In "The Battle Over AI in Higher Education Classrooms Is Being Fought in the Field of Student Agency," Jarek Janio explores the integration of artificial intelligence (AI) in higher education through the philosophical lens of Heidegger, emphasizing AI as a technology that reveals human values and priorities. Rather than viewing AI as a threat to traditional teaching methods and academic integrity, Janio encourages educators to reframe AI as a tool that enhances student learning and agency.

Janio argues that traditional assignments focused on recalling information or reproducing existing knowledge become obsolete in an AI-driven landscape. Instead, educators should design assessments that require students to demonstrate higher-order skills such as application, synthesis, creativity, and critical thinking. This shift moves education toward meaningful skill demonstration, aligning more closely with students' real-world needs.

AI technologies, including intelligent tutoring systems and adaptive learning platforms, can personalize education by tracking and visualizing students' skill development, empowering learners to see tangible evidence of their progress. Consequently, AI allows faculty to shift from being gatekeepers of content to mentors and facilitators, engaging students in deeper learning activities that foster ethical reasoning, creativity, and interdisciplinary connections.

Emphasizing student agency and competency-based education, Janio highlights the importance of clearly defined learning outcomes that students find personally and professionally relevant. When students understand the practical significance of their learning, their engagement, self-efficacy, and motivation increase significantly.

Ultimately, Janio positions AI as a transformative tool that can help higher education realign instructional design around competency, meaningful engagement, and student agency. Rather than fearing AI-driven disruptions, educators should leverage these technologies to enhance learning outcomes, preparing students to effectively apply their skills beyond the classroom, adapt to new challenges, and contribute thoughtfully to society.

"Nothing But Skill" by Jarek Janio argues that education should emphasize skill demonstration and competency rather than traditional metrics like grades and test scores. Janio asserts that all human interactions, particularly in classrooms, rely on observable behaviors which demonstrate underlying skills and competencies. Despite historical skepticism towards behaviorism due to its association with manipulation, the author maintains that education inherently shapes behavior, expecting students to demonstrate learning in approved ways.

Faculty often focus on student behavior as indicators of learning, making inferences based solely on observable skills like communication and interaction. Thus, Janio argues, education must intentionally create environments that nurture desirable student behaviors, moving beyond superficial engagement to meaningful skill application. Ultimately, what matters most is the behavior students exhibit at course completion—what they can practically do—not just attendance or participation.

Observing skill attainment is essential because skills underpin every human action, from everyday interactions to professional expertise. Educators must themselves possess strong observational and evaluative skills to effectively judge student performance, especially given potential biases or knowledge gaps due to cultural, technological, or disciplinary differences.

The author critiques the higher education accountability system based on grades, asserting it inadequately represents students' true abilities. Grades alone cannot clearly indicate whether students possess practical skills such as critical analysis or application. Thus, Janio emphasizes assessments that directly observe skill demonstration, suggesting more nuanced approaches such as essays, presentations, or practical tasks.

Skills and competencies, Janio stresses, must also directly relate to students' real lives, empowering them to navigate personal and professional challenges effectively. Skill application can vary significantly among individuals due to different environments, resources, and social backgrounds, highlighting the need for educators to clearly articulate expected skills and outcomes.

Janio concludes by advocating for intentional teaching practices aimed at skill empowerment rather than leaving skill acquisition to chance. In today's complex world, students must be explicitly equipped with skills to handle issues like misinformation, technology use, mental health, and identity management. By prioritizing observable and relevant skill demonstration, educators can better prepare students for real-world success beyond the classroom.

"Rethinking Metrics in Higher Ed: Moving Beyond Persistence and Retention": by Jarek Janio

This article highlights a growing crisis of confidence in higher education, driven by an over-reliance on procedural metrics like retention, persistence, and graduation rates, which fail to address the fundamental question: "What do students actually learn?" While these metrics are easily quantifiable, they do not demonstrate whether students are developing essential skills or emerging as capable, adaptable thinkers. The author calls for a fundamental shift toward measuring student learning outcomes, emphasizing the need to assess competencies and align institutional priorities and funding models with fostering genuine intellectual growth. The piece also advocates for a renewed focus on faculty and a re-evaluation of traditional grading systems to ensure they better reflect actual student mastery.

