The onset of artificial Intelligence tools—like ChatGPT—continues to engender debate in higher education. It’s safe to say many faculty and students alike are concerned with the uncertain and far-reaching implications of using AI, especially as it relates to academic integrity. But as Andrea L. Guzman (Inside Higher Ed 2023) says, “knee jerk reactions” to new innovations may misconstrue the nature of these tools, and indeed how they’re being used in practice. A BestColleges survey of over 1000 students provided insights on how students think about AI. Over half of college students (51%) believe that using artificial intelligence (AI) tools like ChatGPT to complete assignments and exams qualifies as cheating, and 41% believe doing this is morally wrong. On the other hand, only 27% of students believed that tools like ChatGPT should be prohibited in educational settings. So how do we balance allowing—or even encouraging, in some cases—students to use AI while ensuring their  learning? In this episode of What We’re Learning About Learning, we spoke with five students who offered their perspectives on AI and asked two faculty to respond to what the students had to say.  Listen to the episode to learn more about:  The many ways students use AI tools from ChatGPT to Snapchat’s “MyAI” to help them in courses. Conversations students want and need from faculty about AI. The possibilities for integrating AI tools in the classroom. The importance of fostering student and faculty dialogue around AI and its implications. Explore more resources related to AI in higher education classrooms in the “Additional Resources” section. CNDLS has curated several resources on our Artificial Intelligence Tools page, including guidance on how to craft your course policies so you and your students are on the same page this semester. 

At a recent forum we hosted on AI in the classroom, faculty shared their excitement, concerns and approaches to integrating AI into their teaching practice. In this episode, we'll bring you highlights from their conversation, as well as interviews and statements with other GU faculty. There have been so many chat GPT articles and insights that it's hard to remember why it's dominating the news cycle. We spoke with CNDLS' executive director, Eddie Mamloney; computer science professor, Grace Hui Yang; Nick Lovegrove from the McDonough School of Business; Georgetown Computer Science and Linguistics professor Nathan Schneider; and  Andy Zeitlin from the McCourt School of Public Policy, as well as Camber Vincent, a junior in the School of Foreign Service at Georgetown, who serves as the president of the student body. In this episode of What We’re Learning About Learning, you can expect to hear more about the ways Chat GPT is already integrated into daily processes, and is evolving. Topics include: The ways Chat GPT resembles human intelligence, as well as the ways it doesn’t; How Chat GPT affects students, especially in conversation with Georgetown’s Honor Code; How Chat GPT affects assignment design; What Chat GPT can be used for, as well as where it is not as successful; Considerations for Chat GPT’s use in language-building and idea generation. To take a deeper dive into both emerging and longstanding literature, see our Resources and Additional Research sections below. There, you’ll find links to various resources and articles cataloging Chat GPT experiences and proposing best practices. For an even more extensive collection, see this Zotero Library curated by CNDLS staff. Here are two sources of syllabus statements: 1) Georgetown faculty and 2) open source document of various university and course statements. Bios Featured in this episode: Grace Hui Yang, Associate Professor in the Department of Computer Science Nick Lovegrove, Professor of the Practice at Georgetown University’s McDonough School of Business Nathan Schneider, Associate Professor in the Departments of Linguistics & Computer Science Andy Zeitlin, Associate Professor at the McCourt School of Public Policy Camber Vincent,  SFS, ‘24 Georgetown University Student Association President Eric Saldanha, graduate student representative from Georgetown's GradGov Resources Georgetown Resources ​​Chat GPT and Artificial Intelligence Tools - CNDLS website MCEF-CNDLS Forum on Chat GPT Resources Georgetown’s Honor Code Policy Chat GPT’s website Center for New Designs in Learning and Scholarship (CNDLS) The Prospect blog Additional Research "How AUC Faculty Are Addressing AI in Their Teaching Spring 2023," The American University in Cairo "Inside Higher Education’s Page on Artificial Intelligence," Inside Higher Ed "How AI is Shaping the Future of Higher Ed," Inside Higher Ed "I’m a Student. You Have No Idea How Much We’re Using ChatGPT," The Chronicle Chat GPT Zotero Library curated by CNDLS

