3w_jz3U Mindfulness in the Online Classroom] (video from American Public University)
* [http://www.fungie.info/bell/ Online Mindfulness Bell]
* [http://www.scoop.it/t/tech-mindful Tech Mindful] (curated newsletter)
* [http://www.contemplativemind.org/programs/acmhe Association for Contemplative Mind in Higher Education]
* [http://www.mindfuled.org/ Mindfulness in Education Network]
* Podcast: [http://cat.xula.edu/food/conversation-48/ Jane Compson on Contemplative Pedagogy in Online Course]

==Bibliography==

* Barbezat, Daniel P, and Mirabai Bush. ''Contemplative Practices in Higher Education: Powerful Methods to Transform Teaching and Learning''. San Francisco: Jossey-Bass, 2014.
* Douglass, Laura Sevika. “Contemplative Online Learning Environments.”''Journal of Online Education'', 2007. http://www.nyu.edu/classes/keefer/waoe/douglass.htm
* Kabat-Zinn, Jon. ''Wherever You Go, There You Are: Mindfulness Meditation in Everyday Life''. New York: Hyperion, 1994.
* Levy, David M. ''Mindful Tech: How to Bring Balance to Our Digital Lives''. New Haven: Yale University Press, 2016.
* Pang, Alex Soojung-Kim. ''The Distraction Addiction: Getting the Information You Need and the Communication You Want without Enraging Your Family, Annoying Your Colleagues, and Destroying Your Soul''. New York: Little, Brown, 2013.
* Schoeberlein, Deborah R, and Suki Sheth. ''Mindful Teaching & Teaching Mindfulness : A Guide for Anyone Who Teaches Anything''. Somerville MA: Wisdom Publications, 2009.

==Gratitudes==
Thank you to Dr. Mitch Abblett for granting permission to use his phone meditation. Thank you also to the numerous photographers and visual artists whose images I have used, who generously published their work under a Creative Commons license. They are [https://www.flickr.com/photos/editor/galleries/72157664293453343/ indexed in a Flickr gallery]. Other images are from Wikimedia Commons, from [http://www.geograph.org.uk/photo/1098995 Geograph], from Pixabay or Public Domain Images (in the public domain) or original work by Bart Everson.

==Abstract==
Have you ever experienced a phantom vibration? That's when you feel your phone vibrating, but it's not. Most students today report having experienced this. It's concrete proof of something most of us suspect: that technology is changing our brains and our bodies. Some of these changes are valuable; indeed, new modalities of consciousness, predicated upon a sophisticated technological infrastructure, are inherent to the very notion of online learning. Yet it would be naïve to assume that all technological innovation represents an unqualified good.

Online teachers are well aware of the benefits of technology, but also have an ethical responsibility to be aware of the pathologies associated with highly mediated existence. Many negative effects of technology are fairly well-known, and include physical pathologies such as repetitive strain injury, increased rates of obesity, and sleep disorders; social pathologies such as isolation, degraded social skills, decreased empathy, and lack of privacy; environmental pathologies such as ecological degradation, increasing energy consumption, global unrest and resource depletion; and cognitive pathologies such as depression, attention deficits, distraction, and addiction.

Among the most common of these cognitive pathologies is the feeling of being overwhelmed and stressed, an experience which is closely linked to fragmented attention and what Alex Soojung-Kim Pang has termed "distraction addiction." Indeed, this complex of cognitive pathologies has become so widespread and so ubiquitous to 21st-century Western lifestyles that it has engendered a response in what might be called the mindfulness movement.

Evidence of the contemporary mindfulness movement is no longer relegated to the periphery of American culture but can be found in mass media headlines, in self-help book titles, in public school initiatives, even in a host of smartphone apps. Mindfulness is in the process of becoming mainstream.

The dynamic driving the mindfulness movement arises from the intense competition for each individual's attention. In this era of constant connectivity, individuals find themselves fielding more demands on their attention than ever before. In this context, practices which foster self-awareness become crucially important to the health and well-being of the individual. In essence, learning to pay attention to one's attention has become a vital survival skill.

This is why meditation in general, and mindfulness in particular, are the subject of so much current interest. The technology sector has been at the forefront of this movement, with Silicon Valley giants such as Google and Cisco making high profile commitments to mindfulness. On college campuses too, contemplative practices have found their way into the curriculum with support from global networks of concerned faculty.

The mindfulness movement offers much of value to online education, both for our own mental health and for the sake of our students. Researcher David Levy, for example, recommends that students make "mindful breaks" a regular part of their technology usage. In this session, participants will be introduced to the concept of mindfulness, and invited to participate in a mindfulness meditation exercise. Techniques for incorporating mindful approaches into online courses will also be discussed.

== See also ==

''This was the first in a series of [[Phantom Vibrations]].''
[[Category: Outside CAT]]
[[Category: CAT+FD]]
[[Category: CAT+FD 2016-2017]]

Category:CAT+FD 2024-2025

2025-09-23T16:23:31Z

Bart: categorizing

Pages published on this wiki, in support of CAT+FD events, during the 2024-2025 academic year. This list is intended to be exhaustive. Did we miss anything?

[[Category: CAT+FD]]

Category:CAT+FD 2025-2026

2025-09-23T16:22:48Z

Bart: establishing category

Pages published on this wiki, in support of CAT+FD events, during the 2025-2026 academic year. This list is not exhaustive.

[[Category: CAT+FD]]

Brightspace: Instructors Quick Start Tutorial

2025-07-18T14:44:09Z

Bart: image error fix

<div style="text-align: center">[[Image:brightspace-XULA-logo_520.jpg|520px]]</div>

Welcome to Xavier University of Louisiana! 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, you are in the right place!

Please work your way through this simplified, three-step tutorial as you begin designing your course. CAT+FD staff are available for questions or consultations during regular business hours (9:00 AM - 5:00 PM CDT M-F)

:Contact Information:<br />
:* [mailto:cat@xula.edu cat@xula.edu]<br />
:* 504-520-7512

In addition, D2L provides Brightspace help available 24/7 via Email and Live Chat. Learn more in this [https://cat.xula.edu/food/brightspace-tip-421-help-resources/ CAT FooD Blog post].

The URL to login to our Brightspace system is [https://learn.xula.edu/ learn.xula.edu].

