Scholarship & Teaching Strategies for Faculty Development

New Faculty: Start Here

Quick Guide to the Registrar

This short video (3:21) will give you a tour of the Office of the Registrar's Website.

 

 

Creating a Syllabus

A great video (9:02)  that explains what's important when you create your syllabus. 

 

 

Enter Midterm Grades

This video (0:53) demonstrates how to enter midterm grades. Midterm grades are required for all undergraduate students.

 

 

Making SmartEvals Work for You

One aspect of evaluation is student evaluation of teaching (SET). UIndy uses SmartEvals to facilitate and manage all SET evaluations and reports. See additional SmartEval Resources

Where can I find the academic calendars?

Academic calendars are available on the Office of the Registrar website. 


How do I access my Classlist in Brightspace?

To access your Classlist:

  • From the Course Admin menu in your course, select Classlist.
  • The Classlist displays the student's:
    • Photo, if uploaded
    • Name
    • Username
    • Role
    • Date of Last Access
  • The Classlist can be used to email your students:
    • Click the checkbox in the first row to select all the learners.
    • Click Email.
    • Compose your message (all students are listed as bcc's).
    • When finished, click Send.

How do I access my Class Roster, Wait list, and ClassRoom Assignment in Self-Service?

These instructions explain how to access Class Rosters, Wait Lists and Classroom Assignments.


Where can I find Curriculum Guides?

Curriculum Guides are available on the Office of the Registrar website. 


Where can I find the Academic Catalog?

The Academic Catalog is available on the Office of the Registrar website. 


Where can I find Forms for Administrative Withdrawal, Grade Change, etc.?

Several forms are available on the Office of the Registrar website. 


Where can I find IT Support (computer, classroom technology, etc.)?

  • UIndy Technology support is available from Information Technology (IT). 
  • Brightspace Support is available from Desire2Learn (D2L) & the Faculty Academy.
    • Brightspace "How do I use a particular Tool/Content?" questions can be submitted to helpdesk@d2l.com. 
    • Brightspace Course Development, Design & Quality Matter requests can be submitted to our Faculty Academy Team.
    • Brightspace Administration questions (ex: crosslists, accounts, system settings etc.) can be submitted to our System Administrator.

How do I order printing from the Copy Center?

Please review these instructions for all your printing needs. 

Scholarship

Tackling a new scholarship project can be daunting, but, with some careful planning, it can be an incredibly rewarding and exciting part of your job. In this workshop, Amanda Miller will help you to think about scholarship in new ways as well as focus on how to create a new project from the ground-up, getting the most out of a project through the "pipeline" system, and offer advice for keeping the momentum going on scholarship with a heavy teaching load.

Facilitator: Amanda Miller - milleraj@uindy.edu

View workshop video: Conceptualizing Scholarship and Setting Up a New Project (23:14)

This workshop will provide an overview of key considerations when developing a research idea from the initial conceptualization to the manuscript stage. From establishing realistic goals, to IRB submission, to selecting a journal, the research process should feel feasible and the end result attainable. The session will include both quantitative and qualitative approaches to the research process.

Facilitators: Lisa Borrero (borrerol@uindy.edu) and Elizabeth Moore (moorees@uindy.edu)

Steps for Conceptualizing a Research Agenda - Qualitative Research Faculty Learning Group 2020

SoTL: What is it? Why might I want to pursue it? How do I go about getting started? This workshop will cover the basics of considering topics and methodologies, HRPP guidelines, and an overview of the process from getting participants to write-up and publication.

Facilitated by Brenda Howard (howardbs@uindy.edu) and Yvonne Wakeford (wakefordy@uindy.edu)

Slide presentation video: Getting Started with SoTL (15:14)

Additional Resources:

SoTL Umbrella IRB:

UIndy offers an umbrella IRB approval for eligible no- to low-risk Scholarship of Teaching and Learning (SoTL) studies. Review when it can be used and what protections are required before beginning a project.

The University of Indianapolis maintains an Umbrella IRB approval to support faculty conducting no- to low-risk Scholarship of Teaching and Learning (SoTL) studies involving their own students. This umbrella is intended to streamline ethical review for appropriate pedagogical research while ensuring protection of student participants and compliance with HRPP/IRB requirements. 