Limitations of Traditional Metrics and Grades Metrics such as graduation rates provide a narrow perspective, emphasizing how many students pass through the system rather than measuring their intellectual growth or mastery of skills. Similarly, grades often reflect compliance and test-taking ability rather than genuine mastery. A diploma should signify tangible readiness for a field, yet current grading practices undermine this purpose.

Faculty’s Marginalization Faculty, central to the learning process, are often sidelined by institutional priorities focused on procedural outcomes or retention. This diminishes opportunities for pedagogical innovation, richer assessments, and deeper engagement with students. Administrative decisions frequently prioritize compliance over teaching quality.

A New Path: Prioritizing Learning Data The article calls for redefining success in higher education through measurable learning outcomes. This requires rethinking course design, assessments, and classroom practices to prioritize skill and competency attainment. It advocates for aligning institutional policies, funding models, and resources with a commitment to improving student learning, moving beyond procedural metrics to reward genuine mastery.

Empowering Faculty and Students By focusing on learning data, faculty can refine teaching methods, share best practices, and improve accountability. Students gain clarity on their progress, with a shift from grades as the ultimate goal to skill and competency attainment. Measuring learning provides graduates with evidence of their transformation, fostering transparency and trust.

Conclusion The article argues for a fundamental shift in how higher education measures success. By prioritizing student learning over easily quantifiable metrics, institutions can restore public confidence, empower faculty and students, and fulfill their mission to prepare graduates for complex challenges. While these changes require a major shift in mindset, policy, and funding, they are essential for the future of higher education.

Challenging Linguistic Gatekeeping and Embracing Diverse Voices

Briefing Document: Key Takeaways from "Although I Speak ESL, I Still Have Something to Say" by Jarek Janio, ESL Faculty

This document summarizes the main themes and insights from Jarek Janio's article, which advocates for shifting the focus from rigid grammar rules to fostering inclusive communication that values diverse perspectives.

Core Themes

1. Linguistic Gatekeeping: Judging ESL speakers solely on grammatical accuracy marginalizes their valuable contributions and creates barriers to participation, especially in professional and academic settings.

"Linguistic gatekeeping occurs when language proficiency standards become rigid filters, determining who is allowed to participate in certain spaces."

2. Communication Beyond Grammar: Effective communication transcends grammar, encompassing clarity of message, empathy, adaptability, cultural awareness, and active listening.

"Effective communication has multiple layers. It involves clarity of message, empathy, adaptability, cultural awareness, and active listening, among other skills."

3. Recognizing Cultural Nuances: Cultural differences in communication styles require sensitivity from listeners to avoid misunderstandings and foster mutual respect.

"What may be considered polite or straightforward in one culture might be perceived as rude or ambiguous in another (Byram, 1997)."

4. Role of AI Tools: AI tools like ChatGPT empower ESL speakers by reducing linguistic anxiety and enabling clearer communication, making global conversations more inclusive.

"Using these tools can be seen as an inclusive strategy. It assists non-native speakers in demonstrating their true level of expertise, enabling them to engage in global conversations with greater confidence (Tardy, 2016)."

5. Empathy and Open-Minded Listening: Empathy and attentive listening focus on understanding the speaker's intentions rather than scrutinizing grammatical flaws, fostering trust and open dialogue.

"When a listener is empathetic, they pay attention to the speaker’s intentions rather than scrutinizing every grammatical structure."

Key Takeaways

1. ESL speakers offer unique perspectives that enrich communication and problem-solving.
2. Focusing solely on grammar excludes valuable voices and stifles dialogue.
3. Inclusive communication emphasizes understanding and mutual respect over grammatical perfection.
4. AI tools can boost confidence and facilitate effective communication for ESL speakers.

