Intervention Strategies: Time Management unavailable

(View Complete Item Description)

This component is about time management. The importance of effective time management for students is discussed along with examples, case studies, and actionable items for students. What student success intervention strategies can you align to this lesson? Time Management Active Study Techniques Note-Taking Reading Strategies 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.

Material Type: Case Study, Module, Student Guide, Student Success: Student-facing, Teaching/Learning Strategy

Authors: Anneke Snyder, Gwendolyn Inocencio, Terri Pantuso, Tyler Laughlin

Generative AI in the Rhetoric & Composition Classroom – 2023 D2S2 Project

(View Complete Item Description)

This two-part resource is designed to support instructors and students as they navigate the presence of generative AI tools, specifically Large Language Models (LLMs) such as ChatGPT, in the rhetoric and composition classroom. Part I of this resource offers an instructor-focused introduction to what LLMs are and how they operate, as well as an in-depth exploration of the privacy concerns and ethical considerations related to using a tool like ChatGPT. Additionally, Part I provides insights on the practical application of LLMs within the realm of reading and writing in the rhetoric and composition classroom, while promoting a modified stasis theory as a strategy for evaluating any generated output. Part II of this resource offers student-focused tutorials that demonstrate how ChatGPT can augment the writing process for assignments commonly given in a rhetoric and composition course. These tutorials cover the evaluation essay, rhetorical analysis, Rogerian argument, annotated bibliography, and research essay—all while promoting the responsible and ethical use of AI in writing and research. With this comprehensive resource, instructors and students can not only build confidence in their understanding of generative AI within academia, but also build digital literacy that will serve them in the world beyond.

Material Type: Module

Authors: Anneke Snyder, Gwendolyn Inocencio, Irene Ai, Jonahs Kneitly, Mary (Perkins) Landry, Shweta Kailani, Terri Pantuso

Operational & Theoretical Overview for Using a Large Language Model

(View Complete Item Description)

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

Material Type: Module, Primary Source, Teaching/Learning Strategy

Authors: Anneke Snyder, Gwendolyn Inocencio, Irene Ai, Jonahs Kneitly, Mary Landry, Sarah LeMire, Shweta Kailani, Terri Pantuso

Privacy and Confidentiality Concerns of Large Language Models

(View Complete Item Description)

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

Material Type: Module, Primary Source, Teaching/Learning Strategy

Authors: Anneke Snyder, Gwendolyn Inocencio, Irene Ai, Jonahs Kneitly, Mary Landry, Sarah LeMire, Shweta Kailani, Terri Pantuso

Contemplating & Exploring Ethical Considerations of Large Language Models

(View Complete Item Description)

In this section, you will learn about the importance of ethical considerations and implications of Generative Artificial Intelligence (GenAI), particularly Large Language Models (LLMs) like ChatGPT. This section highlights that LLMs are not inherently good or bad. Instead, the importance of user engagement in ethical practices is emphasized to ensure responsible use of these tools. Ethical considerations for educators include attention to student privacy, expectations, and consequences—all of which should clearly be defined in syllabus statements, classroom policies, or institutional statements. Meanwhile, ethical implications exist involving varying ethical standards for how people approach LLMs differently, how human and machine bias influence GenAI, and how style guides differ on citing information garnered from ChatGPT. After reading this section, you should be able to articulate your own ethical queries and concerns related to LLMs, such as ChatGPT, both as a general user and an educator. Author: C. Anneke Snyder Contributors: Gwendolyn Inocencio, Mary Landry, Jonahs Kneitly Designers: Irene AI, Sweta Kailani Supervisors: Terri Pantuso, Sarah LeMire

Material Type: Module, Primary Source, Teaching/Learning Strategy

Authors: Anneke Snyder, Gwendolyn Inocencio, Irene Ai, Jonahs Kneitly, Mary Landry, Sarah LeMire, Shweta Kailani, Terri Pantuso

Incorporating Large Language Models into Reading Practices

(View Complete Item Description)

In this section, we will examine how generative AI (GenAI) tools may assist with academic reading and research. Examples of content generated by ChatGPT will show how GenAI may be incorporated into a classroom setting. Each section offers suggestions for use and various strategies that could be incorporated for those who wish to allow the use of these tools for assignments. Included throughout are suggestions on how to promote students’ ethical and effective use of these tools and to possibly limit their use if desired. By the end of this section, you should be able to use GenAI to support reading practices. Author: Jonahs Kneitly Contributors: Gwendolyn Inocencio, Mary Landry, C. Anneke Snyder Designers: Irene AI, Sweta Kailani Supervisors: Terri Pantuso, Sarah LeMire

