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<title>The Continuous Quest: Integrating Reflective Practices into Teaching  </title>
<link>https://s39613.pcdn.co/uncategorized/the-continuous-quest-integrating-reflective-practices-into-teaching/</link>
<comments>https://s39613.pcdn.co/uncategorized/the-continuous-quest-integrating-reflective-practices-into-teaching/#respond</comments>
<dc:creator><![CDATA[Dana Grossman Leeman, PhD, MSW]]></dc:creator>
<pubDate>Mon, 22 Apr 2024 04:39:00 +0000</pubDate>
<category><![CDATA[Teaching and Learning]]></category>
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<description><![CDATA[ Why reflection matters    Lately, I have been thinking a lot about the importance of reflection in our work as teaching faculty and educational developers.  It seems to me that as campuses across the United States are in perpetual crisis, and many relationships are tense and fractured, reflecting on what we say and do and […]
The post <a href="https://www.facultyfocus.com/uncategorized/the-continuous-quest-integrating-reflective-practices-into-teaching/">The Continuous Quest: Integrating Reflective Practices into Teaching  </a> appeared first on <a href="https://www.facultyfocus.com">Faculty Focus | Higher Ed Teaching & Learning</a>.
]]></description>
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<h2 class="wp-block-heading" id="h-why-reflection-matters-nbsp"> Why reflection matters   </h2>
Lately, I have been thinking a lot about the importance of reflection in our work as teaching faculty and educational developers.  It seems to me that as campuses across the United States are in perpetual crisis, and many relationships are tense and fractured, reflecting on what we say and do and the differential impact that we have on the people with whom we interact is critical. Doing this amidst so many competing demands requires courage and discipline. When I speak with faculty about reflective processes, it tends to relate to their students and metacognitive exercises that deepen learning and develop insights. Rarely do they report doing this for themselves, and for some, reflecting on their pedagogy does not occur to them.
Definitionally, reflection is the intentional “mulling over” of experiences in ways that impel us to ask questions of ourselves and others, develop new thoughts or ways of knowing, impact future action, and catalyze shifting perspectives and behaviors (Thompson, 2022).  Reflection can alter our beliefs about ourselves, others, or the world we hold to be true. These core or fundamental assumptive beliefs are so fixed that we don’t remember when or how they developed because they have become so embedded in our worldview, and we may never actively interrogate or challenge them. Reflective practices can unsettle or alter our core beliefs.
One way to engage in critical reflection about one’s teaching is to keep a journal. By considering everything about our teaching from how we set the tone of class on the first day, deliver didactic material, facilitate discussions, and interact with our students, intentional and dedicated reflections can help us to teach with more awareness, what Brookfield (2017) refers to as “teaching innocently.” Teaching innocently occurs when we believe that what we understand and do as educators always has the effect on our learners that we intend (in which it may not). It is a kind of complacency that neither benefits us nor our learners and may cause harm. Reflection promotes internal examination and enables us to be honest with ourselves in ways that we may not be able to be with colleagues.
<h2 class="wp-block-heading" id="h-avoidance-of-reflection-nbsp">Avoidance of reflection </h2>
I recently concluded an 11-month program with nine faculty who teach across disciplines and are at varying stages of their careers. Each struggled to keep a teaching journal and avoided the practice because they used the space for self-flagellation. By the end of the program, many learned that reflecting on their own experiences was not helpful if they were self-denigrating or if it included punishing themselves. Instead, they found journaling energizing and useful when it was used a space for curiosity, exploration, risk-taking, honesty, and a space in which they were willing to accept themselves and even find joy when facing struggles with the process of journaling.
<h2 class="wp-block-heading" id="h-knowing-thyself-through-reflective-teaching-journals-nbsp">Knowing thyself through reflective teaching journals  </h2>
For 24 years, I kept a teaching journal. It was where I could live in perpetual wonderment about my teaching and unpack challenging moments with students, better understand how to replicate approaches that felt fulfilling and landed well with my students, and ask, “Are you any good at this or are you flying by the seat of your pants?” I crafted action plans to try new approaches and recorded feedback I’d gotten from exit tickets. I questioned whether my pedagogical choices were informed by theory or instinct.
Most importantly, this journal helped me move from being able to only reflect after I’d taught a class (reflection-on-action) to developing an attunement to group dynamics that enabled me to respond quickly and course correct (reflection-in-action). Over time, I became a more adaptive and flexible educator (Schön,1983). I truly believe that this journal helped me become a better teacher. I used it to explore my presence in the class, the impact of my positionality, and the ways in which I asserted power through the tone in my syllabus and class policies. As I pondered these complex aspects of teaching, I was able to use time with mentors in more focused, honest, and effective ways.
<h2 class="wp-block-heading" id="h-approaches-to-reflective-journaling-keep-it-simple-nbsp">Approaches to reflective journaling: Keep it simple </h2>
Start small and confine reflections to brief written entries or voice recordings. If you sit down feeling like you must write a chapter, it will become a burden that you avoid.  
<ol start="1">
<li>Pick one class and journal for ten minutes after the class.  As you walk from your classroom to your office or next meeting, record your thoughts on your phone. Doing this right after class will capture your immediate thoughts, feelings, and reactions and you won’t lose the immediacy of the experience.  </li>
<li>Return to the voice recording a few days later to listen to it.   </li>
<li>Take notes and jot down questions and potential action steps.    </li>
</ol>
<ol start="2"></ol>
<ol start="3"></ol>
<h3 class="wp-block-heading" id="h-prompts-for-beginners-nbsp">Prompts for beginners:  </h3>
<ul>
<li>Overall, how do I feel about class today? </li>
<li>What did I observe happening among the students?  </li>
<li>What learning did I see happening and how?  </li>
<li>If so/If not, how do I know this? </li>
<li>How did my mindset and feelings affect how I approached my work today, and was I emotionally present with my students? </li>
<li>What didn’t work so well today? Or, what worked well, and what might I do differently next time to replicate the success?  </li>
</ul>
<h3 class="wp-block-heading" id="h-prompts-for-those-wanting-a-deeper-dive-nbsp">Prompts for those wanting a deeper dive </h3>
For those wanting to engage in deeper reflections, follow steps 1-3 from the above list and then each time you record in your journal, follow this routine: 
<ul>
<li>Check in with yourself before you teach:
<ul>
<li>How are you feeling physically, mentally, and emotionally, and how prepared do you feel to teach? </li>
<li>What are your hopes for this class?  </li>
<li>Do you have concerns or fears? </li>
</ul>
</li>
<li>After class, respond to the following:
<ul>
<li>What is an experience or critical moment on which you would like to focus?  </li>
<li>Describe what happened (as factually as you can without judgment or editorial). </li>
<li>What do you think catalyzed it and how did the class react? </li>
<li>What did this event/moment mean to you?  </li>
<li>What did it mean to your students?  </li>
<li>In this section, describe what went well or not.  </li>
</ul>
</li>
<li>Consider your reflection thus far, and then think about action steps.  
<ul>
<li>What can you do differently next time to yield a different outcome or what can you do to yield a similar outcome? </li>
</ul>
</li>
<li>Looking at this experience, what have you learned?  </li>
</ul>
<ul></ul>
<ul></ul>
<ul></ul>
<ul></ul>
<ul></ul>
<ul></ul>
<ul></ul>
As you distill your learning, feed forward your “action” statements as commitments for the next class. Share with your students that you are regularly reflecting about the work you are doing together, and if you make changes to the course or your pedagogy, let them know that it is the result of your reflections. Engage them in metacognitive activities that are parallel to yours. Over time, you may identify patterns that can lead to paradigm shifts about your teaching and how your learners learn.
Lastly, reflective practices are not self-indulgent when they lead to greater self-understanding that catalyzes changes in attitudes, perceptions, and practices. Try to enjoy investing in your growth in this way.  You and your students will all benefit from your taking time and space to reflect.  
<hr class="wp-block-separator has-alpha-channel-opacity is-style-wide"/>
Dana Grossman Leeman, PhD, MSW, is the senior associate director for Authentic and Engaged Learning at the Tufts University Center for the Enhancement of Learning in Teaching in Somerville, Massachusetts.  She works with faculty to help bring their most creative, confident, and intentional selves to their teaching in order to improve student engagement, build community, and optimize the quality of teaching and learning in face-to-face and online domains.  Prior to coming to CELT, Dana was on faculty at the Simmons University School of Social Work for 25 years, during which she launched  two online degree programs in Clinical Social Work and Behavior Analysis. She was the inaugural Associate Dean for Online Education for the School of Social Work and was then appointed as the Inaugural Provost Faculty Fellow for Online Education in which she provided professional development to all faculty teaching in six online master’s programs across the university. She holds an MSW from Boston University School of Social Work and a Ph.D. in Clinical Social Work from Simmons University.
Resources for Teaching Journals:  
Mitchell, H. 2018. My little reflective teaching journal. North Haven, CT. Press Unknown. 
Getting Started with Reflective Practice:  <a href="https://www.cambridge-community.org.uk/professional-development/gswrp/index.html" target="_blank" rel="noreferrer noopener">https://www.cambridge-community.org.uk/professional-development/gswrp/index.html </a>
 Reference List 
 Brookfield, S.D. 2017. Becoming a critically reflective teacher, third edition.   San Francisco, CA: Jossey-Bass. 
 Rodgers, C.A. 2020. The art of reflective teaching: Practicing presence. New York and London: Columbia Teachers College.  
Schön, D.A. 1983. The reflective practitioner: How professionals think in action. New York: Basic Books.  
Thompson, C. 2022. Reflective practice for professional development: A guide for Teachers. London and New York: Routledge Press.  
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<title>A Critical Framework for Supporting Faculty and Staff Mental Health and Well-Being</title>
<link>https://www.facultyfocus.com/articles/academic-leadership/a-critical-framework-for-supporting-faculty-and-staff-mental-health-and-well-being/</link>
<comments>https://www.facultyfocus.com/articles/academic-leadership/a-critical-framework-for-supporting-faculty-and-staff-mental-health-and-well-being/#respond</comments>
<dc:creator><![CDATA[Rebecca Pope-Ruark, PhD]]></dc:creator>
<pubDate>Fri, 19 Apr 2024 04:30:00 +0000</pubDate>
<category><![CDATA[Academic Leadership]]></category>
<category><![CDATA[burnout]]></category>
<category><![CDATA[faculty support]]></category>
<category><![CDATA[supporting staff]]></category>
<guid isPermaLink="false">https://www.facultyfocus.com/?p=70439</guid>
<description><![CDATA[This article first appeared in Academic Leader on February 19, 2024 © Magna Publications. All rights reserved. If you are interested in reading more articles about the trends, challenges, and best practices of today’s academic decision-makers, check out a monthly or yearly subscription to Academic Leader! Prior to the COVID-19 pandemic, colleges and universities were ramping up […]
The post <a href="https://www.facultyfocus.com/articles/academic-leadership/a-critical-framework-for-supporting-faculty-and-staff-mental-health-and-well-being/">A Critical Framework for Supporting Faculty and Staff Mental Health and Well-Being</a> appeared first on <a href="https://www.facultyfocus.com">Faculty Focus | Higher Ed Teaching & Learning</a>.
]]></description>
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This article first appeared in <a href="https://www.magnapubs.com/product/newsletter/academic-leader/?st=ABarticle" target="_blank" rel="noreferrer noopener">Academic Leader</a> on February 19, 2024 © Magna Publications. All rights reserved. If you are interested in reading more articles about the trends, challenges, and best practices of today’s academic decision-makers, <a href="https://www.magnapubs.com/product/newsletter/academic-leader/?st=FFarticle" target="_blank" rel="noreferrer noopener">check out a monthly or yearly subscription to Academic Leader! </a>
Prior to the COVID-19 pandemic, colleges and universities were ramping up their services to address the mental health crisis among students as depression, anxiety, loneliness, suicide, and other issues were on the rise. The pandemic exacerbated these mental health problems and also made it clear that students are not the only ones experiencing mental illness or mental distress—faculty, staff, and administrators are as well, and vocally so for perhaps the first time. Because the primary mission of most institutions of higher education is to serve students, it’s easy to understand why attention to faculty and staff well-being was considered a lower priority. Moreover, workplace well-being initiatives often reside in human resources organizations, while faculty often do not consider themselves employees, thereby not knowing about or taking advantage of HR offerings that might support well-being and overall wellness.
But avoiding or ignoring faculty and staff mental health and well-being is no longer an option. There has long been a deep stigma around mental illness in academe; faculty, whose livelihoods depend on their ability to be intellectually present and exceptional, to take on the often competing weights of teaching, research, and service, are no longer willing to let their work lives be their entire lives. Since the start of the pandemic, faculty and staff have grown far more comfortable being vulnerable and discussing their mental and physical health as well as acting to protect that well-being in ways they might not have in the past. Higher education professionals will no longer accept overwhelming stress, expectations of being always on, or the “do more with less” refrain heard every day.
So where do we even start in thinking about improving the mental well-being of faculty and staff in higher education, where the stigmas around mental illness, mental disability, and neurodiversity keep so many from acknowledging problems or seeking help?
As someone who engages with faculty across the country on issues of burnout and well-being, I was excited to be introduced to the <a href="https://www.hhs.gov/sites/default/files/workplace-mental-health-well-being.pdf" target="_blank" rel="noreferrer noopener">U.S. Surgeon General’s Framework for Workplace Mental Health & Well-Being (2022)</a>. Workplace well-being is one of <a href="https://www.hhs.gov/sites/default/files/workplace-mental-health-well-being.pdf" target="_blank" rel="noreferrer noopener">six primary priorities</a> for the Office of the Surgeon General. This is the first of a series introducing and exploring the framework in the context of the well-being movement on many campuses in the country. In this article, I’ll introduce the framework and the first of its five essentials for mental health and well-being: protection from harm.
<h2 class="wp-block-heading" id="h-what-is-the-nbsp-u-s-surgeon-general-s-framework-for-workplace-mental-health-amp-well-being-nbsp-and-why-should-higher-education-pay-attention">What is the U.S. Surgeon General’s Framework for Workplace Mental Health & Well-Being, and why should higher education pay attention?</h2>
As a result of the pandemic, people across all sectors of life and work became more open to discussing mental health and less willing to sacrifice “their health, family, and communities for work” at the altar of work and productivity (4). Multiple studies cited by the report show that “rates of anxiety, depression, social isolation, job burnout, and insecurity related to food, housing, and income rose between March 2020 and mid-2022” (7). From this standpoint, the surgeon general reports, “The pandemic has presented us with an opportunity to rethink how we work. We have the power to make workplaces engines for mental health and well-being” (4). These are certainly conversations I see happening at institutions across the country, and the framework provides a way to step forward with real care and consideration for campus communities.
As the introduction to the framework argues, “Organizational leaders must prioritize mental health in the workplace by addressing structural barriers to seeking help and decreasing stigma around accessing mental health support in the workplace” (8). The framework is the surgeon general’s response to this public health priority, “a starting point for organizations in updating and institutionalizing policies, processes, and practices to best support the mental health and well-being of workers” (11). The framework defines five essentials for workplace mental health and well-being (11):
<ol start="1">
<li>Protection from harm</li>
<li>Connection and community</li>
<li>Work-life harmony</li>
<li>Mattering at work</li>
<li>Opportunity for growth</li>
</ol>
Each of the essentials is partnered with two human needs that ground our understanding. Safety and security, for example, are the needs paired with protection from harm, while dignity and meaning connect with mattering at work. In this first essay in the series, I explore the first essential, protection from harm.