When the SoTL Umbrella IRB Can Be Used

Faculty may use the SoTL Umbrella IRB instead of submitting a full IRB application when all of the following conditions are met:

  • The study focuses on teaching and learning (e.g., instructional strategies, course design, assessment, student engagement)

  • The research is no- to low-risk and consistent with normal classroom practices

  • The faculty member is the instructor of record for the course being studied

  • All participants are current UIndy students aged 18 or older

  • The study does not involve external funding

  • The investigator is current on required CITI training

  • Data are stored securely and handled in accordance with FERPA

  • Cloud-based or AI tools are not used for transcription or data analysis 

 

Consent and Student Protections

To reduce power dynamics and protect students, in most cases, a colleague (not the instructor of record) should:

  • Obtain informed consent
  • Disseminate research instruments
  • Anonymize collected data

Exception:

If the instructor of record distributes an anonymous survey with an embedded consent form and collects no identifiable information, a colleague is not required.

Student identities may only be linked to data after the semester has ended and grades have been submitted, if applicable. Participation is always voluntary, and students under 18 are excluded.

 

Need Help or Unsure Which Path Applies?

If you are unsure whether your project qualifies under the SoTL Umbrella IRB, please contact:

Amanda Miller, PhD

Professor of Sociology
Co-Director of the Faculty Academy for Excellence and Innovation

Email Dr. Amanda Miller

  

Frequently Asked Questions

 

Do all SoTL projects require IRB review?

Yes. All research involving human subjects requires ethical review.
For eligible no- to low-risk pedagogical studies, faculty may use the SoTL Umbrella IRB instead of submitting a full IRB application.

What makes a study “no- to low-risk”?

A study is considered no- to low-risk when it does not expose students to risks beyond what they would normally encounter in a typical learning environment. This includes activities such as surveys, analysis of de-identified course data, or review of student work related to instruction and learning.

Can I study my own students under the umbrella?

Yes, provided you are the instructor of record, all students are 18 or older, and required safeguards are in place to reduce power dynamics (such as the use of a colleague to obtain consent or anonymize data).

Do I need a colleague involved in my study?

In most cases, yes. A colleague should typically obtain consent, distribute instruments, and anonymize data. If you are using an anonymous survey with an embedded consent form and no identifiable data are collected, a colleague is not required.

Can I use LMS analytics or student work?

Yes, provided the data is de-identified, securely stored, and used solely for approved pedagogical research purposes consistent with FERPA and the SoTL umbrella criteria.

Can I use AI tools to transcribe or analyze data?

No. Cloud-based or AI tools may not be used for transcription or data analysis for studies conducted under the SoTL Umbrella IRB.

What if my study doesn’t meet the umbrella criteria?

If your project involves external funding, participants outside UIndy, students under 18, or more than minimal risk, a separate IRB application is required.

Who should I contact if I’m unsure?

If you are unsure whether your project qualifies under the SoTL Umbrella IRB, contact:

Email Dr. Amanda Miller

Would you like to learn how to create a references section in a matter of seconds? Reference management software allows you to collect, store, and organize references in a web account (or in your local drive), add comments to your references, link them to web pages and documents (i.e. pdf files), and easily create bibliographies. This workshop discussed how to use Zotero and EndNote and how the researcher may benefit from them.

Presenters: Ramiro Serrano-Garcia and David Olawale.

  • The Qualitative Report is a digital outlet that disseminates a wide range of information about qualitative methods. Among this information is a weekly newsletter, a monthly online peer-reviewed journal, book reviews, and numerous other resources. They also hold an annual qualitative research conference.

  • The Qualitative Research and Guidelines Project website, sponsored by the Robert Wood Johnson Foundation, uses a straightforward approach to cover the fundamentals of qualitative research methods such as key methodologies, sampling data collection and analysis procedures, and common mistakes.

Resources from The “Why” and the “How” of Qualitative Research by Dr. Lisa Borrero:

Designing & Teaching Online Courses

If you're thinking about developing a new online course (or transitioning an existing face-to-face course online), we recommend getting started by:

  • Thinking about the appropriateness of the online teaching modality. The University of Illinois Springfield offers a nice synopsis of the strengths and weaknesses of online learning that can help you do this.

  • Ensuring that you have unit approval to do so. We advise starting with your program director.

  • Determining your overall instructional method. For example, will your course be 100% asynchronous? Will your course be offered 100% synchronously through a virtual conferencing software like Google Meet on specific days/times each week? Or maybe a mix of asynchronous and synchronous engagement? You can learn more about how UIndy classifies instructional methods.

