http://catwiki.xula.edu/api.php?action=feedcontributions&feedformat=atom&user=Jtodd1 2026-06-29T12:34:57Z User contributions MediaWiki 1.45.3 http://catwiki.xula.edu/index.php?title=Part-time_Faculty_Support&diff=6324 2026-05-13T19:39:47Z

<p>Jtodd1: /* Grades */</p> <hr /> <div>== Teaching at Xavier ==<br /> === The Mission of the University ===<br /> At Xavier University of Louisiana, the mission statement is the guiding principle through which all decisions, big and small, are made. As a faculty member at Xavier, you should always be able to explain how you are living out the mission through your responsibilities in and out of the classroom.<br /> <br /> &quot;Xavier University of Louisiana, founded by Saint Katharine Drexel and the Sisters of the Blessed Sacrament, is Catholic and historically Black. The ultimate purpose of the University is to contribute to the promotion of a more just and humane society by preparing its students to assume roles of leadership and service in a global society. This preparation takes place in a diverse learning and teaching environment that incorporates all relevant educational means, including research and community service.&quot;<br /> <br /> === Xavier's History ===<br /> You can learn more about the mission-focused history of Xavier by exploring the [https://xulastory.com/ The Xavier Story Project web site].<br /> <br /> === The Black Catholic Tradition ===<br /> * Promotes a Catholic intellectual tradition that requires ministry and community service.<br /> * Centers the Eucharist/Communion in campus life.<br /> * Emphasizes Catholic social teaching, the dignity of human life, and cultural diversity.<br /> * Celebrates a joyful spirituality within a struggle for freedom and reconciliation.<br /> <br /> == Policies &amp;amp; Procedures ==<br /> The following policies and procedures are college-wide. Be sure to speak with your department head or division chair to learn about policies and procedures unique to your department.<br /> === Attendance ===<br /> Attendance at classes at Xavier University is extremely important. Because poor student performance is most often equated with tardiness and absenteeism, the instructor is urged to use all reasonable methods to promote attendance at all regularly scheduled periods. Roll taking is required in all classes through the utilization of the University’s card reader system; in addition, excessive absences should be reported to the Registrar's office. Attendance itself in 2000, 3000 and 4000 level courses should not be a factor to be graded. It is conceivable; however, that participation in class activities may be linked to it.<br /> <br /> ==== FE Policy ====<br /> Students enrolled in 1000-level courses may not be absent more than twice the number of times the class meets per week without receiving an FE grade (failure because of excessive absences) for the course. A waiver of FE may be requested by the instructor from the college dean in exceptional circumstances, for compelling and documented reasons. Instructors in certain disciplines may be influenced by professional or accrediting association directives regarding attendance, and compliance with such directives should be the norm.<br /> <br /> ==== Card Readers/Attendance Reports ====<br /> Students should register their attendance for each class session using the electronic card readers.<br /> Teachers may rely on the weekly card reader reports to track attendance, OR may track attendance manually, (or do both, which is recommended).<br /> The card readers are the official record of attendance for administration and financial aid purposes. <br /> The card reader record may be adjusted manually by the teacher using this web address: https://xapps.xula.edu/attendance/. <br /> Do not “sweat” the card readers during class. You should know and students should know that adjustments to the card reader record can be made after class.<br /> Requesting that a student send you an email about the issue is a quick and easy way to move past attendance and onto course content.<br /> <br /> How to Use the Card Readers: https://youtu.be/5USYGR4NV5I<br /> <br /> === Instructional Continuity ===<br /> The threat of disasters is real, as are the disruptions they create in teaching and learning. Teachers should have a plan for when we pivot to remote teaching, which ideally consists of more than asking students to check their email.<br /> CAT+FD offers support for this work through our #LearnEverywhereXula course, which is free to take and optional, not required.<br /> <br /> === Student Success ===<br /> ==== Early Alerts / Progress Reports ====<br /> ==== Midterm Grades ====<br /> ==== Final Grades / Senior Grades ====<br /> <br /> === Academic Integrity ===<br /> Faculty members are expected to take all reasonable precautions to assure integrity of academic work. Not only are they carefully to proctor tests and examinations, but also prudently to safeguard test questions before a test is administered and the test papers afterwards. Special care is to be exercised whenever students have access to the office of a faculty member or secretary.<br /> <br /> A faculty member has the authority to deny admission to the examination room to any student who arrives late, and under no circumstances is he/she to permit a student to take the examination if he/she arrives after another student has left the examination room. Students are expected to comply with the directions given by the instructor as to seating arrangements, use of tables or calculators, computers, etc. <br /> <br /> ==== Cheating &amp; Plagiarism ====<br /> Plagiarism – the explicit submission as one's own the words or ideas of another – is to be dealt with firmly. It is important that faculty instruct students, particularly freshmen, as to what constitutes plagiarism.<br /> Faculty members are to follow the Academic Integrity Policy of their respective College. The College of Arts and Sciences Academic Integrity Policy is found online, and the College of Pharmacy’s policy regarding academic integrity is found in the College’s Academic and Ethical Policies Handbook.<br /> CAS Academic Integrity Policy: https://www.xula.edu/assets/cas_academicintegrity.pdf<br /> ==== Generative AI ====<br /> <br /> == Technology ==<br /> === Simple Syllabus ===<br /> === Brightspace ===<br /> === Technical Support ===</div>

Jtodd1 http://catwiki.xula.edu/index.php?title=Part-time_Faculty_Support&diff=6323 2026-05-13T19:39:28Z

<p>Jtodd1: /* Instructional Continuity */</p> <hr /> <div>== Teaching at Xavier ==<br /> === The Mission of the University ===<br /> At Xavier University of Louisiana, the mission statement is the guiding principle through which all decisions, big and small, are made. As a faculty member at Xavier, you should always be able to explain how you are living out the mission through your responsibilities in and out of the classroom.<br /> <br /> &quot;Xavier University of Louisiana, founded by Saint Katharine Drexel and the Sisters of the Blessed Sacrament, is Catholic and historically Black. The ultimate purpose of the University is to contribute to the promotion of a more just and humane society by preparing its students to assume roles of leadership and service in a global society. This preparation takes place in a diverse learning and teaching environment that incorporates all relevant educational means, including research and community service.&quot;<br /> <br /> === Xavier's History ===<br /> You can learn more about the mission-focused history of Xavier by exploring the [https://xulastory.com/ The Xavier Story Project web site].<br /> <br /> === The Black Catholic Tradition ===<br /> * Promotes a Catholic intellectual tradition that requires ministry and community service.<br /> * Centers the Eucharist/Communion in campus life.<br /> * Emphasizes Catholic social teaching, the dignity of human life, and cultural diversity.<br /> * Celebrates a joyful spirituality within a struggle for freedom and reconciliation.<br /> <br /> == Policies &amp;amp; Procedures ==<br /> The following policies and procedures are college-wide. Be sure to speak with your department head or division chair to learn about policies and procedures unique to your department.<br /> === Attendance ===<br /> Attendance at classes at Xavier University is extremely important. Because poor student performance is most often equated with tardiness and absenteeism, the instructor is urged to use all reasonable methods to promote attendance at all regularly scheduled periods. Roll taking is required in all classes through the utilization of the University’s card reader system; in addition, excessive absences should be reported to the Registrar's office. Attendance itself in 2000, 3000 and 4000 level courses should not be a factor to be graded. It is conceivable; however, that participation in class activities may be linked to it.<br /> <br /> ==== FE Policy ====<br /> Students enrolled in 1000-level courses may not be absent more than twice the number of times the class meets per week without receiving an FE grade (failure because of excessive absences) for the course. A waiver of FE may be requested by the instructor from the college dean in exceptional circumstances, for compelling and documented reasons. Instructors in certain disciplines may be influenced by professional or accrediting association directives regarding attendance, and compliance with such directives should be the norm.<br /> <br /> ==== Card Readers/Attendance Reports ====<br /> Students should register their attendance for each class session using the electronic card readers.<br /> Teachers may rely on the weekly card reader reports to track attendance, OR may track attendance manually, (or do both, which is recommended).<br /> The card readers are the official record of attendance for administration and financial aid purposes. <br /> The card reader record may be adjusted manually by the teacher using this web address: https://xapps.xula.edu/attendance/. <br /> Do not “sweat” the card readers during class. You should know and students should know that adjustments to the card reader record can be made after class.<br /> Requesting that a student send you an email about the issue is a quick and easy way to move past attendance and onto course content.<br /> <br /> How to Use the Card Readers: https://youtu.be/5USYGR4NV5I<br /> <br /> === Instructional Continuity ===<br /> The threat of disasters is real, as are the disruptions they create in teaching and learning. Teachers should have a plan for when we pivot to remote teaching, which ideally consists of more than asking students to check their email.<br /> CAT+FD offers support for this work through our #LearnEverywhereXula course, which is free to take and optional, not required.<br /> <br /> === Grades ===<br /> ==== Early Alerts / Progress Reports ====<br /> ==== Midterm Grades ====<br /> ==== Final Grades / Senior Grades ====<br /> === Academic Integrity ===<br /> Faculty members are expected to take all reasonable precautions to assure integrity of academic work. Not only are they carefully to proctor tests and examinations, but also prudently to safeguard test questions before a test is administered and the test papers afterwards. Special care is to be exercised whenever students have access to the office of a faculty member or secretary.<br /> <br /> A faculty member has the authority to deny admission to the examination room to any student who arrives late, and under no circumstances is he/she to permit a student to take the examination if he/she arrives after another student has left the examination room. Students are expected to comply with the directions given by the instructor as to seating arrangements, use of tables or calculators, computers, etc. <br /> <br /> ==== Cheating &amp; Plagiarism ====<br /> Plagiarism – the explicit submission as one's own the words or ideas of another – is to be dealt with firmly. It is important that faculty instruct students, particularly freshmen, as to what constitutes plagiarism.<br /> Faculty members are to follow the Academic Integrity Policy of their respective College. The College of Arts and Sciences Academic Integrity Policy is found online, and the College of Pharmacy’s policy regarding academic integrity is found in the College’s Academic and Ethical Policies Handbook.<br /> CAS Academic Integrity Policy: https://www.xula.edu/assets/cas_academicintegrity.pdf<br /> ==== Generative AI ====<br /> <br /> == Technology ==<br /> === Simple Syllabus ===<br /> === Brightspace ===<br /> === Technical Support ===</div>

Jtodd1 http://catwiki.xula.edu/index.php?title=Part-time_Faculty_Support&diff=6322 2026-05-13T19:39:04Z

<p>Jtodd1: </p> <hr /> <div>== Teaching at Xavier ==<br /> === The Mission of the University ===<br /> At Xavier University of Louisiana, the mission statement is the guiding principle through which all decisions, big and small, are made. As a faculty member at Xavier, you should always be able to explain how you are living out the mission through your responsibilities in and out of the classroom.<br /> <br /> &quot;Xavier University of Louisiana, founded by Saint Katharine Drexel and the Sisters of the Blessed Sacrament, is Catholic and historically Black. The ultimate purpose of the University is to contribute to the promotion of a more just and humane society by preparing its students to assume roles of leadership and service in a global society. This preparation takes place in a diverse learning and teaching environment that incorporates all relevant educational means, including research and community service.&quot;<br /> <br /> === Xavier's History ===<br /> You can learn more about the mission-focused history of Xavier by exploring the [https://xulastory.com/ The Xavier Story Project web site].<br /> <br /> === The Black Catholic Tradition ===<br /> * Promotes a Catholic intellectual tradition that requires ministry and community service.<br /> * Centers the Eucharist/Communion in campus life.<br /> * Emphasizes Catholic social teaching, the dignity of human life, and cultural diversity.<br /> * Celebrates a joyful spirituality within a struggle for freedom and reconciliation.<br /> <br /> == Policies &amp;amp; Procedures ==<br /> The following policies and procedures are college-wide. Be sure to speak with your department head or division chair to learn about policies and procedures unique to your department.<br /> === Attendance ===<br /> Attendance at classes at Xavier University is extremely important. Because poor student performance is most often equated with tardiness and absenteeism, the instructor is urged to use all reasonable methods to promote attendance at all regularly scheduled periods. Roll taking is required in all classes through the utilization of the University’s card reader system; in addition, excessive absences should be reported to the Registrar's office. Attendance itself in 2000, 3000 and 4000 level courses should not be a factor to be graded. It is conceivable; however, that participation in class activities may be linked to it.<br /> <br /> ==== FE Policy ====<br /> Students enrolled in 1000-level courses may not be absent more than twice the number of times the class meets per week without receiving an FE grade (failure because of excessive absences) for the course. A waiver of FE may be requested by the instructor from the college dean in exceptional circumstances, for compelling and documented reasons. Instructors in certain disciplines may be influenced by professional or accrediting association directives regarding attendance, and compliance with such directives should be the norm.<br /> <br /> ==== Card Readers/Attendance Reports ====<br /> Students should register their attendance for each class session using the electronic card readers.<br /> Teachers may rely on the weekly card reader reports to track attendance, OR may track attendance manually, (or do both, which is recommended).<br /> The card readers are the official record of attendance for administration and financial aid purposes. <br /> The card reader record may be adjusted manually by the teacher using this web address: https://xapps.xula.edu/attendance/. <br /> Do not “sweat” the card readers during class. You should know and students should know that adjustments to the card reader record can be made after class.<br /> Requesting that a student send you an email about the issue is a quick and easy way to move past attendance and onto course content.<br /> <br /> How to Use the Card Readers: https://youtu.be/5USYGR4NV5I<br /> <br /> ==== Instructional Continuity ====<br /> The threat of disasters is real, as are the disruptions they create in teaching and learning. Teachers should have a plan for when we pivot to remote teaching, which ideally consists of more than asking students to check their email.<br /> CAT+FD offers support for this work through our #LearnEverywhereXula course, which is free to take and optional, not required. <br /> <br /> === Grades ===<br /> ==== Early Alerts / Progress Reports ====<br /> ==== Midterm Grades ====<br /> ==== Final Grades / Senior Grades ====<br /> === Academic Integrity ===<br /> Faculty members are expected to take all reasonable precautions to assure integrity of academic work. Not only are they carefully to proctor tests and examinations, but also prudently to safeguard test questions before a test is administered and the test papers afterwards. Special care is to be exercised whenever students have access to the office of a faculty member or secretary.<br /> <br /> A faculty member has the authority to deny admission to the examination room to any student who arrives late, and under no circumstances is he/she to permit a student to take the examination if he/she arrives after another student has left the examination room. Students are expected to comply with the directions given by the instructor as to seating arrangements, use of tables or calculators, computers, etc. <br /> <br /> ==== Cheating &amp; Plagiarism ====<br /> Plagiarism – the explicit submission as one's own the words or ideas of another – is to be dealt with firmly. It is important that faculty instruct students, particularly freshmen, as to what constitutes plagiarism.<br /> Faculty members are to follow the Academic Integrity Policy of their respective College. The College of Arts and Sciences Academic Integrity Policy is found online, and the College of Pharmacy’s policy regarding academic integrity is found in the College’s Academic and Ethical Policies Handbook.<br /> CAS Academic Integrity Policy: https://www.xula.edu/assets/cas_academicintegrity.pdf<br /> ==== Generative AI ====<br /> <br /> == Technology ==<br /> === Simple Syllabus ===<br /> === Brightspace ===<br /> === Technical Support ===</div>

Jtodd1 http://catwiki.xula.edu/index.php?title=Part-time_Faculty_Support&diff=6321 2026-05-13T19:28:48Z

<p>Jtodd1: </p> <hr /> <div>== Teaching at Xavier ==<br /> === Xavier's Mission ===<br /> At Xavier University of Louisiana, the mission statement is the guiding principle through which all decisions, big and small, are made. As a faculty member at Xavier, you should always be able to explain how you are living out the mission through your responsibilities in and out of the classroom.<br /> <br /> &quot;Xavier University of Louisiana, founded by Saint Katharine Drexel and the Sisters of the Blessed Sacrament, is Catholic and historically Black. The ultimate purpose of the University is to contribute to the promotion of a more just and humane society by preparing its students to assume roles of leadership and service in a global society. This preparation takes place in a diverse learning and teaching environment that incorporates all relevant educational means, including research and community service.&quot;<br /> <br /> === Xavier's History ===<br /> You can learn more about the mission-focused history of Xavier by exploring the [https://xulastory.com/ The Xavier Story Project web site].<br /> <br /> == Policies &amp;amp; Procedures ==<br /> The following policies and procedures are college-wide. Be sure to speak with your department head or division chair to learn about policies and procedures unique to your department.<br /> === Attendance ===<br /> ==== FE Policy ====<br /> ==== Card Readers/Attendance Reports ====<br /> === Grades ===<br /> ==== Early Alerts / Progress Reports ====<br /> ==== Midterm Grades ====<br /> ==== Final Grades / Senior Grades ====<br /> === Academic Integrity ===<br /> ==== Cheating &amp; Plagiarism ====<br /> ==== Generative AI ====<br /> <br /> == Technology ==<br /> === Simple Syllabus ===<br /> === Brightspace ===<br /> === Technical Support ===</div>

Jtodd1 http://catwiki.xula.edu/index.php?title=Part-time_Faculty_Support&diff=6320 2026-05-13T19:27:00Z

<p>Jtodd1: </p> <hr /> <div>== Teaching at Xavier ==<br /> === Xavier's Mission ===<br /> At Xavier University of Louisiana, the mission statement is the guiding principle through which all decisions, big and small, are made. As a faculty member at Xavier, you should always be able to explain how you are living out the mission through your responsibilities in and out of the classroom.<br /> <br /> &quot;Xavier University of Louisiana, founded by Saint Katharine Drexel and the Sisters of the Blessed Sacrament, is Catholic and historically Black. The ultimate purpose of the University is to contribute to the promotion of a more just and humane society by preparing its students to assume roles of leadership and service in a global society. This preparation takes place in a diverse learning and teaching environment that incorporates all relevant educational means, including research and community service.&quot;<br /> <br /> === Xavier's History ===<br /> You can learn more about the mission-focused history of Xavier by exploring the [https://xulastory.com/ The Xavier Story Project web site].<br /> <br /> == Policies &amp;amp; Procedures ==<br /> The following policies and procedures are college-wide. Be sure to speak with your department head or division chair to learn about policies and procedures unique to your department.<br /> === Attendance ===<br /> ==== FE Policy ====<br /> ==== Card Readers/Attendance Reports ====<br /> === Grades ===<br /> ==== Early Alerts / Progress Reports ====<br /> ==== Midterm Grades ====<br /> ==== Final Grades / Senior Grades ====<br /> <br /> == Technology ==<br /> === Simple Syllabus ===<br /> === Brightspace ===<br /> === Technical Support ===</div>

Jtodd1 http://catwiki.xula.edu/index.php?title=Alternative_Grading_Models&diff=6319 2026-03-25T18:57:17Z

<p>Jtodd1: Added the video link</p> <hr /> <div>''A workshop titled &quot;Mini-Workshop: Alternative Grading Models&quot; originally presented for [http://cat.xula.edu/ CAT+FD] on 17 March 2026 by Dr. Jason Todd''<br /> <br /> == Abstract ==<br /> Traditional grading systems tend to orient students toward point accumulation rather than learning, generate anxiety (particularly for first-generation and underrepresented students), and produce feedback that students rarely engage with once a grade has been assigned. Alternative grading approaches shift the focus toward evidence of learning and reduce adversarial faculty-student dynamics by moving rigor to course design rather than evaluation.<br /> * Contract Grading establishes a written agreement at the start of the semester in which students commit to a defined body of work in exchange for a defined grade.<br /> * Specifications Grading assesses work as complete or incomplete against clearly published criteria.<br /> * Ungrading removes grades from individual assignments entirely. Students receive qualitative feedback throughout the semester and complete a self-assessment at the end.<br /> * Negotiated Grading involves students and instructor co-determining what will count as evidence of learning and how it will be evaluated.<br /> <br /> {{#widget:YouTube|id=2FMq0W4PxMc}}<br /> == Resources ==<br /> * [https://gamma.app/docs/Alternative-Grading-Models-That-Work-for-Students-Faculty-e7oilodl9vf8whi Alternative Grading Models Slidedeck (on Gamma.app)]<br /> <br /> == References ==<br /> * Artze-Vega, I., Darby, F., Dewsbury, B., &amp; Imad, M. (2023). ''The Norton guide to equity-minded teaching''. W. W. Norton &amp; Company.<br /> * Blum, S. D. (Ed.). (2020). ''Ungrading: Why rating students undermines learning (and what to do instead)''. West Virginia University Press.<br /> * Budde, T. (2023, July 24). Why I no longer grade my college students. ''Grading for Growth''. [https://gradingforgrowth.com/p/why-i-no-longer-grade-my-college https://gradingforgrowth.com/p/why-i-no-longer-grade-my-college]<br /> * Center for Grading Reform. (n.d.). ''The grading conference''. [https://www.thegradingconference.com https://www.thegradingconference.com]<br /> * Danielewicz, J., &amp; Elbow, P. (2009). A unilateral grading contract to improve learning and teaching. ''College Composition and Communication, 61''(2), 244-268.<br /> * Donahoe, E. (2026). ''Unmaking the Grade''. [https://emilypittsdonahoe.substack.com https://emilypittsdonahoe.substack.com]<br /> * Eyler, J. (2022, March 7). Grades are at the center of the student mental health crisis. ''Inside Higher Ed''. [https://www.insidehighered.com/blogs/just-visiting/grades-are-center-student-mental-health-crisis https://www.insidehighered.com/blogs/just-visiting/grades-are-center-student-mental-health-crisis]<br /> * Feldman, J. (2024). ''Grading for equity'' (2nd ed.). Corwin Press.<br /> * Inoue, A. B. (2019). ''Labor-based grading contracts: Building equity and inclusion in the compassionate writing classroom''. The WAC Clearinghouse. [https://wac.colostate.edu/books/perspectives/labor/ https://wac.colostate.edu/books/perspectives/labor/]<br /> * McCloud, L. I. (2023, April 17). Keeping receipts: Thoughts on ungrading from a Black woman professor. ''Zeal: A Journal for Liberal Arts, 1''(2). [https://zeal.kings.edu/zeal/article/view/25 https://zeal.kings.edu/zeal/article/view/25]<br /> * Miller, M.D. (2022, August 2). Ungrading light: 4 simple ways to ease the spotlight off points. ''The Chronicle of Higher Education''. [https://www.chronicle.com/article/ungrading-light-4-simple-ways-to-ease-the-spotlight-off-points https://www.chronicle.com/article/ungrading-light-4-simple-ways-to-ease-the-spotlight-off-points] <br /> * Nilson, L. B. (2015). ''Specifications grading: Restoring rigor, motivating students, and saving faculty time''. Stylus Publishing.<br /> * Winkelmes, M. (2026). ''TILT higher ed''. [https://www.tilthighered.com https://www.tilthighered.com]<br /> * Winkelmes, M.A., Bernacki, M. Butler, J. Zochowski, M. Golanics, J. Harriss Weavil, K. (2016). A Teaching Intervention that Increases Underserved College Students' Success, ''Peer Review 18''(1/2).<br /> <br /> == Further Reading ==<br /> * Carl Wieman Science Education Initiative. (2014, October). Two-stage exams. [https://cwsei.ubc.ca/sites/default/files/cwsei/resources/instructor/Two-stage_Exams.pdf https://cwsei.ubc.ca/sites/default/files/cwsei/resources/instructor/Two-stage_Exams.pdf]<br /> * Chris Marriot - Computer Science. (2022, January 7). ''Using labor-based grading in your STEM classroom'' [Video]. YouTube. [https://youtu.be/MXiHhcdfrDk?si=UX8KxAcPYOIQJ0eb https://youtu.be/MXiHhcdfrDk?si=UX8KxAcPYOIQJ0eb]<br /> * Donahoe, E.P., Dyer, J., Mattaini, K., and Tanner, E. (2025, December 12) Alternative Grading in Large Classes. ''Unmaking the Grade''. [https://emilypittsdonahoe.substack.com/p/alternative-grading-in-large-classes https://emilypittsdonahoe.substack.com/p/alternative-grading-in-large-classes]<br /> * McKnelly, K.J., Howitz, W.J., Thane, T.A., and Link, R.D. (). Specifications grading at scale: Improved letter grades and grading-related interactions in a course with over 1,000 students, ''Journal of Chemical Education 100''(9). [https://pubs.acs.org/doi/10.1021/acs.jchemed.2c00740 https://pubs.acs.org/doi/10.1021/acs.jchemed.2c00740]<br /> <br /> <br /> [[Category: CAT+FD]]<br /> [[Category: CAT+FD 2025-2026]]<br /> [[Category: Grading]]<br /> [[Category: Classroom Policies]]<br /> [[Category: CAT Talk]]</div>

