Jean Waddy

I instruct career development in two programs at my school. I can use AI to retool boring slide shows and I can help students understand how to use the tools to improve their responses. I am more interested in how to have AI evaluate student responses to interview questions. My students use a program that they can record a video of their response. Being able to upload this video and have AI analyze would be great.

As an instructor and program lead, I want to make sure my students are prepared to walk from the classroom to the job office. We use an online based program to prep for job interviews, questions, resumes, cover letter, and applications. I plan to demonstrate how they can us AI to generate more complete responses to questions. Also, showing them how to generate a list of questions to help prep for the interview. 

I understand that there are multiple ways students can use AI. I want my students to understand concepts and be able to complete job specific tasks. Using AI can help in some instances, like allowing them to create study notes from a lecture. Students who have academic challenges could also use AI to "write" grammatically correct responses.

This section on ethics and regulations was interesting. The need for separation of responsibilities reminded me of the best practices followed by those in accounting roles. We also separate responsibilities to protect company money.

From an instructor's point of view/responsibility, I need to continue to be aware of what I tell my students when answering questions. My enthusiasm for the program may lead me to say more than is legal regarding completion rates, competing programs, or job opportunities after graduation. This reminds me to keep guarded and positive.

As an instructor, I am often asked by current students about potential jobs, where could they get hired, will they be able to get a job. I realize I need to be careful about what I say to them, because I could easily mislead them and violate compliance guidelines. I my program's track record and what we are legally allowed to say may not always line up. I will be more careful when communicating.

I find the content very interesting. In regards to electronic communication with students, the difference between commercial interaction and transaction/relationship interaction are specific. When communicating with my current students through my work email, I will evaluate my taglines to make sure there is nothing that could be construed as commercial.

Discussions in an online environment has always been difficult for me.  I always have some who contribute and some that do not. I know that this builds our community and I want to build it. The suggestion on having a personal DQ post is great. It might get some students talking. I think I will also try to reward questions so students will want to respond, by using less technical more relational questions. I have a lot to learn in this area.

Effectively communicating online leads students down a path to success.  It leads to the exchange of knowledge and develops community.  I was an online asynchronous student and saw the challenges in generational communication. I was part of teams where one or more did not communicate or do their part, causing the rest of the team to stress.  My students are synchronous learners, so some of the non-verbal communication is still present, but that does not mean there are not generational or ethnic communication issues. I agree we need to lead and demonstrate proper communication. I also agree that we need… >>>

Our school has clearly outlined communication expectations in the catalog. I never thought of drafting a communication policy for my classroom or a conduct policy.  I have not encountered a need for it. If an issue ever arises, I remind students of the school policies.  I have had coworkers who had more specific rules for their classrooms.  I could see the value in it.