=Getting Started Basics=
If you are very new to Brightspace, you should start by reviewing these resources:

* [https://youtu.be/5ic1tA7eCuA Navigation (video)]
* [https://youtu.be/RfWPgrbrKzA Account Settings (video)]
* [https://youtu.be/Adsnz6TyWBA Manage Notifications (video)]
* [https://youtu.be/Q6Ps-_etvWw Create a Profile (video)]
** [https://cat.xula.edu/food/brightspace-tip-4-add-profile-picture-to-humanize-your-course/ Add Profile Picture to Humanize Your Course]
* [https://cat.xula.edu/food/brightspace-tip-336-my-courses-widget/ My Courses Widget]
* [https://cat.xula.edu/food/brightspace-tip-7-change-the-name-of-your-course/ Change the Name of Your Course]
* [https://campusservices.greenville.edu/support/solutions/articles/12000032052-changing-course-image-in-d2l-daylight Changing the Image for Your Course]
* [https://community.d2l.com/brightspace/kb/articles/3316-create-a-widget-based-homepage Homepages and Widgets]
* [http://cat.xula.edu/food/wp-content/uploads/2017/12/DesignCourseHomepageWithWidgets.pdf Design a Course Homepage with Widgets (pdf)]

='''Step 1:''' Set Up Your Gradebook=
The workflow in Brightspace may seem unusual, but it’s best to set up your gradebook first. Once you have your grading scheme in your syllabus, it’s easy to do. If you have little or no experience with using the Grades tool, you can review these resources:

* [http://cat.xula.edu/food/wp-content/uploads/2017/10/Grades-Tool-Quick-Reference-Guide.pdf Grades Tool Quick Reference Guide (pdf)]
* [https://community.d2l.com/brightspace/kb/articles/3539-set-up-your-grade-book Setup Your Grade Book]
* [https://community.d2l.com/brightspace/kb/articles/3519-create-a-grading-system Create a Grading System]
* [https://youtu.be/FmNdsCRilrY Create a Grade Scheme (video)]
* [https://youtu.be/VgaHhHzZ4mA Create a Grade Category (video)]
* [https://youtu.be/RfupITmDqCA Create a Grade Item (video)]
** [https://brightspaceresources.ccc.edu/kb/creating-calculated-grade-items-for-midterm-and-other-milestone-grades/ Create Calculated Grade Items]
* [https://youtu.be/9bhofRHQdZY Create Grade Exemptions (video)]
* [https://www.purdue.edu/brightspace/Docs/Grades/SetupWeightedGrades.php Set up Weighted Grades System]

='''Step 2:''' Set Up Your Activities=
==Assignments==
If you plan to collect, manage, and grade student work, you will want to use the Assignments Tool in Brightspace. If you have little or no experience with using the Assignments Tool, you can review these resources:

* [http://cat.xula.edu/food/wp-content/uploads/2017/10/Assignments-Tool-Quick-Reference-Guide.pdf Assignments Tool Quick Reference Guide (pdf)]
* [https://youtu.be/Nc_URFdok6g Create a Submission Folder (video)]
* [https://youtu.be/tbEz1cVmu4M Add Restrictions to a Submission Folder (video)]
* [https://youtu.be/PONZCLWVThg Grade Submissions in Assignments (video)]
* [https://youtu.be/1P1vrx0aBDY Grade Assignment Submissions Offline (video)]

==Quizzes==
If you plan to give quizzes, exams, or tests on Brightspace, you can review these resources:

* [http://cat.xula.edu/food/wp-content/uploads/2017/10/Quizzes-Tool-Quick-Reference-Guide.pdf Quizzes Tool Quick Reference Guide (pdf)]
* [https://community.d2l.com/brightspace/kb/articles/3413-create-and-configure-a-quiz Create and Configure a Quiz]
* [https://youtu.be/yD_XQQ5mFek Overview of Question Types (video)]
* [http://www.ryerson.ca/courses/instructors/tutorials/quizzes/quiz-questions/ Create Quiz Questions]
* [https://youtu.be/1uRfLrZdEzc Create a New Quiz with New Questions (video)]
* [https://youtu.be/1Wtd_5nN6vc Create a New Quiz with Imported Questions (video)]
* [https://plato.algonquincollege.com/BrightspaceQuizGenerator/ Test/Quiz Question Generator]
* [https://plato.algonquincollege.com/BrightspaceQuizGenerator/assets/files/QuestionTypes.pdf Test/Quiz Generator Question Types and Formatting Guide (pdf)]

==Question Library==
* [http://cat.xula.edu/food/wp-content/uploads/2017/10/Question-Library-Quick-Reference-Guide.pdf Question Library Quick Reference Guide (pdf)]
* [https://youtu.be/B-SFKZ1Xl7o Benefits of Question Library (video)]
* [https://youtu.be/HTeoecrP-Dg Create a New Question (video)]
* [https://youtu.be/y2Jssa3Ktro Import Questions into Question Library (video)]
* [https://youtu.be/8RKVcMejzAM Populate a Quiz with Questions from Question Library (video)]

==Associations==
Once you have all your activities set up, be sure each one is associated with the appropriate item in the Grades tool!

* [https://youtu.be/Y52uZkHeRMY Associate an Activity with a Grade Item (video)]
* [https://youtu.be/thO24FueIuI Delete Grade Items with Associations (video)]

='''Step 3:''' Posting Content=
Finally, to post content (course materials) on Brightspace, you can review these resources:

* [https://youtu.be/o0DENk9Uxdw Create a Course Overview (video)]
* [https://youtu.be/g-LtyszhAGI Add a Module (video)]
* [https://youtu.be/aAguK-DGqTE Upload a Topic (video)]
* [https://youtu.be/sEYVxRPLioE Create a File and Insert Stuff (video)]
* [https://youtu.be/mB7YTi1NC-U Delete a Module (video)]
* [https://youtu.be/fz9eLTQJqk0 Rearrange Topics, Submodules, and Modules (video)]
* [https://www.pcc.edu/online/2018/05/organizing-content-in-d2l-brightspace/ Organizing Content in Brightspace]

''More about Grades & Grading''
* [https://youtu.be/HrsmdLDa-Zc Export Grades (video)]
* [https://cat.xula.edu/food/brightspace-tip-386-grade-book-adjust-final-grades/ Adjust Final Grades]
* [https://cat.xula.edu/food/brightspace-tip-385-grade-book-release-final-grades/ Release Final Grades]
* [https://community.d2l.com/brightspace/kb/articles/1715-manage-final-grades Manage Final Grades]
* [https://youtu.be/2106N6EdoLU Troubleshooting Final Grades (video)]
* [https://youtu.be/nNpC7lHLXh4 How-to Input Final Grades into Banner]

=Cross-Listed Courses and Multiple Sections=
If you teach a course that is cross-listed, you will have a Brightspace course for each cross-listing. You can combine the cross-listed courses into one Brightspace course so that you can post course materials and grades to one combined Brightspace course. Combining courses may also work for you if you are teaching different sections of the same course and would like to have the different sections combined into one Brightspace course so that you can post course documents and grades in the one combined course. This merging needs to be done before you start adding to the course. [https://cat.xula.edu/food/brightspace-faq/#merge Submit a request to merge your Brightspace courses] before you add course materials or grades to the courses.