<h2 class="wp-block-heading" id="h-why-does-protection-from-harm-matter-to-higher-education-professionals">Why does protection from harm matter to higher education professionals?</h2>
As I continue to support institutions across the country as they come to terms with cultures that are causing significant stress, overwhelm, and burnout among faculty and staff, protection from harm lies at the foundation of work that needs to be done. Faculty especially talk about their holistic well-being going ignored in the name of student success, needed accommodations or leaves being ungranted, and lingering feelings of betrayal for how the pandemic and return to campus were handled in many places.
And in the wake of the loss of Lincoln University’s <a href="https://www.insidehighered.com/news/governance/executive-leadership/2024/01/12/lincoln-university-administrators-suicide-roils" target="_blank" rel="noreferrer noopener">Dr. Antoinette (Bonnie) Candia-Bailey</a> to suicide in January, higher ed is yet again faced with crucial questions about the well-being of faculty and staff, not just our students. Emails from Candia-Bailey reveal a pattern of <a href="https://www.insidehighered.com/opinion/views/2024/01/22/tragedy-workplace-bullying-opinion" target="_blank" rel="noreferrer noopener">bullying</a> from her supervisor and multiple unfulfilled attempts to gain accommodations for anxiety and depression. We cannot allow workplace cultures and behaviors that lead our colleagues to believe there is no other way out.
This essential goal is to provide a “safe and healthful work environment, protected from physical harm, injury, illness, and death. This is done through continued efforts to minimize occupational hazards and physical workplace violence, as well as psychological harm such as bias, discrimination, emotional hostility, bullying, and harassment. Security builds on safety to include financial and job security” (12). It suggests doing so by taking on four actions, listed below with my suggestions for enacting in higher education:
<ul>
<li>Prioritize workplace physical and psychological safety, which includes “examining workload and adequacy of resources to meet job demands (e.g., staffing and coverage), reducing long working hours, and eliminating policies and productivity metrics that cause harm” (14). For example, leaders among faculty and staff could work together to audit workloads across the institution and establish baselines, metrics, and evaluation processes that honor well-being. </li>
<li>Enable adequate rest and recovery time because “long work hours have been shown to raise workers’ risk for exhaustion, anxiety, and depression. Fatigue diminishes productivity as the risk of burnout soars” (15). Leaders can model taking real breaks and vacation time while authentically encouraging others to do so, which might mean creating conditions for faculty and staff not on nine-month contracts to have more vacation or sick time available.</li>
<li>Normalize and support mental health and decrease mental health stigma “by validating challenges, communicating mental health and well-being as priorities, and offering both support and prevention services” (14). Research shows that many faculty decide not to disclose mental health information about themselves even when they could benefit from accommodations, because they fear stigma and alienation, even losing their jobs, in the culture of higher education that values logic and brainpower. Creating “mental health matters” working groups, offering workshops and opportunities to learn about mental health and cultural stigma, and training chairs and other leaders to engage with faculty about mental health could all support this action.</li>
<li>Operationalize DEIA norms, policies, and programs by “confronting structural racism, microaggressions, ableism, and implicit bias” (15). Diversity, equity, inclusion, and accessibility (DEIA) is under assault from the political right, so creating action here might be harder than it was even a year or two ago, but it’s crucial nonetheless. How that happens will depend on the climate of the state and the institution.</li>
</ul>
<a href="https://www.academic-leader.com/topics/institutional-culture/supporting-faculty-and-staff-mental-health-and-well-being-community-connection-and-balance/?st=FFarticle" target="_blank" rel="noreferrer noopener">In the next essay in this series, I’ll review the second and third essentials in the framework</a>: connection and community as well as work-life harmony, further exploring how leaders in higher education can create workplace cultures that support faculty and staff mental health and well-being as well as students’.
<div class="wp-block-image">
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Rebecca Pope-Ruark, PhD, is the director of the Office of Faculty Professional Development at Georgia Tech in Atlanta. She is the author of Agile Faculty: Practical Strategies for Research, Service, and Teaching (Chicago, 2017) and Unraveling Faculty Burnout: Pathways to Reckoning and Renewal (Johns Hopkins, 2022).
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The post <a href="https://www.facultyfocus.com/articles/academic-leadership/a-critical-framework-for-supporting-faculty-and-staff-mental-health-and-well-being/">A Critical Framework for Supporting Faculty and Staff Mental Health and Well-Being</a> appeared first on <a href="https://www.facultyfocus.com">Faculty Focus | Higher Ed Teaching & Learning</a>.
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<title>Advocating for Student Preparedness with the Implementation of a Pre-Course </title>
<link>https://www.facultyfocus.com/articles/course-design-ideas/advocating-for-student-preparedness-with-the-implementation-of-a-pre-course/</link>
<comments>https://www.facultyfocus.com/articles/course-design-ideas/advocating-for-student-preparedness-with-the-implementation-of-a-pre-course/#respond</comments>
<dc:creator><![CDATA[Chandler Hansen, MS, and Pradeep Malreddy, DVM]]></dc:creator>
<pubDate>Wed, 17 Apr 2024 04:01:00 +0000</pubDate>
<category><![CDATA[Course Design]]></category>
<category><![CDATA[course preparedness]]></category>
<category><![CDATA[pre-course]]></category>
<guid isPermaLink="false">https://www.facultyfocus.com/?p=70435</guid>
<description><![CDATA[Ensuring a successful educational experience for our students is akin to the art of culinary development, where thoughtful preparation is fundamental. Just as a chef with pre-developed culinary skills meticulously selects ingredients and carefully plans before creating a masterpiece, educators must equip students with the foundational knowledge and skills necessary for their academic success. This […]
The post <a href="https://www.facultyfocus.com/articles/course-design-ideas/advocating-for-student-preparedness-with-the-implementation-of-a-pre-course/">Advocating for Student Preparedness with the Implementation of a Pre-Course </a> appeared first on <a href="https://www.facultyfocus.com">Faculty Focus | Higher Ed Teaching & Learning</a>.
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Ensuring a successful educational experience for our students is akin to the art of culinary development, where thoughtful preparation is fundamental. Just as a chef with pre-developed culinary skills meticulously selects ingredients and carefully plans before creating a masterpiece, educators must equip students with the foundational knowledge and skills necessary for their academic success. This parallels the concept of pre-courses, which serve as innovative ingredients and preparatory tools in the educational kitchen. Much like a chef assembles ingredients before cooking, pre-courses lay the groundwork for students, offering them a solid foundation to build upon.
It has been acknowledged that students across diverse disciplines encounter academic stressors, including heavy workloads, unclear expectations, competition with peers, and new subject matter (Hafen et al., 2008; 2006; Collins and Foote, 2005; Laakkonen and Nevgi, 2014). Just like novice chefs following a recipe, novice students may feel daunted by the academic challenges ahead. In the same way that a recipe provides preparatory instructions before cooking, pre-courses offer essential groundwork for students entering courses with unfamiliar subject matter. By providing students with terminology, background information, and introductory material to a course, pre-courses ensure that students are well-prepared and equipped to tackle the complexities of new material with enhanced confidence.
<h2 class="wp-block-heading" id="h-designing-effective-pre-courses-nbsp">Designing effective pre-courses </h2>
Pre-courses can be utilized in a variety of disciplines such as biology, engineering, psychology, economics, anatomy, and physiology, etc. For optimal effectiveness, the pre-course purpose should be clearly defined with student learning outcomes that inform, excite, and prepare students for their upcoming course material. Consider the needs of the students who will be taking the pre-course and tailor the content to suit their backgrounds, interests, and skill levels. Following defined student learning outcomes in a pre-course ensures alignment with the main course objectives, providing clarity, focus, and relevance to the content covered.
After the student learning outcomes have been defined, the creation of the pre-course does not have to be complex. PowerPoints, brief lectures or lecture videos, images, diagrams, quizzes, and interactive activities can be utilized to deliver prelusive course content. Ensure that instructions for completing pre-course activities are clear and concise to avoid confusion or frustration.  
Online, asynchronous pre-courses offer cost-effective and flexible options, enabling students to progress through the material at their own pace. Additionally, students can pause, rewind, or revisit course content repeatedly if they desire. In-person pre-courses are also effective but require on-site faculty/staff and may inadvertently favor students geographically close to campus. 
Strategic timing is crucial for pre-course implementation. Pre-courses can be an optional activity during the summer (prior to courses offered during the fall semester) or during the winter break intersession (prior to courses offered during the spring semester). For summer courses, a brief pre-course may be offered in the weeks leading up to the first day of class. The pre-course can be non-graded but consider including opportunities for students to assess their own understanding and progress through self-assessment quizzes. This allows students to practice with the new material without academic pressure and worrying about their performance, while also identifying areas of improvement in their learning.
To assess the impact of the pre-course, consider collecting student performance and perception data. In our large animal anatomy course, positive statistically significant correlations were found between pre-course interaction and certain exam scores (Hansen, Basel, & Malreddy, under review). Extensive analysis of student perception data was conducted and found a generally positive reception, with a majority of students strongly advocating for the pre-course’s availability to future cohorts (Hansen, Basel, & Malreddy, under review). By gathering student opinions, the pre-course design can be refined to fit learning styles and difficult subject matter.
<h2 class="wp-block-heading" id="h-advantages-of-pre-courses-nbsp">Advantages of pre-courses: </h2>
<ol start="1">
<li>Enhancing student preparedness </li>
</ol>
Pre-courses provide students with foundational knowledge, skills, and terminology relevant to the upcoming course material. By familiarizing students with key concepts and topics in advance, pre-courses help alleviate anxiety and build confidence, ensuring that students enter the course better prepared to engage with complex subject matter.  
<ol start="2">
<li>Improving academic performance </li>
</ol>
One main benefit of pre-course implementation is the positive effect on student grades. At the Louisiana State School of Veterinary Medicine, a veterinary anatomy pre-course correlated with improved exam grades and reduced anxiety (McNulty and Lazarus, 2018). Similarly, at Lincoln Memorial Osteopathic Medical School, pre-matriculation anatomy boot camps led to higher gross anatomy exam scores (Herling et al., 2017). Pharmacy preparation courses have also been shown to boost cumulative GPAs (Klausner et al., 2019). These findings highlight the valuable role pre-courses play in promoting academic success and student confidence.
<ol start="3">
<li>Accessibility and flexibility </li>
</ol>
Both in-person and online pre-courses offer accessibility and flexibility to cater to diverse student needs. In-person pre-courses provide face-to-face interaction with potentially a new professor, elicit immediate instructor support, and build relationships. Conversely, online pre-courses offer the convenience of anytime, anywhere access, allowing students to progress at their own pace and revisit materials as needed. This flexibility accommodates various learning styles and schedules, promoting student engagement and autonomy.
<h2 class="wp-block-heading" id="h-disadvantages-or-pre-courses-nbsp">Disadvantages or pre-courses: </h2>
Despite their benefits, pre-courses are not without drawbacks: 
<ol start="1">
<li>Time-consuming creation </li>
</ol>
Designing and implementing pre-courses require significant time, effort, and resources from instructors and institutions. Developing high-quality pre-course content, organizing sessions, and providing support to students demands additional workload, potentially conflicting with other faculty and staff responsibilities. 
<ol start="2">
<li>Access challenges </li>
</ol>
Both in-person and online pre-courses may create access challenges such as geographic location, internet connectivity, technology, and affordability to name a few. These factors may impede on a student’s ability to participate in the pre-course and therefore hinder their educational opportunities.  
<ol start="3">
<li>Pre-course dependence </li>
</ol>
If a student performs well in the pre-course, they may depend too heavily on the introductory material, leading to gaps in student understanding of the main course material. While pre-courses can provide valuable preparation, they may not fully substitute for comprehensive instruction during the main course. 
<h2 class="wp-block-heading" id="h-conclusions-nbsp">Conclusions </h2>
Pre-courses are a supplemental resource that provide foundational knowledge to prepare students for new course material. Pre-courses help improve student confidence and knowledge prior to beginning a course, acting as a valuable resource for enhancing student understanding. Offering students a modern approach to course preparation has clear advantages, but careful creation and implementation are needed to maximize educational benefits.  
<hr class="wp-block-separator has-alpha-channel-opacity is-style-wide"/>
Chandler Hansen, MS, is a doctoral student in the Department of Anatomy & Physiology at Kansas State University. Her research interests include anatomy education, teaching, and learning with recent work focusing on the use of supplemental resources in veterinary anatomy education. Chandler is a graduate research assistant at Kansas State University and holds teaching responsibilities in both the veterinary and one-year master’s curriculum.
Dr. Pradeep Malreddy is a clinical associate professor at Kansas State University, specializing in anatomy and histology. Holding a DVM from India and an MS from Kansas State, he brings a blend of clinical and academic expertise. He has additional certifications in Medical Education Research and Online Teaching from AAMC and Harvard. Dr. Malreddy has developed a one-year master’s program at K-State and teaches courses in anatomy, histology, and physiology. His research focuses on anatomy education, eye-tracking technology, and active learning. An active member of professional organizations like the American Association of Veterinary Anatomists, he has received accolades for teaching excellence and diversity initiatives. He was recently honored with membership in the United Kingdom’s prestigious Academy of Medical Educators.
References  
Collins, Henry, and David Foote. 2005. “Managing Stress in Veterinary Students.” Journal of Veterinary Medical Education 32 (2): 170–72.  <a href="https://doi.org/10.3138/jvme.32.2.170" target="_blank" rel="noreferrer noopener">https://doi.org/10.3138/jvme.32.2.170.</a>
Hafen, McArthur, Allison M.J. Reisbig, Mark B. White, and Bonnie R. Rush. 2006. “Predictors of Depression and Anxiety in First-Year Veterinary Students: A Preliminary Report.” Journal of Veterinary Medical Education 33 (3): 432–40. <a href="https://doi.org/10.3138/jvme.33.3.432" target="_blank" rel="noreferrer noopener">https://doi.org/10.3138/jvme.33.3.432</a>. 
Hafen, McArthur, Allison M.J. Reisbig, Mark B. White, and Bonnie R. Rush. 2008. “The First-Year Veterinary Student and Mental Health: The Role of Common Stressors.” Journal of Veterinary Medical Education 35 (1): 102–9. <a href="https://doi.org/10.3138/jvme.35.1.102" target="_blank" rel="noreferrer noopener">https://doi.org/10.3138/jvme.35.1.102</a>. 
Hansen, Chandler, Matthew T. Basel, and Pradeep Malreddy. (under review). “The Use of a Novel Winter Break Pre-Course for Transitioning from Small to Large Animal Anatomy.” Submitted to Journal of Veterinary Medical Education. 
