Sandra Goddard

This module discusses using AI is a professional manner, getting involved in making AI recommendations for your institution, building relationships with industry partners regarding AI, and growing your professional career.

This module discusses AI transparency and accountability - when is it important to disclose your use of AI and why is that important?  Disclosing your use of AI to students can illustrate to them how AI can be used and prepare them for real life work situation in which they may need to be familiar with how AI can be used. Colleagues would be interested in how you used AI, what works or doesn't work, and what kind of results you achieved. Administrators would be concerned about validity, student outcomes, and how AI is received by industry partners. While some… >>>

This module addresses detecting and addressing bias in the different approaches of AI (tell, team, and trust). It is important to get in the habit of scanning responses you  get from AI, setting directives for AI to consider all perspectives, and regularly monitoring AI interactions. One way to make this a regular habit is to include bias checks with monitoring of accuracy and validity. 

When using AI it is important to use it responsibly and ethically. Depending on what type of AI you are using (tell, team, or trust) will determine how you verify or monitor for accuracy. If you are generating a report (tell) you need to verify that the output is current, accurate and free of bias. If you are teaming up with AI to develop a long term project you would verify at each step in the process. If you are trusting AI to work without direct supervision, frequent monitoring is needed to make sure everything is staying current, accurate, and… >>>

This module discusses different types of learning disabilities and how to help students with a learning disability. There are five types of learning disabilites - dyslexia, dysgraphia, dyscalculia, auditory processing disorder, and verbal learning disability. The most common is dyslexia, which is a miscommunication between hearing or seeing a word and processing it. Students with learning disabilities in college level courses have probably learned ways to cope with their disability, and can give you suggestions to help them. Common ways to support students with a disability include separating questions or problems with a text box, separating paragraphs, taping lectures, giving… >>>

This module addresses supporting diverse learners. Just because you have students that have completed high school taking college level courses, doesn't mean they can read or write at a 12th grade level. Additionally, you may have students who are ELL (English as a learning language). Both of these groups will likely need assistance with understanding reading, spoken lectures, and written assignments. It helps to keep projects short and focused in order to evaluate comprehension frequently. Another suggestion is to try connecting one new vocabulary word to another to help build recognition of terms. As always, it is important to keep… >>>

This module discussed monitoring students in order to keep an eye on how each student is doing in class - do they look lost, are they talking and not paying attention, etc. It is important to make eye contact with all of the students so that they feel like part of the class. The module also discussed working in groups, both informal and informal. Some students do not have any experience working in groups, so they may need some time to learn how to function in a group, contribute, listen to, and respect other group members. They need a rubric… >>>

Get to know your class in order to become a more effective instructor. Give a pretest to determine where you need to start. Start with familiar information and gradually move to unfamiliar and more complex information. Emphasize 4-5 main points for each class. Speak clearly, smile, move around the classroom, and use gestures to make your lectures more effective. Use different delivery methods, such as slides, lecture, activities so that all learning styles are addressed. 

This module discusses trusting AI to respond to students without constant supervision. The first step is to evaluate the program to make sure it aligns with the curriculum needs, is transparent, reliable, protects student safety, and can be adjusted as needed. Once the program has been integrated, it is important to monitor the student interactions, student feedback, and consistency of the information. It is also important to grade the results of the program: are the students learning, is the information staying current; and is it saving time for the instructor. AI is always changing and the instructor needs to be… >>>

This module discusses using AI as a brainstorming and thinking partner. An example of this would be asking AI to come up with learning activities for students whose learning style is tactile or hands on. In order to get good results from AI you need to make your request very specific - using the word craft. C for context, R for request, A for appropriateness, F for format, and T for tone.  I am a dental hygiene instructor teaching Embryology and Histology to second term dental hygiene students; I would like ideas for a 10 minute physical activity to help… >>>