Additionally, if the course you are teaching is the same as one of your previous courses, you can [https://cat.xula.edu/food/brightspace-tip-367-copy-course-or-copy-components/ copy] the entire course (or [https://cat.xula.edu/food/brightspace-tip-367-copy-course-or-copy-components/ copy components]) into your "empty" Brightspace course.

=Using Zoom in Brightspace=
You can and should use your XULA Zoom account for class meetings. An advantage to setting up the Zoom class meetings inside your course is that this can force your students to login to the course for each class meeting. This is helpful in recording their attendance. To have attendance automatically recorded in Brightspace, students need to access course content from your course for that day. Any activity inside the course is acceptable for recording attendance. It could be a link they click on, submit an assignment, take a quiz, participate in a discussion, etc. Even just clicking on the "Content" menu link in your course will count for attendance.

You '''must activate your XULA Zoom account''' in order to use Zoom in Brightspace. '''Activation is a one-time action on your part'''. Follow these instructions to [https://catwiki.xula.edu/images/8/85/How-to-activate-and-access-your-Zoom-Conferencing-account.pdf activate your XULA Zoom account].

=CAT+FD Workshop Videos=
==Back to Basics==
* [https://youtu.be/kY7Fzysjn5Q Introduction to Brightspace (7:55)]
* [https://youtu.be/7vbdjQ7fa6E Assignments & Discussions (27:01)]
* [https://youtu.be/NZFrpjbiw4E Tests & Quizzes (25:00)]
* [https://youtu.be/lYNQNDyZA0o Meet Your Class Virtually (34:36)]
* [https://youtu.be/dOkXRzN2Azc Brightspace Grades (35:35)]

==Beyond the Basics==
* [https://youtu.be/ATv1nYi5koA Interactive Lecturing Online (40:06)]
* [https://youtu.be/eZr6TDRm_W8 Engaging Students Online (33:33)]
* [https://youtu.be/FozRGRqwPkE (Re)Thinking Exams (43:00)]
* [https://youtu.be/L4u5HdqnIlM Complex Tests in Brightspace (43:40)]

=Other Helpful Resources=
* [http://cat.xula.edu/food/wp-content/uploads/2017/10/Content-Tool-Quick-Reference-Guide.pdf Content Tool Quick Reference (pdf)]
* [https://cat.xula.edu/food/brightspace-tip-259-brightspace-editor/ Using the Brightspace Editor]
* [http://cat.xula.edu/food/brightspace-tip-351-grade-book/ Understanding the Grades Tool]
* [https://youtu.be/-sRyXi2bNp4 Create an Announcement (video)]
* [http://cat.xula.edu/food/wp-content/uploads/2018/08/PlaceTwitterFeedInCustomWidget.pdf Place Twitter Feed in Custom Widget (pdf)]
* [https://cat.xula.edu/food/brightspace-tip-368-manage-dates/ Manage Dates]
* [https://www.vanderbilt.edu/brightspace/on-demand-resources/how-do-i-view-my-course-from-the-student-view/ View Your Course as a Student (pdf)]

=Next Steps=
==<nowiki>#</nowiki>LearnEverywhereXULA==

Xavier faculty who have completed this tutorial and learned the mechanics of Brightspace should consider enrolling in the #LearnEverywhereXULA course. #LearnEverywhereXULA (#LEX) is a Brightspace course organized around the eight [https://www.qualitymatters.org/sites/default/files/PDFs/StandardsfromtheQMHigherEducationRubric.pdf General Standards for Higher Education] set forth in the [https://www.qualitymatters.org/ Quality Matters] Higher Education Rubric Sixth Edition. The information, activities, and assignments in the #LEX course aids faculty in developing high quality, well-designed, objective-driven courses on Brightspace for Xavier University of Louisiana (XULA) students. Enrollment in the #LEX course gives faculty an opportunity to experience Brightspace from a learner's perspective. Additionally, faculty who complete the #LEX course will earn a certificate they can include in their portfolio or other promotional materials. Use this [https://forms.gle/TtarvhcqkeSPkiCR8 enrollment request form] to make the request.

'''NOTE:''' An [https://catwiki.xula.edu/LearnEverywhereXULA open version of the #LearnEverywhereXULA course] is available on this wiki. However, completion of the Brightspace #LEX course is required to earn the certificate. Use this [https://forms.gle/TtarvhcqkeSPkiCR8 enrollment request form] to request enrollment in the course.

Main Page

2025-07-17T19:52:50Z

Bart: image fix?

Welcome to '''CAT Base''', the new and improved CAT+FD wiki, 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: CATFD-Color-Seal.png|400px|CAT+FD]]

Looking for resources from a recent workshop? [[:Category: CAT+FD 2024-2025|Look no further!]]

==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.

* Design Course to Facilitate Learning
** [[Customize Your Course Homepage in Brightspace]] — Customize your course homepages to enhance the course experience for your students.
** [[Accessibility Is Not Just For Individuals With Disabilities]] - Create accessible course materials that can benefit everyone.

* Help Learners Stay on Track
** [[Utilize Brightspace to Help Students Stay on Track]]
** [[Course Analytics: Insights to Empower Your Teaching and Improve Student Learning]]
** [[Unlocking the Potential of Brightspace to Help Identify and Support At-Risk Students]]

* Accessing Learners
** [[Proactive Strategies for Academic Integrity]]
** [[Using Alternative Assessments to Improve Student Learning]]
** [[Rethinking and Improving Online Tests in Brightspace]]
** [[Secure the Testing Environment and Protect the Integrity of Online Tests]]
** [[Allow Learners to Reflect on Their Learning in Brightspace|Allow Learners to Reflect on Their Learning]]
** [[Rethinking Assessment Strategies in the Age of AI]]

* Collaborative Learning
** [[Engagement Strategies for Online Discussions in Brightspace]]
** [[Facilitating Group Work in Your Brightspace Course]]
** [[Using VoiceThread to Enhance Lectures and Discussions]]

* [[Inclusive Teaching in Mixed-Mode]]
* [[Instructional Continuity]] — Anything from extreme weather to family emergencies can disrupt scheduled courses. An instructional continuity plan will assist you with continuing course delivery in the event of a disruption by minimizing the effects of the disruption.
* [[LearnEverywhereXULA|#LearnEverywhereXULA]] (Online/Hybrid Instructor Tutorial)
* [https://cat.xula.edu/food/topic/brightspace/ Brightspace Small Plates] — Timely tips from our award-winning blog.
* See also our [https://cat.xula.edu/food/brightspace-faq/ Brightspace FAQ] as well as our [https://cat.xula.edu/food/brightspace-documents/ Brightspace documents].

