Teaching

Elizabeth Steere recommends instructors be aware of the messages students are receiving and the types of tools they are using to rephrase AI-generated text.

Johann Neem explores why academe needs discipline-specific responses to ChatGPT.

It can remind students how the process of inquiry can be meaningful and enjoyable for its own sake, writes Andy Tix, and even help them determine their life direction.

Justin Robertson describes an experimental class project that introduced students to a new way of conducting interviews and applying what they learned.

Throwing students into groups without an accountability system rigs such work against them, writes Christina Katopodis, but we can transform it by thoughtfully structuring it in equitable ways.

As the new academic year begins, we must rethink the issue and help students decide when programs like ChatGPT deserve a place in written work, writes Naomi S. Baron.

Confronting our discomfort with learning’s affective domain will help us deal with the widespread hangover of the pandemic that remains a barrier to students’ classroom engagement, writes Angela Bauer.

As the academic year begins, Karlyn Crowley, a university provost, offers some thoughts to professors at the start of their careers.