Show Notes: Opportunities for undergraduate students to engage in research can be profoundly impactful for learning and mentorship experiences, while also providing opportunities for institutions to further scholarship and research in various fields (Adebisi, 2022; Blanton, 2008; Knight et al, 2021). While there are several ways for students to get involved in undergraduate research at Georgetown, many students are not aware of the opportunities; or if they are, they may not know how to get involved. A recent study described undergraduate research as “a treasure trove that has yet to be fully tapped” (Adebisi, 2022).  In this episode of What We’re Learning About Learning, we spoke with Lauren Tuckley, Director for Georgetown’s Center for Research and Fellowships, who describes research experience as an undergraduate student “part of the hidden curriculum.” Faculty and students being aware of the research opportunities available at Georgetown can make this hidden curriculum more visible. We also spoke with Georgetown undergraduate students Zachariah John, Sarah Watson, and Dominic Pham who each share their takeaways from working in research positions.  Bios: Lauren Tuckley, the director of the Center for Research and Fellowships Zachariah John, a sophomore in the School of Foreign Service studying science technology and international affairs Dominic Pham,  a senior double majoring in biochemistry and comparative literature Sarah Watson, a senior in the School of Foreign Service studying regional and comparative studies Georgetown Resources: Undergraduate Research Opportunities Program (GUROP) Center for Research and Fellowships at Georgetown Undergraduate Research Resources at Georgetown Georgetown’s Mission and Information about Cura Personalis Center for New Designs in Learning and Scholarship (CNDLS) The Prospect blog Research: Adebisi, Yusuff Adebayo. “Undergraduate Students’ Involvement in Research: Values, Benefits, Barriers and Recommendations.” Annals of Medicine and Surgery, vol. 81, 2022, pp. 104384–104384,  Belanger, A. L., Joshi, M. P., Fuesting, M. A., Weisgram, E. S., Claypool, H. M., & Diekman, A. B. (2020). Putting Belonging in Context: Communal Affordances Signal Belonging in STEM. Personality and Social Psychology Bulletin, 46(8), 1186–1204. https://doi.org/10.1177/0146167219897181 Blanton, Richard L., et al. Creating Effective Undergraduate Research Programs in Science : the Transformation from Student to Scientist. Teachers College Press, 2008. Carpi, Anthony, et al. “Cultivating Minority Scientists: Undergraduate Research Increases Self‐efficacy and Career Ambitions for Underrepresented Students in STEM.” Journal of Research in Science Teaching, vol. 54, no. 2, 2017, pp. 169–94, https://doi.org/10.1002/tea.21341. Estrada, M., Hernandez, P. R., & Schultz, P. W.. (2018). A Longitudinal Study of How Quality Mentorship and Research Experience Integrate Underrepresented Minorities into STEM Careers, CBE—Life Sciences Education, 17(1). https://doi.org/10.1187/cbe.17-04-0066 Foster, Nancy Fried. Studying Students : a Second Look. Edited by Nancy Fried Foster, Association of College and Research Libraries, a division of the American Library Association, 2013. Hensley, Merinda Kaye, and Stephanie Davis-Kahl. Undergraduate Research and the Academic Librarian : Case Studies and Best Practices. Edited by Merinda Kaye Hensley and Stephanie Davis-Kahl, Association of College and Research Libraries, a division of the American Library Association, 2017. Kilgo, C.A., Ezell Sheets, J.K. & Pascarella, E.T. (2015). The link between high-impact practices and student learning: some longitudinal evidence. High Educ, 69, 509–525. https://doi.org/10.1007/s10734-014-9788-z Knight S.L., Hale R.L., Chisholm L.J., Moss P., Rolf C., Wenner L. Increasing student involvement in research: a collaborative approach between faculty and students. Int. J. Nurs. Educ. Scholarsh. 2021 Nov 3;(1):18. doi: 10.1515/ijnes-2021-0047. PMID: 3473193