Herling, Patrick J., B. Tanya Mohseni, Derek C. Hill, Stacy Chelf, Jeffrey A. Rickert, Jonathan T. Leo, and Natalie R. Langley. 2017. “Impact of Anatomy Boot Camp on Students in a Medical Gross Anatomy Course: Evaluation of Gross Anatomy Boot Camp.” Anatomical Sciences Education 10 (3): 215–23. <a href="https://doi.org/10.1002/ase.1653" target="_blank" rel="noreferrer noopener">https://doi.org/10.1002/ase.1653</a>. 
Klausner, Eytan A., Erica L. Rowe, Beverly S. Hamilton, and Karen S. Mark. 2019. “Implementation, Revisions, and Student Perceptions of a Pre-Matriculation Program in a School of Pharmacy.” American Journal of Pharmaceutical Education 83 (7): 7021. <a href="https://doi.org/10.5688/ajpe7021" target="_blank" rel="noreferrer noopener">https://doi.org/10.5688/ajpe7021</a>. 
Laakkonen, Juha, and Anne Nevgi. 2014. “Relationships between Learning Strategies, Stress, and Study Success Among First-Year Veterinary Students During an Educational Transition Phase.” Journal of Veterinary Medical Education 41 (3): 284–93. <a href="https://doi.org/10.3138/jvme.0214-016R1" target="_blank" rel="noreferrer noopener">https://doi.org/10.3138/jvme.0214-016R1</a>. 
McNulty, Margaret A., and Michelle D. Lazarus. 2018. “An Anatomy Pre-Course Predicts Student Performance in a Professional Veterinary Anatomy Curriculum.” Journal of Veterinary Medical Education 45 (3): 330–42. <a href="https://doi.org/10.3138/jvme.0317-039r" target="_blank" rel="noreferrer noopener">https://doi.org/10.3138/jvme.0317-039r</a>. 
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<title>It Takes a Village: Improving Student Retention through Collaborative Partnerships </title>
<link>https://www.facultyfocus.com/articles/effective-classroom-management/it-takes-a-village-improving-student-retention-through-collaborative-partnerships/</link>
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<dc:creator><![CDATA[Dimple J. Martin, PhD]]></dc:creator>
<pubDate>Mon, 15 Apr 2024 04:08:00 +0000</pubDate>
<category><![CDATA[Effective Classroom Management]]></category>
<category><![CDATA[graduation rates]]></category>
<category><![CDATA[student retention]]></category>
<guid isPermaLink="false">https://www.facultyfocus.com/?p=70426</guid>
<description><![CDATA[Our institution has been fortunate enough to partner with the United Negro College Fund (UNCF) and InsideTrack to improve student enrollment, completion, and career readiness, and foster equitable pathways to employment. This HBCU Transformation Project is the first-of-its-kind collaboration that aims to increase Historically Black Colleges and Universities’ (HBCU) health and sustainability, improve student outcomes […]
The post <a href="https://www.facultyfocus.com/articles/effective-classroom-management/it-takes-a-village-improving-student-retention-through-collaborative-partnerships/">It Takes a Village: Improving Student Retention through Collaborative Partnerships </a> appeared first on <a href="https://www.facultyfocus.com">Faculty Focus | Higher Ed Teaching & Learning</a>.
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Our institution has been fortunate enough to partner with the United Negro College Fund (UNCF) and InsideTrack to improve student enrollment, completion, and career readiness, and foster equitable pathways to employment. This HBCU Transformation Project is the first-of-its-kind collaboration that aims to increase Historically Black Colleges and Universities’ (HBCU) health and sustainability, improve student outcomes in retention and graduation rates, expand enrollment, and increase capacity building with faculty and staff.
<figure class="wp-block-image size-full"><a href="https://s39613.pcdn.co/wp-content/uploads/2024/04/Screenshot-2024-04-08-131046.png"><img decoding="async" width="666" height="381" src="https://s39613.pcdn.co/wp-content/uploads/2024/04/Screenshot-2024-04-08-131046.png" alt="" class="wp-image-70427" srcset="https://s39613.pcdn.co/wp-content/uploads/2024/04/Screenshot-2024-04-08-131046.png 666w, https://s39613.pcdn.co/wp-content/uploads/2024/04/Screenshot-2024-04-08-131046-278x159.png 278w, https://s39613.pcdn.co/wp-content/uploads/2024/04/Screenshot-2024-04-08-131046-640x366.png 640w" sizes="(max-width: 666px) 100vw, 666px" /></a><figcaption class="wp-element-caption">Diagram 1: Collaborative Partnerships </figcaption></figure>
This support seamlessly aligns with the institution’s Quality Enhancement Plan (QEP). Miles College’s QEP, Student Retention: Stepping Stones to Success, was derived from the institution’s data-driven, ongoing, comprehensive planning and evaluation process, and reflects and affirms a commitment to enhancing overall institutional quality, effectiveness, and student success. As a direct result, the institution’s defined QEP objectives to increase retention will equip students with life-long skills needed to academically impact student performance in school, employability skills, and future career endeavors.
In Chart 1, the desired student retention results over five years provide an intentional focus and hold all constituents accountable to ensure academic and student success among freshmen and sophomore cohorts. As indicated in the institution’s QEP plan, the desired target is for Miles College to improve student retention by 10% where the ultimate goal is to retain and graduate students. 
<figure class="wp-block-image size-full"><a href="https://s39613.pcdn.co/wp-content/uploads/2024/04/Screenshot-2024-04-08-131215.png"><img decoding="async" width="729" height="435" src="https://s39613.pcdn.co/wp-content/uploads/2024/04/Screenshot-2024-04-08-131215.png" alt="" class="wp-image-70428" srcset="https://s39613.pcdn.co/wp-content/uploads/2024/04/Screenshot-2024-04-08-131215.png 729w, https://s39613.pcdn.co/wp-content/uploads/2024/04/Screenshot-2024-04-08-131215-266x159.png 266w, https://s39613.pcdn.co/wp-content/uploads/2024/04/Screenshot-2024-04-08-131215-640x382.png 640w" sizes="(max-width: 729px) 100vw, 729px" /></a><figcaption class="wp-element-caption">Chart 1: Desired Student Retention Results</figcaption></figure>
We know that experiences during the first and second years of college affect retention rates, and ultimately, graduation rates. Studies have shown that many factors affect persistence to graduation including satisfaction with the college experience and advising (Fountain, 2021). According to the Education Data Initiative (2023), at four-year institutions, 24.4% of first-time, full-time, first-year college students dropped out between 2022 and 2023. In addition, undergraduate first-year students have a 12-month dropout rate of 24.1%. As a solution, InsideTrack will provide retention coaching to a random group of freshmen and sophomores to support student persistence despite internal and/or external barriers. The coaching will empower students to clarify goals, identify challenges, organize priorities, and stay connected to their reasons for pursuing their educational dreams. With personalized retention coaching, institutions can keep more students on track because the ultimate impact is for students to remain enrolled in school until completion. The individualized coaching methods involve using:
<ul>
<li>Emails</li>
<li>Video meetings</li>
<li>Phone calls</li>
<li>Texts</li>
</ul>
As a part of our institution’s Quality Enhancement Plan, Table 1 lists the effective practices and strategies we are currently implementing that have proven to contribute to increasing student retention at four-year private colleges and universities.
<figure class="wp-block-image size-full"><a href="https://s39613.pcdn.co/wp-content/uploads/2024/04/Screenshot-2024-04-08-131449.png"><img loading="lazy" decoding="async" width="805" height="324" src="https://s39613.pcdn.co/wp-content/uploads/2024/04/Screenshot-2024-04-08-131449.png" alt="" class="wp-image-70429" srcset="https://s39613.pcdn.co/wp-content/uploads/2024/04/Screenshot-2024-04-08-131449.png 805w, https://s39613.pcdn.co/wp-content/uploads/2024/04/Screenshot-2024-04-08-131449-300x121.png 300w, https://s39613.pcdn.co/wp-content/uploads/2024/04/Screenshot-2024-04-08-131449-640x258.png 640w" sizes="(max-width: 805px) 100vw, 805px" /></a><figcaption class="wp-element-caption">Table 1: Effective Practices and Strategies Contributing to Student Retention at Four-Year Private Colleges and Universities</figcaption></figure>
<ul>
<li></li>
</ul>
<ul>
<li></li>
</ul>
After year one of implementing Inside Track retention coaching, we are going to do a comparative data analysis of the persistence and retention rate of students receiving retention coaching versus the freshmen and sophomore students not selected for the random group. Table 2 shows the institution’s five-year trend of the average first-year and second-year retention rates. 
<figure class="wp-block-image size-full"><a href="https://s39613.pcdn.co/wp-content/uploads/2024/04/Screenshot-2024-04-08-131559.png"><img loading="lazy" decoding="async" width="740" height="211" src="https://s39613.pcdn.co/wp-content/uploads/2024/04/Screenshot-2024-04-08-131559.png" alt="" class="wp-image-70430" srcset="https://s39613.pcdn.co/wp-content/uploads/2024/04/Screenshot-2024-04-08-131559.png 740w, https://s39613.pcdn.co/wp-content/uploads/2024/04/Screenshot-2024-04-08-131559-300x86.png 300w, https://s39613.pcdn.co/wp-content/uploads/2024/04/Screenshot-2024-04-08-131559-640x182.png 640w" sizes="(max-width: 740px) 100vw, 740px" /></a><figcaption class="wp-element-caption">Table 2: Average First-Year and Second-Year Retention Rate </figcaption></figure>
As we know, the key to student retention is to act before students leave, and continually evaluate, assess, and alter how the institution approaches its best practices for student retention. A good way to get started is by developing a plan for each student, which involves gathering information about each student’s background, interests, and goals, as well as their academic performance. With our UNCF and InSideTrack partnerships, we are looking forward to helping our students persist, graduate, and become gainfully employed.
<hr class="wp-block-separator has-alpha-channel-opacity is-style-wide"/>
Dr. Dimple J. Martin is the director of the Quality Enhancement Plan at Miles College. Martin is a former early childhood education lecturer at the University of Alabama, Tuscaloosa, a former assistant professor of early childhood education, and a faculty professional development coordinator at Miles College. She also has over 18 years of administrative K-5 literacy leadership. 
References 
Fountain, C. (Ed.). (2021). Academic Advising as a tool for student success and educational equity. University of South Carolina, National Resource Center for the First-Year Experience & Student Transition. 
Hanson, Melanie (2023). “College Dropout Rates” EducationData.org., <a href="https://educationdata.org/college-dropout-rates" target="_blank" rel="noreferrer noopener">https://educationdata.org/college-dropout-rates</a>
HBCU Transformation Project (2023). UNCF. 
InsideTrack Transformative Change (2023 C.E.). insidetrack.org 
RNL (2021). 2021 Effective Practices for Student Success, Retention, and Completion Report. Cedar Rapids, Iowa: Ruffalo Noel Levitz. Retrieved from RuffaloNL.com/Retention Practices. 
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The post <a href="https://www.facultyfocus.com/articles/effective-classroom-management/it-takes-a-village-improving-student-retention-through-collaborative-partnerships/">It Takes a Village: Improving Student Retention through Collaborative Partnerships </a> appeared first on <a href="https://www.facultyfocus.com">Faculty Focus | Higher Ed Teaching & Learning</a>.
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<title>A Call to Educators for Stress Management and Self-Care </title>
<link>https://www.facultyfocus.com/articles/effective-teaching-strategies/a-call-to-educators-for-stress-management-and-self-care/</link>
<comments>https://www.facultyfocus.com/articles/effective-teaching-strategies/a-call-to-educators-for-stress-management-and-self-care/#respond</comments>
<dc:creator><![CDATA[Dunja Trunk, PhD]]></dc:creator>
<pubDate>Fri, 12 Apr 2024 04:31:00 +0000</pubDate>
<category><![CDATA[Effective Teaching Strategies]]></category>
<category><![CDATA[mental health]]></category>
<category><![CDATA[self-care]]></category>
<category><![CDATA[stress managmenet]]></category>
<guid isPermaLink="false">https://www.facultyfocus.com/?p=70415</guid>
<description><![CDATA[Dear Fellow Educators,  As we near the end of another semester, I sense a rise in activity and busyness across campus. The stress is starting to seep in with many approaching deadlines looming. Many of us are intimately familiar with marathon grading sessions, hurried lesson planning, and feelings of exhaustion. Prioritizing stress management and self-care […]
The post <a href="https://www.facultyfocus.com/articles/effective-teaching-strategies/a-call-to-educators-for-stress-management-and-self-care/">A Call to Educators for Stress Management and Self-Care </a> appeared first on <a href="https://www.facultyfocus.com">Faculty Focus | Higher Ed Teaching & Learning</a>.
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Dear Fellow Educators, 
As we near the end of another semester, I sense a rise in activity and busyness across campus. The stress is starting to seep in with many approaching deadlines looming. Many of us are intimately familiar with marathon grading sessions, hurried lesson planning, and feelings of exhaustion. Prioritizing stress management and self-care during such hectic times is essential.  
A personal memory comes to mind that highlights the consequences of failing to manage stress. The semester in question was in its 12th or 13th week—close to wrapping up. Final exam week was approaching, and I was up to my ears in grading, teaching, attending meetings, serving on committees, and more. Despite my best efforts to stay organized, the heavy workload and constant pressure began taking a toll on me. The whispers of warning were there: lack of sleep, inconsistent eating, impatience with my loved ones—nevertheless I continued to push myself because the to-do list wasn’t getting any shorter. One morning the whispers turned into roars and the warnings signs could no longer be ignored. I woke up feeling completely depleted, drained, and sapped of energy. My body and mind did not care one bit that I had a dozen things to do that day—I was a mere shadow of myself. Having hit my breaking point, my work suffered in quantity and quality for the remainder of the semester. Amazingly, it took another few weeks until I realized the root cause of my burnout: total lack of self-care and utter disregard for stress management.
Once I came to my senses, I decided to research what the experts had to say about combating work-related stress. I read dozens of articles filled with suggestions and recommendations for how to achieve a healthy work-life balance, but none of them quite did the trick for me. Then, I came across something called the Pomodoro Technique, which is a method that involves working in 25-minute blocks followed by 5-minute breaks. The simplicity of this method resonated with me, and its positive effects on my productivity were a welcomed surprise. By organizing my tasks into timed intervals with breaks in between, I noticed a significant boost in my focus and productivity. As a result, my anxiety levels decreased, and I felt less overwhelmed. Breaking up my to-do list into chunks helped me work more efficiently and manage my tasks without feeling swamped. Taking scheduled breaks gave me time to relax, stretch, and unwind during the day leading to an overall improvement in my mental and physical health. By following a structured approach to my work routine and regularly incorporating physical activity and meditation into my daily schedule, I found a way to stay calm amidst the hectic pace at the end of the semester—a common struggle for many educators. Facing burnout served as a wakeup call for me and underscored the importance of efficient time management and self-care. I also realized that my ability to help students combat stress-related challenges was directly tied to how well I managed my own stress.
Educators are not the only ones at risk of experiencing burnout; it’s crucial we talk to our students about the importance of taking care of themselves, especially during times when they are stretched thin. By openly sharing our own struggles with stress and discussing effective coping strategies, we can provide a healthy example of how to thrive even during periods of intense pressure. Whenever I share some of my stress relief techniques with students, they respond quite positively. We talk about the significance of self-care routines and the value of seeking support when necessary. I recall a moment when a student approached me after finishing an exam. She was beaming with pride as she explained how the stress relief methods we discussed in class, like time management and mindfulness, had helped her stay calm and prepare for the exam—which she aced! Her story highlights the impact we can have on our students’ lives, reminding us that every word and action can make a lasting impression.
