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]

As a result of teaching online during some part of the last few years – posting a video and written message before the first day of class, does help students feel “welcome”.   Giving them an overview of where to find the course materials in the LMS (visually) has also proven to be helpful in case they do miss the first day of class.   Like oth…[Read more]

Group work, pair-work, welcome message, in class review time, sharing college wide resources or workshops are just a few strategies which I have used.  More recently, I have revisited my syllabus to incorporate more validating and collaborative language.

The college experience has changed over the years – one aspect/difference is the modality of instruction.  At least for me, none of my courses were online or hybrid.

For one of the assignments in a course I teach, students can choose any pharmaceutical drug or molecule and talk about the design and use.  By giving them this choice, they can connect the course content to their own lives.

First day ice-breaker – I share my own undergrad experience taking the course I am ‘now teaching’ – and ask why they are taking the course; and what their interest are beyond the course.  I invite them to my drop-in hour (aka office hour) to discuss their goals – recognizing that not all students want to share with the entire class.

Cynthia – likewise I have a to-do check list! I prioritize things that need to be done today (and others that can be done tomorrow).  I’ve found it to be helpful in managing my time.

Higher education serves multiple purposes – as already mentioned – gaining skills and knowledge – understanding different perspectives; it can also serve as professional development.

Scaffolding laboratory reports is a method I have used.  It allows students to focus on specific sections for a few weeks – get feedback, revise and improve; before moving on to another lab report section.

I agree with Cynthia – using a variety of assessments is instrumental when you have students with different learning styles.

Sharing your failures and lessons learned afterwards with students are ways to model growth mindset.  It is also one of the ways to connect with students.