Jtodd1 http://catwiki.xula.edu/index.php?title=Alternative_Grading_Models&diff=6318 2026-03-17T21:05:22Z

<p>Jtodd1: </p> <hr /> <div>''A workshop titled &quot;Mini-Workshop: Alternative Grading Models&quot; originally presented for [http://cat.xula.edu/ CAT+FD] on 17 March 2026 by Dr. Jason Todd''<br /> <br /> == Abstract ==<br /> Traditional grading systems tend to orient students toward point accumulation rather than learning, generate anxiety (particularly for first-generation and underrepresented students), and produce feedback that students rarely engage with once a grade has been assigned. Alternative grading approaches shift the focus toward evidence of learning and reduce adversarial faculty-student dynamics by moving rigor to course design rather than evaluation.<br /> * Contract Grading establishes a written agreement at the start of the semester in which students commit to a defined body of work in exchange for a defined grade.<br /> * Specifications Grading assesses work as complete or incomplete against clearly published criteria.<br /> * Ungrading removes grades from individual assignments entirely. Students receive qualitative feedback throughout the semester and complete a self-assessment at the end.<br /> * Negotiated Grading involves students and instructor co-determining what will count as evidence of learning and how it will be evaluated.<br /> <br /> {{#widget:YouTube|id=}}<br /> == Resources ==<br /> * [https://gamma.app/docs/Alternative-Grading-Models-That-Work-for-Students-Faculty-e7oilodl9vf8whi Alternative Grading Models Slidedeck (on Gamma.app)]<br /> <br /> == References ==<br /> * Artze-Vega, I., Darby, F., Dewsbury, B., &amp; Imad, M. (2023). ''The Norton guide to equity-minded teaching''. W. W. Norton &amp; Company.<br /> * Blum, S. D. (Ed.). (2020). ''Ungrading: Why rating students undermines learning (and what to do instead)''. West Virginia University Press.<br /> * Budde, T. (2023, July 24). Why I no longer grade my college students. ''Grading for Growth''. [https://gradingforgrowth.com/p/why-i-no-longer-grade-my-college https://gradingforgrowth.com/p/why-i-no-longer-grade-my-college]<br /> * Center for Grading Reform. (n.d.). ''The grading conference''. [https://www.thegradingconference.com https://www.thegradingconference.com]<br /> * Danielewicz, J., &amp; Elbow, P. (2009). A unilateral grading contract to improve learning and teaching. ''College Composition and Communication, 61''(2), 244-268.<br /> * Donahoe, E. (2026). ''Unmaking the Grade''. [https://emilypittsdonahoe.substack.com https://emilypittsdonahoe.substack.com]<br /> * Eyler, J. (2022, March 7). Grades are at the center of the student mental health crisis. ''Inside Higher Ed''. [https://www.insidehighered.com/blogs/just-visiting/grades-are-center-student-mental-health-crisis https://www.insidehighered.com/blogs/just-visiting/grades-are-center-student-mental-health-crisis]<br /> * Feldman, J. (2024). ''Grading for equity'' (2nd ed.). Corwin Press.<br /> * Inoue, A. B. (2019). ''Labor-based grading contracts: Building equity and inclusion in the compassionate writing classroom''. The WAC Clearinghouse. [https://wac.colostate.edu/books/perspectives/labor/ https://wac.colostate.edu/books/perspectives/labor/]<br /> * McCloud, L. I. (2023, April 17). Keeping receipts: Thoughts on ungrading from a Black woman professor. ''Zeal: A Journal for Liberal Arts, 1''(2). [https://zeal.kings.edu/zeal/article/view/25 https://zeal.kings.edu/zeal/article/view/25]<br /> * Miller, M.D. (2022, August 2). Ungrading light: 4 simple ways to ease the spotlight off points. ''The Chronicle of Higher Education''. [https://www.chronicle.com/article/ungrading-light-4-simple-ways-to-ease-the-spotlight-off-points https://www.chronicle.com/article/ungrading-light-4-simple-ways-to-ease-the-spotlight-off-points] <br /> * Nilson, L. B. (2015). ''Specifications grading: Restoring rigor, motivating students, and saving faculty time''. Stylus Publishing.<br /> * Winkelmes, M. (2026). ''TILT higher ed''. [https://www.tilthighered.com https://www.tilthighered.com]<br /> * Winkelmes, M.A., Bernacki, M. Butler, J. Zochowski, M. Golanics, J. Harriss Weavil, K. (2016). A Teaching Intervention that Increases Underserved College Students' Success, ''Peer Review 18''(1/2).<br /> <br /> == Further Reading ==<br /> * Carl Wieman Science Education Initiative. (2014, October). Two-stage exams. [https://cwsei.ubc.ca/sites/default/files/cwsei/resources/instructor/Two-stage_Exams.pdf https://cwsei.ubc.ca/sites/default/files/cwsei/resources/instructor/Two-stage_Exams.pdf]<br /> * Chris Marriot - Computer Science. (2022, January 7). ''Using labor-based grading in your STEM classroom'' [Video]. YouTube. [https://youtu.be/MXiHhcdfrDk?si=UX8KxAcPYOIQJ0eb https://youtu.be/MXiHhcdfrDk?si=UX8KxAcPYOIQJ0eb]<br /> * Donahoe, E.P., Dyer, J., Mattaini, K., and Tanner, E. (2025, December 12) Alternative Grading in Large Classes. ''Unmaking the Grade''. [https://emilypittsdonahoe.substack.com/p/alternative-grading-in-large-classes https://emilypittsdonahoe.substack.com/p/alternative-grading-in-large-classes]<br /> * McKnelly, K.J., Howitz, W.J., Thane, T.A., and Link, R.D. (). Specifications grading at scale: Improved letter grades and grading-related interactions in a course with over 1,000 students, ''Journal of Chemical Education 100''(9). [https://pubs.acs.org/doi/10.1021/acs.jchemed.2c00740 https://pubs.acs.org/doi/10.1021/acs.jchemed.2c00740]<br /> <br /> <br /> [[Category: CAT+FD]]<br /> [[Category: CAT+FD 2025-2026]]<br /> [[Category: Grading]]<br /> [[Category: Classroom Policies]]<br /> [[Category: CAT Talk]]</div>

Jtodd1 http://catwiki.xula.edu/index.php?title=Alternative_Grading_Models&diff=6317 2026-03-17T19:40:31Z

<p>Jtodd1: </p> <hr /> <div>''A workshop titled &quot;Mini-Workshop: Alternative Grading Models&quot; originally presented for [http://cat.xula.edu/ CAT+FD] on 17 March 2026 by Dr. Jason Todd''<br /> <br /> == Abstract ==<br /> Traditional grading systems tend to orient students toward point accumulation rather than learning, generate anxiety (particularly for first-generation and underrepresented students), and produce feedback that students rarely engage with once a grade has been assigned. Alternative grading approaches shift the focus toward evidence of learning and reduce adversarial faculty-student dynamics by moving rigor to course design rather than evaluation.<br /> * Contract Grading establishes a written agreement at the start of the semester in which students commit to a defined body of work in exchange for a defined grade.<br /> * Specifications Grading assesses work as complete or incomplete against clearly published criteria.<br /> * Ungrading removes grades from individual assignments entirely. Students receive qualitative feedback throughout the semester and complete a self-assessment at the end.<br /> * Negotiated Grading involves students and instructor co-determining what will count as evidence of learning and how it will be evaluated.<br /> <br /> {{#widget:YouTube|id=}}<br /> == Resources ==<br /> * [https://gamma.app/docs/Alternative-Grading-Models-That-Work-for-Students-Faculty-e7oilodl9vf8whi Alternative Grading Models Slidedeck (on Gamma.app)]<br /> <br /> == References ==<br /> * Artze-Vega, I., Darby, F., Dewsbury, B., &amp; Imad, M. (2023). ''The Norton guide to equity-minded teaching''. W. W. Norton &amp; Company.<br /> * Blum, S. D. (Ed.). (2020). ''Ungrading: Why rating students undermines learning (and what to do instead)''. West Virginia University Press.<br /> * Budde, T. (2023, July 24). Why I no longer grade my college students. ''Grading for Growth''. [https://gradingforgrowth.com/p/why-i-no-longer-grade-my-college https://gradingforgrowth.com/p/why-i-no-longer-grade-my-college]<br /> * Center for Grading Reform. (n.d.). ''The grading conference''. [https://www.thegradingconference.com https://www.thegradingconference.com]<br /> * Danielewicz, J., &amp; Elbow, P. (2009). A unilateral grading contract to improve learning and teaching. ''College Composition and Communication, 61''(2), 244-268.<br /> * Donahoe, E. (2026). ''Unmaking the Grade''. [https://emilypittsdonahoe.substack.com https://emilypittsdonahoe.substack.com]<br /> * Eyler, J. (2022, March 7). Grades are at the center of the student mental health crisis. ''Inside Higher Ed''. [https://www.insidehighered.com/blogs/just-visiting/grades-are-center-student-mental-health-crisis https://www.insidehighered.com/blogs/just-visiting/grades-are-center-student-mental-health-crisis]<br /> * Feldman, J. (2024). ''Grading for equity'' (2nd ed.). Corwin Press.<br /> * Inoue, A. B. (2019). ''Labor-based grading contracts: Building equity and inclusion in the compassionate writing classroom''. The WAC Clearinghouse. [https://wac.colostate.edu/books/perspectives/labor/ https://wac.colostate.edu/books/perspectives/labor/]<br /> * McCloud, L. I. (2023, April 17). Keeping receipts: Thoughts on ungrading from a Black woman professor. ''Zeal: A Journal for Liberal Arts, 1''(2). [https://zeal.kings.edu/zeal/article/view/25 https://zeal.kings.edu/zeal/article/view/25]<br /> * Nilson, L. B. (2015). ''Specifications grading: Restoring rigor, motivating students, and saving faculty time''. Stylus Publishing.<br /> * Winkelmes, M. (2026). ''TILT higher ed''. [https://www.tilthighered.com https://www.tilthighered.com]<br /> * Winkelmes, M.A., Bernacki, M. Butler, J. Zochowski, M. Golanics, J. Harriss Weavil, K. (2016). A Teaching Intervention that Increases Underserved College Students' Success, ''Peer Review 18''(1/2).<br /> <br /> [[Category: CAT+FD]]<br /> [[Category: CAT+FD 2025-2026]]<br /> [[Category: Grading]]<br /> [[Category: Classroom Policies]]<br /> [[Category: CAT Talk]]</div>

Jtodd1 http://catwiki.xula.edu/index.php?title=Alternative_Grading_Models&diff=6316 2026-03-17T19:20:32Z

<p>Jtodd1: </p> <hr /> <div>''A workshop titled &quot;Mini-Workshop: Alternative Grading Models&quot; originally presented for [http://cat.xula.edu/ CAT+FD] on 17 March 2026 by Dr. Jason Todd''<br /> <br /> == Abstract ==<br /> Traditional grading systems tend to orient students toward point accumulation rather than learning, generate anxiety (particularly for first-generation and underrepresented students), and produce feedback that students rarely engage with once a grade has been assigned. Alternative grading approaches shift the focus toward evidence of learning and reduce adversarial faculty-student dynamics by moving rigor to course design rather than evaluation.<br /> * Contract Grading establishes a written agreement at the start of the semester in which students commit to a defined body of work in exchange for a defined grade. Contracts are typically tiered (C, B, A), with each level requiring progressively more engagement. Grading becomes binary — work is either fulfilled or not — which reduces grade disputes and repositions faculty as coaches rather than judges.<br /> * Specifications Grading assesses work as complete or incomplete against clearly published criteria. Students may revise and resubmit assignments, with &quot;tokens&quot; used to limit revision volume. Because feedback is tied to a subsequent revision opportunity, students have a concrete reason to act on it.<br /> * Ungrading removes grades from individual assignments entirely. Students receive qualitative feedback throughout the semester and complete a self-assessment at the end; the instructor reviews and either confirms or negotiates the final grade. The model centers student metacognition and requires significant structural scaffolding and mutual trust.<br /> * Negotiated Grading involves students and instructor co-determining what will count as evidence of learning and how it will be evaluated. This may include grading conferences — structured conversations in which both parties bring evidence and arrive at a grade collaboratively. The approach increases student ownership but is the most labor-intensive of the four, particularly in course design.<br /> <br /> {{#widget:YouTube|id=}}<br /> == Resources ==<br /> * [https://gamma.app/docs/Alternative-Grading-Models-That-Work-for-Students-Faculty-e7oilodl9vf8whi Alternative Grading Models Slidedeck (on Gamma.app)]<br /> <br /> == References ==<br /> * Artze-Vega, I., Darby, F., Dewsbury, B., &amp; Imad, M. (2023). ''The Norton guide to equity-minded teaching''. W. W. Norton &amp; Company.<br /> * Blum, S. D. (Ed.). (2020). ''Ungrading: Why rating students undermines learning (and what to do instead)''. West Virginia University Press.<br /> * Budde, T. (2023, July 24). Why I no longer grade my college students. ''Grading for Growth''. [https://gradingforgrowth.com/p/why-i-no-longer-grade-my-college https://gradingforgrowth.com/p/why-i-no-longer-grade-my-college]<br /> * Center for Grading Reform. (n.d.). ''The grading conference''. [https://www.thegradingconference.com https://www.thegradingconference.com]<br /> * Danielewicz, J., &amp; Elbow, P. (2009). A unilateral grading contract to improve learning and teaching. ''College Composition and Communication, 61''(2), 244-268.<br /> * Donahoe, E. (2026). ''Unmaking the Grade''. [https://emilypittsdonahoe.substack.com https://emilypittsdonahoe.substack.com]<br /> * Eyler, J. (2022, March 7). Grades are at the center of the student mental health crisis. ''Inside Higher Ed''. [https://www.insidehighered.com/blogs/just-visiting/grades-are-center-student-mental-health-crisis https://www.insidehighered.com/blogs/just-visiting/grades-are-center-student-mental-health-crisis]<br /> * Feldman, J. (2024). ''Grading for equity'' (2nd ed.). Corwin Press.<br /> * Inoue, A. B. (2019). ''Labor-based grading contracts: Building equity and inclusion in the compassionate writing classroom''. The WAC Clearinghouse. [https://wac.colostate.edu/books/perspectives/labor/ https://wac.colostate.edu/books/perspectives/labor/]<br /> * McCloud, L. I. (2023, April 17). Keeping receipts: Thoughts on ungrading from a Black woman professor. ''Zeal: A Journal for Liberal Arts, 1''(2). [https://zeal.kings.edu/zeal/article/view/25 https://zeal.kings.edu/zeal/article/view/25]<br /> * Nilson, L. B. (2015). ''Specifications grading: Restoring rigor, motivating students, and saving faculty time''. Stylus Publishing.<br /> * Winkelmes, M. (2026). ''TILT higher ed''. [https://www.tilthighered.com https://www.tilthighered.com]<br /> * Winkelmes, M.A., Bernacki, M. Butler, J. Zochowski, M. Golanics, J. Harriss Weavil, K. (2016). A Teaching Intervention that Increases Underserved College Students' Success, ''Peer Review 18''(1/2).<br /> <br /> [[Category: CAT+FD]]<br /> [[Category: CAT+FD 2025-2026]]<br /> [[Category: Grading]]<br /> [[Category: Classroom Policies]]<br /> [[Category: CAT Talk]]</div>

Jtodd1 http://catwiki.xula.edu/index.php?title=Alternative_Grading_Models&diff=6315 2026-03-17T19:19:37Z

<p>Jtodd1: More fixed links</p> <hr /> <div>''A workshop titled &quot;Mini-Workshop: Alternative Grading Models&quot; originally presented for [http://cat.xula.edu/ CAT+FD] on 17 March 2026 by Dr. Jason Todd''<br /> <br /> == Abstract ==<br /> Traditional grading systems tend to orient students toward point accumulation rather than learning, generate anxiety (particularly for first-generation and underrepresented students), and produce feedback that students rarely engage with once a grade has been assigned. Alternative grading approaches shift the focus toward evidence of learning and reduce adversarial faculty-student dynamics by moving rigor to course design rather than evaluation.<br /> * Contract Grading establishes a written agreement at the start of the semester in which students commit to a defined body of work in exchange for a defined grade. Contracts are typically tiered (C, B, A), with each level requiring progressively more engagement. Grading becomes binary — work is either fulfilled or not — which reduces grade disputes and repositions faculty as coaches rather than judges.<br /> * Specifications Grading assesses work as complete or incomplete against clearly published criteria. Students may revise and resubmit assignments, with &quot;tokens&quot; used to limit revision volume. Because feedback is tied to a subsequent revision opportunity, students have a concrete reason to act on it.<br /> * Ungrading removes grades from individual assignments entirely. Students receive qualitative feedback throughout the semester and complete a self-assessment at the end; the instructor reviews and either confirms or negotiates the final grade. The model centers student metacognition and requires significant structural scaffolding and mutual trust.<br /> * Negotiated Grading involves students and instructor co-determining what will count as evidence of learning and how it will be evaluated. This may include grading conferences — structured conversations in which both parties bring evidence and arrive at a grade collaboratively. The approach increases student ownership but is the most labor-intensive of the four, particularly in course design.<br /> <br /> {{#widget:YouTube|id=}}<br /> == Resources ==<br /> * [https://gamma.app/docs/Alternative-Grading-Models-That-Work-for-Students-Faculty-e7oilodl9vf8whi Alternative Grading Models Slidedeck (on Gamma.app)]<br /> <br /> == References ==<br /> * Artze-Vega, I., Darby, F., Dewsbury, B., &amp; Imad, M. (2023). ''The Norton guide to equity-minded teaching''. W. W. Norton &amp; Company.<br /> * Blum, S. D. (Ed.). (2020). ''Ungrading: Why rating students undermines learning (and what to do instead)''. West Virginia University Press.<br /> * Budde, T. (2023, July 24). Why I no longer grade my college students. ''Grading for Growth''. [https://gradingforgrowth.com/p/why-i-no-longer-grade-my-college https://gradingforgrowth.com/p/why-i-no-longer-grade-my-college]<br /> * Center for Grading Reform. (n.d.). ''The grading conference''. [https://www.thegradingconference.com https://www.thegradingconference.com]<br /> * Danielewicz, J., &amp; Elbow, P. (2009). A unilateral grading contract to improve learning and teaching. ''College Composition and Communication, 61''(2), 244-268.<br /> * Donahoe, E. (2026). ''Unmaking the Grade''. [https://emilypittsdonahoe.substack.com https://emilypittsdonahoe.substack.com]<br /> * Eyler, J. (2022, March 7). Grades are at the center of the student mental health crisis. ''Inside Higher Ed''. [https://www.insidehighered.com/blogs/just-visiting/grades-are-center-student-mental-health-crisis https://www.insidehighered.com/blogs/just-visiting/grades-are-center-student-mental-health-crisis]<br /> * Feldman, J. (2024). ''Grading for equity'' (2nd ed.). Corwin Press.<br /> * Inoue, A. B. (2019). ''Labor-based grading contracts: Building equity and inclusion in the compassionate writing classroom''. The WAC Clearinghouse. [https://wac.colostate.edu/books/perspectives/labor/ https://wac.colostate.edu/books/perspectives/labor/]<br /> * McCloud, L. I. (2023, April 17). Keeping receipts: Thoughts on ungrading from a Black woman professor. ''Zeal: A Journal for Liberal Arts, 1''(2). [https://zeal.kings.edu/zeal/article/view/25 https://zeal.kings.edu/zeal/article/view/25]<br /> * Nilson, L. B. (2015). ''Specifications grading: Restoring rigor, motivating students, and saving faculty time''. Stylus Publishing.<br /> * Winkelmes, M. (2026). ''TILT higher ed''. [https://www.tilthighered.com https://www.tilthighered.com]<br /> * Winkelmes, M.A., Bernacki, M. Butler, J. Zochowski, M. Golanics, J. Harriss Weavil, K. (2016). A Teaching Intervention that Increases Underserved College Students' Success, ''Peer Review 18''(1/2).<br /> <br /> [[Category: CAT+FD]]<br /> [[Category: CAT+FD 2025-2026]]<br /> [[Category: Grading]]<br /> [[Category: Classroom Policies]]<br /> [[</div>

Jtodd1 http://catwiki.xula.edu/index.php?title=Alternative_Grading_Models&diff=6314 2026-03-17T19:15:33Z

<p>Jtodd1: Fixed links</p> <hr /> <div>''A workshop titled &quot;Mini-Workshop: Alternative Grading Models&quot; originally presented for [http://cat.xula.edu/ CAT+FD] on 17 March 2026 by Dr. Jason Todd''<br /> <br /> == Abstract ==<br /> Traditional grading systems tend to orient students toward point accumulation rather than learning, generate anxiety (particularly for first-generation and underrepresented students), and produce feedback that students rarely engage with once a grade has been assigned. Alternative grading approaches shift the focus toward evidence of learning and reduce adversarial faculty-student dynamics by moving rigor to course design rather than evaluation.<br /> * Contract Grading establishes a written agreement at the start of the semester in which students commit to a defined body of work in exchange for a defined grade. Contracts are typically tiered (C, B, A), with each level requiring progressively more engagement. Grading becomes binary — work is either fulfilled or not — which reduces grade disputes and repositions faculty as coaches rather than judges.<br /> * Specifications Grading assesses work as complete or incomplete against clearly published criteria. Students may revise and resubmit assignments, with &quot;tokens&quot; used to limit revision volume. Because feedback is tied to a subsequent revision opportunity, students have a concrete reason to act on it.<br /> * Ungrading removes grades from individual assignments entirely. Students receive qualitative feedback throughout the semester and complete a self-assessment at the end; the instructor reviews and either confirms or negotiates the final grade. The model centers student metacognition and requires significant structural scaffolding and mutual trust.<br /> * Negotiated Grading involves students and instructor co-determining what will count as evidence of learning and how it will be evaluated. This may include grading conferences — structured conversations in which both parties bring evidence and arrive at a grade collaboratively. The approach increases student ownership but is the most labor-intensive of the four, particularly in course design.<br /> <br /> {{#widget:YouTube|id=}}<br /> == Resources ==<br /> *[[https://gamma.app/docs/Alternative-Grading-Models-That-Work-for-Students-Faculty-e7oilodl9vf8whi Alternative Grading Models Slidedeck (on Gamma.app)]]<br /> <br /> == References ==<br /> * Artze-Vega, I., Darby, F., Dewsbury, B., &amp; Imad, M. (2023). ''The Norton guide to equity-minded teaching''. W. W. Norton &amp; Company.<br /> * Blum, S. D. (Ed.). (2020). ''Ungrading: Why rating students undermines learning (and what to do instead)''. West Virginia University Press.<br /> * Budde, T. (2023, July 24). Why I no longer grade my college students. ''Grading for Growth''. [[https://gradingforgrowth.com/p/why-i-no-longer-grade-my-college https://gradingforgrowth.com/p/why-i-no-longer-grade-my-college]]<br /> * Center for Grading Reform. (n.d.). ''The grading conference''. [[https://www.thegradingconference.com https://www.thegradingconference.com]]<br /> * Danielewicz, J., &amp; Elbow, P. (2009). A unilateral grading contract to improve learning and teaching. ''College Composition and Communication, 61''(2), 244-268.<br /> * Donahoe, E. (2026). ''Unmaking the Grade''. [[https://emilypittsdonahoe.substack.com https://emilypittsdonahoe.substack.com]]<br /> * Eyler, J. (2022, March 7). Grades are at the center of the student mental health crisis. ''Inside Higher Ed''. [[https://www.insidehighered.com/blogs/just-visiting/grades-are-center-student-mental-health-crisis https://www.insidehighered.com/blogs/just-visiting/grades-are-center-student-mental-health-crisis]]<br /> * Feldman, J. (2024). ''Grading for equity'' (2nd ed.). Corwin Press.<br /> * Inoue, A. B. (2019). ''Labor-based grading contracts: Building equity and inclusion in the compassionate writing classroom''. The WAC Clearinghouse. [[https://wac.colostate.edu/books/perspectives/labor/ https://wac.colostate.edu/books/perspectives/labor/]]<br /> * McCloud, L. I. (2023, April 17). Keeping receipts: Thoughts on ungrading from a Black woman professor. ''Zeal: A Journal for Liberal Arts, 1''(2). [[https://zeal.kings.edu/zeal/article/view/25 https://zeal.kings.edu/zeal/article/view/25]]<br /> * Nilson, L. B. (2015). ''Specifications grading: Restoring rigor, motivating students, and saving faculty time''. Stylus Publishing.<br /> * Winkelmes, M. (2026). ''TILT higher ed''. [[https://www.tilthighered.com https://www.tilthighered.com]]<br /> * Winkelmes, M.A., Bernacki, M. Butler, J. Zochowski, M. Golanics, J. Harriss Weavil, K. (2016). A Teaching Intervention that Increases Underserved College Students' Success, ''Peer Review 18''(1/2).<br /> <br /> [[Category: CAT+FD]]<br /> [[Category: CAT+FD 2025-2026]]<br /> [[Category: Grading]]<br /> [[Category: Classroom Policies]]<br /> [[</div>

