Trigger warnings, safe spaces, and fascism on college campuses

[Jeff Lebowski]

I thought this was interesting, especially since my daughter has one of these classes this year: https://www.columbiaspectator.com/ne...tion-sections/

So far she says it has been great. Though she is having to buy the physical copy of books instead of just downloading them.

Also interesting is that " Despite faculty reservations, Columbia offers free access to advanced models of Claude, ChatGPT, and Google Gemini—though it has now removed student access to Gemini in Google Docs—to faculty members and staff."

University of Chicago is trying to roll back the clock and go analog in some programs:

https://chicagomaroon.com/53262/news/sosc-core-to-institute-ai-ban-technology-free-classrooms-this-fall/

[BigPiney]

University of Chicago is trying to roll back the clock and go analog in some programs:

https://chicagomaroon.com/53262/news/sosc-core-to-institute-ai-ban-technology-free-classrooms-this-fall/

My friend that teaches Political Science at BYU has done that for some of his classes.

[tooblue]

My friend that teaches Political Science at BYU has done that for some of his classes.

Been doing it for years—it helps that fine art and design students prefer to write and sketch in their sketchbooks as opposed to typing. Some use their iPad and stylus, but the majority prefer pen/pencil and paper:

The Pen Is Mightier Than the Keyboard: Advantages of Longhand Over Laptop Note Taking

https://journals.sagepub.com/doi/abs...56797614524581

Abstract

"Taking notes on laptops rather than in longhand is increasingly common. Many researchers have suggested that laptop note taking is less effective than longhand note taking for learning. Prior studies have primarily focused on students’ capacity for multitasking and distraction when using laptops. The present research suggests that even when laptops are used solely to take notes, they may still be impairing learning because their use results in shallower processing. In three studies, we found that students who took notes on laptops performed worse on conceptual questions than students who took notes longhand. We show that whereas taking more notes can be beneficial, laptop note takers’ tendency to transcribe lectures verbatim rather than processing information and reframing it in their own words is detrimental to learning."

An emphasis on reframing is a core tenet of ours and I imagine most arts related curriculum.

[tooblue]

I am curious. How to be combat the use of AI in your classes. I use packback but it could be much to desire and I still have to review and grade the essays etc I also use ZeroChatGPT but I do not find that very reliable as well.

What software or programs do you use or your school use.

Here is a more detailed explanation that I promised. First, it is important to understand that I teach art and design at college. What I do in my classroom may not translate to other classrooms, but I do think it is highly adaptable and I have seen it utilized effectively in non fine art and design related courses where there was traditionally a lot of essay writing assigned. What we assign is in large part derived and informed by European, and Australian MFA course work and artistic practice PhD research activities.

We assign (practice-based) creative essays in place of traditional essays. "A creative essay is a reflective and exploratory form of doing, writing, sketching, capturing audio and video, and art making that draws on a student’s skills, lived experience, research activities, and critical thinking to develop, reflect on, and demonstrate their learning. A creative essay is intentionally open-ended, allowing students to determine which combination of media and methods best communicates their ideas and learning."

A methodology relied upon to help the students create their creative essay is: authoethnographic research methodology. We of course simplify what that means, but in a nutshell:

"Autoethnographic research combines autobiography (the examination of your own experiences) with ethnography (the study of cultural patterns and practices). Unlike storytelling, keeping a journal, or writing a memoir, autoethnography invites you to look more closely at your own experiences and consider how they connect to the larger social, cultural, and political world around you."

A good example of how an autoethnographic research methodology can be understood is the comic Calvin & Hobbes. The author and illustrator, Bill Watterson, anthropomorphises Calvin’s stuffed tiger, Hobbes, and brings him to life to illustrate how one’s own subjective reality can often compete with other culturally informed worldviews.


Calvin&Hobbes-large.jpg

I have first hand knowledge of engineering professors at BYU and other Universities who employ a somewhat similar method (I have three sons who have graduated from or who are studying engineering, and a niece who has a PhD in engineering). The professors require every student to have a rubber ducky, with whom the student can argue and debate about how to approach mathematical and other engineering related problems.

For high school, all of the above would have to be simplified even further etc.