==EdTech Tutorials==
* [[Achieving HTML Literacy]] — The mysterious code of web pages doesn't have to be so mysterious anymore.
* [[AI²]]: Artificial Intelligence and Academic Integrity
* [[Artificial Intelligence “Bootcamp” for Xavier Faculty Spring 2023]] — explore the potential benefits and risks of AI, including the use of AI to improve your teaching and research
* [[Content Curation for Teaching & Learning]] — The content curator is emerging as an important role in the 21st century.
* [[Creating a personal website using WordPress|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]]
* [[FaCTS 2024]] — Human Learning in an AI World
* [[Mastodon and Beyond]]: Our Federated Future
* [[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]]
* [[Maintaining Focus in a Fragmented World]]

{{communities}}

== 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]] (in CAT+FD facilities)
* [[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]]

Grounding

2025-04-03T14:32:39Z

Bart: categorizing

''Groundings'' was a series of guided meditations offered by CAT+FD in the fall semester of 2020.

Here's how we promoted it:

<blockquote>
This semester, with all its uncertainties, we need to engage in some self-care like never before. Join us for a brief weekly guided meditation by Bart Everson, developed specially for this unusual semester. Cameras off, hearts open. Suitable for people of any religion or no religion. About ten minutes.
</blockquote>

These meditations have been archived on a [https://www.youtube.com/playlist?list=PLquvTFcuYNsQPi8OiLujlgpG1zxHm5RIv YouTube playlist].

''See also: [[The Transformative Banquet]]''

[[Category: CAT+FD]]
[[Category: CAT+FD 2020-2021]]

Grounding

2025-04-02T16:17:09Z

Bart: copy and paste

Nourishing Your Own Creativity

2025-03-07T21:19:36Z

Bart: embedding video

''Originally presented at [http://cat.xula.edu/ CAT] on Feb. 20, 2025 by [https://barteverson.com/ Bart Everson]''

Academics are required to manifest a great deal of creativity. Teaching, research, service — all may be viewed as a creative acts. Yet we don’t often think in these terms. We invite you to understand creativity as playing a central role in our professional lives. We will dispel unhelpful myths and examine current theories of creativity. A broad array of tips and techniques for enhancing and supporting creativity will be offered. We’ll even take a look at the role of AI in helping or hindering the creative process.

'''Presentation'''

{{#widget:YouTube|id=torjS46zHbE}}

* [https://prezi.com/view/94WFDGdzHxQqwEhRN7Bj/ Prezi]
* Bonus: [https://youtu.be/8o2v1a7B88s some personal thoughts on being a Creative Generalist]

'''Resources'''

* [https://www.fastcompany.com/ Fast Company]
* Kumar, H., Vincentius, J., Jordan, E., & Anderson, A. (2024). ''Human Creativity in the Age of LLMs: Randomized Experiments on Divergent and Convergent Thinking'' (arXiv:2410.03703). arXiv. https://doi.org/10.48550/arXiv.2410.03703
* [https://cat.xula.edu/food/conversation-121/ Conversation #121: Harsh Kumar on Creativity & AI]
* Handout: [[File:Teaching as a Creative Act + Creativity Tips.pdf|Teaching as a Creative Act + Creativity Tips]]

'''Credits'''

All photos used in presentation are public domain.

'''License'''

[[Licensing policy for CAT+FD|Curious about our licensing policy?]]

[[Category: CAT+FD]]
[[Category: CAT+FD 2024-2025]]

Nourishing Your Own Creativity

2025-02-20T18:21:25Z

Bart: adding file

''Originally presented at [http://cat.xula.edu/ CAT] on Feb. 20, 2025 by [https://barteverson.com/ Bart Everson]''

Academics are required to manifest a great deal of creativity. Teaching, research, service — all may be viewed as a creative acts. Yet we don’t often think in these terms. We invite you to understand creativity as playing a central role in our professional lives. We will dispel unhelpful myths and examine current theories of creativity. A broad array of tips and techniques for enhancing and supporting creativity will be offered. We’ll even take a look at the role of AI in helping or hindering the creative process.

'''Presentation'''

* [https://prezi.com/view/94WFDGdzHxQqwEhRN7Bj/ Prezi] [excellent video coming soon!]
* Bonus: [https://youtu.be/8o2v1a7B88s some personal thoughts on being a Creative Generalist]

'''Resources'''

* [https://www.fastcompany.com/ Fast Company]
* Kumar, H., Vincentius, J., Jordan, E., & Anderson, A. (2024). ''Human Creativity in the Age of LLMs: Randomized Experiments on Divergent and Convergent Thinking'' (arXiv:2410.03703). arXiv. https://doi.org/10.48550/arXiv.2410.03703
* [https://cat.xula.edu/food/conversation-121/ Conversation #121: Harsh Kumar on Creativity & AI]
* Handout: [[File:Teaching as a Creative Act + Creativity Tips.pdf|Teaching as a Creative Act + Creativity Tips]]

'''Credits'''

All photos used in presentation are public domain.

'''License'''

[[Licensing policy for CAT+FD|Curious about our licensing policy?]]

[[Category: CAT+FD]]
[[Category: CAT+FD 2024-2025]]

File:Teaching as a Creative Act + Creativity Tips.pdf

2025-02-20T18:19:45Z

Bart: Handout for creativity workshop

== Summary ==
Handout for [[creativity]] workshop

Nourishing Your Own Creativity

2025-02-19T19:13:52Z

Bart: adding link

''Originally presented at [http://cat.xula.edu/ CAT] on Feb. 20, 2025 by [https://barteverson.com/ Bart Everson]''

Academics are required to manifest a great deal of creativity. Teaching, research, service — all may be viewed as a creative acts. Yet we don’t often think in these terms. We invite you to understand creativity as playing a central role in our professional lives. We will dispel unhelpful myths and examine current theories of creativity. A broad array of tips and techniques for enhancing and supporting creativity will be offered. We’ll even take a look at the role of AI in helping or hindering the creative process.