In moments of stress and added duties, it’s important for us to provide one another with support, empathy, and kindness. Having a self-care routine is key in helping us handle chaotic times with resilience and adaptability. Let’s face the end-of-semester frenzy together as a close-knit community of educators and learners who value each other’s wellbeing above all else.  
In unity, 
DT 
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Dr. Dunja “Dee” Trunk, a professor of psychology at Bloomfield College of Montclair State University, has a passion for teaching and a genuine belief in the transformative power of education.    
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<title>The Courage to Piece Back the Broken Paradox in Higher Education: Our Inner Work Can Change the Outer World </title>
<link>https://www.facultyfocus.com/articles/philosophy-of-teaching/the-courage-to-piece-back-the-broken-paradox-in-higher-education-our-inner-work-can-change-the-outer-world/</link>
<comments>https://www.facultyfocus.com/articles/philosophy-of-teaching/the-courage-to-piece-back-the-broken-paradox-in-higher-education-our-inner-work-can-change-the-outer-world/#respond</comments>
<dc:creator><![CDATA[Long Le, PhD]]></dc:creator>
<pubDate>Wed, 10 Apr 2024 04:24:00 +0000</pubDate>
<category><![CDATA[Philosophy of Teaching]]></category>
<category><![CDATA[courage to teach]]></category>
<category><![CDATA[Parker Palmer]]></category>
<category><![CDATA[teaching with paradox]]></category>
<guid isPermaLink="false">https://www.facultyfocus.com/?p=70400</guid>
<description><![CDATA[In my (re)reading of Parker Palmer’s The Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life (1997) and its iterations, it becomes more obvious to me that Parker is a paradox savant.   “What makes a Rosa Parks?…What makes a Nelson Mandela? What makes these people is their capacity to take the inner life […]
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In my (re)reading of Parker Palmer’s <a href="https://vimeo.com/155181447" target="_blank" rel="noreferrer noopener">The Courage to Teach</a>: Exploring the Inner Landscape of a Teacher’s Life (1997) and its iterations, it becomes more obvious to me that Parker is a paradox savant.  
“What makes a Rosa Parks?…What makes a Nelson Mandela? What makes these people is their capacity to take the inner life seriously, and to tap the sources of power that lie within, that are just as essential as external forces in transforming our institutions and society for the better” (<a href="https://couragerenewal.org/library/chapter-9-inner-work-can-change-the-outer-world%EF%BF%BC%EF%BF%BC/" target="_blank" rel="noreferrer noopener">Parker Palmer, 2015</a>). 
In the work that educators do each day, how do we speak up and take action for what’s right in higher education? For Palmer, the answer lies in our interior and outer landscapes that are complementary opposite. That is, while there is an interplay between the two, it is the inner life, our identity, and integrity that propels us to find our voice, elevate good ideas, and call out organizational barriers that impede shared goals.   
By examining teacher education, professional education, and management education, we find common objectives aimed at fostering human potential amidst the simultaneous fragmentation and integration of our world. However, drawing from The Courage to Teach, it seems to me that all of these disciplines share a common problem: they focus on developing externally oriented knowledge and skills so that our world (and our students) can adjust and refocus on human aspirations.  
Thus, some educators promote human flourishing by focusing on external activities—adopting new pedagogy techniques, new technology, and changing the curriculum. While these external influences can facilitate the development of a curriculum inspired by human flourishing, they also carry the risk of resulting in a superficial framework. This type of curriculum can promote a tick-box culture which has little buy-in from faculty, staff, and students to actually bring about substantive changes.
Certainly, as Palmer suggests, a key factor contributing to this superficiality is the tendency for leaders to ascend to their roles by demonstrating exceptional competency and efficiency in the external world. This phenomenon often arises from the inherent inclination of individuals who attain leadership positions and may suppress their inner awareness, fearing that it may expose their imposter syndrome and associated vulnerabilities. As such, there is a “broken paradox” in organizational settings where leaders rely on their outer work without needing the inner work to acknowledge personal contradictions—inner work that leads to changes in behavior and inner work to deploy skills with purpose.
“It’s easier to deal with the external world. It’s easier to spend your life manipulating an institution than it is dealing with your own soul. It truly is. We make institutions sound complicated and hard and rigorous, but they are a piece of cake compared with our inner workings!” Parker Palmer (<a href="https://couragerenewal.org/library/let-your-life-speak-listening-for-the-voice-of-vocation/" target="_blank" rel="noreferrer noopener">1999, p. 82</a>) 
For example, the diversity, equity, and inclusion (DEI) initiative in higher education can serve as an appealing framework. However, the challenge lies in establishing a campus culture and structure that genuinely prioritizes racial and gender equity. The answers provided by current leaders often seem to revert back on how they can be more vocal and transparent about what DEI means and how every individual can practice and build it through best practices. Of course, seldom do the best practices include the need to exercise and strengthen our inner work.
For Palmer, when you begin to work on your inner life, you become aware of a “tragic gap” between your integrity and the way your university operates. “And you may become aware that you are part of the problem—that you live a divided life, that the actions your institutions demand of you conflict with your inner values.” 
<h2 class="wp-block-heading" id="h-share-your-courage-to-teach-with-your-students-nbsp">Share your “courage to teach” with your students </h2>
Because the inner life can potentially disrupt norms, it requires us to develop the skills and aptitude for introspection and to embark on an inner exploration. This journey enables us to comprehensively grasp our instincts, which may both support and challenge aspects of DEI.  
For me, when educators encourage formation and transformation among students, there is likely an implicit pushback from students, especially if they can’t explicitly see the effort their professors have put into their own inner work. If educators skim on their inner work, their outer work may look superficial and may not be taken seriously by students. This could negate “relational trust” in the classroom which is an important link to students’ performance and growth.  
As educators come to realize that their inner and outer work complement each other rather than contradict each other, they’ll also recognize the potential for inner growth and external action to harmonize, leading to a deeper foundation from which to advocate for authentic social change. By taking such actions, it’s probably that our students—a majority of whom indicated in a 2023 survey that they would contemplate transferring if their college were to discontinue DEI initiatives—may follow suit.
Recently, my courage to teach has led me to share with colleagues and students of how my “second father,” Maurice Pritchett, who was an African American middle school principal for 30 years who passed away a year ago, has profoundly shaped my life. Through this, I’ve reflected on the complexities of my own family’s journey when we cam to the US as boat refugees in the early 1980s. While my sharing encompasses various facets, its overarching aim is to share a more personal and humanistic dimension of DEI.
<h2 class="wp-block-heading" id="h-where-in-your-life-have-you-witnessed-a-profound-positive-influence-of-a-single-person-nbsp">Where in your life have you witnessed a profound positive influence of a single person? </h2>
Now, when I teach my business course on social justice and experiential learning, I have more conversations throughout the course about how my personal and professional experiences have led me to create this course. I am transparent when discussing why I assign students to “teach-to-others” in marginalized middle and high schools on financial literacy and financial capability. Moreover, I share with students my rollercoaster in terms of my personal and professional formation and transformation.
In context for educators to be an agent of social change for the outer world, Palmer’s concept of “we are who we teach” requires us to have the courage to delve courageously into our inner identities. Otherwise, our inability to embrace and manage our personal contradictions will surface, and our commitment to social change becomes “performative theater” at best.    
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Long Le is a faculty and director at the Leavey School of Business at Santa Clara University. He has a blog at <a href="https://globalcitizenbiz.org/" target="_blank" rel="noreferrer noopener">GlobalCitizenBiz</a> and he runs a <a href="https://www.zimbank.org/" target="_blank" rel="noreferrer noopener">zero-interest microfinance</a> with his students.
References
Palmer, P. (1998). The Courage to Teach : Exploring the Inner Landscape of a Teacher’s Life. San Francisco, CA :Jossey-Bass.
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<title>Beyond One-Size-Fits-All: Harnessing Assignment Menus for Student Choice in Learning</title>
<link>https://www.facultyfocus.com/articles/course-design-ideas/beyond-one-size-fits-all-harnessing-assignment-menus-for-student-choice-in-learning/</link>
<comments>https://www.facultyfocus.com/articles/course-design-ideas/beyond-one-size-fits-all-harnessing-assignment-menus-for-student-choice-in-learning/#respond</comments>
<dc:creator><![CDATA[Michele Poulos]]></dc:creator>
<pubDate>Mon, 08 Apr 2024 04:41:00 +0000</pubDate>
<category><![CDATA[Course Design]]></category>
<category><![CDATA[assignment menus]]></category>
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<description><![CDATA[Imagine if you went into a shoe store and every pair of shoes were the same color, the same style, same price, and same brand. It would be uncomfortable to see everyone walking around wearing the same shoes. It would also be frustrating for the individuals wearing the shoes because not all shoes fit the […]
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Imagine if you went into a shoe store and every pair of shoes were the same color, the same style, same price, and same brand. It would be uncomfortable to see everyone walking around wearing the same shoes. It would also be frustrating for the individuals wearing the shoes because not all shoes fit the same. Our multitude of choices when it comes to shoe-shopping allows everyone to differentiate based on their foot type, which in turn, allows them to purchase shoes that fit their budget and needs. This same analogy applies to the learning which takes place in the classroom. Each learner brings unique learning characteristics to the classroom with a preference on how they learn the content. Just like having a choice when buying shoes, educators can provide choices in learning course content with assignment menus (Danley & Williams, 2020).
Student engagement is important in higher education. Higher education instructors want students to be active constructivists of knowledge, not passive participants. Providing choice in learning is one way to engage students in the content being taught. Allowing students the opportunity to select how they will learn the content is one way to increase engagement and boost student learning (Anderson, 2016). Assignment menus, which allow students to select from a menu of learning activities, offer a promising avenue for achieving this goal. Grounded in constructivism, self-determination theory, cognitive load theory, and intrinsic motivation theory, this excerpt presents evidence on the positive impact of assignment menus. A structured approach will provide educators with practical tools and advice for successful implementation of assignment menus.
<h2 class="wp-block-heading" id="h-what-are-assignment-menus">What are assignment menus?</h2>
Students enter the college classroom with diverse learning needs due to differences in life and educational experiences (Merriam et al., 2007).  Assignment menus are a type of differentiation strategy that can be used for whole class assignments and projects as well as individual assignments. Assignment menus allow students to make decisions about how they will meet the assignment requirements. By offering built-in choices, students take a more active part in learning.  
Assignment menus provide built-in flexibility so that students can work at their own level and help choose how they learn, using their strengths and individual learning styles.  Assignment menus and choice boards are similar instructional tools that share the common goal of providing students with options and choices in their learning. They share the same purpose of offering students a degree of autonomy in selecting tasks or activities; however, there are differences between the two. Assignment menus typically present a list of varied assignments or tasks from which students choose. Tasks may differ in complexity, learning style, or content, allowing for differentiation. In contrast, choice boards typically present students a grid or board including different activities or tasks in separate squares or sections. Each square represents a different version of the same activity. Students choose an activity to complete based on their preferences or learning needs (Fletcher, 2020).
Assignment menus can be based on different themes or created in multiple formats. The potential benefits of offering student choice include enhancing student engagement and motivation, increasing alignment with students’ interests, fostering intellectual curiosity and a love of lifelong learning, and encouraging students to approach assignments as a process of discovery and exploration rather than “checking the boxes.” It also fosters inclusivity for students with a wide variety of interests and learning preferences.
<h2 class="wp-block-heading" id="h-research-behind-assignment-menus">Research behind assignment menus</h2>
Research by Deci and Ryan (2000) on self-determination theory has shown that when students feel a sense of autonomy and control over their learning, their motivation and engagement increase. Similarly, Jonassen’s constructivist theory (1991) emphasizes the importance of active learning and problem-solving. Assignment menus resonate with the constructivist theory of learning, which asserts that learners actively build their knowledge by constructing their understanding of the world. In a constructivist framework, learning is most effective when it is an active, hands-on process. Assignment menus encourage active learning by providing students with a menu of tasks or activities that require them to apply and build upon their existing knowledge. Learners construct their understanding by selecting and engaging with these activities.
Furthermore, cognitive load theory explains how the cognitive load produced by learning tasks can impede students’ ability to process new information and to create long-term memories. Research by Sweller (1998) on cognitive load theory suggests that effective learning occurs when the cognitive load is managed appropriately. Learners can focus on meaningful tasks when extraneous cognitive load (mental resources devoted to elements that do not contribute to learning and schemata acquisition) is minimized. Assignment menus help manage cognitive load by allowing students to select tasks that match their readiness and preferences. In essence, we reduce the working memory load experienced by learners as they interact with instructional materials (Sweller, Ayres, & Kalyuga, 2011). They avoid tasks that overwhelm them or does not lead to more efficient learning.
Assignment menus tap into intrinsic motivation, which is the motivation that comes from within the learner driven by personal interest, curiosity, and enjoyment. Intrinsic motivation is the spontaneous tendency “to seek out novelty and challenges, to extend and exercise one’s capacity, to explore, and to learn” (Deci and Ryan, 2000, p.70). When intrinsically motivated, people engage in an activity because they find it interesting and inherently satisfying. When students are given the choice to engage in tasks that interest them, they are more likely to be intrinsically motivated to learn. Intrinsic motivation is associated with higher levels of engagement and a deeper understanding of content material. Assignment menus align with the above-mentioned theories by empowering students to make decisions about their learning journey.
In a study completed by Livingston (2006), assignment menus yielded positive results of 33 undergraduate preservice teachers. The students wrote about how they enjoyed the constructivist approach to teaching and being able to choose how to complete the assignments based on their own learning preferences.  In a recent study by Smith et al. (2019), the use of assignment menus in undergraduate courses resulted in a significant increase in student engagement levels as measured by class participation and self-reported motivation. Furthermore, Long et al. (2021) found that students who had access to assignment menus consistently outperformed their peers in post-assessment scores.
<h2 class="wp-block-heading" id="h-implementing-assignment-menus-nbsp">Implementing assignment menus </h2>
Implementing assignment menus effectively in education requires careful consideration of various factors. Some key considerations for educators when incorporating assignment menus into their teaching include alignment with learning objectives, clear instructions, and the use of assessment rubrics (Blaschke, 2022). First faculty should ensure that the tasks and options within the assignment menu align with the specific learning objectives of the course. Each choice on the menu should contribute to the intended outcomes. Secondly, faculty need to provide clear and concise instructions for each task on the assignment menu, which can include expectations, due dates, and any specific resources or materials needed. Finally, faculty should clearly communicate how students will be assessed on their chosen tasks. Faculty need to define the assessment criteria, rubrics to be used, or grading system to maintain transparency and fairness. <a href="https://s39613.pcdn.co/wp-content/uploads/2024/03/Appendix-2.pdf" target="_blank" rel="noreferrer noopener">See Appendix #2 for examples of assignment menu rubrics.</a>
A study by Brown and White (2018) outlines assessment strategies for assignment menus, including the use of rubrics and peer evaluation. These methods ensure a fair and consistent approach to grading while also promoting student self-assessment. Following these guidelines allow for customization of the assignment menu while maintaining academic rigor. 