Jtodd1 http://catwiki.xula.edu/index.php?title=Alternative_Grading_Models&diff=6313 2026-03-17T19:14:20Z

<p>Jtodd1: Fixed links</p> <hr /> <div>''A workshop titled &quot;Mini-Workshop: Alternative Grading Models&quot; originally presented for [http://cat.xula.edu/ CAT+FD] on 17 March 2026 by Dr. Jason Todd''<br /> <br /> == Abstract ==<br /> Traditional grading systems tend to orient students toward point accumulation rather than learning, generate anxiety (particularly for first-generation and underrepresented students), and produce feedback that students rarely engage with once a grade has been assigned. Alternative grading approaches shift the focus toward evidence of learning and reduce adversarial faculty-student dynamics by moving rigor to course design rather than evaluation.<br /> * Contract Grading establishes a written agreement at the start of the semester in which students commit to a defined body of work in exchange for a defined grade. Contracts are typically tiered (C, B, A), with each level requiring progressively more engagement. Grading becomes binary — work is either fulfilled or not — which reduces grade disputes and repositions faculty as coaches rather than judges.<br /> * Specifications Grading assesses work as complete or incomplete against clearly published criteria. Students may revise and resubmit assignments, with &quot;tokens&quot; used to limit revision volume. Because feedback is tied to a subsequent revision opportunity, students have a concrete reason to act on it.<br /> * Ungrading removes grades from individual assignments entirely. Students receive qualitative feedback throughout the semester and complete a self-assessment at the end; the instructor reviews and either confirms or negotiates the final grade. The model centers student metacognition and requires significant structural scaffolding and mutual trust.<br /> * Negotiated Grading involves students and instructor co-determining what will count as evidence of learning and how it will be evaluated. This may include grading conferences — structured conversations in which both parties bring evidence and arrive at a grade collaboratively. The approach increases student ownership but is the most labor-intensive of the four, particularly in course design.<br /> <br /> {{#widget:YouTube|id=}}<br /> == Resources ==<br /> *[[https://gamma.app/docs/Alternative-Grading-Models-That-Work-for-Students-Faculty-e7oilodl9vf8whi Alternative Grading Models Slidedeck (on Gamma.app)]]<br /> <br /> == References ==<br /> * Artze-Vega, I., Darby, F., Dewsbury, B., &amp; Imad, M. (2023). ''The Norton guide to equity-minded teaching''. W. W. Norton &amp; Company.<br /> * Blum, S. D. (Ed.). (2020). ''Ungrading: Why rating students undermines learning (and what to do instead)''. West Virginia University Press.<br /> * Budde, T. (2023, July 24). Why I no longer grade my college students. ''Grading for Growth''. [[https://gradingforgrowth.com/p/why-i-no-longer-grade-my-college]]<br /> * Center for Grading Reform. (n.d.). ''The grading conference''. [[https://www.thegradingconference.com]]<br /> * Danielewicz, J., &amp; Elbow, P. (2009). A unilateral grading contract to improve learning and teaching. ''College Composition and Communication, 61''(2), 244-268.<br /> * Donahoe, E. (2026). ''Unmaking the Grade''. [[https://emilypittsdonahoe.substack.com]]<br /> * Eyler, J. (2022, March 7). Grades are at the center of the student mental health crisis. ''Inside Higher Ed''. [[https://www.insidehighered.com/blogs/just-visiting/grades-are-center-student-mental-health-crisis]]<br /> * Feldman, J. (2024). ''Grading for equity'' (2nd ed.). Corwin Press.<br /> * Inoue, A. B. (2019). ''Labor-based grading contracts: Building equity and inclusion in the compassionate writing classroom''. The WAC Clearinghouse. [[https://wac.colostate.edu/books/perspectives/labor/]]<br /> * McCloud, L. I. (2023, April 17). Keeping receipts: Thoughts on ungrading from a Black woman professor. ''Zeal: A Journal for Liberal Arts, 1''(2). [[https://zeal.kings.edu/zeal/article/view/25]]<br /> * Nilson, L. B. (2015). ''Specifications grading: Restoring rigor, motivating students, and saving faculty time''. Stylus Publishing.<br /> * Winkelmes, M. (2026). ''TILT higher ed''. [[https://www.tilthighered.com]]<br /> * Winkelmes, M.A., Bernacki, M. Butler, J. Zochowski, M. Golanics, J. Harriss Weavil, K. (2016). A Teaching Intervention that Increases Underserved College Students' Success, ''Peer Review 18''(1/2).<br /> <br /> [[Category: CAT+FD]]<br /> [[Category: CAT+FD 2025-2026]]<br /> [[Category: Grading]]<br /> [[Category: Classroom Policies]]<br /> [[</div>

Jtodd1 http://catwiki.xula.edu/index.php?title=Alternative_Grading_Models&diff=6312 2026-03-17T19:12:29Z

<p>Jtodd1: Created page and initial content</p> <hr /> <div>''A workshop titled &quot;Mini-Workshop: Alternative Grading Models&quot; originally presented for [http://cat.xula.edu/ CAT+FD] on 17 March 2026 by Dr. Jason Todd''<br /> <br /> == Abstract ==<br /> Traditional grading systems tend to orient students toward point accumulation rather than learning, generate anxiety (particularly for first-generation and underrepresented students), and produce feedback that students rarely engage with once a grade has been assigned. Alternative grading approaches shift the focus toward evidence of learning and reduce adversarial faculty-student dynamics by moving rigor to course design rather than evaluation.<br /> * Contract Grading establishes a written agreement at the start of the semester in which students commit to a defined body of work in exchange for a defined grade. Contracts are typically tiered (C, B, A), with each level requiring progressively more engagement. Grading becomes binary — work is either fulfilled or not — which reduces grade disputes and repositions faculty as coaches rather than judges.<br /> * Specifications Grading assesses work as complete or incomplete against clearly published criteria. Students may revise and resubmit assignments, with &quot;tokens&quot; used to limit revision volume. Because feedback is tied to a subsequent revision opportunity, students have a concrete reason to act on it.<br /> * Ungrading removes grades from individual assignments entirely. Students receive qualitative feedback throughout the semester and complete a self-assessment at the end; the instructor reviews and either confirms or negotiates the final grade. The model centers student metacognition and requires significant structural scaffolding and mutual trust.<br /> * Negotiated Grading involves students and instructor co-determining what will count as evidence of learning and how it will be evaluated. This may include grading conferences — structured conversations in which both parties bring evidence and arrive at a grade collaboratively. The approach increases student ownership but is the most labor-intensive of the four, particularly in course design.<br /> <br /> {{#widget:YouTube|id=}}<br /> == Resources ==<br /> *[[https://gamma.app/docs/Alternative-Grading-Models-That-Work-for-Students-Faculty-e7oilodl9vf8whi|Alternative Grading Modelse Slidedeck (on Gamma.app)]]<br /> <br /> == References ==<br /> * Artze-Vega, I., Darby, F., Dewsbury, B., &amp; Imad, M. (2023). ''The Norton guide to equity-minded teaching''. W. W. Norton &amp; Company.<br /> * Blum, S. D. (Ed.). (2020). ''Ungrading: Why rating students undermines learning (and what to do instead)''. West Virginia University Press.<br /> * Budde, T. (2023, July 24). Why I no longer grade my college students. ''Grading for Growth''. https://gradingforgrowth.com/p/why-i-no-longer-grade-my-college<br /> * Center for Grading Reform. (n.d.). ''The grading conference''. https://www.thegradingconference.com<br /> * Danielewicz, J., &amp; Elbow, P. (2009). A unilateral grading contract to improve learning and teaching. ''College Composition and Communication, 61''(2), 244-268.<br /> * Donahoe, E. (2026). ''Unmaking the Grade''. https://emilypittsdonahoe.substack.com/<br /> * Eyler, J. (2022, March 7). Grades are at the center of the student mental health crisis. ''Inside Higher Ed''. https://www.insidehighered.com/blogs/just-visiting/grades-are-center-student-mental-health-crisis<br /> * Feldman, J. (2024). ''Grading for equity'' (2nd ed.). Corwin Press.<br /> * Inoue, A. B. (2019). ''Labor-based grading contracts: Building equity and inclusion in the compassionate writing classroom''. The WAC Clearinghouse. https://wac.colostate.edu/books/perspectives/labor/<br /> * McCloud, L. I. (2023, April 17). Keeping receipts: Thoughts on ungrading from a Black woman professor. ''Zeal: A Journal for Liberal Arts, 1''(2). https://zeal.kings.edu/zeal/article/view/25<br /> * Nilson, L. B. (2015). ''Specifications grading: Restoring rigor, motivating students, and saving faculty time''. Stylus Publishing.<br /> * Winkelmes, M. (2026). ''TILT higher ed''. https://www.tilthighered.com<br /> * Winkelmes, M.A., Bernacki, M. Butler, J. Zochowski, M. Golanics, J. Harriss Weavil, K. (2016). A Teaching Intervention that Increases Underserved College Students' Success, ''Peer Review 18''(1/2).<br /> <br /> [[Category: CAT+FD]]<br /> [[Category: CAT+FD 2025-2026]]<br /> [[Category: Grading]]<br /> [[Category: Classroom Policies]]<br /> [[</div>

Jtodd1 http://catwiki.xula.edu/index.php?title=Main_Page&diff=6294 2026-01-30T19:57:20Z

<p>Jtodd1: </p> <hr /> <div>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].<br /> <br /> [[File: CATFD-Color-Seal.png|400px|CAT+FD]] <br /> <br /> Looking for resources from a recent workshop? [[:Category: CAT+FD 2025-2026|2025-2026 Workshops]] / [[:Category: CAT+FD 2024-2025|2024-2025 Workshops]]<br /> <br /> ==Brightspace Tutorials==<br /> * [[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.<br /> <br /> * Design Course to Facilitate Learning<br /> ** [[Customize Your Course Homepage in Brightspace]] — Customize your course homepages to enhance the course experience for your students.<br /> ** [[Accessibility Is Not Just For Individuals With Disabilities]] - Create accessible course materials that can benefit everyone.<br /> ** [[Set Students Up for Success Using Release Conditions]] - Create a more personalized, organized, and responsive learning environment.<br /> <br /> * Help Learners Stay on Track<br /> ** [[Utilize Brightspace to Help Students Stay on Track]]<br /> ** [[Course Analytics: Insights to Empower Your Teaching and Improve Student Learning]]<br /> ** [[Unlocking the Potential of Brightspace to Help Identify and Support At-Risk Students]]<br /> <br /> * Accessing Learners<br /> ** [[Proactive Strategies for Academic Integrity]]<br /> ** [[Rubrics Reimagined: Save Time and Boost Feedback]]<br /> ** [[Using Alternative Assessments to Improve Student Learning]]<br /> ** [[Rethinking and Improving Online Tests in Brightspace]]<br /> ** [[Secure the Testing Environment and Protect the Integrity of Online Tests]]<br /> ** [[Allow Learners to Reflect on Their Learning in Brightspace|Allow Learners to Reflect on Their Learning]]<br /> ** [[Rethinking Assessment Strategies in the Age of AI]]<br /> ** [[Online Assessment Strategies in the Age of AI]]<br /> <br /> * Collaborative Learning<br /> ** [[Engagement Strategies for Online Discussions in Brightspace]]<br /> ** [[Facilitating Group Work in Your Brightspace Course]]<br /> ** [[Using VoiceThread to Enhance Lectures and Discussions]]<br /> <br /> * [[Inclusive Teaching in Mixed-Mode]]<br /> * [[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.<br /> * [[LearnEverywhereXULA|#LearnEverywhereXULA]] (Online/Hybrid Instructor Tutorial)<br /> * [https://cat.xula.edu/food/topic/brightspace/ Brightspace Small Plates] — Timely tips from our award-winning blog.<br /> * 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].<br /> <br /> ==EdTech Tutorials==<br /> * [[Achieving HTML Literacy]] — The mysterious code of web pages doesn't have to be so mysterious anymore. <br /> * [[AI²]]: Artificial Intelligence and Academic Integrity<br /> * [[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<br /> * [[Content Curation for Teaching &amp; Learning]] — The content curator is emerging as an important role in the 21st century. <br /> * [[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.<br /> * [[Everybody's a Visual Learner]]<br /> * [[How to Make Excellent Video Lectures]]<br /> * [[FaCTS 2024]] — Human Learning in an AI World<br /> * [[Mastodon and Beyond]]: Our Federated Future<br /> * [[Using Camtasia]]<br /> * [[Using Feedly]]<br /> * [[Using VoiceThread for Teaching and Learning]]<br /> * [[Video help]]<br /> <br /> ==Pedagogy Presentations==<br /> * [[Integrate Equitable Grading into Your Own Course]]<br /> * [[Show Up &amp; Speak Up]]<br /> <br /> ==Transformative Feast==<br /> * [[Mindfulness for You &amp; Your Students]]<br /> * [[Technopathology and the Mindfulness Movement]]<br /> * [[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.<br /> * [[Developing a Personal Vision and a Personal Website]]<br /> * [[Five Iron-Clad Laws of Extremely Efficient Time Management]]<br /> * [[Social Media, Social Justice]]<br /> * [[Maintaining Focus in a Fragmented World]]<br /> <br /> {{communities}}<br /> <br /> == Resources ==<br /> <br /> * [[Brightspace Educator Share Showcase]] (The Orange Room)<br /> * [[Brightspace FAQs]]<br /> * [[Brightspace HTML Templates Resource]]<br /> * [[Brightspace Known Issues]]<br /> * [[Creative Commons Resources]]<br /> * [[Equipment]] — Actual physical hardware Xavier faculty can borrow.<br /> * [[Faculty Resources]]<br /> * [[Inverted Teaching]]<br /> * [[KeepTeachingXULA]] (Instructional Continuity Toolbox)<br /> * [[QR Codes in Education]]<br /> * [[STEM and Mentoring Resources]]<br /> * [[Tips for Hybrid (Mixed-Mode) Presentations]] (in CAT+FD facilities)<br /> * [[Transparency in Learning and Teaching]]<br /> * [[Using CC Licenses and CC Licensed Works]]<br /> * [[Writing and Research Productivity]]<br /> <br /> == Archived Resources ==<br /> <br /> * [[Academic Integrity]]<br /> * [[Assessing Student Learning]] (Assessment Toolbox)<br /> * [[Career Pathways Initiative]]<br /> * [[Digital Footprint Resources]]<br /> * [[Grounding]]<br /> * [[NASA SHELiB Bridge to High Schools]]<br /> * [[Student Resources]]<br /> * [[2017 RISE &amp; BUILD Summer Workshops]]<br /> * [[2019 RISE &amp; BUILD Summer Workshops]]<br /> * [[50 Web Tools for Online Teaching and Learning]]</div>

Jtodd1 http://catwiki.xula.edu/index.php?title=Main_Page&diff=6293 2026-01-30T19:57:01Z

<p>Jtodd1: </p> <hr /> <div>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].<br /> <br /> [[File: CATFD-Color-Seal.png|400px|CAT+FD]] <br /> <br /> Looking for resources from a recent workshop? [[:Category: CAT+FD 2025-2026|2025-2026 Workshops!]] / [[:Category: CAT+FD 2024-2025|2024-2025 Workshops!]]<br /> <br /> ==Brightspace Tutorials==<br /> * [[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.<br /> <br /> * Design Course to Facilitate Learning<br /> ** [[Customize Your Course Homepage in Brightspace]] — Customize your course homepages to enhance the course experience for your students.<br /> ** [[Accessibility Is Not Just For Individuals With Disabilities]] - Create accessible course materials that can benefit everyone.<br /> ** [[Set Students Up for Success Using Release Conditions]] - Create a more personalized, organized, and responsive learning environment.<br /> <br /> * Help Learners Stay on Track<br /> ** [[Utilize Brightspace to Help Students Stay on Track]]<br /> ** [[Course Analytics: Insights to Empower Your Teaching and Improve Student Learning]]<br /> ** [[Unlocking the Potential of Brightspace to Help Identify and Support At-Risk Students]]<br /> <br /> * Accessing Learners<br /> ** [[Proactive Strategies for Academic Integrity]]<br /> ** [[Rubrics Reimagined: Save Time and Boost Feedback]]<br /> ** [[Using Alternative Assessments to Improve Student Learning]]<br /> ** [[Rethinking and Improving Online Tests in Brightspace]]<br /> ** [[Secure the Testing Environment and Protect the Integrity of Online Tests]]<br /> ** [[Allow Learners to Reflect on Their Learning in Brightspace|Allow Learners to Reflect on Their Learning]]<br /> ** [[Rethinking Assessment Strategies in the Age of AI]]<br /> ** [[Online Assessment Strategies in the Age of AI]]<br /> <br /> * Collaborative Learning<br /> ** [[Engagement Strategies for Online Discussions in Brightspace]]<br /> ** [[Facilitating Group Work in Your Brightspace Course]]<br /> ** [[Using VoiceThread to Enhance Lectures and Discussions]]<br /> <br /> * [[Inclusive Teaching in Mixed-Mode]]<br /> * [[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.<br /> * [[LearnEverywhereXULA|#LearnEverywhereXULA]] (Online/Hybrid Instructor Tutorial)<br /> * [https://cat.xula.edu/food/topic/brightspace/ Brightspace Small Plates] — Timely tips from our award-winning blog.<br /> * 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].<br /> <br /> ==EdTech Tutorials==<br /> * [[Achieving HTML Literacy]] — The mysterious code of web pages doesn't have to be so mysterious anymore. <br /> * [[AI²]]: Artificial Intelligence and Academic Integrity<br /> * [[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<br /> * [[Content Curation for Teaching &amp; Learning]] — The content curator is emerging as an important role in the 21st century. <br /> * [[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.<br /> * [[Everybody's a Visual Learner]]<br /> * [[How to Make Excellent Video Lectures]]<br /> * [[FaCTS 2024]] — Human Learning in an AI World<br /> * [[Mastodon and Beyond]]: Our Federated Future<br /> * [[Using Camtasia]]<br /> * [[Using Feedly]]<br /> * [[Using VoiceThread for Teaching and Learning]]<br /> * [[Video help]]<br /> <br /> ==Pedagogy Presentations==<br /> * [[Integrate Equitable Grading into Your Own Course]]<br /> * [[Show Up &amp; Speak Up]]<br /> <br /> ==Transformative Feast==<br /> * [[Mindfulness for You &amp; Your Students]]<br /> * [[Technopathology and the Mindfulness Movement]]<br /> * [[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.<br /> * [[Developing a Personal Vision and a Personal Website]]<br /> * [[Five Iron-Clad Laws of Extremely Efficient Time Management]]<br /> * [[Social Media, Social Justice]]<br /> * [[Maintaining Focus in a Fragmented World]]<br /> <br /> {{communities}}<br /> <br /> == Resources ==<br /> <br /> * [[Brightspace Educator Share Showcase]] (The Orange Room)<br /> * [[Brightspace FAQs]]<br /> * [[Brightspace HTML Templates Resource]]<br /> * [[Brightspace Known Issues]]<br /> * [[Creative Commons Resources]]<br /> * [[Equipment]] — Actual physical hardware Xavier faculty can borrow.<br /> * [[Faculty Resources]]<br /> * [[Inverted Teaching]]<br /> * [[KeepTeachingXULA]] (Instructional Continuity Toolbox)<br /> * [[QR Codes in Education]]<br /> * [[STEM and Mentoring Resources]]<br /> * [[Tips for Hybrid (Mixed-Mode) Presentations]] (in CAT+FD facilities)<br /> * [[Transparency in Learning and Teaching]]<br /> * [[Using CC Licenses and CC Licensed Works]]<br /> * [[Writing and Research Productivity]]<br /> <br /> == Archived Resources ==<br /> <br /> * [[Academic Integrity]]<br /> * [[Assessing Student Learning]] (Assessment Toolbox)<br /> * [[Career Pathways Initiative]]<br /> * [[Digital Footprint Resources]]<br /> * [[Grounding]]<br /> * [[NASA SHELiB Bridge to High Schools]]<br /> * [[Student Resources]]<br /> * [[2017 RISE &amp; BUILD Summer Workshops]]<br /> * [[2019 RISE &amp; BUILD Summer Workshops]]<br /> * [[50 Web Tools for Online Teaching and Learning]]</div>

Jtodd1 http://catwiki.xula.edu/index.php?title=Classroom_AI_Policies&diff=6292 2026-01-30T19:54:41Z