'''Presentation'''

* [https://prezi.com/view/94WFDGdzHxQqwEhRN7Bj/ Prezi] [excellent video coming soon!]
* Bonus: [https://youtu.be/8o2v1a7B88s some personal thoughts on being a Creative Generalist]

'''Resources'''

* [https://www.fastcompany.com/ Fast Company]
* Kumar, H., Vincentius, J., Jordan, E., & Anderson, A. (2024). ''Human Creativity in the Age of LLMs: Randomized Experiments on Divergent and Convergent Thinking'' (arXiv:2410.03703). arXiv. https://doi.org/10.48550/arXiv.2410.03703
* [https://cat.xula.edu/food/conversation-121/ Conversation #121: Harsh Kumar on Creativity & AI]

'''Credits'''

All photos used in presentation are public domain.

'''License'''

[[Licensing policy for CAT+FD|Curious about our licensing policy?]]

[[Category: CAT+FD]]
[[Category: CAT+FD 2024-2025]]

Creativity

2025-02-19T17:41:29Z

Bart: Bart moved page Creativity to Nourishing Your Own Creativity: full title

#REDIRECT [[Nourishing Your Own Creativity]]

Nourishing Your Own Creativity

2025-02-19T17:41:29Z

Bart: Bart moved page Creativity to Nourishing Your Own Creativity: full title

''Originally presented at [http://cat.xula.edu/ CAT] on Feb. 20, 2025 by [https://barteverson.com/ Bart Everson]''

Academics are required to manifest a great deal of creativity. Teaching, research, service — all may be viewed as a creative acts. Yet we don’t often think in these terms. We invite you to understand creativity as playing a central role in our professional lives. We will dispel unhelpful myths and examine current theories of creativity. A broad array of tips and techniques for enhancing and supporting creativity will be offered. We’ll even take a look at the role of AI in helping or hindering the creative process.

'''Presentation'''

[https://prezi.com/view/94WFDGdzHxQqwEhRN7Bj/ Prezi] [excellent video coming soon!]

'''Resources'''

* [https://www.fastcompany.com/ Fast Company]
* Kumar, H., Vincentius, J., Jordan, E., & Anderson, A. (2024). ''Human Creativity in the Age of LLMs: Randomized Experiments on Divergent and Convergent Thinking'' (arXiv:2410.03703). arXiv. https://doi.org/10.48550/arXiv.2410.03703
* [https://cat.xula.edu/food/conversation-121/ Conversation #121: Harsh Kumar on Creativity & AI]

'''Credits'''

All photos used in presentation are public domain.

'''License'''

[[Licensing policy for CAT+FD|Curious about our licensing policy?]]

[[Category: CAT+FD]]
[[Category: CAT+FD 2024-2025]]

Nourishing Your Own Creativity

2025-02-19T17:41:01Z

Bart: establishing entry

''Originally presented at [http://cat.xula.edu/ CAT] on Feb. 20, 2025 by [https://barteverson.com/ Bart Everson]''

Academics are required to manifest a great deal of creativity. Teaching, research, service — all may be viewed as a creative acts. Yet we don’t often think in these terms. We invite you to understand creativity as playing a central role in our professional lives. We will dispel unhelpful myths and examine current theories of creativity. A broad array of tips and techniques for enhancing and supporting creativity will be offered. We’ll even take a look at the role of AI in helping or hindering the creative process.

'''Presentation'''

[https://prezi.com/view/94WFDGdzHxQqwEhRN7Bj/ Prezi] [excellent video coming soon!]

'''Resources'''

* [https://www.fastcompany.com/ Fast Company]
* Kumar, H., Vincentius, J., Jordan, E., & Anderson, A. (2024). ''Human Creativity in the Age of LLMs: Randomized Experiments on Divergent and Convergent Thinking'' (arXiv:2410.03703). arXiv. https://doi.org/10.48550/arXiv.2410.03703
* [https://cat.xula.edu/food/conversation-121/ Conversation #121: Harsh Kumar on Creativity & AI]

'''Credits'''

All photos used in presentation are public domain.

'''License'''

[[Licensing policy for CAT+FD|Curious about our licensing policy?]]

[[Category: CAT+FD]]
[[Category: CAT+FD 2024-2025]]

Communities

2024-10-17T20:11:28Z

Bart: establishing entry

Workshop Workflow

2024-10-11T17:23:05Z

Bart: establishing entry

# Start with a brilliant idea.
# Make an outline.
# Develop materials.
# Create a resource page.
# Rehearse.
# Make an "excellent video."
# Deliver the presentation.
# Create an ICYMI post.

Main Page

2024-09-30T14:34:24Z

Bart: linking to current AY category

Welcome to '''CAT Base''', the new and improved CAT+FD wiki, 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: CATFD-Color-Seal.png|400px|CAT+FD]]

Looking for resources from a recent workshop? [[:Category: CAT+FD 2024-2025|Look no further!]]

==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.

* Design Course to Facilitate Learning
** [[Customize Your Course Homepage in Brightspace]] — Customize your course homepages to enhance the course experience for your students.
** [[Accessibility Is Not Just For Individuals With Disabilities]] - Create accessible course materials that can benefit everyone.

* Help Learners Stay on Track
** [[Utilize Brightspace to Help Students Stay on Track]]
** [[Course Analytics: Insights to Empower Your Teaching and Improve Student Learning]]

* Accessing Learners
** [[Proactive Strategies for Academic Integrity]]
** [[Using Alternative Assessments to Improve Student Learning]]
** [[Rethinking and Improving Online Tests in Brightspace]]
** [[Secure the Testing Environment and Protect the Integrity of Online Tests]]
** [[Allow Learners to Reflect on Their Learning in Brightspace|Allow Learners to Reflect on Their Learning]]

* Collaborative Learning
** [[Engagement Strategies for Online Discussions in Brightspace]]
** [[Facilitating Group Work in Your Brightspace Course]]
** [[Using VoiceThread to Enhance Lectures and Discussions]]

* [[Inclusive Teaching in Mixed-Mode]]
* [[Instructional Continuity]] — Anything from extreme weather to family emergencies can disrupt scheduled courses. An instructional continuity plan will assist you with continuing course delivery in the event of a disruption by minimizing the effects of the disruption.
* [[LearnEverywhereXULA|#LearnEverywhereXULA]] (Online/Hybrid Instructor Tutorial)
* [https://cat.xula.edu/food/topic/brightspace/ Brightspace Small Plates] — Timely tips from our award-winning blog.
* See also our [https://cat.xula.edu/food/brightspace-faq/ Brightspace FAQ] as well as our [https://cat.xula.edu/food/brightspace-documents/ Brightspace documents].