Material Type: Module, Primary Source, Teaching/Learning Strategy

Authors: Anneke Snyder, Gwendolyn Inocencio, Irene Ai, Jonahs Kneitly, Mary Landry, Sarah LeMire, Shweta Kailani, Terri Pantuso

Incorporating Large Language Models into the Writing Process

(View Complete Item Description)

In this section, illustrative examples from ChatGPT show how to incorporate Large Language Models (LLMs) into the writing process while considering ethical concerns associated with such tools, namely avoiding plagiarism or exploitation of AI-generated content. The advent of public access to LLMs means they are now a critically important aspect of digital information literacy. As such, this technology must be addressed in the composition classroom with guided instruction. We recommend a strategy that models application of a modified version of stasis theory to all LLM-generated content. After reading this section you should be prepared to teach stasis theory as a strategy for continual interrogation that helps rhetors discern whether generative-AI content exhibits appropriate depth, scope, and quality, along with the appropriate next steps in argumentation, writing, or research. Author: Gwendolyn Inocencio Contributors: C. Anneke Snyder, Mary Landry, Jonahs Kneitly Designers: Irene AI, Shweta Kailani Supervisors: Terri Pantuso, Sarah LeMire

Material Type: Module, Primary Source, Teaching/Learning Strategy

Authors: Anneke Snyder, Gwendolyn Inocencio, Irene Ai, Jonahs Kneitly, Mary Landry, Sarah LeMire, Shweta Kailani, Terri Pantuso

Exponentials

(View Complete Item Description)

This resource contains activity handouts, a rubric, a facilitation guide, and tex files. The material is meant to be used for those teaching a college algebra course. The activities are meant to provide a deeper understanding (than a traditional course offers) of some of the topics covered in a college algebra course. The activities are intended for group activities and options exist for use in a single class or multiple classes.

Material Type: Activity/Lab, Homework/Assignment, Lesson, Module, Unit of Study

Authors: Lindsey Jones, Bill Wolesensky

Factors, Roots, and Graphing

(View Complete Item Description)

This resource contains activity handouts, a rubric, a facilitation guide, and tex files. The material is meant to be used for those teaching a college algebra course. The activities are meant to provide a deeper understanding (than a traditional course offers) of some of the topics covered in a college algebra course. The activities are intended for group activities and options exist for use in a single class or multiple classes.

Material Type: Activity/Lab, Homework/Assignment, Lesson, Module, Unit of Study

Authors: Lindsey Jones, Bill Wolesensky

Inverse Functions

(View Complete Item Description)

This resource contains activity handouts, a rubric, a facilitation guide, and tex files. The material is meant to be used for those teaching a college algebra course. The activities are meant to provide a deeper understanding (than a traditional course offers) of some of the topics covered in a college algebra course. The activities are intended for group activities and options exist for use in a single class or multiple classes.

Material Type: Activity/Lab, Homework/Assignment, Lesson, Module, Unit of Study

Authors: Lindsey Jones, Bill Wolesensky

Lines

(View Complete Item Description)

This resource contains activity handouts, a rubric, a facilitation guide, and tex files. The material is meant to be used for those teaching a college algebra course. The activities are meant to provide a deeper understanding (than a traditional course offers) of some of the topics covered in a college algebra course. The activities are intended for group activities and options exist for use in a single class or multiple classes.

Material Type: Activity/Lab, Homework/Assignment, Lesson, Module, Unit of Study

Authors: Lindsey Jones, Bill Wolesensky

Getting to Know You

(View Complete Item Description)

This resource contains activity handouts and considerations for facilitators. This resource is part of the Teaching Excellence Toolkit to help accomplish the College Readiness Goal: I want students to feel like they belong in the course.Activity Description:Send a brief survey to students near the beginning of the term that asks them to share a little bit about past and current experiences, as well as their future aspirations. 

Material Type: Homework/Assignment, Student Success: Faculty/staff-facing

Authors: Lindsey Jones, Eric Smith, Anita Latham, Jonathan Perry

Learning from Peers

(View Complete Item Description)

This resource contains activity handouts and considerations for facilitators. This resource is part of the Teaching Excellence Toolkit to help accomplish the College Readiness Goal: I want students to collaborate effectively for learning. 

Material Type: Activity/Lab, Student Success: Faculty/staff-facing

Authors: Lindsey Jones, Eric Smith, Anita Latham, Jennifer Porter

Think-Pair-Present

(View Complete Item Description)

This resource contains activity handouts and considerations for facilitators. This resource is part of the Teaching Excellence Toolkit to help accomplish the College Readiness Goal: I want students to communicate ideas effectively. During a review session for an upcoming exam, assign students questions on different topics, and ask them to both reflect on their own and in pairs to create brief summaries or presentations to teach their peers. 