<p>Jtodd1: </p> <hr /> <div>''A workshop titled &quot;Mini-Workshop: Classroom AI Policies&quot; originally presented for [http://cat.xula.edu/ CAT+FD] on 27 January 2026 by Dr. Jason Todd''<br /> <br /> == Abstract ==<br /> Developing effective classroom AI policies requires moving beyond a simple binary of permission or restriction to a nuanced framework that considers specific course goals, institutional context, and the enhancement of student learning. Because a student’s personal ethical framework often influences their behavior more than mere awareness of rules, policies should prioritize educational transparency by clearly explaining the &quot;why&quot; behind boundaries and connecting them to disciplinary norms and learning outcomes. Instructors are encouraged to tailor policies for individual classes rather than applying a universal standard, acknowledging that AI can range from an academic integrity violation to a powerful research and editing tool depending on the assignment's purpose. As technology and institutional support systems evolve, maintaining an ongoing dialogue with students about ethical use and professional relevance ensures that these policies remain flexible and effective in fostering meaningful learning.<br /> <br /> {{#widget:YouTube|id=SPMFrI-wqzM}}<br /> == Resources ==<br /> *[[File:Classroom-AI-Policies.pdf|Classroom AI Policies Slidedeck]]<br /> <br /> == References ==<br /> * Alsharefeen, R., &amp; Sayari, N. A. (2025). Examining academic integrity policy and practice in the era of AI: a case study of faculty perspectives. Frontiers in Education. [https://doi.org/10.3389/feduc.2025.1621743 https://doi.org/10.3389/feduc.2025.1621743]<br /> * Deep, P. D., Edgington, W. D., Ghosh, N., &amp; Rahaman, Md. S. (2025). Evaluating the Effectiveness and Ethical Implications of AI Detection Tools in Higher Education. Information, 16(10), 905. [https://doi.org/10.3390/info16100905 https://doi.org/10.3390/info16100905]<br /> * Gustilo, L., Ong, E., &amp; Lapinid, M. R. (2024). Algorithmically-driven writing and academic integrity: exploring educators’ practices, perceptions, and policies in AI era. International Journal for Educational Integrity. [https://doi.org/10.1007/s40979-024-00153-8 https://doi.org/10.1007/s40979-024-00153-8]<br /> * Hamerman, E. J., Aggarwal, A., &amp; Martins, C. M. (2024). An investigation of generative AI in the classroom and its implications for university policy. Quality Assurance in Education. [https://doi.org/10.1108/qae-08-2024-0149 https://doi.org/10.1108/qae-08-2024-0149]<br /> * Kangwa, D., Msafiri, M. M., &amp; Fute, A. (2025). Exploring the Factors That Promote a Balance Between Academic Integrity and the Effective Use of GenAI Tools in Higher Education: A Systematic Review. Journal of Computer Assisted Learning, 41(5). [https://doi.org/10.1111/jcal.70109 https://doi.org/10.1111/jcal.70109]<br /> * Lund, B., Mannuru, N. R., Teel, Z. A., Lee, T. H., Ortega, N. J., Simmons, S., &amp; Ward, E. (2025). Student Perceptions of AI-Assisted Writing and Academic Integrity: Ethical Concerns, Academic Misconduct, and Use of Generative AI in Higher Education. AI in Education, 1(1), 2. [https://doi.org/10.3390/aieduc1010002 https://doi.org/10.3390/aieduc1010002]<br /> * Plata, S., De Guzman, M. A., &amp; Quesada, A. (2023). Emerging Research and Policy Themes on Academic Integrity in the Age of Chat GPT and Generative AI. Asian Journal of University Education, 19(4), 743–758. [https://doi.org/10.24191/ajue.v19i4.24697 https://doi.org/10.24191/ajue.v19i4.24697]<br /> * Streletska, N., Ulishchenko, A., Klieba, A., Vlasiuk, I., &amp; Genkal, S. (2024). Integrating artificial intelligence into STEM education: Navigating academic integrity. Multidisciplinary Reviews, 8, 2024spe069. [https://doi.org/10.31893/multirev.2024spe069 https://doi.org/10.31893/multirev.2024spe069]<br /> * Sumilong, M. J. (2025). Instructional affect and learner motivation in generative AI-restrictive and permissive classrooms. Frontiers in Education, 10. [https://doi.org/10.3389/feduc.2025.1626802 https://doi.org/10.3389/feduc.2025.1626802]<br /> * Xie, Y., Chen, X., Ren, Z., &amp; Su, W. J. (2025). Watermark in the Classroom: A Conformal Framework for Adaptive AI Usage Detection.<br /> <br /> [[Category: CAT+FD]]<br /> [[Category: CAT+FD 2025-2026]]<br /> [[Category: Artificial Intelligence]]<br /> [[Category: Classroom Policies]]</div>

Jtodd1 http://catwiki.xula.edu/index.php?title=AI_Classroom_Policies&diff=6291 2026-01-30T19:53:58Z

<p>Jtodd1: Jtodd1 moved page AI Classroom Policies to Classroom AI Policies: Corrected presentation name</p> <hr /> <div>#REDIRECT [[Classroom AI Policies]]</div>

Jtodd1 http://catwiki.xula.edu/index.php?title=Classroom_AI_Policies&diff=6290 2026-01-30T19:53:58Z

<p>Jtodd1: Jtodd1 moved page AI Classroom Policies to Classroom AI Policies: Corrected presentation name</p> <hr /> <div>''''A workshop titled &quot;Mini-Workshop: Classroom AI Policies&quot; originally presented for [http://cat.xula.edu/ CAT+FD] on 27 January 2026 by Dr. Jason Todd''<br /> <br /> == Abstract ==<br /> Developing effective classroom AI policies requires moving beyond a simple binary of permission or restriction to a nuanced framework that considers specific course goals, institutional context, and the enhancement of student learning. Because a student’s personal ethical framework often influences their behavior more than mere awareness of rules, policies should prioritize educational transparency by clearly explaining the &quot;why&quot; behind boundaries and connecting them to disciplinary norms and learning outcomes. Instructors are encouraged to tailor policies for individual classes rather than applying a universal standard, acknowledging that AI can range from an academic integrity violation to a powerful research and editing tool depending on the assignment's purpose. As technology and institutional support systems evolve, maintaining an ongoing dialogue with students about ethical use and professional relevance ensures that these policies remain flexible and effective in fostering meaningful learning.<br /> <br /> {{#widget:YouTube|id=SPMFrI-wqzM}}<br /> == Resources ==<br /> *[[File:Classroom-AI-Policies.pdf|Classroom AI Policies Slidedeck]]<br /> <br /> == References ==<br /> * Alsharefeen, R., &amp; Sayari, N. A. (2025). Examining academic integrity policy and practice in the era of AI: a case study of faculty perspectives. Frontiers in Education. [https://doi.org/10.3389/feduc.2025.1621743 https://doi.org/10.3389/feduc.2025.1621743]<br /> * Deep, P. D., Edgington, W. D., Ghosh, N., &amp; Rahaman, Md. S. (2025). Evaluating the Effectiveness and Ethical Implications of AI Detection Tools in Higher Education. Information, 16(10), 905. [https://doi.org/10.3390/info16100905 https://doi.org/10.3390/info16100905]<br /> * Gustilo, L., Ong, E., &amp; Lapinid, M. R. (2024). Algorithmically-driven writing and academic integrity: exploring educators’ practices, perceptions, and policies in AI era. International Journal for Educational Integrity. [https://doi.org/10.1007/s40979-024-00153-8 https://doi.org/10.1007/s40979-024-00153-8]<br /> * Hamerman, E. J., Aggarwal, A., &amp; Martins, C. M. (2024). An investigation of generative AI in the classroom and its implications for university policy. Quality Assurance in Education. [https://doi.org/10.1108/qae-08-2024-0149 https://doi.org/10.1108/qae-08-2024-0149]<br /> * Kangwa, D., Msafiri, M. M., &amp; Fute, A. (2025). Exploring the Factors That Promote a Balance Between Academic Integrity and the Effective Use of GenAI Tools in Higher Education: A Systematic Review. Journal of Computer Assisted Learning, 41(5). [https://doi.org/10.1111/jcal.70109 https://doi.org/10.1111/jcal.70109]<br /> * Lund, B., Mannuru, N. R., Teel, Z. A., Lee, T. H., Ortega, N. J., Simmons, S., &amp; Ward, E. (2025). Student Perceptions of AI-Assisted Writing and Academic Integrity: Ethical Concerns, Academic Misconduct, and Use of Generative AI in Higher Education. AI in Education, 1(1), 2. [https://doi.org/10.3390/aieduc1010002 https://doi.org/10.3390/aieduc1010002]<br /> * Plata, S., De Guzman, M. A., &amp; Quesada, A. (2023). Emerging Research and Policy Themes on Academic Integrity in the Age of Chat GPT and Generative AI. Asian Journal of University Education, 19(4), 743–758. [https://doi.org/10.24191/ajue.v19i4.24697 https://doi.org/10.24191/ajue.v19i4.24697]<br /> * Streletska, N., Ulishchenko, A., Klieba, A., Vlasiuk, I., &amp; Genkal, S. (2024). Integrating artificial intelligence into STEM education: Navigating academic integrity. Multidisciplinary Reviews, 8, 2024spe069. [https://doi.org/10.31893/multirev.2024spe069 https://doi.org/10.31893/multirev.2024spe069]<br /> * Sumilong, M. J. (2025). Instructional affect and learner motivation in generative AI-restrictive and permissive classrooms. Frontiers in Education, 10. [https://doi.org/10.3389/feduc.2025.1626802 https://doi.org/10.3389/feduc.2025.1626802]<br /> * Xie, Y., Chen, X., Ren, Z., &amp; Su, W. J. (2025). Watermark in the Classroom: A Conformal Framework for Adaptive AI Usage Detection.<br /> <br /> [[Category: CAT+FD]]<br /> [[Category: CAT+FD 2025-2026]]<br /> [[Category: Artificial Intelligence]]<br /> [[Category: Classroom Policies]]</div>

Jtodd1 http://catwiki.xula.edu/index.php?title=Classroom_AI_Policies&diff=6289 2026-01-30T19:53:12Z

<p>Jtodd1: </p> <hr /> <div>''''A workshop titled &quot;Mini-Workshop: Classroom AI Policies&quot; originally presented for [http://cat.xula.edu/ CAT+FD] on 27 January 2026 by Dr. Jason Todd''<br /> <br /> == Abstract ==<br /> Developing effective classroom AI policies requires moving beyond a simple binary of permission or restriction to a nuanced framework that considers specific course goals, institutional context, and the enhancement of student learning. Because a student’s personal ethical framework often influences their behavior more than mere awareness of rules, policies should prioritize educational transparency by clearly explaining the &quot;why&quot; behind boundaries and connecting them to disciplinary norms and learning outcomes. Instructors are encouraged to tailor policies for individual classes rather than applying a universal standard, acknowledging that AI can range from an academic integrity violation to a powerful research and editing tool depending on the assignment's purpose. As technology and institutional support systems evolve, maintaining an ongoing dialogue with students about ethical use and professional relevance ensures that these policies remain flexible and effective in fostering meaningful learning.<br /> <br /> {{#widget:YouTube|id=SPMFrI-wqzM}}<br /> == Resources ==<br /> *[[File:Classroom-AI-Policies.pdf|Classroom AI Policies Slidedeck]]<br /> <br /> == References ==<br /> * Alsharefeen, R., &amp; Sayari, N. A. (2025). Examining academic integrity policy and practice in the era of AI: a case study of faculty perspectives. Frontiers in Education. [https://doi.org/10.3389/feduc.2025.1621743 https://doi.org/10.3389/feduc.2025.1621743]<br /> * Deep, P. D., Edgington, W. D., Ghosh, N., &amp; Rahaman, Md. S. (2025). Evaluating the Effectiveness and Ethical Implications of AI Detection Tools in Higher Education. Information, 16(10), 905. [https://doi.org/10.3390/info16100905 https://doi.org/10.3390/info16100905]<br /> * Gustilo, L., Ong, E., &amp; Lapinid, M. R. (2024). Algorithmically-driven writing and academic integrity: exploring educators’ practices, perceptions, and policies in AI era. International Journal for Educational Integrity. [https://doi.org/10.1007/s40979-024-00153-8 https://doi.org/10.1007/s40979-024-00153-8]<br /> * Hamerman, E. J., Aggarwal, A., &amp; Martins, C. M. (2024). An investigation of generative AI in the classroom and its implications for university policy. Quality Assurance in Education. [https://doi.org/10.1108/qae-08-2024-0149 https://doi.org/10.1108/qae-08-2024-0149]<br /> * Kangwa, D., Msafiri, M. M., &amp; Fute, A. (2025). Exploring the Factors That Promote a Balance Between Academic Integrity and the Effective Use of GenAI Tools in Higher Education: A Systematic Review. Journal of Computer Assisted Learning, 41(5). [https://doi.org/10.1111/jcal.70109 https://doi.org/10.1111/jcal.70109]<br /> * Lund, B., Mannuru, N. R., Teel, Z. A., Lee, T. H., Ortega, N. J., Simmons, S., &amp; Ward, E. (2025). Student Perceptions of AI-Assisted Writing and Academic Integrity: Ethical Concerns, Academic Misconduct, and Use of Generative AI in Higher Education. AI in Education, 1(1), 2. [https://doi.org/10.3390/aieduc1010002 https://doi.org/10.3390/aieduc1010002]<br /> * Plata, S., De Guzman, M. A., &amp; Quesada, A. (2023). Emerging Research and Policy Themes on Academic Integrity in the Age of Chat GPT and Generative AI. Asian Journal of University Education, 19(4), 743–758. [https://doi.org/10.24191/ajue.v19i4.24697 https://doi.org/10.24191/ajue.v19i4.24697]<br /> * Streletska, N., Ulishchenko, A., Klieba, A., Vlasiuk, I., &amp; Genkal, S. (2024). Integrating artificial intelligence into STEM education: Navigating academic integrity. Multidisciplinary Reviews, 8, 2024spe069. [https://doi.org/10.31893/multirev.2024spe069 https://doi.org/10.31893/multirev.2024spe069]<br /> * Sumilong, M. J. (2025). Instructional affect and learner motivation in generative AI-restrictive and permissive classrooms. Frontiers in Education, 10. [https://doi.org/10.3389/feduc.2025.1626802 https://doi.org/10.3389/feduc.2025.1626802]<br /> * Xie, Y., Chen, X., Ren, Z., &amp; Su, W. J. (2025). Watermark in the Classroom: A Conformal Framework for Adaptive AI Usage Detection.<br /> <br /> [[Category: CAT+FD]]<br /> [[Category: CAT+FD 2025-2026]]<br /> [[Category: Artificial Intelligence]]<br /> [[Category: Classroom Policies]]</div>

Jtodd1 http://catwiki.xula.edu/index.php?title=Classroom_AI_Policies&diff=6288 2026-01-30T19:51:58Z

<p>Jtodd1: </p> <hr /> <div>''''A workshop titled &quot;Mini-Workshop: Classroom AI Policies&quot; originally presented for [http://cat.xula.edu/ CAT+FD] on 27 January 2026 by Dr. Jason Todd''<br /> <br /> == Abstract ==<br /> Developing effective classroom AI policies requires moving beyond a simple binary of permission or restriction to a nuanced framework that considers specific course goals, institutional context, and the enhancement of student learning. Because a student’s personal ethical framework often influences their behavior more than mere awareness of rules, policies should prioritize educational transparency by clearly explaining the &quot;why&quot; behind boundaries and connecting them to disciplinary norms and learning outcomes. Instructors are encouraged to tailor policies for individual classes rather than applying a universal standard, acknowledging that AI can range from an academic integrity violation to a powerful research and editing tool depending on the assignment's purpose. As technology and institutional support systems evolve, maintaining an ongoing dialogue with students about ethical use and professional relevance ensures that these policies remain flexible and effective in fostering meaningful learning.<br /> <br /> {{#widget:YouTube|id=SPMFrI-wqzM}}<br /> == Resources ==<br /> *[[File:Classroom-AI-Policies.pdf| Classroom AI Policies Slidedeck (PDF)]]<br /> <br /> == References ==<br /> * Alsharefeen, R., &amp; Sayari, N. A. (2025). Examining academic integrity policy and practice in the era of AI: a case study of faculty perspectives. Frontiers in Education. [https://doi.org/10.3389/feduc.2025.1621743 https://doi.org/10.3389/feduc.2025.1621743]<br /> * Deep, P. D., Edgington, W. D., Ghosh, N., &amp; Rahaman, Md. S. (2025). Evaluating the Effectiveness and Ethical Implications of AI Detection Tools in Higher Education. Information, 16(10), 905. [https://doi.org/10.3390/info16100905 https://doi.org/10.3390/info16100905]<br /> * Gustilo, L., Ong, E., &amp; Lapinid, M. R. (2024). Algorithmically-driven writing and academic integrity: exploring educators’ practices, perceptions, and policies in AI era. International Journal for Educational Integrity. [https://doi.org/10.1007/s40979-024-00153-8 https://doi.org/10.1007/s40979-024-00153-8]<br /> * Hamerman, E. J., Aggarwal, A., &amp; Martins, C. M. (2024). An investigation of generative AI in the classroom and its implications for university policy. Quality Assurance in Education. [https://doi.org/10.1108/qae-08-2024-0149 https://doi.org/10.1108/qae-08-2024-0149]<br /> * Kangwa, D., Msafiri, M. M., &amp; Fute, A. (2025). Exploring the Factors That Promote a Balance Between Academic Integrity and the Effective Use of GenAI Tools in Higher Education: A Systematic Review. Journal of Computer Assisted Learning, 41(5). [https://doi.org/10.1111/jcal.70109 https://doi.org/10.1111/jcal.70109]<br /> * Lund, B., Mannuru, N. R., Teel, Z. A., Lee, T. H., Ortega, N. J., Simmons, S., &amp; Ward, E. (2025). Student Perceptions of AI-Assisted Writing and Academic Integrity: Ethical Concerns, Academic Misconduct, and Use of Generative AI in Higher Education. AI in Education, 1(1), 2. [https://doi.org/10.3390/aieduc1010002 https://doi.org/10.3390/aieduc1010002]<br /> * Plata, S., De Guzman, M. A., &amp; Quesada, A. (2023). Emerging Research and Policy Themes on Academic Integrity in the Age of Chat GPT and Generative AI. Asian Journal of University Education, 19(4), 743–758. [https://doi.org/10.24191/ajue.v19i4.24697 https://doi.org/10.24191/ajue.v19i4.24697]<br /> * Streletska, N., Ulishchenko, A., Klieba, A., Vlasiuk, I., &amp; Genkal, S. (2024). Integrating artificial intelligence into STEM education: Navigating academic integrity. Multidisciplinary Reviews, 8, 2024spe069. [https://doi.org/10.31893/multirev.2024spe069 https://doi.org/10.31893/multirev.2024spe069]<br /> * Sumilong, M. J. (2025). Instructional affect and learner motivation in generative AI-restrictive and permissive classrooms. Frontiers in Education, 10. [https://doi.org/10.3389/feduc.2025.1626802 https://doi.org/10.3389/feduc.2025.1626802]<br /> * Xie, Y., Chen, X., Ren, Z., &amp; Su, W. J. (2025). Watermark in the Classroom: A Conformal Framework for Adaptive AI Usage Detection.<br /> <br /> [[Category: CAT+FD]]<br /> [[Category: CAT+FD 2025-2026]]<br /> [[Category: Artificial Intelligence]]<br /> [[Category: Classroom Policies]]</div>

Jtodd1 http://catwiki.xula.edu/index.php?title=Classroom_AI_Policies&diff=6287 2026-01-30T19:50:37Z

<p>Jtodd1: </p> <hr /> <div>''''A workshop titled &quot;Mini-Workshop: Classroom AI Policies&quot; originally presented for [http://cat.xula.edu/ CAT+FD] on 27 January 2026 by Dr. Jason Todd''<br /> <br /> == Abstract ==<br /> Developing effective classroom AI policies requires moving beyond a simple binary of permission or restriction to a nuanced framework that considers specific course goals, institutional context, and the enhancement of student learning. Because a student’s personal ethical framework often influences their behavior more than mere awareness of rules, policies should prioritize educational transparency by clearly explaining the &quot;why&quot; behind boundaries and connecting them to disciplinary norms and learning outcomes. Instructors are encouraged to tailor policies for individual classes rather than applying a universal standard, acknowledging that AI can range from an academic integrity violation to a powerful research and editing tool depending on the assignment's purpose. As technology and institutional support systems evolve, maintaining an ongoing dialogue with students about ethical use and professional relevance ensures that these policies remain flexible and effective in fostering meaningful learning.<br /> <br /> {{#widget:YouTube|id=SPMFrI-wqzM}}<br /> == Resources ==<br /> *[[File:Classroom-AI-Policies.pdf Classroom AI Policies Slidedeck (PDF)]]<br /> <br /> == References ==<br /> * Alsharefeen, R., &amp; Sayari, N. A. (2025). Examining academic integrity policy and practice in the era of AI: a case study of faculty perspectives. Frontiers in Education. [https://doi.org/10.3389/feduc.2025.1621743 https://doi.org/10.3389/feduc.2025.1621743]<br /> * Deep, P. D., Edgington, W. D., Ghosh, N., &amp; Rahaman, Md. S. (2025). Evaluating the Effectiveness and Ethical Implications of AI Detection Tools in Higher Education. Information, 16(10), 905. [https://doi.org/10.3390/info16100905 https://doi.org/10.3390/info16100905]<br /> * Gustilo, L., Ong, E., &amp; Lapinid, M. R. (2024). Algorithmically-driven writing and academic integrity: exploring educators’ practices, perceptions, and policies in AI era. International Journal for Educational Integrity. [https://doi.org/10.1007/s40979-024-00153-8 https://doi.org/10.1007/s40979-024-00153-8]<br /> * Hamerman, E. J., Aggarwal, A., &amp; Martins, C. M. (2024). An investigation of generative AI in the classroom and its implications for university policy. Quality Assurance in Education. [https://doi.org/10.1108/qae-08-2024-0149 https://doi.org/10.1108/qae-08-2024-0149]<br /> * Kangwa, D., Msafiri, M. M., &amp; Fute, A. (2025). Exploring the Factors That Promote a Balance Between Academic Integrity and the Effective Use of GenAI Tools in Higher Education: A Systematic Review. Journal of Computer Assisted Learning, 41(5). [https://doi.org/10.1111/jcal.70109 https://doi.org/10.1111/jcal.70109]<br /> * Lund, B., Mannuru, N. R., Teel, Z. A., Lee, T. H., Ortega, N. J., Simmons, S., &amp; Ward, E. (2025). Student Perceptions of AI-Assisted Writing and Academic Integrity: Ethical Concerns, Academic Misconduct, and Use of Generative AI in Higher Education. AI in Education, 1(1), 2. [https://doi.org/10.3390/aieduc1010002 https://doi.org/10.3390/aieduc1010002]<br /> * Plata, S., De Guzman, M. A., &amp; Quesada, A. (2023). Emerging Research and Policy Themes on Academic Integrity in the Age of Chat GPT and Generative AI. Asian Journal of University Education, 19(4), 743–758. [https://doi.org/10.24191/ajue.v19i4.24697 https://doi.org/10.24191/ajue.v19i4.24697]<br /> * Streletska, N., Ulishchenko, A., Klieba, A., Vlasiuk, I., &amp; Genkal, S. (2024). Integrating artificial intelligence into STEM education: Navigating academic integrity. Multidisciplinary Reviews, 8, 2024spe069. [https://doi.org/10.31893/multirev.2024spe069 https://doi.org/10.31893/multirev.2024spe069]<br /> * Sumilong, M. J. (2025). Instructional affect and learner motivation in generative AI-restrictive and permissive classrooms. Frontiers in Education, 10. [https://doi.org/10.3389/feduc.2025.1626802 https://doi.org/10.3389/feduc.2025.1626802]<br /> * Xie, Y., Chen, X., Ren, Z., &amp; Su, W. J. (2025). Watermark in the Classroom: A Conformal Framework for Adaptive AI Usage Detection.<br /> <br /> [[Category: CAT+FD]]<br /> [[Category: CAT+FD 2025-2026]]<br /> [[Category: Artificial Intelligence]]<br /> [[Category: Classroom Policies]]</div>

Jtodd1 http://catwiki.xula.edu/index.php?title=Classroom_AI_Policies&diff=6286 2026-01-30T19:49:25Z