[Bo Diddley]

Been doing it for years—it helps that fine art and design students prefer to write and sketch in their sketchbooks as opposed to typing. Some use their iPad and stylus, but the majority prefer pen/pencil and paper:

The Pen Is Mightier Than the Keyboard: Advantages of Longhand Over Laptop Note Taking

https://journals.sagepub.com/doi/abs...56797614524581

Abstract

"Taking notes on laptops rather than in longhand is increasingly common. Many researchers have suggested that laptop note taking is less effective than longhand note taking for learning. Prior studies have primarily focused on students’ capacity for multitasking and distraction when using laptops. The present research suggests that even when laptops are used solely to take notes, they may still be impairing learning because their use results in shallower processing. In three studies, we found that students who took notes on laptops performed worse on conceptual questions than students who took notes longhand. We show that whereas taking more notes can be beneficial, laptop note takers’ tendency to transcribe lectures verbatim rather than processing information and reframing it in their own words is detrimental to learning."

An emphasis on reframing is a core tenet of ours and I imagine most arts related curriculum.

I struggled for a while in college. I really struggle with reading. I finally cracked the code of what worked for me. I took notes in the lecture by hand and recorded it on a mini cassette recorder. Later that night while working the graveyard shift, I would relisten to the lectures and adjust my notes to fill in the blanks and catch whatever I missed the first time. Then when I studied for the tests, I read and reread my notes. On the tests I found I could see my notes in my head and hear the professor's words. Using multiple senses to learn was what I needed.

[Pelado]

I struggled for a while in college. I really struggle with reading. I finally cracked the code of what worked for me. I took notes in the lecture by hand and recorded it on a mini cassette recorder. Later that night while working the graveyard shift, I would relisten to the lectures and adjust my notes to fill in the blanks and catch whatever I missed the first time. Then when I studied for the tests, I read and reread my notes. On the tests I found I could see my notes in my head and hear the professor's words. Using multiple senses to learn was what I needed.

Cool.

[dabrockster]

Here is a more detailed explanation that I promised. First, it is important to understand that I teach art and design at college. What I do in my classroom may not translate to other classrooms, but I do think it is highly adaptable and I have seen it utilized effectively in non fine art and design related courses where there was traditionally a lot of essay writing assigned. What we assign is in large part derived and informed by European, and Australian MFA course work and artistic practice PhD research activities.

We assign (practice-based) creative essays in place of traditional essays. "A creative essay is a reflective and exploratory form of doing, writing, sketching, capturing audio and video, and art making that draws on a student’s skills, lived experience, research activities, and critical thinking to develop, reflect on, and demonstrate their learning. A creative essay is intentionally open-ended, allowing students to determine which combination of media and methods best communicates their ideas and learning."

A methodology relied upon to help the students create their creative essay is: authoethnographic research methodology. We of course simplify what that means, but in a nutshell:

"Autoethnographic research combines autobiography (the examination of your own experiences) with ethnography (the study of cultural patterns and practices). Unlike storytelling, keeping a journal, or writing a memoir, autoethnography invites you to look more closely at your own experiences and consider how they connect to the larger social, cultural, and political world around you."

A good example of how an autoethnographic research methodology can be understood is the comic Calvin & Hobbes. The author and illustrator, Bill Watterson, anthropomorphises Calvin’s stuffed tiger, Hobbes, and brings him to life to illustrate how one’s own subjective reality can often compete with other culturally informed worldviews.


Calvin&Hobbes-large.jpg

I have first hand knowledge of engineering professors at BYU and other Universities who employ a somewhat similar method (I have three sons who have graduated from or who are studying engineering, and a niece who has a PhD in engineering). The professors require every student to have a rubber ducky, with whom the student can argue and debate about how to approach mathematical and other engineering related problems.

For high school, all of the above would have to be simplified even further etc.

Thank you. This was helpful. We do have essays that we require personal growth as part of the essay incorporated with what they are learning in the course.

I still find they use AI to write it and have found ZeroChatGPT pops their papers still high. Some are popping between 80-100%. Sadly, these entitled students complain and say it is their own writing. They are too lazy to even adjust the formatting and when I see their bullets are all “1.” for every bullet, it kinda gives them away. But the Professors I work for find it unreliable and are unable to fully determine if they cheated, so we adjust the limit of when I will deduct points or give them a 0. Sadly, I have seen that threshold to not do anything unless it is over 65% AI-Assisted.

After I warn the students in the first week, usually in week 2, all of their essays pop for 0%. Which tells me that those are running it through AI again and asking it to remove any trace of AI-Assistance. Usually those who pop for minor percentage are usually the one who are writing their paper.

it is a losing battle and the students don’t even know how to format a paper let alone put their name on their papers or cite correctly.