Material Type: Activity/Lab, Student Success: Faculty/staff-facing

Authors: Lindsey Jones, Eric Smith, Anita Latham

Content Relevance Reflection

(View Complete Item Description)

This resource contains activity handouts and considerations for facilitators. This resource is part of the Teaching Excellence Toolkit to help accomplish the College Readiness Goal: I want students to feel like they belong in the course.Activity Description:This is a writing activity where students reflect on the relevance of what they are learning and its applications to their future goals.

Material Type: Activity/Lab, Student Success: Faculty/staff-facing

Authors: Lindsey Jones, Eric Smith, Anita Latham, Jennifer Porter

Welcome Statements of Support

(View Complete Item Description)

This resource contains activity handouts and considerations for facilitators. This resource is part of the Teaching Excellence Toolkit to help accomplish the College Readiness Goal: I want students to feel like they belong in the course.Activity Description:This is a brief message instructors can say or send to students to clarify that everyone can be successful in the course, but that struggle should be expected as they engage with challenging course topics.

Material Type: Activity/Lab, Student Success: Faculty/staff-facing, Teaching/Learning Strategy

Authors: Lindsey Jones, Eric Smith, Anita Latham, Kristen Procko

Learning from Mistakes Reflection

(View Complete Item Description)

This resource contains activity handouts and considerations for facilitators. This resource is part of the Teaching Excellence Toolkit to help accomplish the College Readiness Goal: I want students to learn from their mistakes.Activity Description:After assignments are returned, provide students an activity in which they analyze and learn from a mistake they made on the assignment or reflect on a part of the assignment they found particularly challenging.

Material Type: Homework/Assignment, Student Success: Faculty/staff-facing

Authors: Lindsey Jones, Eric Smith, Anita Latham, Jennifer Porter

Advice from Future Self Activity

(View Complete Item Description)

This resource contains activity handouts and considerations for facilitators. This resource is part of the Teaching Excellence Toolkit to help accomplish the College Readiness Goal: I want students to persist through challenges and failures.Activity Description:In this writing activity, students envision a future in which they are successful in the course, and reflect on strategies they need to make the success happen.

Material Type: Homework/Assignment, Student Success: Faculty/staff-facing

Authors: Lindsey Jones, Eric Smith, Anita Latham

Working with ChatGPT: Evaluation Essay Student Guide

(View Complete Item Description)

This resource offers student-focused tutorials that demonstrate how ChatGPT can augment the writing process for assignments commonly given in a rhetoric and composition course. These tutorials cover the evaluation essay, rhetorical analysis, Rogerian argument, annotated bibliography, and research essay—all while promoting the responsible and ethical use of AI in writing and research. With this comprehensive resource, instructors and students can not only build confidence in their understanding of generative AI within academia, but also build digital literacy that will serve them in the world beyond. Author: Mary Landry By the end of this tutorial, you will be able to utilize a specific formation of generative AI (GenAI)—the prominent Large Language Model (LLM) ChatGPT—as an aid within the evaluation essay writing process to develop specific assessment criteria maintain a professional, unbiased tone articulate the sociohistorical context of a subject Additionally, you will be able to identify specific limitations with using ChatGPT for an evaluation essay, including its limited ability to perform evaluations itself.

Material Type: Activity/Lab, Homework/Assignment, Lesson, Module, Student Guide, Student Success: Student-facing, Teaching/Learning Strategy

Authors: Anneke Snyder, Gwendolyn Inocencio, Jonahs Kneitly, Mary Landry, Terri Pantuso

Working with ChatGPT: Rhetorical Analysis Student Guide

(View Complete Item Description)

This resource offers student-focused tutorials that demonstrate how ChatGPT can augment the writing process for assignments commonly given in a rhetoric and composition course. These tutorials cover the evaluation essay, rhetorical analysis, Rogerian argument, annotated bibliography, and research essay—all while promoting the responsible and ethical use of AI in writing and research. With this comprehensive resource, instructors and students can not only build confidence in their understanding of generative AI within academia, but also build digital literacy that will serve them in the world beyond. Author: Jonahs Kneitly By the end of this tutorial, you will be able to utilize a specific formation of generative AI (GenAI)—the prominent Large Language Model (LLM) ChatGPT—as an aid within the rhetorical analysis writing process to identify rhetorical situations and strategies evaluate applied logic within a text locate bias and logical fallacies within a text Additionally, you will be able to develop critical evaluation skills to avoid the possible pitfalls from using GenAI for performing rhetorical analysis.

Material Type: Activity/Lab, Homework/Assignment, Lesson, Module, Student Guide, Student Success: Student-facing, Teaching/Learning Strategy

Authors: Anneke Snyder, Gwendolyn Inocencio, Jonahs Kneitly, Mary Landry, Terri Pantuso