Research by Johnson and Smith (2020) emphasizes the role of technology in streamlining the creation and distribution of assignment menus. Platforms like Slidesmania have been successful in supporting assignment menu design and management. Like with many concepts in education, there is not a one-size-fits-all approach. Rather, when implementing assignment menus, it is best to explore what will work best for the content area taught, the objectives covered, and acceptable evidence of learning. While templates and technologies can be useful, they are not required, and some may work better than others. Educators are encouraged to experiment with assignment menus, starting small and gradually expanding their use. Training and peer support can ease the transition and increase instructors’ confidence in implementing assignment menus effectively (Mitchell & Brown, 2019). <a href="https://s39613.pcdn.co/wp-content/uploads/2024/03/Appendix-1.pdf" target="_blank" rel="noreferrer noopener">See Appendix #1 for example assignment menus.</a>
Researchers have noted some challenges with the implementation of assignment menus, such as potential resistance from traditional educators (Shaw & Green, 2017). Ernst and Ernst (2005) wrote that at the college level, few studies exist regarding differentiation and implementation of assignment menus for several reasons. First, class sizes are typically larger than in a K‐12 setting. Secondly, the number of contact hours with students is minimal. Third, designing varying assessments and assignment choices takes time and can present challenges for instructors, and finally, ethical concerns such as grading creates controversy. Addressing these challenges requires a shift in mindset, emphasizing the benefits of personalized learning and more student autonomy.
By drawing from research and theory, this excerpt underscores the potential of assignment menus in fostering student engagement and autonomy in higher education. Instructors can harness the power of assignment menus to create dynamic, student-centered learning environments. The theoretical frameworks mentioned collectively support the idea that assignment menus enhance student engagement, motivation, and learning as they align with principles of autonomy, active learning, and the recognition of individual differences in learning preferences. Assignment menus empower students to take ownership of their education and tailor their learning experiences, resulting in improved learning outcomes and a deeper understanding of content.
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Drawing on over two decades in academia, Michele Poulos specializes in general psychology, social psychology, and human growth and development. Since 2017, she has been on the staff at East Coast Polytechnic Institute University, where she initially worked as an online program and faculty director for arts and sciences, after which she advanced to the post of dean of arts and sciences in 2019. Before embarking on her professional journey, Poulos attended Arizona State University, where she obtained a bachelor of arts degree in elementary education and teaching in 2001. In 2010, she earned a master’s of education degree in psychology and human relations from Northern Arizona University. She is a member of the American Psychological Association and was recognized by Marquis’s Who’s Who in America in 2022 and 2023.
References 
Anderson, M. 2016. Learning to choose, choosing to learn. Association for supervision and curriculum. (January 2016). Retrieved October 21, 2023 from <a href="https://files.ascd.org/staticfiles/ascd/pdf/siteASCD/publications/books/Learning-to-Choose-Choosing-to-Learn-sample-chapters.pdf" target="_blank" rel="noreferrer noopener">https://files.ascd.org/staticfiles/ascd/pdf/siteASCD/publications/books/Learning-to-Choose-Choosing-to-Learn-sample-chapters.pdf</a>
Bell, Kacy. 2017.  Tic tac toe choice menu: novel study. Shake Up Learning. Retrieved October 21, 2023 from <a href="https://shakeuplearning.com/blog/interactive-learning-menus-choice-boards-using-google-docs/" target="_blank" rel="noreferrer noopener">https://shakeuplearning.com/blog/interactive-learning-menus-choice-boards-using-google-docs/</a>  
Blaschke, L. M. 2022. Design and Implementation Considerations for Choice Boards in Higher Education. Innovations in Education and Teaching International 59, 2 (2022), 204-217. 
Brown, S., and White, E. 2018. Assessing Learning with Choice Boards: A Comparative Analysis of Rubric and Peer Evaluation Methods. Assessment & Evaluation in Higher Education 43, 4 (2018), 617-633. 
Danley, A., Williams, C. 2020. Choice in Learning: Differentiating Instruction in the College Classroom. Insight: A Journal of Scholarly Teaching 15 (2020), 83-104. 
Deci, E. L., and Ryan, R. M. 2000. The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry 11, 4 (2000), 227-268. 
Ernst, H. R., & Ernst, T. L. (2005). The promise and pitfalls of differentiated instruction for undergraduate political science courses: Student and instructor impressions of an unconventional teaching strategy. Journal of Political Science Education, 1(1), 39‐59. https://doi.org/10.1080/1551216059090751 3.  
Fletcher, J. (2020). Boards, Menus, and Choices: Oh My! Education on the Core. Retrieved from <a href="https://educationtothecore.com/2020/11/boards-menus-and-choices-oh-my/" target="_blank" rel="noreferrer noopener">https://educationtothecore.com/2020/11/boards-menus-and-choices-oh-my/</a> 
Johnson, M., and Smith, R. 2020. Leveraging Technology for Choice Board Integration in Higher Education. International Journal of Educational Technology 15, 1 (2020), 23-36. 
Jonassen, D. H. 1991. Objectivism versus constructivism: Do we need a new philosophical paradigm? Educational Technology Research and Development 39, 3 (September 1991), 5-14.  
Lesson Planet. 2023.  Art history choice board. Retrieved October 21, 2023 from <a href="https://www.lessonplanet.com/teachers/art-history-choice-board" target="_blank" rel="noreferrer noopener">https://www.lessonplanet.com/teachers/art-history-choice-board</a>
Livingston, D. 2006. “Differentiated instruction and assessment in the college classroom.” Reaching Through Teaching: A Journal of the Practice, Philosophy, and Scholarship of College Teaching 16, 2 (2006), 17-31. 
Long, P., White, J., and Davis, S. 2021. “The Impact of Choice Boards on Student Performance.” Educational Psychology Review 33, 2 (2021), 191-204. 
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide.  San Francisco, CA: Jossey-Bass. 
Mitchell, H., and Brown, K. 2019. “Supporting Educators in Transitioning to Choice Boards: A Peer-Based Training Approach.” Innovative Higher Education 44, 3 (2019), 267-283. 
Shaw, L., and Green, J. 2017. “Overcoming Resistance to Change in Higher Education: A Case Study on Choice Boards.” Change: The Magazine of Higher Learning 49, 5 (2017), 19-25. 
Smith, A., Johnson, B., and Brown, C. 2019. “Enhancing Student Engagement in Higher Education through Choice Boards.” Journal of Educational Technology 26, 3 (2019), 149-167. 
Spall, Tommy. 2017.  Digital menu. Shake Up Learning. Retrieved October 21, 2023 from <a href="https://shakeuplearning.com/blog/interactive-learning-menus-choice-boards-using-google-docs/" target="_blank" rel="noreferrer noopener">https://shakeuplearning.com/blog/interactive-learning-menus-choice-boards-using-google-docs/</a> 
Spencer, John. 2018.  General Rubric. taking choice menus to the next level for student ownership. <a href="https://spencerauthor.com/choice-menu/" target="_blank" rel="noreferrer noopener">https://spencerauthor.com/choice-menu/</a> Accessed Date (October 21, 2023). 
Spencer, John. 2020.  Book review choice menu. 4 Ways to Craft Choice Menus in Distance Learning Classes. Retrieved October 21, 2023 from <a href="https://spencerauthor.com/choice-menus/" target="_blank" rel="noreferrer noopener">https://spencerauthor.com/choice-menus/</a> 
Spencer, John. 2020.  Advanced choice menu. 4 Ways to Craft Choice Menus in Distance Learning Classes. Retrieved October 21, 2023 from <a href="https://spencerauthor.com/choice-menus/" target="_blank" rel="noreferrer noopener">https://spencerauthor.com/choice-menus/</a> 
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12, 257-285. 
Sweller, J., Ayres, P., & Kalyuga, S. (2011). Intrinsic and extraneous cognitive load. In J. Sweller, P. Ayres, & S. Kalyuga (Eds.), Cognitive load theory (pp. 57–69). 
Visionary Teaching. n.d.  How do I grade choice board submissions.? Choice Boards: A powerful way to engage and assess your students. Retrieved October 21, 2023 from <a href="https://visionaryteaching.com/choice-boards-a-powerful-way-to-engage-assess-your-students/" target="_blank" rel="noreferrer noopener">https://visionaryteaching.com/choice-boards-a-powerful-way-to-engage-assess-your-students/</a> 
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<title>Writing Case Studies Using Generative AI: Interactive Role Play </title>
<link>https://www.facultyfocus.com/articles/teaching-with-technology-articles/writing-case-studies-using-generative-ai-interactive-role-play/</link>
<comments>https://www.facultyfocus.com/articles/teaching-with-technology-articles/writing-case-studies-using-generative-ai-interactive-role-play/#respond</comments>
<dc:creator><![CDATA[Annie Prud’homme-Généreux, PhD]]></dc:creator>
<pubDate>Fri, 05 Apr 2024 04:29:00 +0000</pubDate>
<category><![CDATA[Teaching with Technology]]></category>
<category><![CDATA[AI in higher education]]></category>
<category><![CDATA[case study]]></category>
<category><![CDATA[interactive role play]]></category>
<category><![CDATA[teaching with AI]]></category>
<guid isPermaLink="false">https://www.facultyfocus.com/?p=70381</guid>
<description><![CDATA[This article is a two-part series. Click here to read article 1, Writing Case Studies Using Generative AI: Intimate Debate Case Study. Some fear the robot apocalypse, but you might want to roll out the red carpet for our new robot overlords! In a world where educators are increasingly saddled with large classrooms, greater responsibilities, and fewer […]
The post <a href="https://www.facultyfocus.com/articles/teaching-with-technology-articles/writing-case-studies-using-generative-ai-interactive-role-play/">Writing Case Studies Using Generative AI: Interactive Role Play </a> appeared first on <a href="https://www.facultyfocus.com">Faculty Focus | Higher Ed Teaching & Learning</a>.
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This article is a two-part series. <a href="https://www.facultyfocus.com/articles/teaching-with-technology-articles/writing-case-studies-using-generative-ai-intimate-debate-case-study/" target="_blank" rel="noreferrer noopener">Click here to read article 1, Writing Case Studies Using Generative AI: Intimate Debate Case Study.</a>
Some fear the robot apocalypse, but you might want to roll out the red carpet for our new robot overlords! In a world where educators are increasingly saddled with large classrooms, greater responsibilities, and fewer resources, the ability to interact one-on-one with each student is rapidly disappearing. Yet, research shows that one-on-one tutoring is one of the most effective approaches to helping someone learn (Bloom, 1984; Chi et al., 2001). 
This is where generative artificial intelligence (GenAI) can help. GenAI tools like ChatGPT can gauge a student’s level of understanding and use it to customize a unique learning journey adapted to their needs. As a GenAI tests a student’s thinking, it can instantly respond with personalized feedback to guide student thinking and improve learning. 
In part 1 of this two-part article series, we examined how educators can use GenAI to rapidly design case studies that are used as pedagogical tools in the classroom. These cases were created with the assistance of GenAI, but remained under the control of the educator. In part 2 of this article series, we will use GenAI to create interactive role plays that adapt to each student, providing customized feedback that directs the narrative of the case based on each student’s responses. This is a new type of case study, reminiscent of the “choose-your-own-adventure” book series. This type of adaptive, personalized case study wasn’t possible before the development of GenAI. Here, the educator abdicates control since each student will go on a different journey with an infinite number of options and outcomes, but these are responsive to each student’s preferences and needs.
<h2 class="wp-block-heading" id="h-what-is-an-interactive-case-study">What is an interactive case study? </h2>
The idea for an interactive case study comes from a series of posts on the blog, <a href="https://resobscura.substack.com/p/simulating-history-with-chatgpt" target="_blank" rel="noreferrer noopener">Benjamin Breen’s Res Obscura</a>. Take a moment to read the blog and try it—it’s fun! 
Breen developed a prompt that his students enter on ChatGPT (or other GenAI chatbot). The prompt asks the GenAI to create a simulated world (usually set in medieval times as the plague rolls into town – Breen is a history professor), where the student becomes a character. Each student must navigate this environment, avoiding disease and social unrest. Along the way, they make decisions that affect the hero’s journey and their outcome. There are 10 decision points throughout the story, each one impacting the direction of the narrative. It’s a role-playing game (an RPG in gamer terms), inspired by games like Dungeons and Dragons. Each time the simulation begins anew, a unique environment is generated and a new character is also created with characteristics that can affect their survival and the story.
As part of the learning activity, students experience this virtual environment and then submit two things: a link to the unique virtual world they navigated (<a href="https://help.openai.com/en/articles/7925741-chatgpt-shared-links-faq" target="_blank" rel="noreferrer noopener">the URL to the ChatGPT conversation</a>) and a reflection on the experience. In the reflection, students identify and describe historical aspects of the story that were accurate and aspects that the GenAI got wrong. It’s a fun way to exercise critical thinking and apply what they know about history.
Breen’s role plays are case studies. They are narratives grounded in real-world scenarios that ask students to evaluate a complex situation and make decisions. Breen has assigned this activity because it aligns with his course’s learning goals. It’s not hard to imagine that this approach to creating a case study could be co-opted for other disciplines and for other learning objectives. Figuring out how to do this is what we will do later in this article. 
<h2 class="wp-block-heading" id="h-the-difference-between-traditional-and-interactive-case-studies">The difference between traditional and interactive case studies </h2>
Traditional case studies are static. They are the same for every student. There is an advantage to that: everyone in the class is exposed to the same information and this serves as a common fodder for thinking through a problem. It also makes it easier to engage in class discussions where each student’s perspective can be analyzed in the context of the story with which everyone is familiar. 
The interactive role play, on the other hand, is dynamic and interactive. While the learning outcomes can be the same for every student, the experiences will be different for everyone. Such cases give educators the opportunity to customize each student’s learning journey based on their preferences and/or their learning needs. Interactive cases are responsive to each student’s choice, providing instant and customized feedback to their choices and responses. Such personalized learning is difficult to achieve with traditional (static) case studies.
Interactive role plays aren’t perfect as pedagogical tools. GenAI is noteworthy for its tendency to invent facts or link concepts inaccurately. In interactive cases, the GenAI is in control of the narrative, with no chance for the educator to correct inaccuracies during the experience. Thus, it is vital to remind students to turn on their skepticism radar while using the tool. In addition, GenAI sometimes inexplicably breaks down during such prolonged interactions failing to complete the case (for example, while it may work for 10 students, for the 11th student the tool may stop asking questions after the fifth decision point). Such technical mishaps leave students on their own to assess and fix the bug (i.e., to determine that something went wrong and to restart from scratch). Finally, if students complete such an assignment, there is a chance they could “game the system” by repeating the interaction several times until they obtain a scenario that is easiest to analyze and submit for a better grade (though it could be argued that having students engage in a pedagogical activity several times is a win!).
