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General Education for Working Learners in the Age of AI

Faculty Focus

Gen ed is great, so why is it discussed as a “hurdle.” Currently, she is in a general psychology course, and although she finds the concepts interesting, she is grinding her way through online discussion boards to finish her degree. Grab the syllabus for this course and drop it into the chat bot.

Syllabus 100
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5 Steps to Update Assignments to Foster Critical Thinking and Authentic Learning in an AI Age

Faculty Focus

Step 1: Take a critical look at your current syllabus. If you’re like me, you have tried-and-true activities and assignments that you’ve relied on for many years. Step 3: Carve out time to discuss and model your expectations. Recall that a primary goal of the AIAS is to facilitate discussions about AI use.

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General Education for Working Learners in the Age of AI

Faculty Focus

Gen ed is great, so why is it discussed as a “hurdle.” Currently, she is in a general psychology course, and although she finds the concepts interesting, she is grinding her way through online discussion boards to finish her degree. Grab the syllabus for this course and drop it into the chat bot.

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How to Significantly Improve Student Engagement and Retained Learning in Higher Education

Faculty Focus

After 13 years of testing higher-order active learning modalities in the classroom, collecting data, building a database, and analyzing student learning results in bi-annual principles of marketing classes, my colleague and I saw two important results emerge. What are the Necessary Steps to Specifically Help SES Students?

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5 Steps to Update Assignments to Foster Critical Thinking and Authentic Learning in an AI Age

Faculty Focus

Step 1: Take a critical look at your current syllabus. If you’re like me, you have tried-and-true activities and assignments that you’ve relied on for many years. Step 3: Carve out time to discuss and model your expectations. Recall that a primary goal of the AIAS is to facilitate discussions about AI use.

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Why I Stopped Starting Class with Content—and What Happened Instead

Faculty Focus

They don’t just activate the intellect—they ignite curiosity. Here’s what I learned the hard way: Bad paradox = bad discussion If the question is too vague or too clever, students freeze. Have students pair up and discuss both sides for five minutes. It turns out, paradoxes are rocket fuel for learning. Isn’t that the point?

article thumbnail

Why I Stopped Starting Class with Content—and What Happened Instead

Faculty Focus

They don’t just activate the intellect—they ignite curiosity. Here’s what I learned the hard way: Bad paradox = bad discussion If the question is too vague or too clever, students freeze. Have students pair up and discuss both sides for five minutes. It turns out, paradoxes are rocket fuel for learning. Isn’t that the point?