  • Assessing whether you have the skills/knowledge to design an online course. The Faculty Academy recommends that anyone involved in designing and developing online coursework complete the Applying the Quality Matters Rubric workshop. The organization Quality Matters (QM) sets the standard for best practices in online course design, and we recommend that you use the Quality Matters Rubric, 7th Edition, for your course design. QM workshops are offered to UIndy faculty at no charge throughout the year.

Download the Best Practices for Asynchronous Teaching


Intentional Course Design and Structure

  • Modular Structure and Predictability
    Organize course content into clear, manageable modules or units (e.g., weekly or topic-based). Each module should include a consistent format (e.g., overview, readings, activities, and assessments). This allows students to anticipate the flow of the course and reduces confusion.

  • Purposeful Learning Activities
    Every resource or activity included in the course should serve a specific learning goal. Clearly communicate to students why each element (e.g., lecture, reading, or assignment) is necessary, helping them understand the value behind their engagement.

  • Shorter Lecture Segments
    Break up long lectures into digestible segments (10-15 minutes). Pair these with interactive activities (e.g., quizzes, reflections) to reinforce learning and maintain student engagement.

 

Communication and Instructor Presence

  • Consistent and Clear Communication
    Establish a regular schedule for releasing materials, announcements, and updates. Whether it’s new content or feedback, students should know when to expect information. Consider using brief overview videos at the start of each module to set expectations.

  • Multiple Communication Channels
    Engage students through various channels, such as announcements, discussion boards, and email, ensuring that communication is frequent and varied. This helps build a sense of instructor presence and keeps students engaged in an asynchronous environment.

  • Instructor Availability and Timely Feedback
    Set aside virtual office hours and ensure timely responses to student questions. Provide meaningful feedback on assessments to help students stay on track. Feedback should be formative and scaffolding, guiding students through their learning journey.

 

Flexibility in Content Delivery and Deadlines

  • Soft Deadlines with Structure
    While maintaining structure, offer some flexibility in deadlines to accommodate students' varying schedules and life challenges, and clearly communicate this to learners.

    When establishing due dates and deadlines, consider setting them in a manner that aligns them with and supports student learning. For instance, rather than a Friday midnight deadline, consider setting and clearly communicating: "This assignment is due by 5 p.m. on Thursday to ensure comprehension of the topic before our transition to the next unit on Tuesday." This approach encourages students to engage actively with the material and allows for timely feedback before progressing to new course content.

  • Timely Content Availability
    While no strict time frame is universally mandated, the principles of structure, clarity, and accessibility suggest that having content ready in advance is crucial for student success. 

    A reasonable recommendation based on these principles might be:

    Faculty teaching asynchronous or bichronous courses should aim to have the core content for each module or unit fully prepared and ready for release at least 1-2 weeks before learners are scheduled to access it. 

    This allows for adjustments and ensures that the learning experience flows smoothly and aligns with common practices in higher education institutions prioritizing student success and flexibility in asynchronous online courses.

  • Bichronous Course Timing
    In bichronous courses, where synchronous and asynchronous components are combined, it is generally advisable to release the asynchronous content 2-3 days before the scheduled asynchronous session. For example, in a MWF course where Fridays are asynchronous, content for the Friday session could be released shortly after the Monday synchronous session. This timing will help maintain a consistent course rhythm and give learners an opportunity to ask questions or seek clarification during the Wednesday class, ensuring they are prepared for Friday's session.

 

Content Engagement and Interaction

  • Interactive and Varied Content
    Use a mix of content delivery methods (e.g., short videos, podcasts, readings, quizzes) to keep students engaged. Incorporate interactive elements (e.g., knowledge checks, simulations, discussion prompts) that allow students to apply what they are learning in real-time.

  • Authentic and Varied Assessments
    Design assessments that are relevant to real-world applications. For example, instead of traditional exams, use open-book assessments, project-based learning, or presentations that encourage critical thinking and problem-solving. This allows students to demonstrate mastery in ways that are meaningful and practical.

 

Fostering Community and Peer Interaction

  • Community Building through Engagement
    Even in asynchronous courses, fostering a sense of community is critical. Encourage peer interaction through structured activities like discussion boards, peer reviews, or group projects. This helps students feel connected to both the instructor and their peers. 