<h2 class="wp-block-heading" id="h-how-to-design-an-interactive-case-study">How to design an interactive case study </h2>
The approach that Breen took in designing his interactive role play was to write a prompt that specified all of the parameters for the interaction—the learning goals, the settings, the goals of the narrative, the nature of the interactions, the rules of the game, the style of the communication—and let the GenAI use that to generate the interaction anew each time. As might be guessed by the range of information it contains, this prompt is long. In fact, it can fill an entire typed page. It takes a bit of time to craft it, but once written, it is the seed that can grow an infinite number of different worlds.
So, how does one go about crafting such a prompt? Here, I will propose three different approaches that I have used, along with templates to help educators try this out. 
<h2 class="wp-block-heading" id="h-method-1-build-from-breen-s-prompt">Method 1: Build from Breen’s prompt </h2>
The first method is perhaps the easiest one to implement. GenAI novices may want to start here, but it is also the one that produces the output least likely to hit the mark. The strategy is simple: Use Breen’s prompt to seed the process and ask ChatGPT to emulate it, but for your own learning outcome and your course topics. 
The prompt you enter into ChatGPT may look like this, where the text in [BOLD] should be modified to fit your context. 
Help me write the prompt for a role-playing simulation game that will help [undergraduate students in a molecular biology course] learn about [ethics in their profession as molecular biologists]. The role-playing simulation game should be inspired from the following history simulator prompt. [Then paste the prompt for the history simulator, as per the wording in <a href="https://resobscura.substack.com/p/simulating-history-with-chatgpt?utm_source=substack&utm_medium=email&utm_content=share" target="_blank" rel="noreferrer noopener">Breen’s blog post</a>—he offers several versions at the bottom of his post in three <a href="https://docs.google.com/document/d/1VzOOWgVxPm32jihT09S5HVK80cJ4p1pu5UmSZFANkq0/edit" target="_blank" rel="noreferrer noopener">Google Docs</a>.]
The GenAI should return a prompt that you can enter in a new conversation to create a simulation suitable for your learning content. 
Here’s an <a href="https://chat.openai.com/share/71ac7269-e0d3-4f35-8c41-9f19674a1264" target="_blank" rel="noreferrer noopener">example</a> of one such interaction. In this case, ChatGPT didn’t propose a prompt but rather launched immediately into the interactive case study for my class. You can see the prompt provided to ChatGPT at the top along with the interaction that followed. This example converted Breen’s history game into an ethical dilemma in molecular biology…but you can spot that Breen’s historical game makes an unexpected appearance into the modern-day story every once in awhile.
<h2 class="wp-block-heading" id="h-method-2-write-your-own-prompt">Method 2: Write your own prompt </h2>
The second approach, which is more likely to yield a suitable output, is to write your own prompt. The prompt should be written as though you are asking the GenAI tool to interact with you in the way you intend for the role play (since students will later copy this prompt into the GenAI to generate the interaction). To do this, you must provide instructions about: 
<ul>
<li>The nature of the interaction, namely that you would like the GenAI to create an interactive role play where the narrative pauses at decision points to ask for directions about what to do next. </li>
<li>The goal of the interaction, which is likely to match your learning objective. </li>
<li>The context for the role play, providing as much detail about who, what, where, and when as possible. </li>
<li>The objective of the role play (i.e., what are the characters trying to achieve in this role play?). </li>
<li>Describe the rules governing the role play. For example, consider the number of decision points, whether the GenAI should provide you with options (and if so, how many?), or leave your responses open-ended, and how it should respond to your input (e.g., should the narrative simply resume with your choice in mind, or should it provide feedback on your choice?). </li>
<li>Specify that the GenAI should wait for your response after each decision point before proceeding. When this instruction is left out, the GenAI will sometimes write the entire case study without waiting for input! </li>
<li>If there is any text of information that you would like the GenAI to provide as part of the interaction, you should specify it. For example, do you want the interaction to begin by providing students with brief instructions about the rules of the game? Or perhaps you have a specific way in which you would like the GenAI to wrap up the interaction. For example, I like to add a disclaimer that ChatGPT tends to err and that it is the responsibility of the student to be skeptical of its information. </li>
<li>You may wish to specify that although the GenAI should inspire itself from real events, if it cites any material, it should not make up any source (Note that this instruction will be observed by ChatGPT 4.0, but ignored by ChatGPT 3.5). </li>
<li>Provide information about the intended length of the role play. This can be provided in terms of time spent to complete the experience, or by the number of decision points and the amount of narrative in between. </li>
<li>Specify the desired writing style, such as humorous, formal, engaging, etc. If you would like the GenAI to include simulated artifacts such as memos, state this. </li>
</ul>
<ul></ul>
This information will take about a page. You may write these instructions in one paragraph in a conversational style, or you may consider copying the above text in a text-editing software and replacing each bullet point with your own entry and then pasting that text into the GenAI as a prompt. 
Alternatively, you may use the following template if the nature of the interaction you envision aligns with the following description. This was written to create ethical dilemmas in bioengineering where students were given five decision points, each with four options about their course of action. If this scenario works in your context, simply replace the elements in [BOLD] for your own situation. 
Start a detailed, interactive case study on [an ethical dilemma] within the field of [bioengineering]. The case should unfold continuously over several decision points, delving deeply into [one ethical situation]. With each new piece of information revealed, ask me to make a choice that influences the direction and outcome of the scenario. The case study should include: 1. Introduction: Begin with a brief introduction to [the ethical dilemma], setting the stage for the case study. You may also want to provide brief instructions for me about what I am expected to do and the goal of this simulation. 2. Decision points: Present me with a series of [five] decision points as the case progresses. The first question should give me options and ask for my preference for the topic of the case study. Each question after that should match a decision point in the case related to an [ethical dilemma]. You should wait for my response after each decision point. Each decision point should offer [four] distinct options to choose from. The outcome of each choice should directly influence the next stage of the case. 3. Continuous narrative: Ensure the narrative flows logically from one decision point to the next, gradually revealing more complexities of [the ethical dilemma]. 4. Conclusion: Provide a final summary that reflects on the consequences of my choices throughout the case study and that surfaces [some of the values that I may have manifested in making the choices.] If a similar [ethical dilemma] occurred in real life, this example should be briefly outlined and cited. Do not make up sources. The case study could explore topics like [gene editing, cloning, stem cell research, GMOs, research ethics more broadly such as conflicts of interest, animal and human research ethics, or plagiarism or academic integrity, or any specific aspect of bioengineering that presents a significant ethical challenge]. The goal of this simulation is for me to [articulate my values and how they might influence my choices in an ethical dilemma]. The writing should be [casual and engaging, aiming to immerse me as a character in the ethical complexities of the case]. You may assign me a specific role or persona in the case, to help me take on a perspective as I consider [the ethical dilemmas]. This interactive experience should not take more than [10 minutes] to complete, offering a concise yet insightful exploration of [bioengineering ethics].
<ol start="2"></ol>
<ol start="3"></ol>
<ol start="4"></ol>
<h2 class="wp-block-heading" id="h-method-3-ask-chatgpt-to-improve-your-prompt">Method 3: Ask ChatGPT to improve your prompt </h2>
The third method is perhaps the most time-involved approach, but not surprisingly, it also yields the best results. Here, you provide all of the instructions for the interaction that you did in Method 2, but you ask ChatGPT to transform those instructions into an effective prompt for a GenAI tool. This is done by adding the instruction to create a prompt that students can enter into a GenAI tool to result in the interaction described below (and then you enter the prompt you created in Method 2).
A prompt can look like this, where you may want to customize the words that appear in [BOLD] for your context: 
I would like you to help me design a prompt that I can give to my [first year undergraduate science] students to input into [ChatGPT]. Once they enter the prompt, [ChatGPT] will work as an interactive simulation, helping students think through [the steps in designing a scientific experiment]. [Provide your instructions for the interaction, as per Method 2] Remember that I am looking for an effective prompt that students may give [ChatGPT] to accomplish the interaction described above.
The last sentence reminds the GenAI about the target output since it can sometimes be missed in such a long prompt. Here is an <a href="https://chat.openai.com/share/57bc8638-8a6c-4598-a229-a2c22466ae99" target="_blank" rel="noreferrer noopener">example</a> of such an interaction. You may notice that ChatGPT simplified my initial prompt and organized the information. The latter can make it easier to modify the prompt (to improve it or to modify the role play). Note, however, that this is not the last step. Consider the GenAI’s proposed prompt as a beta-version of the prompt that you will provide to your students. Before that can happen, you should field-test it to see how it performs.
For example, using the suggested prompt in the <a href="https://chat.openai.com/share/57bc8638-8a6c-4598-a229-a2c22466ae99" target="_blank" rel="noreferrer noopener">example</a> above, I noticed a few glitches. First, the interaction sometimes didn’t wait for my responses at a decision point and instead continued with the next part of the case study. I therefore improved the prompt by adding the instruction to wait for a student’s response after each decision point before proceeding. In trials, I also noticed that after commenting on the student’s choice for the second decision point (the choice of hypothesis), the interaction stopped, and instead ChatGPT provided information (but asked for no decision) about the rest of the narrative (see <a href="https://chat.openai.com/share/10a17e70-db63-47db-8256-d259e204968c" target="_blank" rel="noreferrer noopener">example of this glitch here</a>). A quick inspection of the prompt that ChatGPT suggested for this interaction reveals that there are no instructions to ask for a decision for the remainder of the interaction. I therefore added these in. Finally, I customized the introduction language, as I felt the wording applied to younger students than my undergraduate learners.
As you may see from this example, the ChatGPT prompt, while organized and easy to work from, can include errors. These can be identified and fixed by trying the role play a few times. 
<h2 class="wp-block-heading" id="h-examples">Examples </h2>
What sort of role play interactions can be crafted through such a technique? It may be suitable for any narrative that requires students to make decisions that effect the narrative’s progression. Here are two examples suitable for my undergraduate science courses. 
<h3 class="wp-block-heading" id="h-scientific-research-design">Scientific research design </h3>
One prompt was created to guide students through the design of a scientific experiment. It guides students to consider each element in planning an experiment to choosing a research question to identifying the ways in which the data will be analyzed, visualized, and communicated. The GenAI provides feedback on the strengths and limitations of each choice along the way. 
The same prompt generated completely different role plays that helped students design experiments to investigate a research question most aligned with their preferred topic: 
<ul>
<li>the <a href="https://chat.openai.com/share/4f505f0b-5e66-4121-808d-8172d4a8f781" target="_blank" rel="noreferrer noopener">formation of igneous rocks</a>, </li>
<li>the relationship between <a href="https://chat.openai.com/share/5683b44e-c747-4cba-9934-98a71c142713" target="_blank" rel="noreferrer noopener">solar panel input and output</a>, and </li>
<li>the <a href="https://chat.openai.com/share/2a37b91d-2805-4c91-af5c-9b3f527ae4e1" target="_blank" rel="noreferrer noopener">impacts of urban environments on bees</a>. </li>
</ul>
Note that this prompt is not perfect. In all three examples, the section on defining the control group seems a bit amiss and could benefit from some revision. Thus, like any educational materials, there is room to improve the prompt for each term this activity is assigned. Or alternatively, you could ask students to criticize this part of the interaction and propose a better control group. 
<h3 class="wp-block-heading" id="h-bioengineering-ethical-decision">Bioengineering ethical decision </h3>
The second example targets a very different learning goal; it targets the affective domain. Here the activity is designed to help students examine their values as they navigate complex ethical decisions that are typical of their field (bioengineering). The same prompt resulted in cases about ethical decisions made in the context of: 
<ul>
<li><a href="https://chat.openai.com/share/476a077f-e22d-4777-b684-20ac7f7fb0b8" target="_blank" rel="noreferrer noopener">Animal cloning for organ transplant</a>,  </li>
<li><a href="https://chat.openai.com/share/a4e6e051-017e-468c-aa4f-fbeca6dce5dc" target="_blank" rel="noreferrer noopener">Using GMO for drought resistance</a>,  </li>
<li><a href="https://chat.openai.com/share/c93afea2-e769-4050-be59-107a2148eabf" target="_blank" rel="noreferrer noopener">Gene editing to extend human lifespan</a>, and  </li>
<li>A more general case on ethical consideration for <a href="https://chat.openai.com/share/10fe861d-7755-4c77-95a5-0cbd3fe09c7a" target="_blank" rel="noreferrer noopener">conducting research on human subjects</a>. </li>
</ul>
Since the learning objective of this activity was for students to reflect on their values as drivers of ethical decisions, students were first asked to participate in the role play and then reflect on the values that drove their choices at each decision point. 
<h2 class="wp-block-heading" id="h-next-step-sharing-genai-cases-among-educators">Next step: Sharing GenAI cases among educators </h2>
The two strategies for developing case studies presented in this article series may help educators create new case studies. It takes times—even with the assistance of GenAI—to create a good quality case study. For this reason, educators like to share the resources they develop. 
The intimate debate designed using GenAI as an assistant could be submitted for peer review and publication in repositories such as the <a href="https://www.nsta.org/case-studies" target="_blank" rel="noreferrer noopener">National Center for Case Study Teaching in Science</a>. It would be ethical for the authors to disclose that the cases were written with the help of GenAI. Indeed, at the <a href="https://higheredstrategy.com/ai-observatory-home/ai-observatory-roundtable-meetings/" target="_blank" rel="noreferrer noopener">October 2, 2023 webinar on GenAI in higher education</a> hosted by the Higher Education Strategy Associates, undergraduate panelists said it was important to them that educators disclosed their use of GenAI in the development of resources used in the classroom. Transparency is valued by students as well as educators.
As for interactive role play cases, there doesn’t seem to be a clear repository at the moment for educators to share carefully crafted prompts. It is possible that over time online forums led by a community of interactive case study practitioners may emerge to fill this need. 
Won’t you join our ranks and welcome the robots? 
<hr class="wp-block-separator has-alpha-channel-opacity is-style-wide"/>
Dr. Annie Prud’homme-Généreux is an educational developer and instructor at the University of British Columbia. She is completing a master of online education and has designed and facilitated several workshops to help educators incorporate GenAI tools into their practice. This includes the OER faculty development course <a href="https://scope.bccampus.ca/course/view.php?id=619" target="_blank" rel="noreferrer noopener">Forward Facing Assessments</a>, downloadable free of charge from BCcampus.
References 
 Bloom, B. S. (1984). The 2 sigma problem: The search for methods of group instruction as effective as one-to-one tutoring. Educational researcher, 13(6), 4-16. 
Chi, M. T., Siler, S. A., Jeong, H., Yamauchi, T., & Hausmann, R. G. (2001). Learning from human tutoring. Cognitive science, 25(4), 471-533. 
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The post <a href="https://www.facultyfocus.com/articles/teaching-with-technology-articles/writing-case-studies-using-generative-ai-interactive-role-play/">Writing Case Studies Using Generative AI: Interactive Role Play </a> appeared first on <a href="https://www.facultyfocus.com">Faculty Focus | Higher Ed Teaching & Learning</a>.
