CUNY Academic Commons

4.1 Tutor Summary

In our conversation, you shared that while you haven’t had the opportunity to apply Generative AI in the classroom yet, you’ve been attending seminars and observing its use in administration. This demonstrates your curiosity and openness to learning about this emerging technology.

You expressed valid concerns about AI…[Read more]

4.5 Tutor Summary

In our conversation, we explored the “What Happens If…?” activity, focusing on adapting it for an academic service setting with students who are struggling in their courses. We discussed how to use AI as a supportive tool to encourage experimentation and curiosity, addressing concerns about AI taking over the thinking process.…[Read more]

Here is the summary of the conversation with the ‘bot’:

4.4 Tutor Summary

In our conversation, you shared that you had a positive reaction to section 4.4, particularly resonating with the idea of lifelong learning. You mentioned that you encourage this mindset in your classroom by giving students second chances to adapt to new material, which is…[Read more]

This one gave me some great practical tips, encouraging!

We explored how you might implement “The Effort Audit” in your intermediate-level, in-person media analysis course. The focus was on how this activity emphasizes process over product, encouraging students to reflect on their efforts, recognize the importance of learning, and develop a growth mindset. We discussed how it promotes reflection as a…[Read more]

It felt like the bot and I were in couples therapy, practicing active or mirror listening! Frequently the bot used my exact words in its response, which was affirming as well as frustrating — I wanted new ideas from it, not just my own concerns.

In our conversation, you shared your initial reactions to section 4.4, particularly the importance of recognizing fixed mindset impulses and being open to growth. We discussed the challenges of AI use, especially the burden of fact-checking AI-generated work and how setting ground rules can help. You highlighted the potential of using AI for…[Read more]

4.1 Tutor Summary

In our conversation, you shared that while you haven’t had direct experience with AI in the classroom yet, you’re aware of the need to account for this technology’s growing presence in education and beyond. You expressed valid concerns about the potential impact of AI on the development of writing skills and the risk of people…[Read more]

If we understand “success” and ” failure” as a distinct consequence, I’d disagree with the quote. People may react differently to failure depending on one’s character and experience: some may reflect and learn from it; and some may get defeated and never try again. But if we look at ” success” and ” failure” as a step in a process, I’d agree…[Read more]

WAC principles have been used in my teaching, which emphasizes scaffolding, the process of learning, and welcomes revision, peer and collaborative works. I think it would also be good to include some writing exercises to reflect on the purpose of their learning and making some meaningful connections.

Also, I found Kyoko Kishimoto’s article about…[Read more]

To create the audio, I began by writing down a few key points I wanted to convey–a brief intro to myself, and encouragement for students to engage and ask questions. I then practiced speaking through the outline a couple of times before recording. I chose to write only an outline because when delivered, it maintains a more natural tone. From…[Read more]

I think the chart of “Build Connections” in 2.9 It’s Specific: Pedagogical Ideas is a helpful exercise that I would like to use in my class to guide students to build connections between the course content and future personal lives. I think the key here, as the title suggests, is specificity. Being specific in students’ lives is important.…[Read more]