    For better interaction, aim to limit asynchronous course sizes to around 30 students. This enables more meaningful engagement between the instructor and the students.

  • Optional Synchronous Sessions
    Consider offering optional synchronous sessions (e.g., Q&A, office hours, or informal discussions) to provide students with real-time opportunities to engage. These sessions can help enhance the sense of community and support within the course.

  • Feedback Loops
    Establish regular opportunities for students to provide feedback on the course (e.g., mid-course surveys, exit tickets). This allows instructors to adjust the pacing, content, or approach to better meet the needs of the class.

 

Inclusive Andragogy and Accessibility

Ensure course materials are accessible to all students by offering them in different formats (e.g., transcripts for videos, audio versions for readings) and using tools like closed captions and alt-text. Consider the diverse needs of your students, and make sure your content works with assistive technologies. Flexibility in both content delivery and assessments helps accommodate different learning needs

Want to meet synchronously (live) with your students? Google Meet is your answer.

The U.S. Department of Education issued its Final Rule on Distance Education in September 2020, with rules effective July 1, 2021. These regulations update the definitions of distance education and correspondence learning. Please review this series of slides to ensure you understand what's required for Regular and Substantive Interaction (RSI). 

The Faculty Academy hosted a workshop for administrators (deans, chairs, and directors) on Federal Compliance in Distance Education Courses on March 28, 2023. Below you will find the recording of that workshop, as well as a copy of the slides.

The Faculty Academy hosted a workshop for faculty teaching distance education courses on May 19, 2023. Below you will find the recording of that workshop, as well as a copy of the slides.

Additional Resources:

Penn State also offers a nice resource on RSI and estimating student learning time in online and blended courses. 

The University of Indianapolis is committed to providing our online students with a high-quality education. As such, we follow the standards established by Quality Matters. To help them prepare for success, you can provide them with a link to this educational module. 

There are many resources to assist instructors with designing, developing, implementing, and evaluating online courses. Below are a few that the Faculty Academy recommends.

Engaging Pedagogy & DEI

Documenting Excellence in Teaching Through Reflection

Have you ever wondered how to document improvement in teaching for that annual report or dossier? At the end of this video, participants will be able to:

  • Use various sources of data to reflect on teaching effectiveness

  • Create a plan for improvement in teaching pedagogy

  • Document progress made toward excellence in teaching

Presenters: Brenda Howard and Briyana Morrell

 

Meaningful Peer Observation of Fellow Faculty Members

Peer observation across the University varies widely, depending on the department. Observers aren’t always confident in their role, and those being observed are often nervous or unsure of what to expect. This video will give tips to all parties involved to help build confidence and transparency in the process. Whether you’re being observed or observing faculty peers, the observations should be a transparent and meaningful opportunity for all parties involved. Drawing on multiple resources, this video will give a model for meaningful peer observation and give tips to both the observer and those being observed. 

Facilitator: Clay Roan - roanc@uindy.edu 

View the workshop video (27:50)

 

Understanding Social Emotional Development and Mental Health in Students

It is crucial for faculty to understand the social, emotional, and cognitive development of the current generation of students as well as their mental health needs. In this video, Michelle Itzak discusses ways faculty can identify struggling students and how to respond.

Understand Social Emotional Development and Mental Health Slide Deck

 

Priceless Gift Exchanges between Faculty and Students Article

This Faculty Focus article explains the importance of building meaningful and life-changing relationships with our students.

 

Supporting International Faculty

 

Collaborative Learning Strategies

Attendees will learn more advanced methods for incorporating collaborative learning, including developing and using “essential questions," fostering communities of inquiry for deeper learning, and keeping all students accountable for their own efforts and learning.

Presenter: Laurie Williams

 

Making Connection Seminars: Introduction and Lessons Learned

Brown-bag seminars are weekly / bi-weekly hour-long, informal sessions meant to disseminate pedagogical topics, innovative course material, group discussion, or promotion of research.  The “brown bag” term implies that the sessions are near the lunch hour, so ‘bring your lunch’ is part of the theme. 

Additional Ways of Assessing Your Teaching

Student evaluations of teaching are just one form of classroom evaluation. In fact, there are dozens of ways to evaluate teaching effectiveness. In this workshop, we share rapid-fire ideas about additional ways you can learn more about what's happening in your classroom using crowdsourced wisdom about lectures, labs, discussions, and studio courses from your UIndy colleagues so that you can begin to think about how to thoughtfully compose your own classroom assessments.

