This document explains what to do after an exam is completed in order to make changes prior to the next test cycle.

What intervention strategies can you align to this lesson?
Active Study Techniques
Levels of Learning (Bloom’s Taxonomy)
6 Strategies for Effective Learning
Exam Preparation

Author: Morgan Jones, PhD

The Academic Success Center at Texas A&M University operates with a mission to provide comprehensive resources that help all Aggies achieve their academic goals and realize their academic potential. This award-winning organization specializes in intervention strategies geared specifically toward academic success for all learners. Their knowledge base derives from attending nationally and regionally recognized conferences, serving on university-level committees, and conducting ongoing professional development, all in the area of diversity and inclusion. Their vision is to be a state and national model of excellence known for inspiring academic success through innovative collaboration, cutting edge research, and efficient and inclusive student-centered programming.

This component is about talking with professors, instructors, and teachers at a professional level of communication. The importance of effective communication with educators is discussed along with examples, case studies, and actionable items for students.

What intervention strategies can you align to this lesson?
Time Management

Author: Tyler Laughlin

The Academic Success Center at Texas A&M University operates with a mission to provide comprehensive resources that help all Aggies achieve their academic goals and realize their academic potential. This award-winning organization specializes in intervention strategies geared specifically toward academic success for all learners. Their knowledge base derives from attending nationally and regionally recognized conferences, serving on university-level committees, and conducting ongoing professional development, all in the area of diversity and inclusion. Their vision is to be a state and national model of excellence known for inspiring academic success through innovative collaboration, cutting edge research, and efficient and inclusive student-centered programming.

This online textbook represents materials that were used in the first four semesters (two years) of the Mandarin program at MIT. They eventually formed the basis of a print textbook of the same name, published by Yale University Press; information and supplemental materials for the Yale edition are available at the companion website. The OCW course materials were extensively revised, and at times reordered, before publication, but the general principles of the original remain: to provide a comprehensive resource for the foundation levels of Chinese language that separates the learning of oral skills from literary (the former being transcribed in pinyin, and the latter in characters). This resource contains the complete online version of the text and accompanying audio recordings.

Learning to Learn Online helps you prepare for online learning success by introducing you to the online learning environment and your role as a learner within it. As you come to understand yourself as an self-directed learner, you will also be introduced to effective learning strategies: time management for online learners, information management, professional communication, and reading strategies. Welcome to your online learning journey!

This section is designed to build confidence about what Generative Artificial Intelligence (GenAI) means for the future of education by closely studying the operations, limitations, and theoretical value of a Large Language Model (LLM) like ChatGPT. To this end, this section seeks to explain what language modeling is and how this process contributes to an LLM’s tendency to generate inaccurate information. Additionally, this section considers how the design of an LLM—specifically, the collective knowledge it is trained upon—can contribute to the perpetuation of biases. Lastly, this section encourages critical thinking about the value of an LLM from a theoretical standpoint regarding the writing process and collaborative learning. By the end of this section, you should be able to articulate how an LLM like ChatGPT operates, as well as the value and limitations of this design within the evolution of learning.

Author: Mary Landry
Contributors: Gwendolyn Inocencio, C. Anneke Snyder, Jonahs Kneitly
Designers: Irene AI, Shweta Kailani
Supervisors: Terri Pantuso, Sarah LeMire

Upon successful completion of this assignment, students will
- prepare for reading a text by analyzing its title through the 5W1H (Who, What, When, Where, Why, and How) questioning technique.

Author: Christopher Manes
Editor: Mary Landry, C. Anneke Snyder
Supervisor: Terri Pantuso

In this section, you will gain insights about privacy and confidentiality concerns related to a form of Generative Artificial Intelligence (GenAI) known as Large Language Models (LLMs) and, specifically, OpenAI’s policies about ChatGPT.

The full extent of privacy and confidentiality risks in relation to ChatGPT, which relies on collective intelligence for information gathering and dissemination, has not been fully realized. Users should be mindful of OpenAI’s terms of use, particularly as those terms are subject to change. Though OpenAI claims to not share private user information, the language around such statements is vague and contradictory, and there is a strong possibility that personal information may be monitored by human proctors. Moreover, educators who are bound to the legal obligations outlined in FERPA should be particularly concerned about how student privacy could be potentially violated by using ChatGPT and other GenAI technologies.

After reading this section, you should be able to articulate and discuss OpenAI’s significant terms of use and privacy policy, consider the potential privacy and intellectual property violations contained within the collective intelligence paradigm, and communicate your own concerns about privacy and confidentiality in relation to GenAI technologies.