Bios Featured in this episode: heath pearson, Assistant Professor, Department of Anthropology Amanda Phillips, Associate Professor, Departments of English, Women’s and Gender Studies, Film & Media Studies, and American Studies Sivagami Subbaraman, Adjunct Professor, Department of Performing Arts; Former Founding Director for LGBTQ Resource Center (2008-2021) Elizabeth Velez, Adjunct Professor, Prisons and Justice Initiative; Professional Lecturer, Women's Studies Program Georgetown Resources LGBTQ Resource Center at Georgetown Women’s and Gender Studies ResearchGuide- GU Library LGBTQ+ & Queer Studies Research Guide - GU Library LGBTQ History at Georgetown - GU Library Center for New Designs in Learning and Scholarship (CNDLS) The Prospect blog Additional Research/Scholarship Berheide, C. W., Carpenter, M. A. & Cotter, D. A. (2022). Teaching College in the Time of COVID-19: Gender and Race Differences in Faculty Emotional Labor. Sex Roles, 86, 441–455. Cheryan, S., Plaut, V. C., Davies, P. G., & Steele, C. M. (2009). Ambient belonging: How stereotypical cues impact gender participation in computer science. Journal of Personality and Social Psychology, 97, 1045–1060. http://dx.doi.org/10.1037/a0016239 Chin, M. J., Quinn, D. M., Dhaliwal, T. K., & Lovison, V. S. (2020). Bias in the Air: A Nationwide Exploration of Teachers’ Implicit Racial Attitudes, Aggregate Bias, and Student Outcomes. Educational Researcher, 49(8), 566–578. https://doi.org/10.3102/0013189X20937240 Davis, H.F.. (2017).  Beyond trans:  Does gender matter?  New York: NYU Press. Good, C. , Rattan, A. & Dweck, C. S. (2012). Why Do Women Opt Out? Sense of Belonging and Women's Representation in Mathematics. Journal of Personality and Social Psychology, 102(4), 700-717. doi: 10.1037/a0026659. Harbin, B. (2016). Teaching beyond the gender binary in the university classroom. Updated by Roberts, L.M. et al., (2020). Vanderbilt Center for Teaching. Retrieved [2/9/23] from: https://cft.vanderbilt.edu/guides-sub-pages/teaching-beyond-the-gender-binary-in-the-university-classroom/ For more research, visit our episode webpage. 

Grading practices and techniques range from strict policies, to contract-based grading, to assigning no grades at all. Wherever they find themselves on the continuum, in this episode, we hear Georgetown faculty wrestle with the nuances and complexities of assigning grades, and thoughts about their impact. Featured in this Episode: Karen Shaup, English; Miléna Santoro,  French and Francophone Studies; Patrick Johnson, Physics; Erika Seamon, American Studies  Georgetown Resources Grading Student Work (CNDLS) and Alternative Modes of Grading (CNDLS) Rethinking Assessment and Grading from Teaching, Learning, & Innovation Summer Institute (TLISI) Additional Research Blum, S. D., Kohn, A., & Saffel, T. (2020). Ungrading : Why Rating Students Undermines Learning (and What to do Instead) (S. D. Blum, Ed.; First edition). West Virginia University Press. Heissel, et al (2021). Testing, Stress, and Performance: How Students Respond Physiologically to High-Stakes Testing. Education Finance and Policy; 16 (2): 183–208. doi: https://doi.org/10.1162/edfp_a_00306 Chamberlin, K., et al (2018). The impact of grades on student motivation. Active Learning in Higher Education. https://doi.org/10.1177/1469787418819728 Amabile, T. M. (2018). Creativity and the Labor of Love. In The Nature of Human Creativity (pp. 1–15). Cambridge University Press. https://doi.org/10.1017/9781108185936.003 Morris, S. (2021). When We Talk about Grades, We Are Talking about People. Rapchak, M., Hands, A.S. & Hensley, M.K. (2022). “Moving Toward Equity: Experiences With Ungrading.” Journal of Education for Library and Information Science. https://doi.org/10.3138/jelis-2021-0062. Stommel, J. (2017, October 26). Why I don’t grade. Stommel, J. (2021, June 2). Grades are dehumanizing; ungrading is now simple solution

