Teaching Renewal Week 2024

View Recordings in the Session Titles

Keynote Presentation

Tuesday, January 9, 2024

Dr. George Siemens:

Dr. George Siemens researches how human and artificial cognition intersect in knowledge processes. He is co-founder, Chief Scientist and Architect of Southern New Hampshire University’s (SNHU) Human Systems – an organization building resources to respond to the systemic impact of AI on learning and wellness. He is the founding Director and Professor of the Center for Change and Complexity in Learning (C3L) at University of South Australia and developed the Masters of Science in Learning Analytics at University of Texas at Arlington. He has delivered keynote addresses in more than 40 countries on the influence of technology and media on education, organizations, and society. His work has been profiled in provincial, national, and international newspapers (including NY Times), radio, and television. He has served as PI or Co-PI on grants funded by NSF, SSHRC (Canada), OLT (Australia), Intel, Boeing, Bill & Melinda Gates Foundation, and the Soros Foundation.  He has received numerous awards, including honorary doctorates from Universidad de San Martín de Porres and Fraser Valley University for his pioneering work in learning, technology, and networks. He holds an honorary professorship with University of Edinburgh.

Dr. Siemens is a founding President of the Society for Learning Analytics Research (http://www.solaresearch.org/). He has advised government agencies Australia, European Union, Canada and United States, as well as numerous international universities, on digital learning and utilizing learning analytics for assessing and evaluating productivity gains in the education sector and improving learner results. In 2008, he pioneered massive open online courses (sometimes referred to as MOOCs). His is founding President of the Global Research Alliance for AI in Learning and Education (GRAILE – www.graile.ai)

Schedule for the Week

Monday, January 8, 2024
Campus Writing Program, Faculty Writing Intensive (WI) Workshop (Resources Here)

Are you interested in teaching with writing without drowning in the challenges of grading and extra work?

This virtual workshop included interactive sessions on the following topics, and more!
– Using informal writing to spark critical thinking
– Designing diverse and effective writing assignments
– Addressing how to respond to student writing
– Assessing students’ final written products
– Incorporating revision in the writing process and structuring peer review

This workshop would fulfill the requirement to attend a WI Workshop for WI Certification. For more information on this requirement, please visit the CWP website: https://cwp.missouri.edu/wi-workshop-attendance/

Bridging the Gap: GenAI as a Tool for Next-Gen Scholars
(Recommended for Graduate Students and Postdocs)

This session explores the impact of generative AI on graduate education, focusing on its integration into teaching and research. We’ll address how AI can enhance learning, tackle ethical issues, and augment academic research. Attendees will gain insights into the benefits and challenges of AI in academia, with discussions aimed at balancing technological advancement with responsible use in educational settings.

Projected Outcomes:

  • Understanding General AI’s Potential in Academia: Educate attendees about the capabilities and limitations of General AI, focusing on how it can enhance research, data analysis, and creative problem-solving.
  • Fostering a Collaborative Approach: Encourage a dialogue on how graduate instructors and TAs can collaborate to effectively integrate AI tools into their curriculum, ensuring a cohesive and forward-thinking approach.

Facilitated by Mr. Diogenes Santos, PhD Student
Information Science and Learning Technology

Tuesday, January 9, 2024
Opening Remarks –
Dr. Tori Mondelli – Founding Director, MU Teaching for Learning Center
Dr. Alexandra Socarides – Associate Provost
Keynote Presentation – Learning in an Age of AI

The surge in both AI capabilities and public adoption of AI innovations reveals important opportunities and concerns about the future of learning and education. AI has been shown to elevate human performance in a range of knowledge work, including coding, decision making, writing, and general creativity. Higher education’s first response to generative AI in early 2022 was to focus on preserving academic integrity in student work. As this angst receded, along with the overblown hype of AI overtaking humans, questions have turned to the sustained impact of AI on how we learn and live. AI performs at a human level, or better, in a growing range of cognitive tasks. What should universities teach and how should they teach it? This talk will provide a broad overview of AI’s progression, current state of performance, and future anticipated impacts on the higher education system. A particular focus will be on the need for new pedagogical models that emphasize human-AI interaction and engagement.