==EdTech Tutorials==
* [[Achieving HTML Literacy]] — The mysterious code of web pages doesn't have to be so mysterious anymore.
* [[AI²]]: Artificial Intelligence and Academic Integrity
* [[Artificial Intelligence “Bootcamp” for Xavier Faculty Spring 2023]] — explore the potential benefits and risks of AI, including the use of AI to improve your teaching and research
* [[Content Curation for Teaching & Learning]] — The content curator is emerging as an important role in the 21st century.
* [[Creating a personal website using WordPress|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]]
* [[FaCTS 2024]] — Human Learning in an AI World
* [[Mastodon and Beyond]]: Our Federated Future
* [[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]]
* [[Maintaining Focus in a Fragmented World]]

{{communities}}

== 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]] (in CAT+FD facilities)
* [[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]]

Copyright, Copyleft

2024-09-19T17:40:41Z

Bart: adding come copy

''Originally presented at [http://cat.xula.edu/ CAT] on Sep. 4, 2024 by [https://barteverson.com/ Bart Everson]''

So many pretty pictures on the internet, all just a click away! When is it OK to use those images in your presentations and projects? What, you mean there are rules?

{{#widget:YouTube|id=0NtZvvVQXh4}}

This workshop gives you the quick rundown on digital media and intellectual property rights. We talk about common pitfalls to be avoided and show how to find images you can use with impunity.

* [https://xula.libguides.com/copyright/ Intellectual Property] guide by Xavier Library
* [[Creative Commons Resources]]
* [https://slides.com/editor_b/copyright-copyleft Copyright, Copyleft] slide deck

'''Credits'''

This presentation was inspired by questions raised in the [https://gnoicc.org/ Greater New Orleans Interfaith Climate Coalition].

'''License'''

[[Licensing policy for CAT+FD|Curious about our licensing policy?]]

[[Category: CAT+FD]]
[[Category: CAT+FD 2024-2025]]

Gray Area

2024-09-18T17:57:36Z

Bart: establishing entry

<div style="background-color: #ccc;">
Welcome to the Gray Area.

What is the status of AI-generated content, in terms of intellectual property? Can we apply our standard [[Licensing policy for CAT+FD|licensing policy]] when we use an AI to generate content? In other words, can AI content be published under [[Creative Commons Resources|Creative Commons]]?

It's an interesting question. AI-generated content is not copyrightable under current U.S. copyright law. Creative Commons licenses are built on top of copyright law. Since AI-generated content is not copyrightable, it technically cannot be licensed under Creative Commons.

As we know, this legal landscape is still evolving. AI-generated content is currently presumed to be in the public domain. To be forward-thinking, we have developed this page as a placeholder. A gray area! If there are any updates that affect this situation, we'll aim to post them here.
</div>

File:LEX Advanced Certificate of Completion.png

2024-09-13T20:32:18Z

Bart: Bart uploaded a new version of File:LEX Advanced Certificate of Completion.png

== Summary ==
Blank image of the #LEX Advanced Certificate of Completion.
== Licensing ==
{{CC-BY}}

Copyright, Copyleft

2024-09-13T16:28:58Z

Bart: embedding video

''Originally presented at [http://cat.xula.edu/ CAT] on Sep. 4, 2024 by [https://barteverson.com/ Bart Everson]''

{{#widget:YouTube|id=0NtZvvVQXh4}}

* [https://xula.libguides.com/copyright/ Intellectual Property] guide by Xavier Library
* [[Creative Commons Resources]]
* [https://slides.com/editor_b/copyright-copyleft Copyright, Copyleft] slide deck

'''Credits'''

This presentation was inspired by questions raised in the [https://gnoicc.org/ Greater New Orleans Interfaith Climate Coalition].

'''License'''

[[Licensing policy for CAT+FD|Curious about our licensing policy?]]

[[Category: CAT+FD]]
[[Category: CAT+FD 2024-2025]]

Copyright, Copyleft

2024-09-04T16:46:29Z

Bart: fixing link

''Originally presented at [http://cat.xula.edu/ CAT] on Sep. 4, 2024 by [https://barteverson.com/ Bart Everson]''

[Check back soon — video forthcoming]

* [https://xula.libguides.com/copyright/ Intellectual Property] guide by Xavier Library
* [[Creative Commons Resources]]
* [https://slides.com/editor_b/copyright-copyleft Copyright, Copyleft] slide deck

'''Credits'''

This presentation was inspired by questions raised in the [https://gnoicc.org/ Greater New Orleans Interfaith Climate Coalition].

'''License'''

[[Licensing policy for CAT+FD|Curious about our licensing policy?]]

[[Category: CAT+FD]]
[[Category: CAT+FD 2024-2025]]

Copyleft

2024-09-03T16:47:45Z

Bart: redirecting

#REDIRECT [[Copyright, Copyleft]]

Copyright

2024-09-03T16:46:36Z

Bart: redirecting

#REDIRECT [[Copyright, Copyleft]]

Category:CAT+FD 2024-2025

2024-09-03T16:45:28Z

Bart: establishing category

Pages published on this wiki, in support of CAT+FD events, during the 2024-2025 academic year. This list is intended to be exhaustive. Did we miss anything?

Copyright, Copyleft

2024-09-03T16:43:09Z

Bart: establishing entry

''Originally presented at [http://cat.xula.edu/ CAT] on Sep. 4, 2024 by [https://barteverson.com/ Bart Everson]''

* [https://xula.libguides.com/copyright/ Intellectual Property] guide by Xavier Library
* [[Creative Commons Resources]]
* [https://slides.com/editor%20b/copyright-copyleft Copyright, Copyleft] slide deck

'''Credits'''

This presentation was inspired by questions raised in the [https://gnoicc.org/ Greater New Orleans Interfaith Climate Coalition].

'''License'''

[[Licensing policy for CAT+FD|Curious about our licensing policy?]]

[[Category: CAT+FD]]
[[Category: CAT+FD 2024-2025]]

Fall Faculty Book Club

2024-08-08T19:13:45Z

Bart: adding books 2007-2019

== 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!