We’re kicking off our third season with a deep dive into how faculty inspire academic excellence in students.  Listen to this episode to hear questions about how faculty support students in succeeding in and outside classrooms, how to design curriculum that brings out their best work, and what excellence means in the current era. _______________ Bios  Mun Chun (MC) Chan, Assistant Teaching Professor, Biology Department and Faculty Fellow at CNDLS  Charisma X. Howell, Visiting Associate Professor and Street Law Director, Georgetown Law  Abigail Marsh, Professor, Department of Psychology and the Interdisciplinary Program in Neuroscience Georgetown Resources Georgetown’s Street Law Program website Understanding Student Learning, resources from CNDLS Center for New Designs in Learning and Scholarship website  The Prospect blog Additional Resources Brockman, A.J. (2021). “‘La Crème de la Crème’: How Racial, Gendered, and Intersectional Social Comparisons Reveal Inequities That Affect Sense of Belonging in STEM.” Sociological Inquiry, 91(4), 751–777.  Cardamone, C. (2021). “Balancing Flexibility and Rigor to Advance Equity in Course Design.” Teaching@Tufts.  Gruber, M. J., Gelman, B. D., & Ranganath, C. (2014). “States of Curiosity Modulate Hippocampus-Dependent Learning via the Dopaminergic Circuit.” Neuron (Cambridge, Mass.), 84(2), 486–496.  Holstead, C.E. (2022). “Why Students Are Skipping Class So Often, and How to Bring Them Back.” The Chronicle of Higher Education.  McMurtrie, B. (2022). “Teaching: Staying Flexible Without Becoming Overwhelmed.” The Chronicle of Higher Education.  Mathews, J. (2022). “Should we be easy on students after the pandemic? Maybe not.” Washington Post.  Newman, J., & O’Brien, E. L. (1973). Street law. District of Columbia Project on Community Legal Assistance, Georgetown University Law Center Pryal, K.R.G. (2022). ““When ‘Rigor’ Targets Disabled Students.” The Chronicle... Saul, S. (2022). “At N.Y.U., Students Were Failing Organic Chemistry. Who Was to Blame?” ProQuest.

We wrap up our second season with a closer look at a theme that has come up repeatedly in our podcast: belonging. Our interviews with faculty have focused on a wide range of topics, including antiracist pedagogy, accessibility, experiential learning, well-being, and religious diversity. But, in conversation after conversation, the faculty, staff, and students we talked with emphasized the importance of the feeling of belonging in the learning experience. In this episode, we pulled together these conversations to highlight patterns, insights, and key takeaways. Episode webpage.  Featured in this episode: Bob Bies, Professor, McDonough School of Business Donna Cameron, Professor, Dept. of Family Medicine Alisa Carse Associate Professor of Philosophy and Faculty Affiliate of the Kennedy Institute of Ethics Carol Day, Director of Health Education Services and Adjunct Assistant Professor in Nursing & Health Studies David Ebenbach, Assistant Director for Graduate Student and Faculty Programming at CNDLS and the Center for Jewish Civilization Allyson Even, a history teacher at KIPP University Prep in San Antonio, Texas Rabbi Rachel Gartner, most recent Director for Jewish Life Imam Yahya Hendi, Director for Muslim Life Amrita Ibrahim, Assistant Teaching Professor, Dept of Anthropology Amena Johnson, Associate Director of the LGBTQ Resource Center Mimi Khuc, Adjunct lecturer in the Disability Studies program Durriya Meer, Director of Counseling and Psychiatric Service (CAPS) Libbie Rifkin, Teaching Professor in the Department of English, founding Director of the Program in Disability Studies Javier Jimenez Westerman, Assistant Dean of Undergraduate Programs at Georgetown College Explore our episode webpage for additional research.  And check out the What We’re Learning About Learning: A CNDLS Podcast and for more episodes!