Lunch Break: 12:00pm-1:00pm
Featured Session – 1:00pm-1:50pm
Demystifying AI: Toward a Focus Shift on Learning Process Rather than Learning Products

To truly understand how best to use, and not to use, generative artificial intelligence, we must first demystify the technology behind tools like ChatGPT. In this session Dr. Harris will provide analog ways to describe and emulate the work of AI to reach that deep level of understanding of how ChatGPT works. Only then can the conversation turn to ways to approach AI in the classroom setting through a focus on the process of learning rather than on products of learning.

Projected Outcome:

  • Gain a better understanding of the ChatGPT tool, provide ways to approach AI in the classroom with a focus of learning.

Facilitated by Christopher Harris, EdD, Director
School Library System for the Genesee Valley BOCES (Board of Cooperative Educational Services) in New York 

Are You Using Generative AI Yet?: Best Practices and Ideas That Work for Teaching Faculty

Come join a panel of fellow teaching faculty to:

  1. Discover how fellow faculty have successfully integrated Gen AI into their teaching.
  2. Consider factors in developing your own guidelines on using Gen AI ethically and responsibly.
  3. Learn how to integrate Gen AI into your courses to enhance student critical thinking and AI evaluation skills.
  4. Comprehend the (current) limits of Gen AI
  5. Investigate the concept of students co-learning with Gen AI

This session doesn’t require extensive background knowledge in AI and is appropriate for faculty new to using it. However, it’s not a session on “what is AI?” or theoretical considerations. Instead, it’s all about application and real world examples of how to use these powerful new tools in your teaching.

Projected Outcomes:

  • Access to resources, including syllabus statements and student citation guides.
  • Develop skills for crafting effective prompts to elicit high-quality outputs from Gen AI tools.

Facilitated by
Scott Christianson, Associate Teaching Professor and Director of the Center for Entrepreneurship and Innovation, Trulaske School of Business
Graham McCaulley, Director, Office of Service-Learning

AI Rapid Resources Rounds

Five minute examples and tips you can use with Generative AI/ChatGPT! Tony Barbis and Scott Christianson share their collection of the latest and best ideas and resources from their toolbox, just for 5 minutes per idea. Participants are provided with a website for more information on each.

Projected Outcomes:

  • Learn practical ideas in using generative AI tools.
  • Gain awareness of resources for using AI tools.
  • Get inspiration for innovative applications in your class.

Facilitated by
Scott Christianson, Associate Teaching Professor and Director of the Center for Entrepreneurship and Innovation, Trulaske School of Business
Tony Barbis, Instructional Technology Specialist, Trulaske School of Business

Wednesday, January 10, 2024
Strategies to Foster a Culture of Academic Integrity

Discover how to cultivate a culture of academic integrity through activities that mirror real-world scenarios, encouraging students to take ownership of their education. Explore the impact of assigning specific roles to students and having them address authentic audiences using the RAFT framework (Role, Audience, Format, Topic) to inspire intrinsic motivation. In small groups, participants will share ideas for applying RAFT in their courses and discuss more generally how to promote a culture of academic honesty.

Projected Outcomes:

  • Design an authentic assessment using the RAFT (Role, Audience, Format, Topic) framework.
  • Promote a culture of academic integrity.

Facilitated by
Christina Carney, Assistant Professor, Women’s and Gender Studies

Alba Argerich, Assistant Professor, School of Natural Resources
Liz du Plessis, Manager of Instructional Design for Missouri Online and Adjunct Faculty, Department of History

Empowering the AI Workforce of Tomorrow: Navigating the AI Frontier Across Industries

The increasing demand for generative artificial intelligence (AI) talent has highlighted the importance of proactively preparing the workforce for the ever-evolving AI landscape. Our diverse industry panel, comprised of experts from various fields, will explore emerging opportunities, provide insights into the roles that generative AI plays in their respective industries, and delve into effective strategies, best practices, and innovative approaches for developing generative AI talent. Together, the panel will share their current observations on the rising talent pool in generative AI and its transformative impact on various industries.