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<title>Writing Case Studies Using Generative AI: Intimate Debate Case Study </title>
<link>https://www.facultyfocus.com/articles/teaching-with-technology-articles/writing-case-studies-using-generative-ai-intimate-debate-case-study/</link>
<comments>https://www.facultyfocus.com/articles/teaching-with-technology-articles/writing-case-studies-using-generative-ai-intimate-debate-case-study/#respond</comments>
<dc:creator><![CDATA[Annie Prud’homme-Généreux, PhD]]></dc:creator>
<pubDate>Wed, 03 Apr 2024 04:01:00 +0000</pubDate>
<category><![CDATA[Teaching with Technology]]></category>
<category><![CDATA[case study]]></category>
<category><![CDATA[GenAI]]></category>
<category><![CDATA[Generative AI]]></category>
<category><![CDATA[teaching with technology]]></category>
<guid isPermaLink="false">https://www.facultyfocus.com/?p=70377</guid>
<description><![CDATA[This article is a two-part series. Click here to read article 2, Writing Case Studies Using Generative AI: Interactive Role Play. Case studies consist of a short narrative followed by guiding questions that help learners think through the steps of solving a real-world problem. Cases are engaging, ask learners to work at higher levels of Bloom’s taxonomy […]
The post <a href="https://www.facultyfocus.com/articles/teaching-with-technology-articles/writing-case-studies-using-generative-ai-intimate-debate-case-study/">Writing Case Studies Using Generative AI: Intimate Debate Case Study </a> appeared first on <a href="https://www.facultyfocus.com">Faculty Focus | Higher Ed Teaching & Learning</a>.
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This article is a two-part series. <a href="https://www.facultyfocus.com/articles/teaching-with-technology-articles/writing-case-studies-using-generative-ai-interactive-role-play/" target="_blank" rel="noreferrer noopener">Click here to read article 2, Writing Case Studies Using Generative AI: Interactive Role Play.</a>
Case studies consist of a short narrative followed by guiding questions that help learners think through the steps of solving a real-world problem. Cases are engaging, ask learners to work at higher levels of Bloom’s taxonomy (i.e., apply, analyze, evaluate, create), and have been shown to be an effective way of learning (Lee et al., 2009; Thistlethwaite et al., 2012). 
Generative AI (GenAI) tools such as ChatGPT make it easier and faster for educators to write case studies. These tools can serve as a research and writing assistant. They can also create unique, interactive, role-playing experiences that transform how cases are used in the classroom. This series of two articles will describe ways to use GenAI tools to create case studies.  
<ul>
<li>The first article (this one) will provide instructions for creating an intimate debate case study (a case study where students evaluate evidence for two sides of a controversy). Crucially, this method of writing a case will allow the educator to stay in charge at every step in the design, and it will use GenAI as a research and creative assistant. </li>
<li>The second article will introduce a novel type of case study, an interactive role play. This creates a new case study each time students enter the prompt the educator assigns into a GenAI tool. The case is adaptive with the GenAI going in different directions based on the students’ responses. It’s a personalized, adaptive instruction. The drawback is that educators cede control of the experience to the GenAI. </li>
</ul>
The two articles provide easy-to-use, step-by-step instructions that novice GenAI users can try and that more advanced users can use as starting points for more elaborate case designs. 
<h1 class="wp-block-heading" id="h-what-you-need-to-know-before-you-begin">What you need to know before you begin?</h1>
<h2 class="wp-block-heading" id="h-what-is-a-case-study-nbsp-nbsp">What is a case study?  </h2>
A case study is a short story followed by (or interspersed with) guiding questions that put students in the shoes of a key player in the narrative so they can practice the skills of thinking in that discipline. I am a scientist, so for me, cases are tools to help learners practice the skill of thinking like a scientist. Cases ask learners to formulate hypotheses, provide context for designing experiments, encourage them to predict the results of those experiments, and help them analyze authentic data.
There are many types of cases and each vary in their structure (<a href="https://static.nsta.org/case_study_docs/resources/Sorting_Potatoes.pdf" target="_blank" rel="noreferrer noopener">Herreid, 1998</a>). Some examples include intimate debates, clicker cases, and progressive disclosure. You can read about them on the <a href="https://www.nsta.org/case-studies/resources/publications" target="_blank" rel="noreferrer noopener">National Center for Case Study Teaching in Science website</a> (see the section, Teaching with Cases). The instructions below explain how to use GenAI to write an intimate debate; however, GenAI could be used to write cases in any format.
<h2 class="wp-block-heading" id="h-what-is-genai-nbsp">What is GenAI? </h2>
Generative AI (GenAI) is a subset of artificial intelligence that uses machine learning models to create new, original content, such as images, text, or music, based on patterns and structures learned from existing data. Another way to describe them is as sophisticated chatbots, where a user engages in an iterative conversation. The noteworthy aspect of this conversation is that every GenAI response is unique. In other words, if you ask the GenAI a question, it will likely give you a different response every time you use it. If you can Google a response, then GenAI is not the right tool. It’s best used for original responses that combine information in novel ways.
<h2 class="wp-block-heading" id="h-what-are-some-of-the-considerations-when-using-genai-nbsp">What are some of the considerations when using GenAI? </h2>
There are many thorny issues that come with using GenAI (Brown et al., 2023; Trust, 2023; Michel-Villarreal et al., 2023). The first is intellectual property since the data that the GenAI tools were trained on are not attributed (and indeed, many authors did not consent to their work being used in this manner). There are issues of academic integrity and plagiarism for users (like students) who may offload their work to the tool.1 Also, entering private or proprietary data into the GenAI tool may invertedly compromise the integrity of that data, breaching privacy and data security. There are also issues related to environmental costs, social justice, and labor practices. Finally, there is the issue of GenAI hallucination. The workings of GenAI is such that, when it does not know something, it makes it up! For this reason, the best users of GenAI are those who have existing knowledge about the topic so they can critically review and evaluate the trustworthiness of the output. This is often an issue with learners using GenAI – they do not yet have the expertise required to provide this guardrail.
<h2 class="wp-block-heading" id="h-what-genai-tools-can-you-use-nbsp">What GenAI tools can you use?  </h2>
ChatGPT is perhaps the most famous GenAI tool, but it is by no means the only one. Below are a list of tools, with more becoming available all the time. The following are free but require registration: <a href="https://chat.openai.com/" target="_blank" rel="noreferrer noopener">ChatGPT</a> (model 3.5 is free, and the model 4.0 requires a paid subscription), Microsoft Edge offers <a href="http://www.bing.com/create" target="_blank" rel="noreferrer noopener">Bing in Creative Mode</a> (also called Copilot), <a href="https://bard.google.com/" target="_blank" rel="noreferrer noopener">Google Bard</a> (a GenAI tool that gives very different output), and <a href="https://claude.ai/" target="_blank" rel="noreferrer noopener">Anthropic’s Claude</a>.
Some tools that do not require registration include <a href="http://you.com/" target="_blank" rel="noreferrer noopener">You.com</a>, <a href="https://talkai.info/chat/" target="_blank" rel="noreferrer noopener">TalkAI</a>, and <a href="http://perplexity.ai/" target="_blank" rel="noreferrer noopener">Perplexity.ai</a>; however, they do usually contain advertisements as a way to support their product. 
<h2 class="wp-block-heading" id="h-citing-genai-nbsp">Citing GenAI </h2>
Many educators want to demonstrate best practices in citing sources for their work, including citing the GenAI tool that they used in the creation of their case study. Citation standards are emerging and many of the citation styles have come up with guidelines for citing the use of such tools. 
<ul>
<li><a href="https://apastyle.apa.org/blog/how-to-cite-chatgpt" target="_blank" rel="noreferrer noopener">American Psychological Association (APA)</a> </li>
<li> <a href="https://style.mla.org/citing-generative-ai/" target="_blank" rel="noreferrer noopener"></a><a href="https://style.mla.org/citing-generative-ai/" target="_blank" rel="noreferrer noopener">Modern Languages Association (MLA)</a> </li>
<li><a href="https://www.chicagomanualofstyle.org/qanda/data/faq/topics/Documentation/faq0422.html" target="_blank" rel="noreferrer noopener">Chicago citation style</a> </li>
</ul>
Since GenAI generates unique responses every time it is used, its output is not reproducible. This poses a challenge since an important reason to cite work in scholarly practice is to allow others to consult the original work. Therefore, one approach to citing GenAI work has been to save the chat (most GenAI tools allow users to do this) and provide a link to this original interaction as part of the citation. This is demonstrated below. 
<h1 class="wp-block-heading" id="h-method-1-research-assistant-for-intimate-debate-nbsp">Method 1: Research assistant for intimate debate </h1>
In this first method, educators stay in control of the case during its design. They use the GenAI tool as a creative, research assistant. Educators guide it, repeatedly refining the tool’s output, and double-check everything it says for accuracy. Educators do not cede control of the design process to the GenAI. It’s like working with a student assistant, where the educator provides tasks to research or brainstorm. The assistant completes the tasks and comes back to the educator with their findings. The educator then reviews the work, chooses an option that most aligns with their vision, and progresses from there.
Using this approach, GenAI can be used to create any type of case study, but as an example, we will create an intimate debate (<a href="https://static.nsta.org/case_study_docs/resources/Intimate_Debate_Technique.pdf" target="_blank" rel="noreferrer noopener">Herreid & DeRei, 2007</a>). An intimate debate is a short story about a real-world controversy—a complex situation where the course of action is unclear. There are two competing approaches to solving the situation, and each has its strengths and drawbacks.
In teams of four, students read the background scenario. Then, they split into teams of two and each read a bullet point list of evidence that could be used to support one side of the controversy (i.e., each bullet point will either summarize the data, provide results of the study, or contain facts pertinent to the situation; we will call them the Pro handout and the Con handout). Students review this evidence and formulate arguments to support their side of the controversy. Students then reform their original group of four (and the data sheets are taken away, though students can keep their own notes containing the arguments they developed from the bullet point data) and take turns sharing what they learned. As a team, the four students examine the two sides and the evidence supporting them. They then decide on their preferred course of action about the controversy and articulate how they came to this decision. The following figure illustrates the steps of an intimate debate.
<figure class="wp-block-image size-full"><a href="https://s39613.pcdn.co/wp-content/uploads/2024/03/image-2.jpeg"><img loading="lazy" decoding="async" width="1280" height="720" src="https://s39613.pcdn.co/wp-content/uploads/2024/03/image-2.jpeg" alt="" class="wp-image-70378" srcset="https://s39613.pcdn.co/wp-content/uploads/2024/03/image-2.jpeg 1280w, https://s39613.pcdn.co/wp-content/uploads/2024/03/image-2-283x159.jpeg 283w, https://s39613.pcdn.co/wp-content/uploads/2024/03/image-2-1024x576.jpeg 1024w, https://s39613.pcdn.co/wp-content/uploads/2024/03/image-2-800x450.jpeg 800w, https://s39613.pcdn.co/wp-content/uploads/2024/03/image-2-640x360.jpeg 640w" sizes="(max-width: 1280px) 100vw, 1280px" /></a></figure>
An example of an intimate debate case study is the case of golden rice (<a href="https://www.nsta.org/ncss-case-study/golden-rice" target="_blank" rel="noreferrer noopener">Prud’homme-Généreux, 2009</a>), which is a genetically modified rice. The staple crop has been engineered to synthesize vitamin A, one of the most common nutritional deficiencies in the world. Despite the GMO being free of charge for subsistence farmers for decades, it has still not been adopted widely. Why? What are the arguments for and against its use and should it be used more widely?
To create an intimate debate, an educator needs to develop three resources (indicated with red checkmarks in the figure above showing the steps of an intimate debate): 
<ol start="1">
<li>A short narrative that introduces the real-world scenario and the dilemma, which then invites students to make a decision about how to solve this situation. </li>
<li>One page containing bullet points that summarize the evidence for one side of the argument (the Pro handout). </li>
<li>One page containing bullet points that summarize the evidence for the other side of the argument (the Con handout). </li>
</ol>
<ol start="2"></ol>
<ol start="3"></ol>
The GenAI tool will be used to accomplish four tasks in designing this case study: 
<ol start="1">
<li>Identify a controversy related to your learning outcome</li>
<li>Write the introductory paragraph</li>
<li>Research and write the Pro handout</li>
<li>Research and write the Con handout</li>
</ol>
<ol start="2"></ol>
<ol start="3"></ol>
<ol start="4"></ol>
<h2 class="wp-block-heading" id="h-brainstorm-controversies-nbsp">Brainstorm controversies </h2>
There are many ways to ask GenAI to seek and suggest suitable real-world topics for an intimate debate. The following prompt has been found to be effective, but you will need to customize it. Begin by copying a prompt to a blank document and fill in the details that are in [BOLD] with your own contextual information. Then, paste your customized prompt into a GenAI tool.
I am an instructor teaching [biology] in [first year of university]. I want to use a real-world controversy related to the topic of [mitochondria] to help my students learn more about [cell biology and the interplay of science and society]. I would like you to suggest 5 possible real-world controversies that I could use to achieve these goals. Cite your sources and do not create them.
Examine the output. You may not get great results on the first input. Remember that a conversation with a GenAI is an iterative conversation. Your interactions progress as you refine the output by asking the tool to tweak what it has produced towards a product that you want (e.g., you may tell it to focus on controversies that have taken place in the United States and in the past five years). 
Note that the direction: “Cite your sources and do not create them” works better in some GenAI tools than others (e.g., it works better in ChatGPT 4.0 than ChatGPT 3.5), so remain vigilant and check the proffered sources for validity and accuracy. You can see a <a href="https://chat.openai.com/share/ab4fc86c-3c86-4ef8-a1f7-154c5e0028eb" target="_blank" rel="noreferrer noopener">sample output from Chat GPT 4.0 </a>for this prompt. This is an example of a saved interaction with a GenAI that can be used in a citation.
If you decide to write your own prompt, be sure to specify: 
<ul>
<li>Your context: the level/grade of the students and course/discipline </li>
<li>The task: brainstorm real-world controversies to teach a topic </li>
<li>The contingencies: limit to five ideas and do not invent sources (note GPT 4.0 will act on this request; GPT 3.5 may not) </li>
</ul>
<h2 class="wp-block-heading" id="h-introductory-paragraph-nbsp">Introductory paragraph </h2>
Select one of the controversies suggested in the above step. Your next task is to create the introduction to the case. The introduction will set the scene, explain the controversy, and assign the task to learners (review the evidence, pick a side, and explain why that side was chosen). Here is a proposed prompt. As above, please replace the sections in [BOLD] with information from your classroom context. 
I am an instructor who teaches a [second year nutrition] course to [university] students. I would like to use the controversy over [the benefits and risks of a ketogenic diet on health] to help students [evaluate contradictory information on a health outcome]. I am looking for a short introductory to this controversy that I could give students to introduce this as a case study. Write this introduction. It should be [no more than 300 words]. The description should explain the premise of the controversy and end with a clear call for students to evaluate the information and make a decision about their position on this controversy.
Remember that if the GenAI doesn’t yield something that is suitable, you can refine its output by pointing it towards what you want. Here’s the prompt I used to refine the output: 
This is excellent. However, I would like you to use a real-world example as a trigger for the case study. Can you re-write this and this time include allusion to the real-world situation as a reason for exploring [the benefits and drawbacks of a ketogenic diet on health]? 
Other suggested ways to refine the output include: Shorten the text you have created to 200 words maximum; or write the same information but this time using an informal writing style with some humor; or be sure to add analogies when you describe X in the paragraph. 