Facilitators: Sarah Pfohl (pfohls@uindy.edu) and Amanda Miller (milleraj@uindy.edu)

Workshop video (20:48)

 

Formative Assessment

Do you ever reach the end of a lesson and see a room full of glazed-over eyes? How do we prevent the glaze from beginning in the first place?

These suggestions will assist you in leaving no student behind. Learn how systematic checks for understanding can be built into various types of course such that your instructional time is most on-target and effective. Both low- and high-tech strategies for assessing student learning are shared.

Facilitator: Deb Sachs

 

Supporting Student Self-Assessment

Do you want to build more student self-assessment and reflection into your teaching? In this video Pfohl introduces concrete ways in which you can incorporate student self-assessment into numerous contexts. She examines literature connected to critical educational theory and progressive education, helping position self-assessment as a means through which learners can gain power and voice. 

Presenter: Sarah Pfohl

Seeing the Learner for FAEI

This website was developed for University of Indianapolis Faculty to take a “big picture” look at the critical elements of their courses. To get this 100,000-foot overview, faculty will have access to several instruments that will allow them to visually show how each of their course critical elements align with both course and unit objectives. The framework for the workshop session and this accompanying website is the Quality Matters Alignment Standards.

The goals of this learning resource are to help participants:

  • Ensure course and weekly/unit objectives are measurable.

  • Determine if weekly/unit objectives support the achievement of course objectives.

  • Document the relationship between course objectives and weekly/unit objectives.

  • Visually demonstrate how course materials, assessments, learning activities, and tools support weekly/unit objectives.

It is important to reflect on how your students performed the last time you taught the course and to also have a continuous improvement mentality as you approach the alignment process.

Course Reflection - How Did Students Perform

Instructors need to have a clear context of the past student experience within the courses they are working to improve. To get the most from this learning, it will be important for participants to come prepared with objectives from a course that they have identified as needing improvement. Also, participants need to reflect on what aspect of their course their students struggled with the most. Most importantly, participants must take on the viewpoint of their students. Participants must strive to construct a learning experience that clearly explains to students what it is that they need to achieve (through the course objectives) and how each course element help students to achieve those course objectives.

Keeping Perspective - Continuous Improvement

Quality Matters standards focus is on continuous improvement. It is important to approach the evaluation of your course's alignment with this perspective. It is equally important to understand that by aligning course elements with course objectives, you are ensuring that, each week, students have the course activities, the materials, and assessments that will help them achieve your stated course objectives or course learning outcomes. 

Mapping Tools

Access the Course Alignment mapping tool

Diversity and Inclusion in the Classroom

Diversity, equity, and inclusion are crucial for creating a welcoming classroom and community.  This requires faculty to possess the knowledge, skills and attitudes to work effectively with these multidimensional populations.  

Facilitator: Leah Milne - milnel@uindy.edu 

 

Engaging Adult Learners Through Principles of Andragogy

Knowing more about adult learners can transform how you teach! What do you know about adult learning theory? What is Andragogy? Are you familiar with Malcolm Knowles’ 4 Principles of Andragogy? These materials will:

  • Define andragogy; 

  • Introduce the 4 Principles

  • Explore how Knowles’ five adult learning theory assumptions can be translated to today’s learning experiences for learner engagement and motivation. 

Participants will identify how the adult learners’ cognitive and social characteristics impact the creation of course content and structure. Strategies for instructional design will be discussed for immediate application.

Facilitator:  Lynn Shaw - lyshaw@uindy.edu 

 

How to Support Underprepared College Students

Underlying philosophy: the Seven Principles of Good Practice in Undergraduate Education outlined by Chickering and Gamson.

Facilitator: Angelia Ridgway - aridgway@uindy.edu 

  1. Give prompt feedback: 5 Research-Based Tips for Providing Students with Meaningful Feedback (Edutopia)

  2. Emphasize time on task: Emphasize Time on Task (Indiana University Center for Innovative Teaching and Learning)

  3. Communicate high expectations: Realistic Student Expectations (Indiana University Center for Innovative Teaching and Learning)

  4. Respect diverse talents and ways of learning: About Universal Design for Learning (CAST)

Teach Online?