Projected Outcomes:

  • Enhanced Understanding: Audiences should come away from the panel with a deeper comprehension of the challenges and opportunities in generative AI talent development and its impact on various industries. They should be better equipped to navigate the evolving AI landscape through both teaching and learning.
  • Actionable Insights: Attendees should gain practical insights, strategies, and best practices that they can apply to their own roles, whether they are educators, industry professionals, or students seeking to develop skillsets in generative AI.
  • Inspiration and Engagement: The audience should leave the panel feeling inspired and motivated to contribute to or invest in the field of generative AI talent development. They should be encouraged to take part in shaping the future of AI in their respective domains.

Facilitated by
Dr. Chi-Ren Shyu, Director of MU Institute for Data Science and Informatics & Paul K. and Dianne Schumaker Professor,
College of Engineering
Dr. Tori Mondelli, Director, Teaching for Learning Center

Guest panelists
Nate Birt – Founder, Silver Maple Strategies
Dr. Eui-Hong Han – Director of AI/ML and Advising Technology, The Washington Post
Tom Henry – Chief Data and Deputy Chief Information Office, Schnuck Markets, Inc.
Wade Davis – VP of Computational Science & Head of Digital Research, Moderna
Dr. Erin Whitteck – Science Engagement Lead, Bayer Crop Science

Conversations for Teaching in the Age of Artificial Intelligence by Discipline/Industry

Generative AI is making a major impact in the world today. During this session, you will have an opportunity to explore how Gen AI is being used in your discipline (or one close to your discipline) and discuss implications for curriculum and instruction.

Conversation leaders
Lydia Bentley – Asst. Teaching Professor, Educational Leadership and Policy Analysis & Assoc. Director, T4LC
Nate Birt – Founder, Silver Maple Strategies
Scott Christianson, Associate Teaching Professor and Director of the Center for Entrepreneurship and Innovation, Trulaske School of Business
Dale Fitch – Assoc. Professor, School of Social Work
Crystal Gateley – Teaching Professor and Assoc. Chair, Occupational Therapy & OTD Program Director
Amy Lannin – Assoc. Professor, College of Education & Director, Campus Writing Program
Victoria Mondelli – Affiliated Faculty, History & Founding Director, T4LC
Amy Simons – Professor and John A. Walsh Faculty Fellow, Journalism & Affiliated Faculty, Honors College
Michael Sykuta – Assoc. Professor, Applied Social Sciences
Jayne Woods – Assoc. Teaching Professor, Law

Lunch Break: 12:00pm-1:00pm
Fighting a Winning Battle: Teaching Alongside AI

In this session, we will explore the ways Generative AI (ChatGPT, BingAI, etc) invites higher education faculty to consider the future of our disciplines and the humanity there within. From using GenAI to make writing syllabi quicker to engaging students in self-directed research and study, we’ll share strategies for productive use of the AI tools. We’ll also connect these disciplinary discussions to notions of transformative versus transactional teaching, leaving participants with new understandings about the possibilities and limitations of GenAI and the opportunities this new era provides us as higher education instructors.

Projected Outcomes:

  • Understand two models of teaching–one which can be subverted by students’ use of ChatGPT and one which makes subversion more difficult.
  • Learn teaching strategies to pair with ChatGPT for powerful student learning.