==2019==

[https://www.goodreads.com/book/show/265056.Lives_on_the_Boundary Lives on the Boundary: A Moving Account of the Struggles and Achievements of America's Educationally Underprepared] by Mike Rose

==2018==

[https://www.goodreads.com/book/show/36751217-backlash Backlash: What Happens When We Talk Honestly about Racism in America] by George Yancy

==2017==

[https://www.goodreads.com/book/show/26367751-slow-professor The Slow Professor: Challenging the Culture of Speed in the Academy] by Maggie Berg and Barbara Seeber

==2016==

[https://www.goodreads.com/book/show/26517530-small-teaching Small Teaching: Everyday Lessons from the Science of Learning] by James M. Lang

==2015==

[https://www.goodreads.com/book/show/7036409-how-learning-works How Learning Works: Seven Research-Based Principles for Smart Teaching] by Susan A. Ambrose, Marsha C. Lovett, Richard E. Mayer (Foreword), Michael W. Bridges, Michele DiPietro, Marie K. Norman

==2014==

[https://www.goodreads.com/book/show/139048.Earth_in_Mind Earth in Mind: On Education, Environment, and the Human Prospect] by David W. Orr

Co-sponsored with Read Today, Lead Tomorrow:

[http://www.goodreads.com/book/show/289751.Proust_and_the_Squid Proust and the Squid: The Story and Science of the Reading Brain] by Maryanne Wolfe

==2013==

[http://www.goodreads.com/book/show/3557358-sentipensante-sensing-thinking-pedagogy Sentipensante (Sensing/Thinking) Pedagogy: Educating for Wholeness, Social Justice and Liberation] by Laura I. Rendón

==2012==

[http://www.goodreads.com/book/show/13747795-what-the-best-college-students-do What the Best College Students Do] by Ken Bain

==2011==

[http://www.goodreads.com/book/show/141593.How_Black_Colleges_Empower_Black_Students How Black Colleges Empower Black Students: Lessons for Higher Education] by Frank W. Hale Jr.

==2010==

[http://www.goodreads.com/book/show/7791813-the-heart-of-higher-education The Heart of Higher Education: A Call to Renewal] by Parker J. Palmer and Arthur Zajonc

==2009==

[http://www.goodreads.com/book/show/1395164.The_Skillful_Teacher The Skillful Teacher: On Technique, Trust, and Responsiveness in the Classroom] by Stephen D. Brookfield

==2008==

[http://www.goodreads.com/book/show/2153560.A_Will_to_Learn A Will to Learn: Being a Student in an Age of Uncertainty] by Ronald Barnett

==2007==

[http://www.goodreads.com/book/show/76696.What_the_Best_College_Teachers_Do What the Best College Teachers Do] by Ken Bain

Xavier Faculty Writing Group

2024-07-09T21:09:36Z

Bart: Bart moved page XULA Faculty Writing Group to Xavier Faculty Writing Group: naming convention

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.

==Participation Requirements==

At the start of every semester, we issue a call for participation to Xavier faculty via email.

*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.
*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.

Template:Communities

2024-07-09T21:08:49Z

Bart: editing link

== Communities of Practice ==

* [[Fall Faculty Book Club]]: During the fall semester CAT sponsors a book club for Xavier faculty.
* [[Teaching Portfolio Working Group]]: Develop a portfolio as a scholarly project that provides documented evidence of teaching from a variety of sources.
* [[P-MAX]] (Preparing Mentors and Advisors at Xavier): P-MAX is a training program that is designed to provide participating faculty with the knowledge and skills needed to mentor and advise undergraduate students, especially those engaged in research.
* [[LearnEverywhereXULA Advanced Certification|#LearnEverywhereXULA Advanced Certification]]
* [[Xavier Faculty Writing Group]]

Main Page

2024-06-04T18:11:57Z

Bart: /* EdTech Tutorials */ adding

Welcome to '''CAT Base''', the new and improved CAT+FD wiki, 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: CATFD-Color-Seal.png|400px|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.

* Design Course to Facilitate Learning
** [[Customize Your Course Homepage in Brightspace]] — Customize your course homepages to enhance the course experience for your students.
** [[Accessibility Is Not Just For Individuals With Disabilities]] - Create accessible course materials that can benefit everyone.

* Help Learners Stay on Track
** [[Utilize Brightspace to Help Students Stay on Track]]

* Accessing Learners
** [[Proactive Strategies for Academic Integrity]]
** [[Using Alternative Assessments to Improve Student Learning]]
** [[Rethinking and Improving Online Tests in Brightspace]]
** [[Secure the Testing Environment and Protect the Integrity of Online Tests]]
** [[Allow Learners to Reflect on Their Learning in Brightspace|Allow Learners to Reflect on Their Learning]]

* Collaborative Learning
** [[Engagement Strategies for Online Discussions in Brightspace]]
** [[Facilitating Group Work in Your Brightspace Course]]
** [[Using VoiceThread to Enhance Lectures and Discussions]]

* [[Inclusive Teaching in Mixed-Mode]]
* [[Instructional Continuity]] — Anything from extreme weather to family emergencies can disrupt scheduled courses. An instructional continuity plan will assist you with continuing course delivery in the event of a disruption by minimizing the effects of the disruption.
* [[LearnEverywhereXULA|#LearnEverywhereXULA]] (Online/Hybrid Instructor Tutorial)
* [https://cat.xula.edu/food/topic/brightspace/ Brightspace Small Plates] — Timely tips from our award-winning blog.
* See also our [https://cat.xula.edu/food/brightspace-faq/ Brightspace FAQ] as well as our [https://cat.xula.edu/food/brightspace-documents/ Brightspace documents].

==EdTech Tutorials==
* [[Achieving HTML Literacy]] — The mysterious code of web pages doesn't have to be so mysterious anymore.
* [[AI²]]: Artificial Intelligence and Academic Integrity
* [[Artificial Intelligence “Bootcamp” for Xavier Faculty Spring 2023]] — explore the potential benefits and risks of AI, including the use of AI to improve your teaching and research
* [[Content Curation for Teaching & Learning]] — The content curator is emerging as an important role in the 21st century.
* [[Creating a personal website using WordPress|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]]
* [[FaCTS 2024]] — Human Learning in an AI World
* [[Mastodon and Beyond]]: Our Federated Future
* [[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]]
* [[Maintaining Focus in a Fragmented World]]

{{communities}}

== 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]] (in CAT+FD facilities)
* [[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]]

FaCTS 2024

2024-05-29T18:54:20Z

Bart: adding, annotating

[[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.]
* Let's compare and contrast "[https://youtu.be/D9xTohlEUEo How Human and AI Learning Works]" [video, 21 min.]
* You'll probably want to make some "[https://youtu.be/9ZuIw-85ceE AI Policies in the Syllabus]" [video, 7 min.]
* Some thoughts on "[https://youtu.be/c63gpnr_vmk Creating Assignments for AI]" [video, 11 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] — famous chatbot from OpenAI
* [https://copilot.microsoft.com/ Copilot] — from Microsoft; Xavier accounts have access
* [https://gemini.google.com/app Gemini] — from Google
* [https://gamma.app/ Gamma] — makes presentations
* [https://goblin.tools/ Goblin Tools] — a focused set of text tools
* [https://leonardo.ai/ Leonardo] — makes images
* [https://www.midjourney.com/ Midjourney] — makes images, steeper learning curve
* [https://perplexity.ai/ Perplexity] — this chatbot is more like a search engine

==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

2024-05-24T14:21:39Z

Bart: /* Pedagogical Resources */ fixing link

[[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://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

2024-05-23T19:14:30Z

Bart: adding platforms

[[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 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]
* [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

2024-05-23T19:08:28Z

Bart: /* Excellent Videos */ adding

[[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 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]
* [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.