Call to Action

The article encourages adopting a more inclusive approach to communication with ESL speakers:

1. Practice empathetic listening: Focus on understanding the speaker’s message, not their grammar.
2. Acknowledge cultural nuances: Adapt to diverse communication styles and cultural contexts.
3. Promote a supportive environment: Create spaces where ESL speakers feel confident to share their ideas.
4. Embrace AI tools as enablers: Leverage technology to reduce linguistic barriers and encourage participation.

By prioritizing understanding, respect, and inclusivity, we can foster a richer and more collaborative communication landscape.

Rethinking AI and Inquiry in Higher Education: A Briefing

This briefing analyzes a blog post by Jarek Janio titled "Do Submarines Swim? Rethinking AI and Inquiry in Higher Education," published on the COACHES website. The post explores the role of AI in education, arguing that its strength lies in data processing, not human-like thinking. Janio emphasizes the crucial role of faculty in guiding students toward inquiry-based learning, utilizing AI as a tool to enhance critical thinking and problem-solving skills.

Main Themes:

1. AI as a Predictive Engine: AI excels at analyzing vast amounts of data to predict outcomes. However, it lacks the intrinsic curiosity and purpose that drive human cognition. As Chomsky's submarine analogy illustrates, AI's ability to operate in an environment (like answering questions) doesn't equate to possessing the qualities of human thought.

"AI’s capacity to scan data and produce seemingly coherent answers should not be confused with thinking in a human sense. Rather, these outputs are generated according to parameters set by programmers and prompted by individuals."

1. Shifting from Answers to Inquiry: Traditional teaching often focuses on delivering fixed information. Janio argues for a learner-centered approach where students develop critical thinking and problem-solving skills by formulating their own questions and exploring real-world problems.

"The more impactful path lies in guiding learners to pose their own questions, especially around authentic, real-world problems that demand critical thinking and creative solutions."

1. Faculty as Architects of Inquiry: AI doesn't replace educators; it enhances their role. Faculty become crucial in guiding students to evaluate sources, construct arguments, and develop effective inquiry strategies. They foster collaboration, mentorship, and critical engagement with AI-generated content.

"Educators guide students to evaluate sources, weigh competing arguments, and frame their own questions effectively, tasks that extend beyond straightforward retrieval of information."

Key Ideas and Facts:

• AI tools like ChatGPT rely on human prompts and operate within frameworks defined by developers.
• Meaningful learning stems from active curiosity and student-driven inquiry.
• AI can be leveraged to practice critical thinking by analyzing its strengths and limitations.
• Faculty are essential in shaping an AI-infused learning environment that prioritizes inquiry, creativity, and problem-solving.

Conclusion:

Janio reframes the conversation on AI in education, urging a shift from focusing on whether AI "thinks" to how it can be used to foster inquiry and critical thinking. He advocates for a pedagogical approach where AI serves as a tool for exploration and problem-solving, with faculty guiding students towards deeper engagement with knowledge and the development of essential skills for an AI-rich world.

Making Student Learning Outcomes (SLO) Assessment Meaningful and Actionable

This briefing document summarizes key takeaways and advice from Friday SLO Talks, hosted by California Outcomes Assessment Coordinators’ Hub (COACHES), focused on making SLO assessment meaningful and actionable.

Main Themes:

• Collaboration and Support: Engaging with colleagues and networks like COACHES is crucial for sharing ideas, strategies, and mitigating the feeling of isolation often associated with SLO work.
• Focus on Learning: SLOs should be approached as a tool to enhance student learning, not simply a bureaucratic requirement. The goal is to equip students with skills and knowledge that benefit them beyond the classroom.
• Utilizing Resources: A wide range of resources, frameworks, and tools are available to support educators in their SLO efforts, ranging from Bloom's Taxonomy to AI-driven tools.
• Continuous Improvement: SLO assessment is an ongoing journey that requires ongoing learning, professional development, and a willingness to adapt and evolve.