Applying the Seven Principles for Good Practice to the Online Classroom (Faculty Focus)

 

Supporting International Students

Helping Faculty Teach International Students (Kisch)

 

Supporting Students Who Have Autism

Would you like to be better able to assist all UIndy students? Students who have autism have many strengths, but faculty often have questions about how best to support them inside and outside of the classroom. In this workshop, learn more about this student population and ways to help all students succeed.  

Facilitator: Betsy Fouts (foutse@uindy.edu) 

Workshop video (14:06)

 

The Care and Feeding of Graduate Students

Graduate student learners fill an interesting niche: they are more heavily invested in their fields than undergraduates, but they are not yet fully-qualified professionals.  

Stephen Nawrocki (snawrocki@uindy.edu), a graduate program director and 25-year thesis-advising veteran, compiled resources about the special needs of graduate students and present techniques for supervising, mentoring, and motivating that can help you to foster their development. Special attention is given to turning graduate students into solid writers in their chosen subject matter.

  • Understanding Graduate Students (Barna) - This article focuses on sources of stress, coping mechanisms, and perceptions of graduate students. While brief and lacking references, it is nonetheless an informative read.

  • Supporting Graduate Students across Student Affairs (Barnhart & LeMaster) - This is a somewhat more technical report that is geared towards administrative issues, and so it may be more helpful for Student Affairs / Residence Life / Mental Health Services agents than for faculty, but it contains some useful information nonetheless.

  • The Flip Side of the Attrition Coin: Faculty Perceptions of Factors Supporting Graduate Student Success (Gilmore, Wofford & Maher) - This in-depth study found that faculty explanations for the success (or failure) of their doctoral students cluster into three major themes: student motivation, access to formative learning experiences, and student foundational knowledge.  IT also includes an excellent, in-depth reference list. 

  • Mentoring Graduate Students (Johnston) - This brief presents some of the psychosocial models that describe the development of the mentor/mentee relationship. It includes good FAQs for mentors.

  • Supporting Graduate Students (Parkman) - This article reports on the University of Arizona’s development of ‘survival’ workshops designed specifically for graduate students. Topics include time management, writing skills, stress management, and research methods. Is this a strategy that UIndy might want to adopt? 

  • Why Do So Many Graduate Students Quit? (Patterson) - Only half of all doctoral students complete their programs. While many professors attribute drop-out to student failure, it is likely that systematic and cultural aspects of graduate programs (such as poor communication & weak mentoring) significantly contribute to the problem. Read this only if you are not already feeling inadequate!

  • How to Mentor Graduate Students: A Guide for Faculty (Rackham Graduate School, University of Michigan) - A nice summary of what successful mentors do in Chapter 3; portions are focused on University of Michigan local resources, but it does include various mentoring plans from different departments, which faculty from other universities could potentially modify for their own use.

  • How to Get the Mentoring You Want: A Guide for Graduate Students at a Diverse University (Rackham Graduate School, University of Michigan) - The companion piece to their guide for faculty, this manual is designed for the graduate student, providing advice for getting the most out of a relationship with a faculty mentor. Nawrocki likes the way that it encourages certain professional behaviors that may not be as obvious to the modern “iGen” generation of students, such as effective communication strategies. It also helps the student understand the special circumstances and stressors facing graduate faculty members.

  • Stress Relief for American Graduate Students: Results from a Nationwide Survey - This article focuses on sources of stress, coping mechanisms, and perceptions of graduate students. While brief and lacking references, it is nonetheless an  informative read.

  • Tate Discusses ‘Promising Practices’ in Graduate Education, Washington University at St. Louis

Artificial Intelligence and HE

Have Our Robot OverLords Arrived? Artificial Intelligence & ChatGPT’s Implications for Business and Employees

Dr. Karl Knapp discussed the items listed below. Access the video recording here (50:30)

  • Overview of deep learning neural networks

  • History of OpenAI as a company

  • Release history and training process of the ChatGPT models

  • Industry partner announcements

  • Potential use cases (both in organizations and in education)

  • Pitfalls and weaknesses

  • Discussion of the future of large language models

 

ChatGPT in the Classroom

Derek Trimmer, School of Nursing discussed the items listed below. Access the video recording here (1:01:11)

  • How as faculty members, we can effectively integrate ChatGPT and other AI tools into our teaching practices to create course content such as syllabi, course schedules, lecture slides, quizzes, and practice problems.

  • How ChatGPT can be used to address students' questions regarding course content, and how it can facilitate faster and more efficient communication between instructors and students.

Please check back for updates.
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