<p>Jtodd1: </p> <hr /> <div>''''A workshop titled &quot;Mini-Workshop: Classroom AI Policies&quot; originally presented for [http://cat.xula.edu/ CAT+FD] on 27 January 2026 by Dr. Jason Todd''<br /> <br /> == Abstract ==<br /> Developing effective classroom AI policies requires moving beyond a simple binary of permission or restriction to a nuanced framework that considers specific course goals, institutional context, and the enhancement of student learning. Because a student’s personal ethical framework often influences their behavior more than mere awareness of rules, policies should prioritize educational transparency by clearly explaining the &quot;why&quot; behind boundaries and connecting them to disciplinary norms and learning outcomes. Instructors are encouraged to tailor policies for individual classes rather than applying a universal standard, acknowledging that AI can range from an academic integrity violation to a powerful research and editing tool depending on the assignment's purpose. As technology and institutional support systems evolve, maintaining an ongoing dialogue with students about ethical use and professional relevance ensures that these policies remain flexible and effective in fostering meaningful learning.<br /> <br /> {{#widget:YouTube id=SPMFrI-wqzM}}<br /> == Resources ==<br /> *[File:Classroom-AI-Policies.pdf Classroom AI Policies Slidedeck (PDF)]<br /> <br /> == References ==<br /> * Alsharefeen, R., &amp; Sayari, N. A. (2025). Examining academic integrity policy and practice in the era of AI: a case study of faculty perspectives. Frontiers in Education. [https://doi.org/10.3389/feduc.2025.1621743 https://doi.org/10.3389/feduc.2025.1621743]<br /> * Deep, P. D., Edgington, W. D., Ghosh, N., &amp; Rahaman, Md. S. (2025). Evaluating the Effectiveness and Ethical Implications of AI Detection Tools in Higher Education. Information, 16(10), 905. [https://doi.org/10.3390/info16100905 https://doi.org/10.3390/info16100905]<br /> * Gustilo, L., Ong, E., &amp; Lapinid, M. R. (2024). Algorithmically-driven writing and academic integrity: exploring educators’ practices, perceptions, and policies in AI era. International Journal for Educational Integrity. [https://doi.org/10.1007/s40979-024-00153-8 https://doi.org/10.1007/s40979-024-00153-8]<br /> * Hamerman, E. J., Aggarwal, A., &amp; Martins, C. M. (2024). An investigation of generative AI in the classroom and its implications for university policy. Quality Assurance in Education. [https://doi.org/10.1108/qae-08-2024-0149 https://doi.org/10.1108/qae-08-2024-0149]<br /> * Kangwa, D., Msafiri, M. M., &amp; Fute, A. (2025). Exploring the Factors That Promote a Balance Between Academic Integrity and the Effective Use of GenAI Tools in Higher Education: A Systematic Review. Journal of Computer Assisted Learning, 41(5). [https://doi.org/10.1111/jcal.70109 https://doi.org/10.1111/jcal.70109]<br /> * Lund, B., Mannuru, N. R., Teel, Z. A., Lee, T. H., Ortega, N. J., Simmons, S., &amp; Ward, E. (2025). Student Perceptions of AI-Assisted Writing and Academic Integrity: Ethical Concerns, Academic Misconduct, and Use of Generative AI in Higher Education. AI in Education, 1(1), 2. [https://doi.org/10.3390/aieduc1010002 https://doi.org/10.3390/aieduc1010002]<br /> * Plata, S., De Guzman, M. A., &amp; Quesada, A. (2023). Emerging Research and Policy Themes on Academic Integrity in the Age of Chat GPT and Generative AI. Asian Journal of University Education, 19(4), 743–758. [https://doi.org/10.24191/ajue.v19i4.24697 https://doi.org/10.24191/ajue.v19i4.24697]<br /> * Streletska, N., Ulishchenko, A., Klieba, A., Vlasiuk, I., &amp; Genkal, S. (2024). Integrating artificial intelligence into STEM education: Navigating academic integrity. Multidisciplinary Reviews, 8, 2024spe069. [https://doi.org/10.31893/multirev.2024spe069 https://doi.org/10.31893/multirev.2024spe069]<br /> * Sumilong, M. J. (2025). Instructional affect and learner motivation in generative AI-restrictive and permissive classrooms. Frontiers in Education, 10. [https://doi.org/10.3389/feduc.2025.1626802 https://doi.org/10.3389/feduc.2025.1626802]<br /> * Xie, Y., Chen, X., Ren, Z., &amp; Su, W. J. (2025). Watermark in the Classroom: A Conformal Framework for Adaptive AI Usage Detection.<br /> <br /> [[Category: CAT+FD]]<br /> [[Category: CAT+FD 2025-2026]]<br /> [[Category: Artificial Intelligence]]<br /> [[Category: Classroom Policies]]</div>

Jtodd1 http://catwiki.xula.edu/index.php?title=Classroom_AI_Policies&diff=6285 2026-01-30T19:45:55Z

<p>Jtodd1: </p> <hr /> <div>''''A workshop titled &quot;Mini-Workshop: Classroom AI Policies&quot; originally presented for [http://cat.xula.edu/ CAT+FD] on 27 January 2026 by Dr. Jason Todd''<br /> <br /> == Abstract ==<br /> Developing effective classroom AI policies requires moving beyond a simple binary of permission or restriction to a nuanced framework that considers specific course goals, institutional context, and the enhancement of student learning. Because a student’s personal ethical framework often influences their behavior more than mere awareness of rules, policies should prioritize educational transparency by clearly explaining the &quot;why&quot; behind boundaries and connecting them to disciplinary norms and learning outcomes. Instructors are encouraged to tailor policies for individual classes rather than applying a universal standard, acknowledging that AI can range from an academic integrity violation to a powerful research and editing tool depending on the assignment's purpose. As technology and institutional support systems evolve, maintaining an ongoing dialogue with students about ethical use and professional relevance ensures that these policies remain flexible and effective in fostering meaningful learning.<br /> <br /> {{#widget:YouTube|id=SPMFrI-wqzM}}<br /> <br /> == Resources ==<br /> *[[File:Classroom-AI-Policies.pdf|Classroom AI Policies Slidedeck (PDF)]]<br /> <br /> == References ==<br /> * Alsharefeen, R., &amp; Sayari, N. A. (2025). Examining academic integrity policy and practice in the era of AI: a case study of faculty perspectives. Frontiers in Education. [[https://doi.org/10.3389/feduc.2025.1621743| https://doi.org/10.3389/feduc.2025.1621743]]<br /> * Deep, P. D., Edgington, W. D., Ghosh, N., &amp; Rahaman, Md. S. (2025). Evaluating the Effectiveness and Ethical Implications of AI Detection Tools in Higher Education. Information, 16(10), 905. [[https://doi.org/10.3390/info16100905| https://doi.org/10.3390/info16100905]]<br /> * Gustilo, L., Ong, E., &amp; Lapinid, M. R. (2024). Algorithmically-driven writing and academic integrity: exploring educators’ practices, perceptions, and policies in AI era. International Journal for Educational Integrity. [[https://doi.org/10.1007/s40979-024-00153-8| https://doi.org/10.1007/s40979-024-00153-8]]<br /> * Hamerman, E. J., Aggarwal, A., &amp; Martins, C. M. (2024). An investigation of generative AI in the classroom and its implications for university policy. Quality Assurance in Education. [[https://doi.org/10.1108/qae-08-2024-0149| https://doi.org/10.1108/qae-08-2024-0149]]<br /> * Kangwa, D., Msafiri, M. M., &amp; Fute, A. (2025). Exploring the Factors That Promote a Balance Between Academic Integrity and the Effective Use of GenAI Tools in Higher Education: A Systematic Review. Journal of Computer Assisted Learning, 41(5). [[https://doi.org/10.1111/jcal.70109| https://doi.org/10.1111/jcal.70109]]<br /> * Lund, B., Mannuru, N. R., Teel, Z. A., Lee, T. H., Ortega, N. J., Simmons, S., &amp; Ward, E. (2025). Student Perceptions of AI-Assisted Writing and Academic Integrity: Ethical Concerns, Academic Misconduct, and Use of Generative AI in Higher Education. AI in Education, 1(1), 2. [[https://doi.org/10.3390/aieduc1010002| https://doi.org/10.3390/aieduc1010002]]<br /> * Plata, S., De Guzman, M. A., &amp; Quesada, A. (2023). Emerging Research and Policy Themes on Academic Integrity in the Age of Chat GPT and Generative AI. Asian Journal of University Education, 19(4), 743–758. [[https://doi.org/10.24191/ajue.v19i4.24697| https://doi.org/10.24191/ajue.v19i4.24697]]<br /> * Streletska, N., Ulishchenko, A., Klieba, A., Vlasiuk, I., &amp; Genkal, S. (2024). Integrating artificial intelligence into STEM education: Navigating academic integrity. Multidisciplinary Reviews, 8, 2024spe069. [[https://doi.org/10.31893/multirev.2024spe069| https://doi.org/10.31893/multirev.2024spe069]]<br /> * Sumilong, M. J. (2025). Instructional affect and learner motivation in generative AI-restrictive and permissive classrooms. Frontiers in Education, 10. [[https://doi.org/10.3389/feduc.2025.1626802| https://doi.org/10.3389/feduc.2025.1626802]]<br /> * Xie, Y., Chen, X., Ren, Z., &amp; Su, W. J. (2025). Watermark in the Classroom: A Conformal Framework for Adaptive AI Usage Detection.<br /> <br /> [[Category: CAT+FD]]<br /> [[Category: CAT+FD 2025-2026]]<br /> [[Category: Artificial Intelligence]]<br /> [[Category: Classroom Policies]]</div>

Jtodd1 http://catwiki.xula.edu/index.php?title=Classroom_AI_Policies&diff=6284 2026-01-30T19:44:27Z

<p>Jtodd1: </p> <hr /> <div>''''A workshop titled &quot;Mini-Workshop: Classroom AI Policies&quot; originally presented for [http://cat.xula.edu/ CAT+FD] on 27 January 2026 by Dr. Jason Todd''<br /> <br /> == Abstract ==<br /> Developing effective classroom AI policies requires moving beyond a simple binary of permission or restriction to a nuanced framework that considers specific course goals, institutional context, and the enhancement of student learning. Because a student’s personal ethical framework often influences their behavior more than mere awareness of rules, policies should prioritize educational transparency by clearly explaining the &quot;why&quot; behind boundaries and connecting them to disciplinary norms and learning outcomes. Instructors are encouraged to tailor policies for individual classes rather than applying a universal standard, acknowledging that AI can range from an academic integrity violation to a powerful research and editing tool depending on the assignment's purpose. As technology and institutional support systems evolve, maintaining an ongoing dialogue with students about ethical use and professional relevance ensures that these policies remain flexible and effective in fostering meaningful learning.<br /> <br /> {{#widget:YouTube|id=SPMFrI-wqzM}}<br /> <br /> == Resources ==<br /> *[[Classroom-AI-Policies.pdf|Classroom AI Policies Slidedeck (PDF)]]<br /> *[[Resources for the TILT Framework.pdf|Resources for the TILT Framework]]<br /> *[[Resources for Entry and Exit Tickets.pdf| Resources for Entry and Exit Tickets]]<br /> <br /> == References ==<br /> * Alsharefeen, R., &amp; Sayari, N. A. (2025). Examining academic integrity policy and practice in the era of AI: a case study of faculty perspectives. Frontiers in Education. [[https://doi.org/10.3389/feduc.2025.1621743| https://doi.org/10.3389/feduc.2025.1621743]]<br /> * Deep, P. D., Edgington, W. D., Ghosh, N., &amp; Rahaman, Md. S. (2025). Evaluating the Effectiveness and Ethical Implications of AI Detection Tools in Higher Education. Information, 16(10), 905. [[https://doi.org/10.3390/info16100905| https://doi.org/10.3390/info16100905]]<br /> * Gustilo, L., Ong, E., &amp; Lapinid, M. R. (2024). Algorithmically-driven writing and academic integrity: exploring educators’ practices, perceptions, and policies in AI era. International Journal for Educational Integrity. [[https://doi.org/10.1007/s40979-024-00153-8| https://doi.org/10.1007/s40979-024-00153-8]]<br /> * Hamerman, E. J., Aggarwal, A., &amp; Martins, C. M. (2024). An investigation of generative AI in the classroom and its implications for university policy. Quality Assurance in Education. [[https://doi.org/10.1108/qae-08-2024-0149| https://doi.org/10.1108/qae-08-2024-0149]]<br /> * Kangwa, D., Msafiri, M. M., &amp; Fute, A. (2025). Exploring the Factors That Promote a Balance Between Academic Integrity and the Effective Use of GenAI Tools in Higher Education: A Systematic Review. Journal of Computer Assisted Learning, 41(5). [[https://doi.org/10.1111/jcal.70109| https://doi.org/10.1111/jcal.70109]]<br /> * Lund, B., Mannuru, N. R., Teel, Z. A., Lee, T. H., Ortega, N. J., Simmons, S., &amp; Ward, E. (2025). Student Perceptions of AI-Assisted Writing and Academic Integrity: Ethical Concerns, Academic Misconduct, and Use of Generative AI in Higher Education. AI in Education, 1(1), 2. [[https://doi.org/10.3390/aieduc1010002| https://doi.org/10.3390/aieduc1010002]]<br /> * Plata, S., De Guzman, M. A., &amp; Quesada, A. (2023). Emerging Research and Policy Themes on Academic Integrity in the Age of Chat GPT and Generative AI. Asian Journal of University Education, 19(4), 743–758. [[https://doi.org/10.24191/ajue.v19i4.24697| https://doi.org/10.24191/ajue.v19i4.24697]]<br /> * Streletska, N., Ulishchenko, A., Klieba, A., Vlasiuk, I., &amp; Genkal, S. (2024). Integrating artificial intelligence into STEM education: Navigating academic integrity. Multidisciplinary Reviews, 8, 2024spe069. [[https://doi.org/10.31893/multirev.2024spe069| https://doi.org/10.31893/multirev.2024spe069]]<br /> * Sumilong, M. J. (2025). Instructional affect and learner motivation in generative AI-restrictive and permissive classrooms. Frontiers in Education, 10. [[https://doi.org/10.3389/feduc.2025.1626802| https://doi.org/10.3389/feduc.2025.1626802]]<br /> * Xie, Y., Chen, X., Ren, Z., &amp; Su, W. J. (2025). Watermark in the Classroom: A Conformal Framework for Adaptive AI Usage Detection.<br /> <br /> [[Category: CAT+FD]]<br /> [[Category: CAT+FD 2025-2026]]<br /> [[Category: Artificial Intelligence]]<br /> [[Category: Classroom Policies]]</div>

Jtodd1 http://catwiki.xula.edu/index.php?title=Classroom_AI_Policies&diff=6283 2026-01-30T19:38:53Z

<p>Jtodd1: Created page with &quot;&#039;&#039;&#039;&#039;A workshop titled &quot;Mini-Workshop: Classroom AI Policies&quot; originally presented for [http://cat.xula.edu/ CAT+FD] on 27 January 2026 by Dr. Jason Todd&#039;&#039; {{#widget:YouTube|id=SPMFrI-wqzM}} == Resources == *Classroom AI Policies Slidedeck (PDF) *Resources for the TILT Framework * Resources for Entry and Exit Tickets == References == * Alsharefeen, R., &amp;...&quot;</p> <hr /> <div>''''A workshop titled &quot;Mini-Workshop: Classroom AI Policies&quot; originally presented for [http://cat.xula.edu/ CAT+FD] on 27 January 2026 by Dr. Jason Todd''<br /> <br /> {{#widget:YouTube|id=SPMFrI-wqzM}}<br /> <br /> == Resources ==<br /> *[[Classroom-AI-Policies.pdf|Classroom AI Policies Slidedeck (PDF)]]<br /> *[[Resources for the TILT Framework.pdf|Resources for the TILT Framework]]<br /> *[[Resources for Entry and Exit Tickets.pdf| Resources for Entry and Exit Tickets]]<br /> <br /> == References ==<br /> * Alsharefeen, R., &amp; Sayari, N. A. (2025). Examining academic integrity policy and practice in the era of AI: a case study of faculty perspectives. Frontiers in Education. [[https://doi.org/10.3389/feduc.2025.1621743| https://doi.org/10.3389/feduc.2025.1621743]]<br /> * Deep, P. D., Edgington, W. D., Ghosh, N., &amp; Rahaman, Md. S. (2025). Evaluating the Effectiveness and Ethical Implications of AI Detection Tools in Higher Education. Information, 16(10), 905. [[https://doi.org/10.3390/info16100905| https://doi.org/10.3390/info16100905]]<br /> * Gustilo, L., Ong, E., &amp; Lapinid, M. R. (2024). Algorithmically-driven writing and academic integrity: exploring educators’ practices, perceptions, and policies in AI era. International Journal for Educational Integrity. [[https://doi.org/10.1007/s40979-024-00153-8| https://doi.org/10.1007/s40979-024-00153-8]]<br /> * Hamerman, E. J., Aggarwal, A., &amp; Martins, C. M. (2024). An investigation of generative AI in the classroom and its implications for university policy. Quality Assurance in Education. [[https://doi.org/10.1108/qae-08-2024-0149| https://doi.org/10.1108/qae-08-2024-0149]]<br /> * Kangwa, D., Msafiri, M. M., &amp; Fute, A. (2025). Exploring the Factors That Promote a Balance Between Academic Integrity and the Effective Use of GenAI Tools in Higher Education: A Systematic Review. Journal of Computer Assisted Learning, 41(5). [[https://doi.org/10.1111/jcal.70109| https://doi.org/10.1111/jcal.70109]]<br /> * Lund, B., Mannuru, N. R., Teel, Z. A., Lee, T. H., Ortega, N. J., Simmons, S., &amp; Ward, E. (2025). Student Perceptions of AI-Assisted Writing and Academic Integrity: Ethical Concerns, Academic Misconduct, and Use of Generative AI in Higher Education. AI in Education, 1(1), 2. [[https://doi.org/10.3390/aieduc1010002| https://doi.org/10.3390/aieduc1010002]]<br /> * Plata, S., De Guzman, M. A., &amp; Quesada, A. (2023). Emerging Research and Policy Themes on Academic Integrity in the Age of Chat GPT and Generative AI. Asian Journal of University Education, 19(4), 743–758. [[https://doi.org/10.24191/ajue.v19i4.24697| https://doi.org/10.24191/ajue.v19i4.24697]]<br /> * Streletska, N., Ulishchenko, A., Klieba, A., Vlasiuk, I., &amp; Genkal, S. (2024). Integrating artificial intelligence into STEM education: Navigating academic integrity. Multidisciplinary Reviews, 8, 2024spe069. [[https://doi.org/10.31893/multirev.2024spe069| https://doi.org/10.31893/multirev.2024spe069]]<br /> * Sumilong, M. J. (2025). Instructional affect and learner motivation in generative AI-restrictive and permissive classrooms. Frontiers in Education, 10. [[https://doi.org/10.3389/feduc.2025.1626802| https://doi.org/10.3389/feduc.2025.1626802]]<br /> * Xie, Y., Chen, X., Ren, Z., &amp; Su, W. J. (2025). Watermark in the Classroom: A Conformal Framework for Adaptive AI Usage Detection.<br /> <br /> [[Category: CAT+FD]]<br /> [[Category: CAT+FD 2025-2026]]<br /> ''</div>

Jtodd1 http://catwiki.xula.edu/index.php?title=File:Classroom-AI-Policies.pdf&diff=6282 2026-01-30T19:29:19Z

<p>Jtodd1: Slides for the workshop &quot;Classroom AI Policies.&quot;</p> <hr /> <div>== Summary ==<br /> Slides for the workshop &quot;Classroom AI Policies.&quot;<br /> == Licensing ==<br /> {{CC-BY-NC-SA}}</div>

Jtodd1 http://catwiki.xula.edu/index.php?title=Faculty_Portfolio_Working_Group&diff=6253 2025-10-02T15:35:33Z

<p>Jtodd1: </p> <hr /> <div>The Center for the Advancement of Teaching and Faculty Development is pleased to announce that we are building off of the success of previous years. In 2018, instead of our traditional Course Portfolio Working Group (which was begun in 1994), we broadened our scope by offering a '''Teaching Portfolio Working Group''' (TPWG). This year, we are expanding our vision even further by offering a [[Faculty Portfolio Working Group]]. Members of this working group will develop online portfolios that document and reflect upon all aspects of their work as members of the Xavier faculty.<br /> <br /> == Rationale ==<br /> * Portfolios provide documented evidence of teaching from a variety of sources—not just student ratings—and provide context for that evidence.<br /> * Portfolios can also provide evidence of the other areas of our work as faculty members: Scholarship, Service, even Collegiality.<br /> * The process of selecting and organizing material for a portfolio can help one reflect on and improve one’s teaching, research, and service.<br /> * Portfolios are a step toward a more public, professional view of our work as teacher-scholars.<br /> * Portfolios can offer a look at development over time, helping one see our work as on ongoing process of inquiry, experimentation, and reflection.<br /> * Faculty portfolios capture evidence of one’s entire career, in contrast to course portfolios that capture evidence related to a single course.<br /> <br /> == Process ==<br /> The FPWG is a two-semester project recommended for faculty at all stages of their careers. The group will meet five times in the fall semester and four times in the second semester. Following the guidelines of Seldin et al.’s (2010) ''The Teaching Portfolio'', meetings will focus on:<br /> * Structuring the portfolio<br /> * Summarizing teaching and service responsibilities<br /> * Articulating one’s approach to connecting teaching, research, and service<br /> * Writing a teaching philosophy<br /> * Articulating a research trajectory<br /> * Documenting teaching strategies, methods, and activities to improve instruction<br /> * Demonstrating student learning<br /> * Continuous improvement plans<br /> The outcome of this work is a foundational collection of teaching, scholarship, and service materials upon which the faculty member can build as they go forward, innovating and experimenting as they go.<br /> <br /> == Past Successes ==<br /> Below you can find the links to the portfolios developed by some of our recent participants.<br /> === 2023/2024 Working Group ===<br /> * [https://sites.google.com/view/jasmin-eugene/home Dr. Jasmine Eugene], Division of Clinical &amp; Administrative Sciences, College of Pharmacy<br /> * [https://sites.google.com/view/timmyma/home Dr. Timmy Ma], Department of Mathematics, College of Arts &amp; Sciences<br /> === 2024/2025 Working Group ===<br /> * [https://sites.google.com/view/jmorrison/home Dr. Jennifer Morrison], Department of English, College of Arts &amp; Sciences<br /> * [https://sites.google.com/view/j-r-caldwell-jr/home Dr. Jimmy R. Caldwell, Jr.], Division of Education &amp; Counseling, College of Arts &amp; Sciences<br /> * [https://sites.google.com/view/daniella-mascarenhas/home Dr. Daniella Mascarenhas], Department of Political Science, College of Arts &amp; Sciences<br /> * [https://sites.google.com/view/baha-adam/home Dr. Baha Adam], Division of Basic &amp; Pharmaceutical Science, College of Pharmacy<br /> * [https://sites.google.com/view/drchrisboldenportfolio/home Dr. Chris Bolden], Department of Biology, College of Arts &amp; Sciences<br /> * [https://sites.google.com/xula.edu/charlesburnette/ Dr. Charles Burnette], Department of Mathematics, College of Arts &amp; Sciences<br /> <br /> == Incentives ==<br /> In addition to having a document demonstrating effectiveness as a faculty member, each participant will receive a stipend upon the completion of their teaching portfolio.<br /> <br /> == Eligibility ==<br /> Proposals may be submitted by any full-time faculty member of Xavier University of Louisiana. <br /> <br /> == Proposal Requirements ==<br /> Please see the [[File:Fpwg.rfp.2025.pdf|Call for Proposals for 2025-2026]] for complete instructions.<br /> # Cover Page should include Your Name, Your Department, Your Signature, and Department Head's Signature<br /> # Narrative: The narrative should not exceed one single-spaced page and should address the following points:<br /> #* Biographical statement. Please include a brief biographic statement including your disciplinary background, how long you have been teaching at Xavier, and typical courses you teach.<br /> #* Statement of interest. In a brief paragraph, explain why you are interested in participating in the Faculty Portfolio Writing Group.<br /> #* Statement of Commitment. Please submit a statement of commitment to fully participate in all activities of the FPWG.</div>

Jtodd1 http://catwiki.xula.edu/index.php?title=Faculty_Portfolio_Working_Group&diff=6252 2025-10-02T15:35:11Z