You can see a <a href="https://chat.openai.com/share/e6d6c600-8ae6-47f9-91ea-4523d32e0194" target="_blank" rel="noreferrer noopener">sample output from Chat GPT 4.0</a> for this prompt. In this example, the GenAI initially gave a generic narrative to introduce the need to investigate the health benefits of a ketogenic diet. However, after more refinement, it changed the introduction to refer to the actor Chris Hemsworth and his dietary choices as a hook for the case study. This is much more engaging.
<h2 class="wp-block-heading" id="h-pro-and-con-handouts-nbsp">Pro and Con handouts </h2>
The heart of an intimate debate case are the Pro and Con handouts. The GenAI tool will search for, compile, and write a list of evidence that could support each side of the argument (one side per handout). Here are the proposed prompts to generate these handouts. As for the previous prompts, you will want to modify the text to your context. 
<h3 class="wp-block-heading" id="h-pro-handout-nbsp">Pro handout </h3>
I am writing an intimate debate case study that will encourage my students in [a second-year course] on [nutrition] to [evaluate the benefits and drawbacks of a ketogenic diet on health]. As part of this case study, I plan to give one group of students a sheet of information containing 10 bullet points that support the idea that [the ketogenic diet is a healthy choice]. Create this list of 10 bullet points. Each bullet should list a verifiable fact, data, [or results from an experiment] or study that could be used to support the position that [a ketogenic diet is healthy]. Cite your sources and do not invent sources.
<h3 class="wp-block-heading" id="h-con-handout-nbsp">Con handout </h3>
Continue the above conversation with the following prompt: This is excellent. Now can you create a similar ten bullet point list, but this time, select facts, data, and [the results of experiments] or studies that focus on [the drawbacks of a ketogenic diet on health]. Again, cite your source and do not invent sources. 
You can see a <a href="https://chat.openai.com/share/a7f199da-88d2-4519-98b4-28a7173781f5" target="_blank" rel="noreferrer noopener">sample output from Chat GPT 4.0</a> for this prompt. In these prompts, 10 bullet points are requested. Ten bullet points are ideal for a 50-minute class time with undergraduate learners. You may, of course, customize this number to suit your pedagogical context. Note that you may also request more than 10 bullet points from the GenAI, and then select the 10 best ones for the student handout.
For this output, it is particularly important to double-check the citations. Make sure they exist, that the information described in each bullet point can be traced to the source cited, and that it is accurate. You may also modify the prompt to ask the GenAI to research data from specific sources, such as government websites, scholarly publications, or newspapers, etc.
<h2 class="wp-block-heading" id="h-putting-together-the-case-nbsp">Putting together the case </h2>
Voila! You now have all the pieces required for an intimate debate case study. Instead of taking days, weeks, or even months to identify a good controversy, writing an introduction, and researching evidence to support each position, the whole process can take minutes. The bulk of the work is in directing the GenAI and in verifying its sources. 
In the next article, we will examine how GenAI can be used to create an interactive role play. Here, the GenAI doesn’t just create the case, it also adapts to each student’s response, taking the case in a different direction depending on student choices and level of understanding. It’s an emerging way to use GenAI that provides customized education at a time when our classrooms are becoming larger and where we cannot tutor each student one-on-one. 
<hr class="wp-block-separator has-alpha-channel-opacity is-style-wide"/>
Dr. Annie Prud’homme-Généreux is an educational developer and instructor at the University of British Columbia. She is completing a master of online education and has designed and facilitated several workshops to help educators incorporate GenAI tools into their practice. This includes the OER faculty development course <a href="https://scope.bccampus.ca/course/view.php?id=619" target="_blank" rel="noreferrer noopener">Forward Facing Assessments</a>, downloadable free of charge from BCcampus.
References 
Brown, H., Crawford, S., Miffitt, K., Mendolia-Moore, T., Venins, D., & Weiss, J. (2023). 7 Things your should know about generative AI. EDUCAUSE Review. <a href="https://er.educause.edu/articles/2023/12/7-things-you-should-know-about-generative-ai" target="_blank" rel="noreferrer noopener">https://er.educause.edu/articles/2023/12/7-things-you-should-know-about-generative-ai</a>   
Herreid, C. F. (1998). Sorting potatoes for Miss Bonner: Bringing order to case-study methodology through a classification scheme. Journal of College Science teaching, 27(4), 236-239. <a href="https://static.nsta.org/case_study_docs/resources/Sorting_Potatoes.pdf" target="_blank" rel="noreferrer noopener">https://static.nsta.org/case_study_docs/resources/Sorting_Potatoes.pdf</a>  
Herreid, C. F., & DeRei, K. (2007). Intimate debate technique: Medicinal use of marijuana. Journal of College Science Teaching, 36(4), 10-13. <a href="https://static.nsta.org/case_study_docs/resources/Intimate_Debate_Technique.pdf" target="_blank" rel="noreferrer noopener">https://static.nsta.org/case_study_docs/resources/Intimate_Debate_Technique.pdf</a>  
Lee, S. H., Lee, J., Liu, X., Bonk, C. J., & Magjuka, R. J. (2009). A review of case-based learning practices in an online MBA program: A program-level case study. Journal of Educational Technology & Society, 12(3), 178-190. 
  Michel-Villarreal, R., Vilalta-Perdomo, E., Salinas-Navarro, D. E., Thierry-Aguilera, R., & Gerardou, F. S. (2023). Challenges and opportunities of generative AI for higher education as explained by ChatGPT. Education Sciences, 13(9), 856. <a href="https://doi.org/10.3390/educsci13090856" target="_blank" rel="noreferrer noopener">https://doi.org/10.3390/educsci13090856</a>  
Prud’homme-Généreux, A. (2009). Golden Rice: An Intimate Debate. The NCCSTS Case Collection. <a href="https://www.nsta.org/ncss-case-study/golden-rice" target="_blank" rel="noreferrer noopener">https://www.nsta.org/ncss-case-study/golden-rice</a>  
Thistlethwaite, J. E., Davies, D., Ekeocha, S., Kidd, J. M., MacDougall, C., Matthews, P., … & Clay, D. (2012). The effectiveness of case-based learning in health professional education. A BEME systematic review: BEME Guide No. 23. Medical Teacher, 34(6), e421-e444. <a href="https://doi.org/10.3109/0142159X.2012.680939" target="_blank" rel="noreferrer noopener">https://doi.org/10.3109/0142159X.2012.680939</a>  
Trust, T. (2023). Essential considerations for addressing the possibility of AI-driven cheating, Part 1 and 2. Faculty Focus. <a href="https://www.facultyfocus.com/articles/teaching-with-technology-articles/essential-considerations-for-addressing-the-possibility-of-ai-driven-cheating-part-1/" target="_blank" rel="noreferrer noopener">https://www.facultyfocus.com/articles/teaching-with-technology-articles/essential-considerations-for-addressing-the-possibility-of-ai-driven-cheating-part-1/</a>
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The post <a href="https://www.facultyfocus.com/articles/teaching-with-technology-articles/writing-case-studies-using-generative-ai-intimate-debate-case-study/">Writing Case Studies Using Generative AI: Intimate Debate Case Study </a> appeared first on <a href="https://www.facultyfocus.com">Faculty Focus | Higher Ed Teaching & Learning</a>.
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<title>Four Practical Tips for Creating Leaders in the Classroom </title>
<link>https://www.facultyfocus.com/articles/effective-classroom-management/four-practical-tips-for-creating-leaders-in-the-classroom/</link>
<comments>https://www.facultyfocus.com/articles/effective-classroom-management/four-practical-tips-for-creating-leaders-in-the-classroom/#respond</comments>
<dc:creator><![CDATA[Rachel Elms]]></dc:creator>
<pubDate>Mon, 01 Apr 2024 04:10:00 +0000</pubDate>
<category><![CDATA[Effective Classroom Management]]></category>
<category><![CDATA[leadership development]]></category>
<category><![CDATA[student leadership]]></category>
<guid isPermaLink="false">https://www.facultyfocus.com/?p=70374</guid>
<description><![CDATA[When we envision the traditional classroom setting, we tend to visualize the power at the front of the room. The instructor is standing over a podium while the students are seated looking up at the one who holds the future of their course grade. The instructor asks a question and the student answers. The instructor […]
The post <a href="https://www.facultyfocus.com/articles/effective-classroom-management/four-practical-tips-for-creating-leaders-in-the-classroom/">Four Practical Tips for Creating Leaders in the Classroom </a> appeared first on <a href="https://www.facultyfocus.com">Faculty Focus | Higher Ed Teaching & Learning</a>.
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When we envision the traditional classroom setting, we tend to visualize the power at the front of the room. The instructor is standing over a podium while the students are seated looking up at the one who holds the future of their course grade. The instructor asks a question and the student answers. The instructor administers an exam, and the student is expected to know the materials to receive a passing grade. Yet, research has found that organizations are in dire need of transformational leaders, and too often, faculty practice traditional bureaucratic pedagogies that neither model nor develop the values and skills that students need to become transformational leaders (Luechauer & Shulman, 2007).
So, what if we expected more from our students? What if we relinquish some of the power to watch our students succeed? Or show them the way to persevere when they fail?  What if our goals in the classroom included leadership development and our syllabi contained an inclusive tone with listed course activities that support professional development? As faculty members, we can inspire students who are eager to learn and grow. We are placed in a unique position to educate, but also to lead.
My charge for us as faculty is to be open-minded and push the traditional power boundaries of the classroom. By allowing students the chance to succeed, we are inspiring a group of future leaders who will feel both empowered and motivated. While leadership skills are relevant for all students, I believe it is important to continue to examine how we set our students up for success both on campus and beyond.  
I have found the following four tips helpful for creating leaders inside the classroom: 
<h2 class="wp-block-heading" id="h-1-create-an-inclusive-learning-environment">1. Create an inclusive learning environment </h2>
While research traditionally focuses on the power of inclusive leadership from an employment standpoint, I believe the same power exists within the classroom. Regardless of course format, instructors must foster a positive learning environment. Learning and leadership are processes and fostering positive emotions in the classroom is key to motivating students. As students feel positive about their learning environments, they are more likely to get better grades (Weissman, 2022). It can be assumed that students are also less likely to be motivated to go above and beyond in a negative course setting. To truly foster leadership, faculty should be prepared to revise syllabi to include a positive and motivating tone, while focusing on a growth mindset and sense of belonging. I have found that using a variety of teaching strategies in addition to implementing games, trivia, and group presentations is helpful for increasing classroom engagement.
<h2 class="wp-block-heading" id="h-2-encourage-critical-thinking">2. Encourage critical thinking </h2>
A leader must have the ability to communicate effectively, think critically, and handle a level of debate. In my courses, I like to focus on presenting hot topics and current events, which challenge my students to consider alternate viewpoints and perspectives. While it is necessary to establish ground rules for participation, I have tried several methods for encouraging student participation. In my experience, I receive the most engagement when I: 
<ol>
<li>Give my students time to brainstorm a topic of discussion. </li>
<li>Allow them time to discuss the topic with their partner. </li>
<li>Ask students to share their ideas with the class. </li>
<li>Follow these steps up with future questions and positive reinforcement for all contributions. </li>
</ol>
<ol></ol>
To follow up the discussion, I have asked my students to write a one-minute paper as an overview. I have also conducted my own informal evaluation of the discussion, taking notes of what was successful and what was not successful. 
<h2 class="wp-block-heading" id="h-3-promote-extracurricular-involvement">3. Promote extracurricular involvement </h2>
Students often get excited to learn more about extracurricular opportunities. Oftentimes, students are so occupied with work, courses, family, etc. that they don’t always have time to research internship opportunities, professional development events, or graduate programs. I have promoted involvement off-campus in the following ways:    
<ul>
<li>Career fair involvement: Our department hosted a career fair with vendors from across the stage. I encouraged students to attend and provided them with a resume clinic beforehand. Students secured internships and summer jobs with organizations across the state.  </li>
<li>Guest speakers: I have brought guests to my classes who have promoted various local organization partnerships, summer internships, as well as graduate programs related to my students’ interests and degrees. </li>
</ul>
<h2 class="wp-block-heading" id="h-4-give-students-responsibility">4. Give students responsibility </h2>
I have found that one of the most effective teaching strategies in my courses is to clearly define the task at hand while providing the students with a level of responsibility. Not only does this allow students to make decisions that naturally improve their leadership skills, but it opens the door to constructive feedback and positive reinforcement. As faculty, we can model transformational leadership by empowering our students. Here are several examples of activities I have done which have given my students a level of power:
<ul>
<li>Fundraising challenge: My students were responsible for fundraising for a local charity through our athletic department on campus. The group with the most raised funds won a backpack with university gear.  </li>
<li>Career fair tabling: My students set up a table to promote a local business at a networking event. They were responsible for set-up, research, facilitation, and tear-down at the event. </li>
<li>Local business promotion: My class helped promote a local business by creating a social media campaign with strategies, posts, and creative ideas.  </li>
</ul>
My students enjoy activities that allow them room for creativity and hands-on involvement. In the past, many of my students expressed appreciation for practical assignments which required them to “step up and lead.” They have also reflected on their growth in just one semester after being challenged to lead in these various capacities. 
<hr class="wp-block-separator has-alpha-channel-opacity is-style-wide"/>
Rachel Elms is an assistant professor of sport management at Tarleton State University in Stephenville, Texas. Her work focuses on leadership promotion and advancement of female leadership within the sport industry. In her role as assistant professor, she teaches a variety of sport management courses in addition to assisting in the Sport Impact Lab on campus. 
References 
David L. Luechauer & Gary M. Shulman (1996) Training transformational leaders: a call for practicing empowerment in the classroom, International Journal of Public Administration, 19:6, 827-848, DOI: <a href="https://doi.org/10.1080/01900699608525122" target="_blank" rel="noreferrer noopener">10.1080/01900699608525122</a> 
“Facilitating Effective Discussions | Centre for Teaching Excellence.” n.d. <a href="https://uwaterloo.ca/centre-for-teaching-excellence/catalogs/tip-sheets/facilitating-effective-discussions" target="_blank" rel="noreferrer noopener">https://uwaterloo.ca/centre-for-teaching-excellence/catalogs/tip-sheets/facilitating-effective-discussions</a>
Hess, P. W. (2007). Enhancing Leadership Skill Development By Creating Practice/Feedback Opportunities in the Classroom. Journal of Management Education, 31(2), 195-213. <a href="https://doi.org/10.1177/1052562906290933" target="_blank" rel="noreferrer noopener">https://doi.org/10.1177/1052562906290933</a> 
Lathan, Joseph, PhD. 2024. “10 Traits of Successful School Leaders.” University of San Diego Online Degrees. February 19, 2024. <a href="https://onlinedegrees.sandiego.edu/effective-educational-leadership/" target="_blank" rel="noreferrer noopener">https://onlinedegrees.sandiego.edu/effective-educational-leadership/</a>
Weissman, Sara. n.d. “Better Classroom Experiences, Better Grades.” Inside Higher Ed | Higher Education News, Events and Jobs. <a href="https://www.insidehighered.com/quicktakes/2022/07/14/better-classroom-experiences-better-grades" target="_blank" rel="noreferrer noopener">https://www.insidehighered.com/quicktakes/2022/07/14/better-classroom-experiences-better-grades</a>
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