Call to mind an occasion when you felt out of your depth or unsure what to do in an encounter or engagement with religious or spiritual diversity inside or outside the classroom. What did you do in that situation? What do you wish you had done in that situation? We asked these same questions of three clergy from Georgetown University’s Campus Ministry. In CNDLS’ latest podcast episode of What We Are Learning About Learning, Rabbi Rachel Gartner, Imam Yahya Hendi, and Brahmachari Sharan talk about the good and bad experiences students regularly share with them, and how faculty can listen, reflect, and grow to better serve students. Bios Interviewed for this episode: Rabbi Rachel Gartner, most recent Director for Jewish Life Imam Yahya Hendi, the Director for Muslim Life Brahmachari Sharan, the Director for Dharmic Life and Hindu Spiritual Advisor for Campus Ministry David Ebenbach, Professor of the Practice at CNDLS and the Center for Jewish Civilization Resources Georgetown Resources Campus Ministry  Your Guide to Religious Services at Georgetown University Center for New Designs in Learning and Scholarship (CNDLS) Georgetown’s Student Outreach and Support (SOS Care Team) Georgetown’s Mission and Information about Cura Personalis The Doyle Engaging Difference Program The Prospect blog Additional Resources & Research “‘I think it, therefore it's true'’: Effects of Self-perceived Objectivity on Hiring Discrimination” (Organizational Behavior and Human Decision Processes, 9/7/07) “To fight hate and stereotypes, students and parents turn to textbooks” (The Washington Post, 6/15/19) No Longer Invisible: Religion in University Education (Oxford Scholarship, 2012) “Spiritual and Religious Diversity,” teaching tips from the University of Denver’s Teaching Center “Religious Literacy,” (Inside Higher Ed, 8/24/20) Cuyjet, M. J., Howard-Hamilton, M. F., Cooper, D. L., & Linder, C. (Eds.). (2016). “Religious and Spiritual Diversity Among College Students” in Multiculturalism on campus : Theory, models, and practices for understanding diversity and creating inclusion. Stylus Publishing, LLC.

Students everywhere have experienced the brunt of the pandemic not only through learning loss but also through extended, well-documented mental health issues. Research has found that that students struggle to cope with coursework and the pressure to excel in school, especially as their priorities have shifted to maintaining personal relationships and mental health. In CNDLS’ latest podcast episode of What We Are Learning about Learning, hear how staff and faculty at Georgetown have fostered trust and belonging and motivated students by opening up to those students and creating a shared space of vulnerability and whole-person learning in the classroom. Bios Interviewed for this episode: Durriya Meer, Director of CAPS and Licensed Psychologist Carol Day, Director of Health Education Services and Adjunct Assistant Professor, School of Nursing and Health Studies, Human Science Huaping Lu-Adler, Associate Professor, Department of Philosophy Sarah Stiles, Teaching Professor, Department of Sociology Andreas Kern, Associate Teaching Professor, McCourt School of Public Policy Statements from “The Engelhard Project 2005 - 2015: Voices From a Decade of Connecting Life and Learning” (video): President John J. DeGioia, 48th President of Georgetown University Heidi G. Elmendorf, Associate Professor, Department of Biology and Senior Advisor to the President for Equity in Education, Director of the Regents Science Scholars Program Edilma Yearwood, Associate Professor, Professional Nursing Practice Academic Department Jason Tilan, Associate Professor, Human Science Academic Department Alisa Carse, Associate Professor, Department of Philosophy and Faculty Affiliate of the Kennedy Institute for Ethics John Wright, Director of Student Life, Georgetown University Qatar

During this pandemic, faculty and students alike have had to continually pivot between virtual and in-person learning. This has caused much stress — for students who have to miss class due to contraction or exposure and for faculty, who are struggling to find ways to teach students who cannot physically be there. One solution is for faculty to teach to students in person and over Zoom simultaneously. This can be daunting, but it really is doable! In this episode you’ll  hear from three faculty and one of their TAs who will share their insights about how to prepare, deliver, and problem-solve in the hybrid classroom. Bios Mark Carl Rom, PhD, Associate Professor of Government and Public Policy at the McCourt School of Public Policy and the Department of Government Shannon Mooney, PhD, Senior Data Scientist and Linguist Mimi Khúc, PhD, Instructor in Disability Studies at Georgetown University Alex Chugunova, MA, Communications and Media Specialist Resources Hybrid Modality: Hyflex Teaching Hybrid Modalities and Strategies Video on Setting Up the Classroom for Hybrid Teaching The Prospect blog Center for New Designs in Learning and Scholarship (CNDLS)