<p>Jtodd1: </p> <hr /> <div>The Center for the Advancement of Teaching and Faculty Development is pleased to announce that we are building off of the success of previous years. In 2018, instead of our traditional Course Portfolio Working Group (which was begun in 1994), we broadened our scope by offering a '''Teaching Portfolio Working Group''' (TPWG). This year, we are expanding our vision even further by offering a [[Faculty Portfolio Working Group]]. Members of this working group will develop online portfolios that document and reflect upon all aspects of their work as members of the Xavier faculty.<br /> <br /> == Rationale ==<br /> * Portfolios provide documented evidence of teaching from a variety of sources—not just student ratings—and provide context for that evidence.<br /> * Portfolios can also provide evidence of the other areas of our work as faculty members: Scholarship, Service, even Collegiality.<br /> * The process of selecting and organizing material for a portfolio can help one reflect on and improve one’s teaching, research, and service.<br /> * Portfolios are a step toward a more public, professional view of our work as teacher-scholars.<br /> * Portfolios can offer a look at development over time, helping one see our work as on ongoing process of inquiry, experimentation, and reflection.<br /> * Faculty portfolios capture evidence of one’s entire career, in contrast to course portfolios that capture evidence related to a single course.<br /> <br /> == Process ==<br /> The FPWG is a two-semester project recommended for faculty at all stages of their careers. The group will meet five times in the fall semester and four times in the second semester. Following the guidelines of Seldin et al.’s (2010) ''The Teaching Portfolio'', meetings will focus on:<br /> * Structuring the portfolio<br /> * Summarizing teaching and service responsibilities<br /> * Articulating one’s approach to connecting teaching, research, and service<br /> * Writing a teaching philosophy<br /> * Articulating a research trajectory<br /> * Documenting teaching strategies, methods, and activities to improve instruction<br /> * Demonstrating student learning<br /> * Continuous improvement plans<br /> The outcome of this work is a foundational collection of teaching, scholarship, and service materials upon which the faculty member can build as they go forward, innovating and experimenting as they go.<br /> <br /> == Past Successes ==<br /> Below you can find the links to the portfolios developed by some of our recent participants.<br /> === 2023/2024 Working Group ===<br /> * [https://sites.google.com/view/jasmin-eugene/home Dr. Jasmine Eugene], Division of Clinical &amp; Administrative Sciences, College of Pharmacy<br /> * [https://sites.google.com/view/timmyma/home Dr. Timmy Ma], Department of Mathematics, College of Arts &amp; Sciences<br /> === 2024/2025 Working Group ===<br /> * [https://sites.google.com/view/jmorrison/home Dr. Jennifer Morrison], Department of English, College of Arts &amp; Sciences<br /> * [https://sites.google.com/view/j-r-caldwell-jr/home Dr. Jimmy R. Caldwell, Jr.], Division of Education &amp; Counseling, College of Arts &amp; Sciences<br /> * [https://sites.google.com/view/daniella-mascarenhas/home Dr. Daniella Mascarenhas], Department of Political Science, College of Arts &amp; Sciences<br /> * [https://sites.google.com/view/baha-adam/home Dr. Baha Adam], Division of Basic &amp; Pharmaceutical Science, College of Pharmacy<br /> * [https://sites.google.com/view/drchrisboldenportfolio/home Dr. Chris Bolden], Department of Biology, College of Arts &amp; Sciences<br /> * [https://sites.google.com/xula.edu/charlesburnette/ Dr. Charles Burnette], Department of Mathematics, College of Arts &amp; Sciences<br /> <br /> == Incentives ==<br /> In addition to having a document demonstrating effectiveness as a faculty member, each participant will receive a stipend upon the completion of their teaching portfolio.<br /> <br /> == Eligibility ==<br /> Proposals may be submitted by any full-time faculty member of Xavier University of Louisiana. <br /> <br /> == Proposal Requirements ==<br /> Please see the [[File:Fpwg.rfp.2025.pdf|Call for Proposals for 2025-2026]] for complete instructions.<br /> # Cover Page should include Your Name, Your Department, Your Signature, and Department Head's Signature<br /> # Narrative: The narrative should not exceed one single-spaced page and should address the following points:<br /> #* Biographical statement. Please include a brief biographic statement including your disciplinary background, how long you have been teaching at Xavier, and typical courses you teach.<br /> #* Statement of interest. In a brief paragraph, explain why you are interested in participating in the Faculty Portfolio Writing Group.<br /> #* Statement of Commitment. Please submit a statement of commitment to fully participate in all activities of the FPWG.<br /> <br /> &lt;li&gt;&lt;strong&gt;&lt;a href='https://xula.libcal.com/event/15002342'&gt;Fall Faculty Writing Group Lunch&lt;/a&gt;, October 06 at 11:00 AM, Mellon Seminar Room - LRC 532B&lt;/strong&gt;&lt;br&gt;&lt;/li&gt;<br /> &lt;li&gt;&lt;strong&gt;&lt;a href='https://xula.libcal.com/event/15034539'&gt;Mid-Semester Mindfulness Check-in&lt;/a&gt;, October 08 at 1:00 PM, CAT+FD Conference Room - 534A&lt;/strong&gt;&lt;br&gt;&lt;/li&gt;<br /> &lt;li&gt;&lt;strong&gt;&lt;a href='https://xula.libcal.com/event/15090143'&gt;SERG (Science Education Research Group)&lt;/a&gt;, October 08 at 3:30 PM, NCF 568&lt;/strong&gt;&lt;br&gt;&lt;/li&gt;<br /> &lt;li&gt;&lt;strong&gt;&lt;a href='https://xula.libcal.com/event/15493980'&gt;Faculty Portfolio Working Group&lt;/a&gt;, October 09 at 12:15 PM, Virtual&lt;/strong&gt;&lt;br&gt;&lt;/li&gt;<br /> &lt;li&gt;&lt;strong&gt;&lt;a href='https://xula.libcal.com/event/15003038'&gt;Faculty Social Hour: Welcome &amp; Reconnect&lt;/a&gt;, October 09 at 4:00 PM, Mellon Seminar Room - LRC 532B&lt;/strong&gt;&lt;br&gt;&lt;/li&gt;<br /> &lt;li&gt;&lt;strong&gt;&lt;a href='https://xula.libcal.com/event/15003203'&gt;New Faculty Brown Bag&lt;/a&gt;, October 16 at 12:15 PM, Mellon Seminar Room - LRC 532B&lt;/strong&gt;&lt;br&gt;&lt;/li&gt;<br /> &lt;li&gt;&lt;strong&gt;&lt;a href='https://xula.libcal.com/event/15003248'&gt;Part-time Faculty Brown Bag&lt;/a&gt;, October 16 at 2:00 PM, Virtual&lt;/strong&gt;&lt;br&gt;&lt;/li&gt;<br /> &lt;li&gt;&lt;strong&gt;&lt;a href='https://xula.libcal.com/event/15003278'&gt;Fall Faculty Book Club&lt;/a&gt;, October 20 at 5:00 PM, Mellon Seminar Room - LRC 532B&lt;/strong&gt;&lt;br&gt;&lt;/li&gt;<br /> &lt;li&gt;&lt;strong&gt;&lt;a href='https://xula.libcal.com/event/15493981'&gt;Faculty Portfolio Working Group&lt;/a&gt;, October 21 at 11:00 AM, Virtual&lt;/strong&gt;&lt;br&gt;&lt;/li&gt;<br /> &lt;li&gt;&lt;strong&gt;&lt;a href='https://xula.libcal.com/event/15487654'&gt;Academic AI Statement Roundtable #6&lt;/a&gt;, October 21 at 1:30 PM, Mellon Seminar Room - LRC 532B&lt;/strong&gt;&lt;br&gt;&lt;/li&gt;<br /> &lt;li&gt;&lt;strong&gt;&lt;a href='https://xula.libcal.com/event/15487710'&gt;Academic AI Statement Roundtable #7&lt;/a&gt;, October 22 at 11:00 AM, Mellon Seminar Room - LRC 532B&lt;/strong&gt;&lt;br&gt;&lt;/li&gt;<br /> &lt;li&gt;&lt;strong&gt;&lt;a href='https://xula.libcal.com/event/15003442'&gt;Crafty Colleagues: Faculty Maker Social&lt;/a&gt;, October 22 at 3:00 PM, Mellon Seminar Room - LRC 532B&lt;/strong&gt;&lt;br&gt;&lt;/li&gt;<br /> &lt;li&gt;&lt;strong&gt;&lt;a href='https://xula.libcal.com/event/15487678'&gt;Academic AI Statement Roundtable #8&lt;/a&gt;, October 23 at 10:00 AM, Mellon Seminar Room - LRC 532B&lt;/strong&gt;&lt;br&gt;&lt;/li&gt;<br /> &lt;li&gt;&lt;strong&gt;&lt;a href='https://xula.libcal.com/event/15003638'&gt;Level Up: Build AI Chatbots with Python&lt;/a&gt;, October 24 at 1:00 PM, CAT+FD Teaching Lab - LRC 532A&lt;/strong&gt;&lt;br&gt;&lt;/li&gt;</div>

Jtodd1 http://catwiki.xula.edu/index.php?title=Rubrics_Reimagined:_Save_Time_and_Boost_Feedback&diff=6223 2025-09-10T18:16:23Z

<p>Jtodd1: </p> <hr /> <div>''Originally presented for [http://cat.xula.edu/ CAT+FD] on 11 September 2025 by [https://cat.xula.edu/about/staff/jflorent Ms. Janice Florent] and [https://cat.xula.edu/about/staff/jtodd1 Dr. Jason Todd]''<br /> <br /> &lt;div style=&quot;text-align: center&quot;&gt;[[File:LEX-chalkboard-944.png|640px]]&lt;/div&gt;<br /> <br /> <br /> Tired of spending endless hours on grading, only to wonder if your feedback truly resonates with students?<br /> <br /> Join us for &quot;Rubrics Reimagined: Save Time and Boost Feedback&quot; – a workshop designed to revolutionize your assessment practices. In today's rapidly evolving educational landscape, efficiency and clarity are paramount. This session will equip you with strategies to develop rubrics that are not only transparent and impactful but also dramatically reduce your grading time.<br /> <br /> We'll dive deep into practical techniques for crafting clear, concise rubrics that empower students to understand expectations and apply feedback effectively. But here's where it gets truly exciting: we'll explore the transformative potential of Artificial Intelligence as your personal rubric development assistant! Discover how AI can help you generate initial rubric drafts, refine language, and even suggest relevant feedback points, allowing you to focus on the nuanced art of pedagogical judgment.<br /> <br /> Beyond theory, you'll gain practical expertise in leveraging the robust Brightspace Rubrics tool to implement your newly designed assessments seamlessly. Learn tips and tricks for setting up rubrics, associating them with assignments, and providing comprehensive feedback directly within Brightspace.<br /> <br /> This workshop, the 22nd in our #LEX Advanced series, builds on the skills you learned in the #LearnEverywhereXULA course. This isn't just a workshop; it's an investment in your time and your students' learning. Whether you’re a rubric rookie or a seasoned pro, this workshop will equip you with the tools and insights to make assessment easier, faster, and more effective.<br /> <br /> == Pre-Workshop Assignment ==<br /> <br /> For this workshop, we will assume you already have a basic understanding of what a rubric is and how they can be used for grading. '''If you are unfamiliar with rubrics, or if you want a quick review, please watch this video before attending the workshop:'''<br /> &lt;br&gt;<br /> * [https://youtu.be/657SFqE5PGI Rubrics: A Primer] (6 minutes)<br /> &lt;br&gt;<br /> {{#widget:YouTube|id=657SFqE5PGI|height=360|width=640}}<br /> <br /> == Workshop Recording ==<br /> * Coming Soon!<br /> <br /> == Resources ==<br /> * [https://claude.ai/share/d967f347-d251-48fc-8e61-c0a8073f79d1 Improving Blog Post Assessment Rubric] You can review the conversation between Jay Todd and Anthropic's Claude to improve and expand the rubric for his blog post assignments.<br /> <br /> ===Slide Deck===<br /> * Coming Soon!<br /> <br /> ===Rubrics===<br /> * [https://www.cmu.edu/teaching/assessment/assesslearning/rubrics.html Creating and Using Rubrics] (Eberly Center, Carnegie Mellon University)<br /> * [https://resources.depaul.edu/teaching-commons/teaching-guides/feedback-grading/rubrics/Pages/default.aspx Rubrics] (Teaching Commons at DePaul University)<br /> * [https://poorvucenter.yale.edu/teaching/teaching-resource-library/rubrics Creating and Using Rubrics] (Poorvu Center for Teaching and Learning at Yale)<br /> * [https://ctl.utexas.edu/sites/default/files/build-rubric.pdf Step-by-Step Guide to Creating Rubrics] (University of Texas at Austin)<br /> * [https://www.tudelft.nl/en/teaching-support/educational-advice/assess/projects-and-assignments/design-rubric Tips for Keeping Rubrics Clear, Fair and Efficient] (Delft University of Technology)<br /> <br /> <br /> ===Artificial Intelligence (AI)===<br /> * [https://learning.northeastern.edu/aitips-working-to-create-a-rubric/ Working with AI to Create a Rubric] (Center for Advancing Teaching and Learning at Northeastern)<br /> * [https://www.magicschool.ai/tools/rubric-generator Magic School Bus Rubric Generator] Magic School Bus is a collection of AI tools designed for educators.<br /> * [https://www.aiforeducation.io/prompts/rubrics Create Rubrics with an AI Chatbot] (AI for Education)<br /> <br /> <br /> ===Brightspace Rubrics Tool===<br /> * [https://cat.xula.edu/food/brightspace-tip-204-interactive-rubrics/ Brightspace Rubrics Tool]<br /> <br /> <br /> <br /> [[Category: CAT+FD]]<br /> [[Category: CAT+FD 2025-2026]]</div>

Jtodd1 http://catwiki.xula.edu/index.php?title=Rubrics_Reimagined:_Save_Time_and_Boost_Feedback&diff=6222 2025-09-10T18:11:57Z

<p>Jtodd1: </p> <hr /> <div>''Originally presented for [http://cat.xula.edu/ CAT+FD] on 11 September 2025 by [https://cat.xula.edu/about/staff/jflorent Ms. Janice Florent] and [https://cat.xula.edu/about/staff/jtodd1 Dr. Jason Todd]''<br /> <br /> &lt;div style=&quot;text-align: center&quot;&gt;[[File:LEX-chalkboard-944.png|640px]]&lt;/div&gt;<br /> <br /> <br /> Tired of spending endless hours on grading, only to wonder if your feedback truly resonates with students?<br /> <br /> Join us for &quot;Rubrics Reimagined: Save Time and Boost Feedback&quot; – a workshop designed to revolutionize your assessment practices. In today's rapidly evolving educational landscape, efficiency and clarity are paramount. This session will equip you with strategies to develop rubrics that are not only transparent and impactful but also dramatically reduce your grading time.<br /> <br /> We'll dive deep into practical techniques for crafting clear, concise rubrics that empower students to understand expectations and apply feedback effectively. But here's where it gets truly exciting: we'll explore the transformative potential of Artificial Intelligence as your personal rubric development assistant! Discover how AI can help you generate initial rubric drafts, refine language, and even suggest relevant feedback points, allowing you to focus on the nuanced art of pedagogical judgment.<br /> <br /> Beyond theory, you'll gain practical expertise in leveraging the robust Brightspace Rubrics tool to implement your newly designed assessments seamlessly. Learn tips and tricks for setting up rubrics, associating them with assignments, and providing comprehensive feedback directly within Brightspace.<br /> <br /> This workshop, the 22nd in our #LEX Advanced series, builds on the skills you learned in the #LearnEverywhereXULA course. This isn't just a workshop; it's an investment in your time and your students' learning. Whether you’re a rubric rookie or a seasoned pro, this workshop will equip you with the tools and insights to make assessment easier, faster, and more effective.<br /> <br /> == Pre-Workshop Assignment ==<br /> <br /> For this workshop, we will assume you already have a basic understanding of what a rubric is and how they can be used for grading. '''If you are unfamiliar with rubrics, or if you want a quick review, please watch this video before attending the workshop:'''<br /> &lt;br&gt;<br /> * [https://youtu.be/657SFqE5PGI Rubrics: A Primer] (6 minutes)<br /> &lt;br&gt;<br /> {{#widget:YouTube|id=657SFqE5PGI|height=360|width=640}}<br /> <br /> == Workshop Recording ==<br /> * Coming Soon!<br /> <br /> == Resources ==<br /> <br /> ===Slide Deck===<br /> * Coming Soon!<br /> <br /> ===Rubrics===<br /> * [https://www.cmu.edu/teaching/assessment/assesslearning/rubrics.html Creating and Using Rubrics] (Eberly Center, Carnegie Mellon University)<br /> * [https://resources.depaul.edu/teaching-commons/teaching-guides/feedback-grading/rubrics/Pages/default.aspx Rubrics] (Teaching Commons at DePaul University)<br /> * [https://poorvucenter.yale.edu/teaching/teaching-resource-library/rubrics Creating and Using Rubrics] (Poorvu Center for Teaching and Learning at Yale)<br /> * [https://ctl.utexas.edu/sites/default/files/build-rubric.pdf Step-by-Step Guide to Creating Rubrics] (University of Texas at Austin)<br /> * [https://www.tudelft.nl/en/teaching-support/educational-advice/assess/projects-and-assignments/design-rubric Tips for Keeping Rubrics Clear, Fair and Efficient] (Delft University of Technology)<br /> <br /> <br /> ===Artificial Intelligence (AI)===<br /> * [https://learning.northeastern.edu/aitips-working-to-create-a-rubric/ Working with AI to Create a Rubric] (Center for Advancing Teaching and Learning at Northeastern)<br /> * [https://www.magicschool.ai/tools/rubric-generator Magic School Bus Rubric Generator] Magic School Bus is a collection of AI tools designed for educators.<br /> <br /> <br /> ===Brightspace Rubrics Tool===<br /> * [https://cat.xula.edu/food/brightspace-tip-204-interactive-rubrics/ Brightspace Rubrics Tool]<br /> <br /> <br /> <br /> [[Category: CAT+FD]]<br /> [[Category: CAT+FD 2025-2026]]</div>

Jtodd1 http://catwiki.xula.edu/index.php?title=File:XULAWriterGroup_RFP_Fall2025.pdf&diff=6218 2025-08-21T20:57:22Z

<p>Jtodd1: </p> <hr /> <div><br /> == Licensing ==<br /> {{CC-BY-SA}}</div>

Jtodd1 http://catwiki.xula.edu/index.php?title=Faculty_Portfolio_Working_Group&diff=6217 2025-08-21T20:55:59Z

<p>Jtodd1: /* Incentives */</p> <hr /> <div>The Center for the Advancement of Teaching and Faculty Development is pleased to announce that we are building off of the success of previous years. In 2018, instead of our traditional Course Portfolio Working Group (which was begun in 1994), we broadened our scope by offering a '''Teaching Portfolio Working Group''' (TPWG). This year, we are expanding our vision even further by offering a [[Faculty Portfolio Working Group]]. Members of this working group will develop online portfolios that document and reflect upon all aspects of their work as members of the Xavier faculty.<br /> <br /> == Rationale ==<br /> * Portfolios provide documented evidence of teaching from a variety of sources—not just student ratings—and provide context for that evidence.<br /> * Portfolios can also provide evidence of the other areas of our work as faculty members: Scholarship, Service, even Collegiality.<br /> * The process of selecting and organizing material for a portfolio can help one reflect on and improve one’s teaching, research, and service.<br /> * Portfolios are a step toward a more public, professional view of our work as teacher-scholars.<br /> * Portfolios can offer a look at development over time, helping one see our work as on ongoing process of inquiry, experimentation, and reflection.<br /> * Faculty portfolios capture evidence of one’s entire career, in contrast to course portfolios that capture evidence related to a single course.<br /> <br /> == Process ==<br /> The FPWG is a two-semester project recommended for faculty at all stages of their careers. The group will meet five times in the fall semester and four times in the second semester. Following the guidelines of Seldin et al.’s (2010) ''The Teaching Portfolio'', meetings will focus on:<br /> * Structuring the portfolio<br /> * Summarizing teaching and service responsibilities<br /> * Articulating one’s approach to connecting teaching, research, and service<br /> * Writing a teaching philosophy<br /> * Articulating a research trajectory<br /> * Documenting teaching strategies, methods, and activities to improve instruction<br /> * Demonstrating student learning<br /> * Continuous improvement plans<br /> The outcome of this work is a foundational collection of teaching, scholarship, and service materials upon which the faculty member can build as they go forward, innovating and experimenting as they go.<br /> <br /> == Past Successes ==<br /> Below you can find the links to the portfolios developed by some of our recent participants.<br /> === 2023/2024 Working Group ===<br /> * [https://sites.google.com/view/jasmin-eugene/home Dr. Jasmine Eugene], Division of Clinical &amp; Administrative Sciences, College of Pharmacy<br /> * [https://sites.google.com/view/timmyma/home Dr. Timmy Ma], Department of Mathematics, College of Arts &amp; Sciences<br /> === 2024/2025 Working Group ===<br /> * [https://sites.google.com/view/jmorrison/home Dr. Jennifer Morrison], Department of English, College of Arts &amp; Sciences<br /> * [https://sites.google.com/view/j-r-caldwell-jr/home Dr. Jimmy R. Caldwell, Jr.], Division of Education &amp; Counseling, College of Arts &amp; Sciences<br /> * [https://sites.google.com/view/daniella-mascarenhas/home Dr. Daniella Mascarenhas], Department of Political Science, College of Arts &amp; Sciences<br /> * [https://sites.google.com/view/baha-adam/home Dr. Baha Adam], Division of Basic &amp; Pharmaceutical Science, College of Pharmacy<br /> * [https://sites.google.com/view/drchrisboldenportfolio/home Dr. Chris Bolden], Department of Biology, College of Arts &amp; Sciences<br /> * [https://sites.google.com/xula.edu/charlesburnette/ Dr. Charles Burnette], Department of Mathematics, College of Arts &amp; Sciences<br /> <br /> == Incentives ==<br /> In addition to having a document demonstrating effectiveness as a faculty member, each participant will receive a stipend upon the completion of their teaching portfolio.<br /> <br /> == Eligibility ==<br /> Proposals may be submitted by any full-time faculty member of Xavier University of Louisiana. <br /> <br /> == Proposal Requirements ==<br /> Please see the [[File:Fpwg.rfp.2025.pdf|Call for Proposals for 2025-2026]] for complete instructions.<br /> # Cover Page should include Your Name, Your Department, Your Signature, and Department Head's Signature<br /> # Narrative: The narrative should not exceed one single-spaced page and should address the following points:<br /> #* Biographical statement. Please include a brief biographic statement including your disciplinary background, how long you have been teaching at Xavier, and typical courses you teach.<br /> #* Statement of interest. In a brief paragraph, explain why you are interested in participating in the Faculty Portfolio Writing Group.<br /> #* Statement of Commitment. Please submit a statement of commitment to fully participate in all activities of the FPWG.</div>

Jtodd1 http://catwiki.xula.edu/index.php?title=Faculty_Portfolio_Working_Group&diff=6216 2025-08-21T20:53:54Z