Facilitated by
Dr. Kevin Brown, Associate Professor of Digital Media and Performance Studies, Department of Theatre
Dr. Christy Goldsmith, Associate Director, Campus Writing Program

Teaching Student-Centered AI Literacy

Students are not universally comfortable with the concept or use of Generative AI (GenAI). In order to meaningfully integrate AI into our classes, and to support students’ responsible use of these tools, it will be helpful to teach AI literacy in a way that respects students’ varying perspectives and attitudes towards GenAI.

Projected Outcomes:

  • Discuss a range of students’ perceptions and attitudes toward using GenAI for academic and workplace tasks.
  • Identify practical strategies to meet students where they are when it comes to the use of GenAI, to orient them to responsible use of these tools, and to begin to incorporate these tools into class activities and assignments.

Facilitated by Flower Darby, Associate Director
Teaching for Learning Center

Creating Rubrics with Gen AI

In this session we’ll discuss basic principles of rubric design and use as well as explore how AI tools can help generate rubrics for our own courses.

Projected Outcomes:

  • Understand the challenges and benefits of using rubrics.
  • Identify rubric components.
  • Review examples of rubrics.
  • Explore drafting rubrics with the assistance of AI.

Facilitated by Lydia Bentley, Associate Director
Teaching for Learning Center

Thursday, January 11, 2024
How to Be an Effective Prompt Engineer with Generative AI

In this session we will review various effective methods for using Generative AI to enhance value in the teaching/learning process.  Engineered prompts can accelerate creative production and other processes by streamlining and reframing communications, reducing the time to produce quality content, and generating sufficient foundational resources in our fields and in our courses.

Projected Outcomes:

  • Brainstorm and develop an engineered prompt to produce an output or deliverable (like an active-learning exercise, assignment, bibliography, etc.)
  • Discover and learn about novel ways of applying Generative AI to enhance workflow for teaching.

Facilitated by Dr. Anthony Vatterott, Assistant Teaching Professor and Director of the Center for Sales and Customer Development
Department of
Management, Trulaske College of Business

From Nonprofit Ethics to Corporate Management: The Ethical and Societal Elements of Generative AI

Due to the seemingly endless array of applications for generative AI, there is hardly an ethical trope that AI doesn’t involve. Generative AI finds its way into discussions of privacy, bias and fairness, job displacement, autonomy and decision making, and much much more. As individuals worldwide prepare to integrate these systems into their daily and professional lives, our session aims to shed light on both some of the lesser-known ethical dimensions of generative AI as well as a few of the core considerations some philosophers are using to wade through this unpredictable AI landscape.

Projected Outcomes:

  • Increased Awareness – Participants will gain a heightened awareness of the environmental, social, and global challenges wrapped up in the development of generative AI technologies.
  • Transparency and Accountability – Attendees will examine the crucial role of transparency in building trust and accountability in the AI development process.

Facilitated by Elijah Rojas
Honors College

Equity-Minded and Empowering Teaching with Generative Artificial Intelligence

As Generative AI (GenAI) impacts higher education and the workplace, we have a responsibility as equity-minded educators to help our students learn to use these tools well. In this session we will explore an overarching strategy for incorporating GenAI into our class assignments as well as a range of specific examples ranging from simpler to more sophisticated from various disciplines.

Projected Outcomes:

  • Discuss equity-focused considerations of GenAI in higher education.
  • Describe an organizing framework for AI-informed assignment design.
  • Consider a range of examples of teaching with GenAI.

Facilitated by Flower Darby, Associate Director
Teaching for Learning Center

Lunch Break: 12:00pm-1:00pm
Teaching with AI in the SEC (All are welcome, even if not registered for the course.)

The University of Missouri is participating in an SEC-wide initiative to grow our understanding and competencies with generative AI for teaching and learning. This course blends research advancements with constructive input from faculty and students and covers key topics that include everything from AI basics to complex constructs and tools. In this session, we will provide an overview of topics in the course. As time permits, we will work through an early module or two.

Introduction to Curriculum Mapping

Learn the basics of curriculum mapping including how to align your course’s student learning outcomes to program level outcomes.