==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

2024-05-17T17:09:21Z

Bart: new section

[[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]]!

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

==Pedagogical Resources==

Coming soon.

==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

2024-05-17T17:08:27Z

Bart: revising

[[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]]!

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

FaCTS 2024

2024-05-17T16:49:18Z

Bart: expanding

[[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."

==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]]

Scratch

2024-05-14T13:31:55Z

Bart: adding

A virtual scratch pad where we stick things for short-term use.

* [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]

Did the US Senate reauthorize Section 702 of the Foreign Intelligence Surveillance Act?

what is a good service for purchasing European train tickets?
Why is Renfe.com so hard to use?

I'm flying into Madrid and need to get to the Madrid-Chamartín-Clara Campoamor train station in a hurry. What's the best way?

What are the common algorithms in machine learning?

When referring to a media opportunity, which spelling is more common, "media opp" or "media op"?

Is Batman copyrighted?

Are any major generative AI platforms run by Public Benefit Corporations?
Isn't Anthropic structured as a Public Benefit Corporation?

When did Mississippi Mass Choir release "There Is None Like Him"?

When did Dietrich Buxtehude compose BuxWV 148 - Praeludium in G Minor?

What's a good tourist destination for Sunday morning in Accra?

Were my ancestors indigenous?
But if we go back far enough, aren't all ancestors indigenous?

I'm a constituent and a voter. I'm writing to urge you to support and vote for a carbon pricing bill in the future when there is an opportunity to enact this policy. New research concludes that the U.S. must enact a carbon price to be able to cut climate pollution 50% by 2030. The new research appears in the Hamilton Project / Brookings Institution report, "Climate Tax Policy reform options in 2025" (link below). Passing a carbon fee such as the Energy Innovation Act (H.R.5744) is one of the most cost-effective ways of curbing climate pollution throughout the economy, while having a negligible impact on home energy bills.

https://www.hamiltonproject.org/publication/paper/climate-tax-policy-reform-options-in-2025/

Please write a critical essay on the work of Robert Glenn Howard

Scratch

2024-05-12T16:18:59Z

Bart: adding

A virtual scratch pad where we stick things for short-term use.

* [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]

Did the US Senate reauthorize Section 702 of the Foreign Intelligence Surveillance Act?

what is a good service for purchasing European train tickets?
Why is Renfe.com so hard to use?

I'm flying into Madrid and need to get to the Madrid-Chamartín-Clara Campoamor train station in a hurry. What's the best way?

What are the common algorithms in machine learning?

When referring to a media opportunity, which spelling is more common, "media opp" or "media op"?

Is Batman copyrighted?

Are any major generative AI platforms run by Public Benefit Corporations?
Isn't Anthropic structured as a Public Benefit Corporation?

When did Mississippi Mass Choir release "There Is None Like Him"?

When did Dietrich Buxtehude compose BuxWV 148 - Praeludium in G Minor?

What's a good tourist destination for Sunday morning in Accra?

Were my ancestors indigenous?
But if we go back far enough, aren't all ancestors indigenous?

I'm a constituent and a voter. I'm writing to urge you to support and vote for a carbon pricing bill in the future when there is an opportunity to enact this policy. New research concludes that the U.S. must enact a carbon price to be able to cut climate pollution 50% by 2030. The new research appears in the Hamilton Project / Brookings Institution report, "Climate Tax Policy reform options in 2025" (link below). Passing a carbon fee such as the Energy Innovation Act (H.R.5744) is one of the most cost-effective ways of curbing climate pollution throughout the economy, while having a negligible impact on home energy bills.

https://www.hamiltonproject.org/publication/paper/climate-tax-policy-reform-options-in-2025/

Please write a critical essay on the work of Robert Glenn Howard

Scratch

2024-05-12T12:28:53Z

Bart: copy and paste

A virtual scratch pad where we stick things for short-term use.

* [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]

Did the US Senate reauthorize Section 702 of the Foreign Intelligence Surveillance Act?

what is a good service for purchasing European train tickets?
Why is Renfe.com so hard to use?

I'm flying into Madrid and need to get to the Madrid-Chamartín-Clara Campoamor train station in a hurry. What's the best way?

What are the common algorithms in machine learning?

When referring to a media opportunity, which spelling is more common, "media opp" or "media op"?

Is Batman copyrighted?

Are any major generative AI platforms run by Public Benefit Corporations?
Isn't Anthropic structured as a Public Benefit Corporation?

When did Mississippi Mass Choir release "There Is None Like Him"?

When did Dietrich Buxtehude compose BuxWV 148 - Praeludium in G Minor?

What's a good tourist destination for Sunday morning in Accra?

Were my ancestors indigenous?
But if we go back far enough, aren't all ancestors indigenous?

I'm a constituent and a voter. I'm writing to urge you to support and vote for a carbon pricing bill in the future when there is an opportunity to enact this policy. New research concludes that the U.S. must enact a carbon price to be able to cut climate pollution 50% by 2030. The new research appears in the Hamilton Project / Brookings Institution report, "Climate Tax Policy reform options in 2025" (link below). Passing a carbon fee such as the Energy Innovation Act (H.R.5744) is one of the most cost-effective ways of curbing climate pollution throughout the economy, while having a negligible impact on home energy bills.

https://www.hamiltonproject.org/publication/paper/climate-tax-policy-reform-options-in-2025/

Scratch

2024-05-10T19:38:17Z

Bart: adding

Scratch

2024-05-10T14:40:22Z

Bart: establishing entry

A virtual scratch pad where we stick things for short-term use.

[https://docs.google.com/presentation/d/1ZdkpvaBJ1sHI5D-UUXBsJSBknsJmWpCx6pl_vapm-9g/edit Ethical Education with AI]