<p>Jtodd1: /* Proposal Requirements */</p> <hr /> <div>The Center for the Advancement of Teaching and Faculty Development is pleased to announce that we are building off of the success of previous years. In 2018, instead of our traditional Course Portfolio Working Group (which was begun in 1994), we broadened our scope by offering a '''Teaching Portfolio Working Group''' (TPWG). This year, we are expanding our vision even further by offering a [[Faculty Portfolio Working Group]]. Members of this working group will develop online portfolios that document and reflect upon all aspects of their work as members of the Xavier faculty.<br /> <br /> == Rationale ==<br /> * Portfolios provide documented evidence of teaching from a variety of sources—not just student ratings—and provide context for that evidence.<br /> * Portfolios can also provide evidence of the other areas of our work as faculty members: Scholarship, Service, even Collegiality.<br /> * The process of selecting and organizing material for a portfolio can help one reflect on and improve one’s teaching, research, and service.<br /> * Portfolios are a step toward a more public, professional view of our work as teacher-scholars.<br /> * Portfolios can offer a look at development over time, helping one see our work as on ongoing process of inquiry, experimentation, and reflection.<br /> * Faculty portfolios capture evidence of one’s entire career, in contrast to course portfolios that capture evidence related to a single course.<br /> <br /> == Process ==<br /> The FPWG is a two-semester project recommended for faculty at all stages of their careers. The group will meet five times in the fall semester and four times in the second semester. Following the guidelines of Seldin et al.’s (2010) ''The Teaching Portfolio'', meetings will focus on:<br /> * Structuring the portfolio<br /> * Summarizing teaching and service responsibilities<br /> * Articulating one’s approach to connecting teaching, research, and service<br /> * Writing a teaching philosophy<br /> * Articulating a research trajectory<br /> * Documenting teaching strategies, methods, and activities to improve instruction<br /> * Demonstrating student learning<br /> * Continuous improvement plans<br /> The outcome of this work is a foundational collection of teaching, scholarship, and service materials upon which the faculty member can build as they go forward, innovating and experimenting as they go.<br /> <br /> == Past Successes ==<br /> Below you can find the links to the portfolios developed by some of our recent participants.<br /> === 2023/2024 Working Group ===<br /> * [https://sites.google.com/view/jasmin-eugene/home Dr. Jasmine Eugene], Division of Clinical &amp; Administrative Sciences, College of Pharmacy<br /> * [https://sites.google.com/view/timmyma/home Dr. Timmy Ma], Department of Mathematics, College of Arts &amp; Sciences<br /> === 2024/2025 Working Group ===<br /> * [https://sites.google.com/view/jmorrison/home Dr. Jennifer Morrison], Department of English, College of Arts &amp; Sciences<br /> * [https://sites.google.com/view/j-r-caldwell-jr/home Dr. Jimmy R. Caldwell, Jr.], Division of Education &amp; Counseling, College of Arts &amp; Sciences<br /> * [https://sites.google.com/view/daniella-mascarenhas/home Dr. Daniella Mascarenhas], Department of Political Science, College of Arts &amp; Sciences<br /> * [https://sites.google.com/view/baha-adam/home Dr. Baha Adam], Division of Basic &amp; Pharmaceutical Science, College of Pharmacy<br /> * [https://sites.google.com/view/drchrisboldenportfolio/home Dr. Chris Bolden], Department of Biology, College of Arts &amp; Sciences<br /> * [https://sites.google.com/xula.edu/charlesburnette/ Dr. Charles Burnette], Department of Mathematics, College of Arts &amp; Sciences<br /> <br /> == Incentives ==<br /> In addition to having a document demonstrating effectiveness as a faculty member, each participant will receive $500 upon the completion of their teaching portfolio.<br /> <br /> == Eligibility ==<br /> Proposals may be submitted by any full-time faculty member of Xavier University of Louisiana. <br /> <br /> == Proposal Requirements ==<br /> Please see the [[File:Fpwg.rfp.2025.pdf|Call for Proposals for 2025-2026]] for complete instructions.<br /> # Cover Page should include Your Name, Your Department, Your Signature, and Department Head's Signature<br /> # Narrative: The narrative should not exceed one single-spaced page and should address the following points:<br /> #* Biographical statement. Please include a brief biographic statement including your disciplinary background, how long you have been teaching at Xavier, and typical courses you teach.<br /> #* Statement of interest. In a brief paragraph, explain why you are interested in participating in the Faculty Portfolio Writing Group.<br /> #* Statement of Commitment. Please submit a statement of commitment to fully participate in all activities of the FPWG.</div>

Jtodd1 http://catwiki.xula.edu/index.php?title=Faculty_Portfolio_Working_Group&diff=6215 2025-08-21T20:52:22Z

<p>Jtodd1: </p> <hr /> <div>The Center for the Advancement of Teaching and Faculty Development is pleased to announce that we are building off of the success of previous years. In 2018, instead of our traditional Course Portfolio Working Group (which was begun in 1994), we broadened our scope by offering a '''Teaching Portfolio Working Group''' (TPWG). This year, we are expanding our vision even further by offering a [[Faculty Portfolio Working Group]]. Members of this working group will develop online portfolios that document and reflect upon all aspects of their work as members of the Xavier faculty.<br /> <br /> == Rationale ==<br /> * Portfolios provide documented evidence of teaching from a variety of sources—not just student ratings—and provide context for that evidence.<br /> * Portfolios can also provide evidence of the other areas of our work as faculty members: Scholarship, Service, even Collegiality.<br /> * The process of selecting and organizing material for a portfolio can help one reflect on and improve one’s teaching, research, and service.<br /> * Portfolios are a step toward a more public, professional view of our work as teacher-scholars.<br /> * Portfolios can offer a look at development over time, helping one see our work as on ongoing process of inquiry, experimentation, and reflection.<br /> * Faculty portfolios capture evidence of one’s entire career, in contrast to course portfolios that capture evidence related to a single course.<br /> <br /> == Process ==<br /> The FPWG is a two-semester project recommended for faculty at all stages of their careers. The group will meet five times in the fall semester and four times in the second semester. Following the guidelines of Seldin et al.’s (2010) ''The Teaching Portfolio'', meetings will focus on:<br /> * Structuring the portfolio<br /> * Summarizing teaching and service responsibilities<br /> * Articulating one’s approach to connecting teaching, research, and service<br /> * Writing a teaching philosophy<br /> * Articulating a research trajectory<br /> * Documenting teaching strategies, methods, and activities to improve instruction<br /> * Demonstrating student learning<br /> * Continuous improvement plans<br /> The outcome of this work is a foundational collection of teaching, scholarship, and service materials upon which the faculty member can build as they go forward, innovating and experimenting as they go.<br /> <br /> == Past Successes ==<br /> Below you can find the links to the portfolios developed by some of our recent participants.<br /> === 2023/2024 Working Group ===<br /> * [https://sites.google.com/view/jasmin-eugene/home Dr. Jasmine Eugene], Division of Clinical &amp; Administrative Sciences, College of Pharmacy<br /> * [https://sites.google.com/view/timmyma/home Dr. Timmy Ma], Department of Mathematics, College of Arts &amp; Sciences<br /> === 2024/2025 Working Group ===<br /> * [https://sites.google.com/view/jmorrison/home Dr. Jennifer Morrison], Department of English, College of Arts &amp; Sciences<br /> * [https://sites.google.com/view/j-r-caldwell-jr/home Dr. Jimmy R. Caldwell, Jr.], Division of Education &amp; Counseling, College of Arts &amp; Sciences<br /> * [https://sites.google.com/view/daniella-mascarenhas/home Dr. Daniella Mascarenhas], Department of Political Science, College of Arts &amp; Sciences<br /> * [https://sites.google.com/view/baha-adam/home Dr. Baha Adam], Division of Basic &amp; Pharmaceutical Science, College of Pharmacy<br /> * [https://sites.google.com/view/drchrisboldenportfolio/home Dr. Chris Bolden], Department of Biology, College of Arts &amp; Sciences<br /> * [https://sites.google.com/xula.edu/charlesburnette/ Dr. Charles Burnette], Department of Mathematics, College of Arts &amp; Sciences<br /> <br /> == Incentives ==<br /> In addition to having a document demonstrating effectiveness as a faculty member, each participant will receive $500 upon the completion of their teaching portfolio.<br /> <br /> == Eligibility ==<br /> Proposals may be submitted by any full-time faculty member of Xavier University of Louisiana. <br /> <br /> == Proposal Requirements ==<br /> Please see the [[File:Fpwg.rfp.2025.pdf|Call for Proposals for 2025/2026]] for complete instructions.<br /> # Cover Page should include Your Name, Your Department, Your Signature, and Department Head's Signature<br /> # Narrative: The narrative should not exceed one single-spaced page and should address the following points:<br /> #* Biographical statement. Please include a brief biographic statement including your disciplinary background, how long you have been teaching at Xavier, and typical courses you teach.<br /> #* Statement of interest. In a brief paragraph, explain why you are interested in participating in the Faculty Portfolio Writing Group.<br /> #* Statement of Commitment. Please submit a statement of commitment to fully participate in all activities of the FPWG.</div>

Jtodd1 http://catwiki.xula.edu/index.php?title=File:Fpwg.rfp.2025.pdf&diff=6214 2025-08-21T20:51:15Z

<p>Jtodd1: </p> <hr /> <div><br /> == Licensing ==<br /> {{CC-BY-SA}}</div>

Jtodd1 http://catwiki.xula.edu/index.php?title=Fall_Faculty_Book_Club&diff=6210 2025-07-28T19:35:06Z

<p>Jtodd1: </p> <hr /> <div>The Center for the Advancement of Teaching and Faculty Development hosts an annual Fall Faculty Book Club. This professional development initiative brings together a small cohort of faculty to read and discuss a carefully selected book focused on teaching, learning, and higher education pedagogy.<br /> <br /> * Format: Small group discussions (maximum 10 participants)<br /> * Commitment: Participants must attend all scheduled meetings (typically 2-3 sessions per semester)<br /> * Meeting times: Evening sessions, usually 5:00-6:30 pm on Monday evenings<br /> * Resources provided: Books are delivered to participants at no cost<br /> * Registration: Faculty contact CAT+FD to request a spot<br /> <br /> The book club has a strong track record of selecting timely, research-based texts that address contemporary challenges in higher education, including inclusive teaching, digital literacy, student learning strategies, and social justice in academia. Past selections show a consistent focus on evidence-based teaching practices and creating more equitable educational experiences.<br /> == 2024 ==<br /> <br /> [[File:PedagogyOfKindness.jpg|200px|thumb|right|alt=The cover of the book|A Pedagogy of Kindness by Catherine J. Denial]]<br /> The Center for the Advancement of Teaching and Faculty Development is pleased to announce<br /> its 17th Annual Fall Faculty Book Club. This fall we will be reading ''[https://www.oupress.com/9780806193854/a-pedagogy-of-kindness/ A Pedagogy of Kindness]'' by Catherin J. Denial.<br /> <br /> Here is a description of the book from the publisher:<br /> <br /> &lt;blockquote&gt;<br /> Academia is not, by and large, a kind place. Individualism and competition are what count. But without kindness at its core, Catherine Denial suggests, higher education fails students and instructors—and its mission—in critical ways.<br /> <br /> Part manifesto, part teaching memoir, part how-to guide, A Pedagogy of Kindness urges higher education to get aggressive about instituting kindness, which Denial distinguishes from niceness. Having suffered beneath the weight of just “getting along,” instructors need to shift every part of what they do to prioritizing care and compassion—for students as well as for themselves.<br /> <br /> A Pedagogy of Kindness articulates a fresh vision for teaching, one that focuses on ensuring justice, believing people, and believing in people. Offering evidence-based insights and drawing from her own rich experiences as a professor, Denial offers practical tips for reshaping syllabi, assessing student performance, and creating trust and belonging in the classroom. Her suggestions for concrete, scalable actions outline nothing less than a transformational discipline—one in which, together, we create bright new spaces, rooted in compassion, in which all engaged in teaching and learning might thrive.<br /> &lt;/blockquote&gt;<br /> <br /> The Fall Faculty Book Club will meet two times this semester, so please only request a space if<br /> you are committed to attending both of the following meetings:<br /> # Monday, October 14, 5:00-6:30 pm<br /> # Monday, November 18, 5:00-6:30 pm<br /> If you are interested, [https://cat.xula.edu/about/contact please contact CAT+FD]. We will accept the first 10<br /> people who respond, and will deliver the books as soon as possible.<br /> <br /> We look forward to reading with you and learning with you!<br /> <br /> == 2023 ==<br /> <br /> The Center for the Advancement of Teaching and Faculty Development is pleased to announce<br /> 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 &amp; Viji Sathy.<br /> <br /> Here is a description of the book from the publisher:<br /> <br /> &lt;blockquote&gt;<br /> 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.<br /> <br /> 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?<br /> &lt;/blockquote&gt;<br /> <br /> The Fall Faculty Book Club will meet three times this semester, so please only request a space if<br /> you are committed to attending all three of the following meetings:<br /> # Monday, September 11, 5:00-6:30 pm<br /> # Monday, October 2, 5:00-6:30 pm<br /> # Monday, November 13, 5:00-6:30 pm<br /> If you are interested, [https://cat.xula.edu/about/contact please contact CAT+FD]. We will accept the first 10<br /> people who respond, and will deliver the books as soon as possible.<br /> <br /> We look forward to reading with you and learning with you!<br /> <br /> == 2022 ==<br /> <br /> The Center for the Advancement of Teaching and Faculty Development is pleased to announce<br /> 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.<br /> <br /> Here is a description of the book from the publisher:<br /> <br /> &lt;blockquote&gt;<br /> 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.<br /> <br /> 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.<br /> &lt;/blockquote&gt;<br /> <br /> The Fall Faculty Book Club will meet three times this semester, so please only request a space if<br /> you are committed to attending all three of the following meetings:<br /> # Monday, September 12, 5:00-6:30 pm<br /> # Monday, October 3, 5:00-6:30 pm<br /> # Monday, November 14, 5:00-6:30 pm<br /> If you are interested, [https://cat.xula.edu/about/contact please contact CAT+FD]. We will accept the first 10<br /> people who respond, and will deliver the books as soon as possible.<br /> <br /> We look forward to reading with you and learning with you!<br /> <br /> == 2021 ==<br /> <br /> The Center for the Advancement of Teaching and Faculty Development is pleased to announce<br /> its Fourteenth Annual Fall Faculty Book Club. This fall we will be reading ''Skim, Dive, Surface: Teaching Digital Reading'' by Jenae Cohn.<br /> <br /> Here is a description of the book from the publisher:<br /> <br /> &lt;blockquote&gt;<br /> Students are reading on screens more than ever—how can we teach them to be better digital readers?<br /> <br /> 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.<br /> <br /> 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.<br /> &lt;/blockquote&gt;<br /> <br /> The Fall Faculty Book Club will meet three times this semester, so please only request a space if<br /> you are committed to attending all three of the following meetings:<br /> # Monday, September 27, 4:30 pm<br /> # Monday, October 25, 4:30 pm<br /> # Monday, November 22, 4:30 pm<br /> 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.<br /> <br /> We look forward to reading with you and learning with you!<br /> <br /> ==2019==<br /> <br /> [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<br /> <br /> ==2018==<br /> <br /> [https://www.goodreads.com/book/show/36751217-backlash Backlash: What Happens When We Talk Honestly about Racism in America] by George Yancy<br /> <br /> ==2017==<br /> <br /> [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<br /> <br /> ==2016==<br /> <br /> [https://www.goodreads.com/book/show/26517530-small-teaching Small Teaching: Everyday Lessons from the Science of Learning] by James M. Lang<br /> <br /> ==2015==<br /> <br /> [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<br /> <br /> ==2014==<br /> <br /> [https://www.goodreads.com/book/show/139048.Earth_in_Mind Earth in Mind: On Education, Environment, and the Human Prospect] by David W. Orr<br /> <br /> Co-sponsored with Read Today, Lead Tomorrow:<br /> <br /> [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<br /> <br /> ==2013==<br /> <br /> [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. Rend&amp;oacute;n<br /> <br /> ==2012==<br /> <br /> [http://www.goodreads.com/book/show/13747795-what-the-best-college-students-do What the Best College Students Do] by Ken Bain<br /> <br /> ==2011==<br /> <br /> [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.<br /> <br /> ==2010==<br /> <br /> [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<br /> <br /> ==2009==<br /> <br /> [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<br /> <br /> ==2008==<br /> <br /> [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<br /> <br /> ==2007==<br /> <br /> [http://www.goodreads.com/book/show/76696.What_the_Best_College_Teachers_Do What the Best College Teachers Do] by Ken Bain</div>

Jtodd1 http://catwiki.xula.edu/index.php?title=Faculty_Portfolio_Working_Group&diff=6207 2025-04-15T19:08:55Z

<p>Jtodd1: /* Past Successes */</p> <hr /> <div>The Center for the Advancement of Teaching and Faculty Development is pleased to announce that we are building off of the success of previous years. In 2018, instead of our traditional Course Portfolio Working Group (which was begun in 1994), we broadened our scope by offering a '''Teaching Portfolio Working Group''' (TPWG). This year, we are expanding our vision even further by offering a [[Faculty Portfolio Working Group]]. Members of this working group will develop online portfolios that document and reflect upon all aspects of their work as members of the Xavier faculty.<br /> <br /> == Rationale ==<br /> * Portfolios provide documented evidence of teaching from a variety of sources—not just student ratings—and provide context for that evidence.<br /> * Portfolios can also provide evidence of the other areas of our work as faculty members: Scholarship, Service, even Collegiality.<br /> * The process of selecting and organizing material for a portfolio can help one reflect on and improve one’s teaching, research, and service.<br /> * Portfolios are a step toward a more public, professional view of our work as teacher-scholars.<br /> * Portfolios can offer a look at development over time, helping one see our work as on ongoing process of inquiry, experimentation, and reflection.<br /> * Faculty portfolios capture evidence of one’s entire career, in contrast to course portfolios that capture evidence related to a single course.<br /> <br /> == Process ==<br /> The FPWG is a two-semester project recommended for faculty at all stages of their careers. The group will meet five times in the fall semester and four times in the second semester. Following the guidelines of Seldin et al.’s (2010) ''The Teaching Portfolio'', meetings will focus on:<br /> * Structuring the portfolio<br /> * Summarizing teaching and service responsibilities<br /> * Articulating one’s approach to connecting teaching, research, and service<br /> * Writing a teaching philosophy<br /> * Articulating a research trajectory<br /> * Documenting teaching strategies, methods, and activities to improve instruction<br /> * Demonstrating student learning<br /> * Continuous improvement plans<br /> The outcome of this work is a foundational collection of teaching, scholarship, and service materials upon which the faculty member can build as they go forward, innovating and experimenting as they go.<br /> <br /> == Past Successes ==<br /> Below you can find the links to the portfolios developed by some of our recent participants.<br /> === 2023/2024 Working Group ===<br /> * [https://sites.google.com/view/jasmin-eugene/home Dr. Jasmine Eugene], Division of Clinical &amp; Administrative Sciences, College of Pharmacy<br /> * [https://sites.google.com/view/timmyma/home Dr. Timmy Ma], Department of Mathematics, College of Arts &amp; Sciences<br /> === 2024/2025 Working Group ===<br /> * [https://sites.google.com/view/jmorrison/home Dr. Jennifer Morrison], Department of English, College of Arts &amp; Sciences<br /> * [https://sites.google.com/view/j-r-caldwell-jr/home Dr. Jimmy R. Caldwell, Jr.], Division of Education &amp; Counseling, College of Arts &amp; Sciences<br /> * [https://sites.google.com/view/daniella-mascarenhas/home Dr. Daniella Mascarenhas], Department of Political Science, College of Arts &amp; Sciences<br /> * [https://sites.google.com/view/baha-adam/home Dr. Baha Adam], Division of Basic &amp; Pharmaceutical Science, College of Pharmacy<br /> * [https://sites.google.com/view/drchrisboldenportfolio/home Dr. Chris Bolden], Department of Biology, College of Arts &amp; Sciences<br /> * [https://sites.google.com/xula.edu/charlesburnette/ Dr. Charles Burnette], Department of Mathematics, College of Arts &amp; Sciences<br /> <br /> == Incentives ==<br /> In addition to having a document demonstrating effectiveness as a faculty member, each participant will receive $500 upon the completion of their teaching portfolio.<br /> <br /> == Eligibility ==<br /> Proposals may be submitted by any full-time faculty member of Xavier University of Louisiana. <br /> <br /> == Proposal Requirements ==<br /> If you are interested in this opportunity please [https://cat.xula.edu/about/contact submit your application electronically to CAT+FD] by '''4:00 pm, Friday, September 13, 2024'''. Up to eight (8) participants will be accepted.<br /> <br /> # Cover Page should include Your Name, Your Department, Your Signature, and Department Head's Signature<br /> # Narrative: The narrative should not exceed one single-spaced page and should address the following points:<br /> #* Biographical statement. Please include a brief biographic statement including your disciplinary background, how long you have been teaching at Xavier, and typical courses you teach.<br /> #* Statement of interest. In a brief paragraph, explain why you are interested in participating in the Faculty Portfolio Writing Group.<br /> #* Statement of Commitment. Please submit a statement of commitment to fully participate in all activities of the FPWG.</div>

Jtodd1 http://catwiki.xula.edu/index.php?title=Faculty_Portfolio_Working_Group&diff=6206 2025-04-15T15:54:43Z

<p>Jtodd1: </p> <hr /> <div>The Center for the Advancement of Teaching and Faculty Development is pleased to announce that we are building off of the success of previous years. In 2018, instead of our traditional Course Portfolio Working Group (which was begun in 1994), we broadened our scope by offering a '''Teaching Portfolio Working Group''' (TPWG). This year, we are expanding our vision even further by offering a [[Faculty Portfolio Working Group]]. Members of this working group will develop online portfolios that document and reflect upon all aspects of their work as members of the Xavier faculty.<br /> <br /> == Rationale ==<br /> * Portfolios provide documented evidence of teaching from a variety of sources—not just student ratings—and provide context for that evidence.<br /> * Portfolios can also provide evidence of the other areas of our work as faculty members: Scholarship, Service, even Collegiality.<br /> * The process of selecting and organizing material for a portfolio can help one reflect on and improve one’s teaching, research, and service.<br /> * Portfolios are a step toward a more public, professional view of our work as teacher-scholars.<br /> * Portfolios can offer a look at development over time, helping one see our work as on ongoing process of inquiry, experimentation, and reflection.<br /> * Faculty portfolios capture evidence of one’s entire career, in contrast to course portfolios that capture evidence related to a single course.<br /> <br /> == Process ==<br /> The FPWG is a two-semester project recommended for faculty at all stages of their careers. The group will meet five times in the fall semester and four times in the second semester. Following the guidelines of Seldin et al.’s (2010) ''The Teaching Portfolio'', meetings will focus on:<br /> * Structuring the portfolio<br /> * Summarizing teaching and service responsibilities<br /> * Articulating one’s approach to connecting teaching, research, and service<br /> * Writing a teaching philosophy<br /> * Articulating a research trajectory<br /> * Documenting teaching strategies, methods, and activities to improve instruction<br /> * Demonstrating student learning<br /> * Continuous improvement plans<br /> The outcome of this work is a foundational collection of teaching, scholarship, and service materials upon which the faculty member can build as they go forward, innovating and experimenting as they go.<br /> <br /> == Past Successes ==<br /> Yes, we do! Below you can find the links to the portfolios developed by some of our recent participants.<br /> === 2023/2024 Working Group ===<br /> * [https://sites.google.com/view/jasmin-eugene/home Dr. Jasmine Eugene], Division of Clinical &amp; Administrative Sciences, College of Pharmacy<br /> * [https://sites.google.com/view/timmyma/home Dr. Timmy Ma], Department of Mathematics, College of Arts &amp; Sciences<br /> === 2024/2025 Working Group ===<br /> * [https://sites.google.com/view/jmorrison/home Dr. Jennifer Morrison], Department of English, College of Arts &amp; Sciences<br /> * [https://sites.google.com/view/j-r-caldwell-jr/home Dr. Jimmy R. Caldwell, Jr.], Division of Education &amp; Counseling, College of Arts &amp; Sciences<br /> * [https://sites.google.com/view/daniella-mascarenhas/home Dr. Daniella Mascarenhas], Department of Political Science, College of Arts &amp; Sciences<br /> * [https://sites.google.com/view/baha-adam/home Dr. Baha Adam], Division of Basic &amp; Pharmaceutical Science, College of Pharmacy<br /> * [https://sites.google.com/view/drchrisboldenportfolio/home Dr. Chris Bolden], Department of Biology, College of Arts &amp; Sciences<br /> * [https://sites.google.com/xula.edu/charlesburnette/ Dr. Charles Burnette], Department of Mathematics, College of Arts &amp; Sciences<br /> <br /> == Incentives ==<br /> In addition to having a document demonstrating effectiveness as a faculty member, each participant will receive $500 upon the completion of their teaching portfolio.<br /> <br /> == Eligibility ==<br /> Proposals may be submitted by any full-time faculty member of Xavier University of Louisiana. <br /> <br /> == Proposal Requirements ==<br /> If you are interested in this opportunity please [https://cat.xula.edu/about/contact submit your application electronically to CAT+FD] by '''4:00 pm, Friday, September 13, 2024'''. Up to eight (8) participants will be accepted.<br /> <br /> # Cover Page should include Your Name, Your Department, Your Signature, and Department Head's Signature<br /> # Narrative: The narrative should not exceed one single-spaced page and should address the following points:<br /> #* Biographical statement. Please include a brief biographic statement including your disciplinary background, how long you have been teaching at Xavier, and typical courses you teach.<br /> #* Statement of interest. In a brief paragraph, explain why you are interested in participating in the Faculty Portfolio Writing Group.<br /> #* Statement of Commitment. Please submit a statement of commitment to fully participate in all activities of the FPWG.</div>