Projected Outcomes:

  • Define the general form and function of curriculum maps
  • Review examples of curriculum maps
  • Identify steps in the curriculum mapping process

Facilitated by Lydia Bentley, Associate Director
Teaching for Learning Center

Friday, January 12, 2024
Self-Reflection on Teaching

Familiarize yourself with the Self-Reflection on Teaching (newly required for Annual Reviews starting in 2024). Learn how the process works, see examples from colleagues’ Self-Reflections, and start working on your own. You’ll have the chance to ask questions and brainstorm your own ideas.

Projected Outcomes:

  • Participants will become familiar with the components of the Self-Reflection on Teaching
  • Participants will see examples of how to complete the Self-Reflection on Teaching
  • Participants will brainstorm ideas for how to complete their own Self-Reflection on Teaching

Facilitated by Dr. Rose Metro, Associate Teaching Professor
Learning, Teaching, and Curriculum
Faculty Fellow for the Teaching for Learning Center

Making Sense of Student Feedback

Student feedback is not only an important part of the review process for teachers but also a valuable source of insights for improving our work. Mizzou’s new student feedback survey instrument presents data in new ways that integrate with Mizzou’s new model for Inclusive and Effective Teaching. In this session we will explore approaches to interpreting student feedback data that can help you construct a thoughtful narrative of how students perceive your teaching.

Projected Outcomes:

  • Explain the changes in data university expectations for reporting student feedback data as part of the review of teaching process.
  • Compare and contrast the new student feedback summary data report with the version used with the previous student survey instrument.
  • Implement strategies for interpreting student feedback data that can aid the construction of a narrative of how students perceive their learning experiences in your courses.

Facilitated by Dr. Steve Klein, Associate Teaching Professor, Director of Undergraduate Studies
Department of Communication
Faculty Fellow for the Teaching for Learning Center

A Culture of Formative Peer Review

During this session we will engage in a conversation of culture change. As scholars in our fields, we benefit from the candid insight of others. Why do we not do the same with our teaching? We will discuss the benefits of opening our classrooms to colleagues for confidential and constructive feedback through formative peer review. We will share new campus resources, such as the Show-me Teaching for Learning Partners and the Formative Peer Review process and checklists. We will share experiences of both individuals who have engaged in formative peer review and departments that have started integrating it into their expectations for instructors.

Projected Outcomes:

  • Articulate the importance of formative peer review in education for professional development and community building.
  • Find resources on campus to engage in formative peer review.

Facilitated by
Dr. Mitra Asgari, Assistant Teaching Professor, Biological Sciences
Dr. Lydia Bentley, Associate Director, Teaching for Learning Center
Dr. Laurie Kingsley, Teaching Professor & Assistant Dean of Teacher Education; Learning, Teaching, and Curriculum
Dr. Amy Lannin, Associate Professor, Director of the Campus Writing Program; Learning, Teaching, and Curriculum
Dr. Mauro Palmero, Associate Teaching Professor, Hospitality Management
Dr. Bethany Stone, Curators’ Distinguished Teaching Professor, Biological Sciences

Teaching Assistant Writing Intensive (WI) Workshop (Resources Here)

Teaching assistants are an integral part of Writing Intensive courses; as such, this workshop provides resources to help TAs manage the special demands of Writing Intensive courses.  This session welcomes novice, veteran, and prospective TAs.

The interactive workshop provides TAs:
– practice in assessing writing assignments and norming grades with colleagues
– methods to balance content and mechanics in the assessment process
– strategies for conferencing with students about their writing
– resources to support peer review in small group or discussion sections

This workshop would fulfill the requirement to attend a WI workshop for certification to assist in a Writing Intensive course. For more information on this requirement, visit the CWP website: https://cwp.missouri.edu/wi-workshop-attendance/

Missouri Online Bootcamp

Our colleagues and Missouri Online offered a Bootcamp for educational technologies you may use for your teaching. Check out the schedule for future events here.