Applied Abstractions

 In my last post I shared my AI policy (in short: red light) and that I included the following in my syllabus.  To be clear this means using generative A.I. for assignments is not allowed, and there are other aspects of learning and studying a student could use these tools for. To help guide students towards useful and acceptable uses of this technology, each Weekly Overview will contain a recommended activity students could use this technology for, in addition to other information.   I have to write these anyway, so here are the first three ideas I have. Again, this is for an introduction to statistics course. Learning Outcomes Help In past terms I have tried standards based grading to mixed results. However in doing that work I have a pretty good set of learning outcomes I want students to accomplish each term. They were initially taken from our current textbook, and over time I realized which ones I wanted to assess students on. This summer I spent time aligning m...

With another academic year comes another set of questions I have to answer; What assignments do I want students to complete? How? When? Why? What if they use AI? How can I structure my courses to reduce the likelihood of students turning to AI? In this post I'll share three decisions I've come to for the online statistics course I am teaching this fall; what and how I am grading, what are my late policies, and what are the consequences of unauthorized AI use? How and What I am Grading Below is what I have written in my syllabus for what I'll be grading. Much of this is informed by Grading for Equity by Joe Feldman, and Uncommon Sense Teaching by Oakley, Rogowsky, and Sejnowski.  Grade Composition Grades are generated from assignments and assessments that have students apply course information, in order to develop their understanding of statistics. Parentheses () include the percentage of the total course grade this component makes up.  This preamble seemed important to...

With Fall term drawing near, and the impending students questions of "Why do I have to learn this if A.I. can do it for me?" and similar questions has me preparing my quiver of responses.  In The New Yorker, Ted Chiang's August 31st article "Why A.I. Isn’t Going to Make Art" has some good criticism of A.I. Here are a few quotes and frames from the article I am drawn to.  "Generative A.I. appeals to people who think they can express themselves in a medium without actually working in that medium. But the creators of traditional novels, paintings, and films are drawn to those art forms because they see the unique expressive potential that each medium affords. It is their eagerness to take full advantage of those potentialities that makes their work satisfying, whether as entertainment or as art." In short, are you really creating something of worth or value with A.I.? "Effort during the writing process doesn’t guarantee the end product is worth readi...

 Lots of personal and professional things swirling in my world, and I thought I'd reflect on a few of them here.  I am taking an accounting class through my institution. It is online and I just finished my first quiz with a 98%. Being a student I am noticing a few things; I really appreciate the well-defined nature of the course. Reading the textbook, completing a few assignments, struggling through some ideas, and taking a quiz every two weeks. It feels very doable and I don't feel overwhelmed. I wonder about this in my own courses, where I have quite a few components and parts, and wonder if their utility in helping students understand math is discounted by student confusion about what to do and when.  Being an educator it feels that I am trading my cognitive, social, and mathematical knowledge for money. That's the job, right? In accounting though it seems clear that you are trading a specific skill you have developed, like a craftsperson or an artisan. for money I kno...

 I am hosting a professional learning community for my state-level organization (SBCTC) and am sharing some thoughts on how I am planning my next term, using the Building Thinking Classrooms ( BTC ) framework. Below is the post I made on December 20th 2023 to our internal discussion forum. If you have thoughts, questions, or ideas about the BTC framework, post it below! ------------------------------  I am teaching MATH 104 Finite Mathematics with Support next term, and want to weave thinking questions throughout the course . This corequisite support course allows students can enter the course with below college level placement, and earn college credit in one term instead of two. These students are majoring in business, accounting, or other programs, eventually need to take MATH&148 Business Calculus. The course covers linear equations, systems of linear equations, linear programming, the Simplex method, functions (polynomial, rational, exponential, logarithmic), financia...

Emails suck. As a faculty member I have to spend large parts of my day responding to emails, to serve what Cal Newport calls "the hyperactive hivemind" where decisions are made by this constant back and forth of emails. Faculty can't eliminate emails completely, but I have found a few things to help me manage my email load, which could help others. Two precautions:  1. Each of our email systems are different, yet most will have a version of what I am suggesting. I use Outlook for my work email, and I am confident that these ideas could work for you in Gmail, Mail on Mac, etc.  2. Just as our email systems are different, you may use a different learning management system (LMS) than what my institution uses, Canvas. This is not a big deal as most (Moodle, Blackboard, etc.) have settings similar to what I use.  Now that I've gotten that out of the way, here are four tips to reduce how much time, effort, and energy you spend on emails as a faculty member.