Author: C. Anneke Snyder
Contributors: Gwendolyn Inocencio, Mary Landry, Jonahs Kneitly
Designers: Irene AI, Sweta Kailani
Supervisors: Terri Pantuso, Sarah LeMire

This handout provides definitions and examples of media propaganda techniques, including Name-Calling, Glittering Generalities, Transfer, Testimonials, Plain Folks, Card-Stacking, Bandwagon Appeals, Half-Truths, Loaded Words, Obfuscation, Straw Man Arguments, and Deliberate Manipulation.

Authors: Sharon Haigler, C. Anneke Snyder
Editor: Mary Landry
Supervisor: Terri Pantuso

How do you read a poem? Intuition is not the only answer. In this class, we will investigate some of the formal tools poets use—meter, sound, syntax, word-choice, and other properties of language—as well as exploring a range of approaches to reading poetry, from the old (memorization and reading out loud) to the new (digitally enabled visualization and annotation). We will use readings available online via the generosity of the Poetry Foundation and the Academy of American Poets. We will also think collectively about how to approach difficult poems.

Untangling the various approaches to language teaching and their history, Gerdi Quist maps recent thinking in language studies at university. Using an interdisciplinary theoretical framework, drawn from educational philosophy, cultural studies, intercultural studies and language pedagogy, the author discusses the many tensions and currents in contemporary language teaching. The author puts forward an alternative pedagogy, that of a cultuurtekst-perspective, which engages learners at complex linguistic and cultural levels. In discussing the case study in which this approach is tested, the author develops her argument for embracing various critical perspectives through the personal engagement of students. From the start the author acknowledges her own engaged position as a language teacher in a liberal humanistic educational environment. She adopts a self -critical perspective through which her engagement with adverse student reaction leads to deepening insights both for the author and her students as part of the non-linear process of learning. Gerdi Quist teaches Dutch language and lectures on multiculturalism and intercultural communication. Recent publications included a book chapter and journal articles on language pedagogy and intercultural communication.

Rockin Russian is designed to give students exposure to the Russian language and culture through the medium of Russian music videos. Students are able to perfect their grammar while rocking out to music videos from Russia's pop stars. Based on Russian music videos from MTV Russia, Rockin' Russian is supplemented with exercise materials focusing on pronunciation, vocabulary development, grammar and cultural features. Parts of the videos are embedded into exercises in each category that students can revisit, strengthening their language skills.

Language is an amazing thing. How do we learn and use language in our everyday lives? How does the brain make this happen? This session explores the brain basis of language perception and comprehension, how language contributes to our understanding of our environment, and how we learn languages.

Strategies for Academic Success accompanies the online first-year University of Saskatchewan Arts and Science course by the same name. The textbook has a reader-friendly format arranged to help you develop the essential skills and provide the information you need to succeed in university.

Why Writing Works: Disciplinary Approaches to Composing Texts is an open-access, online textbook resource for college writing. It is written for an audience of second-year college students with a focus on writing in the disciplines.

Written by five college reading and writing instructors, this interactive, multimedia text draws from decades of experience teaching students who are entering the college reading and writing environment for the very first time. It includes examples, exercises, and definitions for just about every reading- and writing-related topic students will encounter in their college courses.

MIT students are challenged daily to solve for x, to complete four problem sets, two papers, and prepare for an exam worth 30% of their grade... all in one night. When they do stop to breathe, it's for a shower or a meal. What does this have to do with creative writing? Everything. Creative writing and MIT go together better than you might imagine.

Exploration of formal and informal modes of writing nonfiction prose. Extensive practice in composition, revision, and editing. Reading in the literature of the essay from the Renaissance to the present, with an emphasis on modern writers. Classes alternate between discussion of published readings and workshops on student work. Individual conferences. This is a course focused on the literary genre of the essay, that wide-ranging, elastic, and currently very popular form that attracts not only nonfiction writers but also fiction writers, poets, scientists, physicians, and others to write in the form, and readers of every stripe to read it. Some say we are living in era in which the essay is enjoying a renaissance; certainly essays, both short and long, are at present easier to get published than are short stories or novels, and essays are featured regularly and prominently in the mainstream press (both magazines and newspapers) and on the New York Times bestseller books list. But the essay has a history, too, a long one, which goes back at least to the sixteenth-century French writer Montaigne, generally considered the progenitor of the form. It will be our task, and I hope our pleasure, to investigate the possibilities of the essay together this semester, both by reading and by writing.

eComma is a social reading tool teachers can install in their Learning Management System (LMS). It allows students and teachers to read and annotate texts together, pooling their knowledge and perspectives for a deeper understanding and analysis of what they are reading. The eComma website linked here explains how to explain the tool in an LMS and has a user guide and case studies with ideas for how to use it in a class.