Jtodd1 http://catwiki.xula.edu/index.php?title=Rethinking_Assessment_Strategies_in_the_Age_of_AI&diff=6190 2025-02-19T16:26:17Z

<p>Jtodd1: Added section and links for AI Assessment Scale</p> <hr /> <div>''Originally presented for [http://cat.xula.edu/ CAT+FD] on 19 February 2025 by [https://cat.xula.edu/about/staff/jflorent Ms. Janice Florent] and [https://cat.xula.edu/about/staff/jtodd1 Dr. Jason Todd]''<br /> <br /> &lt;div style=&quot;text-align: center&quot;&gt;[[File:LEX-chalkboard-944.png|640px]]&lt;/div&gt;<br /> <br /> <br /> Traditional assessment methods often fall short in capturing students’ true abilities and fostering authentic learning experiences, and the introduction of AI (artificial intelligence) tools further complicates the task of accurately assessing genuine student learning.<br /> <br /> As artificial intelligence continues to reshape the educational landscape, it's crucial to reimagine traditional assessment strategies. This workshop will delve into innovative approaches to assessment that are both engaging and rigorous in the age of AI. We will explore how instructors can design assessments that promote critical thinking, problem-solving, and creativity, while also mitigating the potential risks associated with AI-powered tools.<br /> <br /> '''Workshop Objectives:'''<br /> <br /> * Understand the impact of AI on traditional assessment methods<br /> * Explore strategies to promote authentic learning and critical thinking<br /> * Learn how to leverage Brightspace's Assignments tool to simplify assignment submission, evaluation, and feedback<br /> * Learn how to utilize Brightspace's Rubrics tool to streamline assignment evaluation and feedback<br /> <br /> This workshop, the 21st in our #LEX Advanced series, builds on the skills you learned in the #LearnEverywhereXULA course AND is a must-attend for any faculty member who wants to learn about designing alternative/authentic assessments that challenge students to apply their knowledge and skills in meaningful ways in this age of AI. Register today and start using alternative/authentic assessments to transform your teaching and learning!<br /> <br /> == Workshop Recording ==<br /> &lt;br&gt;<br /> Coming Soon!<br /> <br /> <br /> == Resources ==<br /> <br /> ===Slide Deck===<br /> * [https://catwiki.xula.edu/images/3/30/Rethinking-Assessment-Strategies-in-the-Age-of-AI-Spring-2025.pdf Slide Deck]<br /> <br /> ===Rethinking Assessment Strategies===<br /> * [https://www.csu.edu.au/division/learning-teaching/assessments/assessment-and-artificial-intelligence/rethinking-assessments Rethinking Assessment Strategies in the Age of Artificial Intelligence (AI)]<br /> * [https://my.chartered.college/impact_article/ai-and-assessment-rethinking-assessment-strategies-and-supporting-students-in-appropriate-use-of-ai/ AI and Assessment: Rethinking Assessment Strategies and Supporting Students in Appropriate Use of AI]<br /> * [https://tips.uark.edu/using-blooms-taxonomy/#gsc.tab=0 Using Bloom’s Taxonomy to Write Effective Learning Objectives]<br /> <br /> ===Artificial Intelligence (AI)===<br /> * [https://catwiki.xula.edu/bootcamp Artificial Intelligence “Bootcamp” for Xavier Faculty Spring 2023]<br /> * [https://catwiki.xula.edu/FaCTS_2024 FaCTS 2024 — Human Learning in an AI World]<br /> <br /> ===AI Assessment Scale===<br /> * The Artificial Intelligence Assessment Scale (AIAS): A Framework for Ethical Integration of Generative AI in Educational Assessment. (2024). Journal of University Teaching and Learning Practice, 21(06). [https://doi.org/10.53761/q3azde36 https://doi.org/10.53761/q3azde36]<br /> * [https://figshare.com/articles/dataset/Navigating_the_Generative_AI_era_Introducing_the_AI_assessment_scale_for_ethical_GenAI_assessment_Supplementary_Material_/24745749?file=43604553 Navigating the Generative AI era: Introducing the AI Assessment Scale for Ethical GenAI Assessment (Supplementary Material)]<br /> <br /> ===Brightspace Assignments Tool===<br /> * [https://cat.xula.edu/food/brightspace-documents/#assignments Brightspace Assignments How-to’s]<br /> <br /> ===Rubrics===<br /> * [https://youtu.be/22nNj27lPkY?si=Xibi8NAKiv5Ihmxm Authentic Assessment and Rubrics (video)]<br /> * [https://www.niu.edu/citl/resources/guides/instructional-guide/rubrics-for-assessment.shtml Rubrics for Assessment]<br /> * [https://www.aacu.org/initiatives/value-initiative/value-rubrics AAC&amp;U VALUE Rubrics]<br /> * [https://cat.xula.edu/food/brightspace-tip-204-interactive-rubrics/ Brightspace Rubrics Tool]<br /> <br /> ===CAT+FD Library===<br /> '''NOTE:''' If you are looking for information on alternative/authentic assessments, we have a number of books on this topic in our CAT Library that faculty can borrow. Visit us in Library Resource Center suite 534 during regular office hours to view our titles. <br /> <br /> <br /> [[Category: CAT+FD]]<br /> [[Category: CAT+FD 2024-2025]]</div>

Jtodd1 http://catwiki.xula.edu/index.php?title=File:XULAWriterGroup_RFP_Spring2025.pdf&diff=6185 2025-01-16T15:25:53Z

<p>Jtodd1: RFP for the Spring 2025 Xavier Faculty Writing Group.</p> <hr /> <div>== Summary ==<br /> RFP for the Spring 2025 Xavier Faculty Writing Group.<br /> == Licensing ==<br /> {{Unknown_copyright}}</div>

Jtodd1 http://catwiki.xula.edu/index.php?title=AI-Powered_Mentoring&diff=6181 2024-11-19T16:29:11Z

<p>Jtodd1: </p> <hr /> <div>''Originally presented at [http://cat.xula.edu/ CAT] on Nov. 20, 2024 by Jay Todd and Mark Gstohl''<br /> <br /> Link to slidedeck: [https://gamma.app/docs/AI-powered-Mentoring-Getting-Things-Done-we9i7u6rk61b7hv AI-Powered Mentoring: Getting Things Done]<br /> <br /> This faculty development workshop introduces faculty to AI tools that can enhance both the effectiveness and efficiency of your mentoring practices. By integrating these cutting-edge technologies, faculty can provide more personalized, impactful, and streamlined support to their students while also teaching them techniques to improve their own work habits.<br /> <br /> == Objectives ==<br /> * Leverage AI for improved efficiency.<br /> * Use AI assistants effectively.<br /> * Streamline tasks with AI integration.<br /> * Understand AI capabilities and limitations.<br /> <br /> == Resources ==<br /> The following generative AI tools were discussed in this workshop:<br /> <br /> === ChatBots ===<br /> * [https://chatgpt.com ChatGPT]<br /> * [https://www.perplexity.ai Perplexity]<br /> * [https://claude.ai Claude]<br /> * [https://gemini.google.com/app Gemini (Google)]<br /> * [https://copilotapp.microsoft.com/copilot Copilot (Microsoft)]<br /> <br /> === Tools and Microapps ===<br /> * [https://www.grammarly.com Grammarly]<br /> * [https://goblin.tools Goblin Tools]<br /> * [https://www.getclockwise.com Clockwise]<br /> * [https://gamma.app Gamma]<br /> * [https://www.canva.com Canva]<br /> <br /> == Credits ==<br /> This presentation was inspired by questions raised in the [https://gnoicc.org/ Greater New Orleans Interfaith Climate Coalition]. <br /> <br /> == License ==<br /> <br /> [[Licensing policy for CAT+FD|Curious about our licensing policy?]]<br /> <br /> [[Category: CAT+FD]]<br /> [[Category: CAT+FD 2024-2025]]<br /> [[Category: P-MAX]]</div>

Jtodd1 http://catwiki.xula.edu/index.php?title=Category:P-MAX&diff=6180 2024-11-19T16:28:49Z

<p>Jtodd1: Created blank page</p> <hr /> <div></div>

Jtodd1 http://catwiki.xula.edu/index.php?title=Ai-powered_mentoring&diff=6179 2024-11-19T16:20:17Z

<p>Jtodd1: Jtodd1 moved page Ai-powered mentoring to AI-Powered Mentoring: Misspelled title</p> <hr /> <div>#REDIRECT [[AI-Powered Mentoring]]</div>

Jtodd1 http://catwiki.xula.edu/index.php?title=AI-Powered_Mentoring&diff=6178 2024-11-19T16:20:17Z

<p>Jtodd1: Jtodd1 moved page Ai-powered mentoring to AI-Powered Mentoring: Misspelled title</p> <hr /> <div>''Originally presented at [http://cat.xula.edu/ CAT] on Nov. 20, 2024 by Jay Todd and Mark Gstohl''<br /> <br /> Link to slidedeck: [https://gamma.app/docs/AI-powered-Mentoring-Getting-Things-Done-we9i7u6rk61b7hv AI-Powered Mentoring: Getting Things Done]<br /> <br /> This faculty development workshop introduces faculty to AI tools that can enhance both the effectiveness and efficiency of your mentoring practices. By integrating these cutting-edge technologies, faculty can provide more personalized, impactful, and streamlined support to their students while also teaching them techniques to improve their own work habits.<br /> <br /> == Objectives ==<br /> * Leverage AI for improved efficiency.<br /> * Use AI assistants effectively.<br /> * Streamline tasks with AI integration.<br /> * Understand AI capabilities and limitations.<br /> <br /> == Resources ==<br /> The following generative AI tools were discussed in this workshop:<br /> <br /> === ChatBots ===<br /> * [https://chatgpt.com ChatGPT]<br /> * [https://www.perplexity.ai Perplexity]<br /> * [https://claude.ai Claude]<br /> * [https://gemini.google.com/app Gemini (Google)]<br /> * [https://copilotapp.microsoft.com/copilot Copilot (Microsoft)]<br /> <br /> === Tools and Microapps ===<br /> * [https://www.grammarly.com Grammarly]<br /> * [https://goblin.tools Goblin Tools]<br /> * [https://www.getclockwise.com Clockwise]<br /> * [https://gamma.app Gamma]<br /> * [https://www.canva.com Canva]<br /> <br /> == Credits ==<br /> This presentation was inspired by questions raised in the [https://gnoicc.org/ Greater New Orleans Interfaith Climate Coalition]. <br /> <br /> == License ==<br /> <br /> [[Licensing policy for CAT+FD|Curious about our licensing policy?]]<br /> <br /> [[Category: CAT+FD]]<br /> [[Category: CAT+FD 2024-2025]]<br /> [[Category: PMAX]]</div>

Jtodd1 http://catwiki.xula.edu/index.php?title=AI-Powered_Mentoring&diff=6177 2024-11-19T16:19:46Z

<p>Jtodd1: </p> <hr /> <div>''Originally presented at [http://cat.xula.edu/ CAT] on Nov. 20, 2024 by Jay Todd and Mark Gstohl''<br /> <br /> Link to slidedeck: [https://gamma.app/docs/AI-powered-Mentoring-Getting-Things-Done-we9i7u6rk61b7hv AI-Powered Mentoring: Getting Things Done]<br /> <br /> This faculty development workshop introduces faculty to AI tools that can enhance both the effectiveness and efficiency of your mentoring practices. By integrating these cutting-edge technologies, faculty can provide more personalized, impactful, and streamlined support to their students while also teaching them techniques to improve their own work habits.<br /> <br /> == Objectives ==<br /> * Leverage AI for improved efficiency.<br /> * Use AI assistants effectively.<br /> * Streamline tasks with AI integration.<br /> * Understand AI capabilities and limitations.<br /> <br /> == Resources ==<br /> The following generative AI tools were discussed in this workshop:<br /> <br /> === ChatBots ===<br /> * [https://chatgpt.com ChatGPT]<br /> * [https://www.perplexity.ai Perplexity]<br /> * [https://claude.ai Claude]<br /> * [https://gemini.google.com/app Gemini (Google)]<br /> * [https://copilotapp.microsoft.com/copilot Copilot (Microsoft)]<br /> <br /> === Tools and Microapps ===<br /> * [https://www.grammarly.com Grammarly]<br /> * [https://goblin.tools Goblin Tools]<br /> * [https://www.getclockwise.com Clockwise]<br /> * [https://gamma.app Gamma]<br /> * [https://www.canva.com Canva]<br /> <br /> == Credits ==<br /> This presentation was inspired by questions raised in the [https://gnoicc.org/ Greater New Orleans Interfaith Climate Coalition]. <br /> <br /> == License ==<br /> <br /> [[Licensing policy for CAT+FD|Curious about our licensing policy?]]<br /> <br /> [[Category: CAT+FD]]<br /> [[Category: CAT+FD 2024-2025]]<br /> [[Category: PMAX]]</div>

Jtodd1 http://catwiki.xula.edu/index.php?title=AI-Powered_Mentoring&diff=6176 2024-11-19T16:19:33Z

<p>Jtodd1: </p> <hr /> <div>''Originally presented at [http://cat.xula.edu/ CAT] on Nov. 20, 2024 by Jay Todd and Mark Gstohl''<br /> Link to slidedeck: [https://gamma.app/docs/AI-powered-Mentoring-Getting-Things-Done-we9i7u6rk61b7hv AI-Powered Mentoring: Getting Things Done]<br /> <br /> This faculty development workshop introduces faculty to AI tools that can enhance both the effectiveness and efficiency of your mentoring practices. By integrating these cutting-edge technologies, faculty can provide more personalized, impactful, and streamlined support to their students while also teaching them techniques to improve their own work habits.<br /> <br /> == Objectives ==<br /> * Leverage AI for improved efficiency.<br /> * Use AI assistants effectively.<br /> * Streamline tasks with AI integration.<br /> * Understand AI capabilities and limitations.<br /> <br /> == Resources ==<br /> The following generative AI tools were discussed in this workshop:<br /> <br /> === ChatBots ===<br /> * [https://chatgpt.com ChatGPT]<br /> * [https://www.perplexity.ai Perplexity]<br /> * [https://claude.ai Claude]<br /> * [https://gemini.google.com/app Gemini (Google)]<br /> * [https://copilotapp.microsoft.com/copilot Copilot (Microsoft)]<br /> <br /> === Tools and Microapps ===<br /> * [https://www.grammarly.com Grammarly]<br /> * [https://goblin.tools Goblin Tools]<br /> * [https://www.getclockwise.com Clockwise]<br /> * [https://gamma.app Gamma]<br /> * [https://www.canva.com Canva]<br /> <br /> == Credits ==<br /> This presentation was inspired by questions raised in the [https://gnoicc.org/ Greater New Orleans Interfaith Climate Coalition]. <br /> <br /> == License ==<br /> <br /> [[Licensing policy for CAT+FD|Curious about our licensing policy?]]<br /> <br /> [[Category: CAT+FD]]<br /> [[Category: CAT+FD 2024-2025]]<br /> [[Category: PMAX]]</div>

Jtodd1 http://catwiki.xula.edu/index.php?title=AI-Powered_Mentoring&diff=6175 2024-11-19T16:18:10Z

<p>Jtodd1: Fixed external links</p> <hr /> <div>''Originally presented at [http://cat.xula.edu/ CAT] on Nov. 20, 2024 by Jay Todd and Mark Gstohl''<br /> <br /> This faculty development workshop introduces faculty to AI tools that can enhance both the effectiveness and efficiency of your mentoring practices. By integrating these cutting-edge technologies, faculty can provide more personalized, impactful, and streamlined support to their students while also teaching them techniques to improve their own work habits.<br /> <br /> == Objectives ==<br /> * Leverage AI for improved efficiency.<br /> * Use AI assistants effectively.<br /> * Streamline tasks with AI integration.<br /> * Understand AI capabilities and limitations.<br /> <br /> == Resources ==<br /> The following generative AI tools were discussed in this workshop:<br /> <br /> === ChatBots ===<br /> * [https://chatgpt.com ChatGPT]<br /> * [https://www.perplexity.ai Perplexity]<br /> * [https://claude.ai Claude]<br /> * [https://gemini.google.com/app Gemini (Google)]<br /> * [https://copilotapp.microsoft.com/copilot Copilot (Microsoft)]<br /> <br /> === Tools and Microapps ===<br /> * [https://www.grammarly.com Grammarly]<br /> * [https://goblin.tools Goblin Tools]<br /> * [https://www.getclockwise.com Clockwise]<br /> * [https://gamma.app Gamma]<br /> * [https://www.canva.com Canva]<br /> <br /> == Credits ==<br /> This presentation was inspired by questions raised in the [https://gnoicc.org/ Greater New Orleans Interfaith Climate Coalition]. <br /> <br /> == License ==<br /> <br /> [[Licensing policy for CAT+FD|Curious about our licensing policy?]]<br /> <br /> [[Category: CAT+FD]]<br /> [[Category: CAT+FD 2024-2025]]<br /> [[Category: PMAX]]</div>

Jtodd1 http://catwiki.xula.edu/index.php?title=AI-Powered_Mentoring&diff=6174 2024-11-19T16:15:33Z

<p>Jtodd1: Created and populated page</p> <hr /> <div>''Originally presented at [http://cat.xula.edu/ CAT] on Nov. 20, 2024 by Jay Todd and Mark Gstohl''<br /> <br /> This faculty development workshop introduces faculty to AI tools that can enhance both the effectiveness and efficiency of your mentoring practices. By integrating these cutting-edge technologies, faculty can provide more personalized, impactful, and streamlined support to their students while also teaching them techniques to improve their own work habits.<br /> <br /> == Objectives ==<br /> * Leverage AI for improved efficiency.<br /> * Use AI assistants effectively.<br /> * Streamline tasks with AI integration.<br /> * Understand AI capabilities and limitations.<br /> <br /> == Resources ==<br /> The following generative AI tools were discussed in this workshop:<br /> <br /> === ChatBots ===<br /> * [https://chatgpt.com ChatGPT]<br /> * [https://www.perplexity.ai Perplexity]<br /> * [https://claude.ai Claude]<br /> * [https://deepmind.com/gemini Gemini (Google)]<br /> * [https://copilotapp.microsoft.com/copilot Microsoft Copilot]<br /> <br /> === Tools and Microapps ===<br /> * [https://www.grammarly.com Grammarly]<br /> * [https://goblin.tools Goblin Tools]<br /> * [https://www.getclockwise.com Clockwise]<br /> * [https://gamma.app Gamma]<br /> * [https://www.canva.com Canva]<br /> <br /> == Credits ==<br /> This presentation was inspired by questions raised in the [https://gnoicc.org/ Greater New Orleans Interfaith Climate Coalition]. <br /> <br /> == License ==<br /> <br /> [[Licensing policy for CAT+FD|Curious about our licensing policy?]]<br /> <br /> [[Category: CAT+FD]]<br /> [[Category: CAT+FD 2024-2025]]<br /> [[Category: PMAX]]</div>

Jtodd1 http://catwiki.xula.edu/index.php?title=Strategic_Self-Assessment&diff=6151 2024-09-26T16:30:21Z

<p>Jtodd1: Added video widget</p> <hr /> <div>''Originally presented at [http://cat.xula.edu/ CAT] on Sep. 25, 2024 by [https://cat.xula.edu/about/staff/jtodd1 Jason S. Todd] and [https://cat.xula.edu/about/staff/mgstohl Mark Gstohl].''<br /> <br /> As a part of [[Preparing Mentors and Advisors at Xavier (P-MAX)]], this brainstorming session challenged faculty to identify strengths, weaknesses, opportunities, and threats in their work as mentors to students.<br /> <br /> {{#widget:YouTube|id=CTAtZVsoNMg}} <br /> <br /> [[File:SWOT Rubric.jpg|250px|thumb|right|alt=A SWOT analysis grid that categorizes factors into strengths, weaknesses, opportunities, and threats based on their internal or external nature.|A simple rendering of the SWOT matrix]]<br /> <br /> This workshop provides an overview of the SWOT analysis, a tool that has been used in a variety of fields for fifty years. While the process is generally used by businesses and non-profit organizations, it can also be used as a self-assessment tool. You can learn more about the history and uses of the SWOT analysis in [https://en.wikipedia.org/wiki/SWOT_analysis this Wikipedia article].<br /> <br /> For the purposes of this workshop, participants applied the analysis to their work as mentors to graduate and undergraduate students, shared their personal assessment with the rest of the group, and ended by identifying one small change they can immediately apply to their work as mentors.<br /> <br /> '''License'''<br /> <br /> [[Licensing policy for CAT+FD|Curious about our licensing policy?]]<br /> <br /> [[Category: CAT+FD]]<br /> [[Category: P-MAX]]<br /> [[Category: CAT+FD 2024-2025]]</div>

Jtodd1 http://catwiki.xula.edu/index.php?title=Strategic_Self-Assessment&diff=6150 2024-09-26T14:35:51Z

<p>Jtodd1: Added more detail to the summary of the workshop.</p> <hr /> <div>''Originally presented at [http://cat.xula.edu/ CAT] on Sep. 25, 2024 by [https://cat.xula.edu/about/staff/jtodd1 Jason S. Todd] and [https://cat.xula.edu/about/staff/mgstohl Mark Gstohl].''<br /> <br /> As a part of [[Preparing Mentors and Advisors at Xavier (P-MAX)]], this brainstorming session challenged faculty to identify strengths, weaknesses, opportunities, and threats in their work as mentors to students.<br /> <br /> EXCELLENT VIDEO COMING SOON!<br /> <br /> [[File:SWOT Rubric.jpg|250px|thumb|right|alt=A SWOT analysis grid that categorizes factors into strengths, weaknesses, opportunities, and threats based on their internal or external nature.|A simple rendering of the SWOT matrix]]<br /> <br /> This workshop provides an overview of the SWOT analysis, a tool that has been used in a variety of fields for fifty years. While the process is generally used by businesses and non-profit organizations, it can also be used as a self-assessment tool. You can learn more about the history and uses of the SWOT analysis in [https://en.wikipedia.org/wiki/SWOT_analysis this Wikipedia article].<br /> <br /> For the purposes of this workshop, participants applied the analysis to their work as mentors to graduate and undergraduate students, shared their personal assessment with the rest of the group, and ended by identifying one small change they can immediately apply to their work as mentors.<br /> <br /> '''License'''<br /> <br /> [[Licensing policy for CAT+FD|Curious about our licensing policy?]]<br /> <br /> [[Category: CAT+FD]]<br /> [[Category: P-MAX]]<br /> [[Category: CAT+FD 2024-2025]]</div>

Jtodd1