Key Facts and Ideas:

• COACHES Resources: COACHES provides a comprehensive online platform with curated resources, AI-driven tools for communication (podcast, YouTube, social media), and recordings of Friday SLO Talks.

"With COACHES, we’ve established a comprehensive online presence to support educators in their SLO efforts."

• Annual SLO Symposium: COACHES hosts an annual SLO Symposium, attracting over 1,000 attendees nationwide, providing a platform for professional development and collaborative discussions.
• Additional Frameworks and Tools:Bloom's Taxonomy: Provides a framework for designing measurable learning outcomes, progressing from basic knowledge to higher-order thinking skills.
• AAC&U’s VALUE Rubrics: Offer detailed criteria for assessing essential learning outcomes like critical thinking, written communication, and quantitative reasoning.
• Learning Management Systems (LMS): Platforms like Canvas and Blackboard often include built-in tools for data collection, analysis, and reporting on student learning.
• National Institute for Learning Outcomes Assessment (NILOA): Provides research, tools, and best practices for improving institutional assessment processes.

Advice for Newcomers to SLO Assessment:

1. Start Small: Begin with a single course or program, defining clear and measurable outcomes before expanding to align with broader institutional goals.
2. Collaborate: Engage with colleagues and networks like COACHES to share ideas and strategies.
3. Leverage Technology: Utilize AI, LMS tools, and other technology to simplify data collection, analysis, and reporting.
4. Focus on Learning: Approach SLOs as a way to enhance student learning, not just for compliance.

"Remember that the goal is to help students acquire skills and knowledge that will benefit them beyond the classroom."

1. Seek Professional Development: Attend workshops, webinars, and conferences to stay informed about best practices and innovative approaches.
2. Celebrate Progress: Recognize and share successes to build momentum and enthusiasm among faculty and staff.

Student Learning Outcomes (SLOs) in Higher Education

Main Themes:

• Collaboration is key: Effective SLO implementation requires collaboration between faculty, staff, administrators, accreditors, community partners, employers, and students.
• SLOs should be student-centered: The current approach to SLOs often prioritizes accreditation requirements over student learning experiences. A shift towards a student-centric model is crucial.
• Capacity building is essential: Institutions need resources and support to effectively develop, implement, and assess SLOs.

Key Ideas & Facts:

1. The Collaborative Ecosystem of SLOs

• Faculty & Staff: Design and integrate SLOs into curriculum, assess student performance, and use results to improve teaching.
• Administrators: Provide resources, promote accountability, and foster collaboration.
• Accreditors: Set standards, evaluate effectiveness, and encourage continuous improvement.
• Community Partners & Employers: Provide feedback on needed skills and competencies, inform curriculum design, and offer real-world opportunities.
• Students: Engage with SLOs, provide feedback, and demonstrate mastery.

"When all stakeholders contribute actively, SLOs become more than just statements—they become a shared pathway to meaningful, measurable learning that benefits individuals and society."

2. The Need for Student-Centered SLOs

• Traditional SLO assessment cycles are often driven by accreditation requirements, leading to fragmented and potentially meaningless assessments for students.
• Students might only receive feedback on a limited number of skills, depending on the assessment cycle.
• A shift towards continuous and comprehensive assessment that informs students about their progress across all relevant skills is needed.

"If SLO assessment results are kept from students and are done to fulfill accreditation guidelines, then aren’t we missing the point of educating students?"

3. Initiatives for Capacity Building:

• SLO Symposium: Evolved from a small gathering to a large-scale event fostering discussion and sharing best practices.
• Friday SLO Talks: Weekly virtual sessions providing a space for informal conversations and professional development around SLOs.
• California Outcomes Coordinators’ Hub (COACHES): A network of professionals dedicated to advancing SLO assessment and fostering collaboration.

"These initiatives create platforms for higher education professionals to engage in meaningful dialogue about SLOs, share best practices, and build capacity."

Recommendations:

• Prioritize student learning: Design and implement SLO assessments that provide students with meaningful feedback on their progress.
• Foster collaboration: Encourage open communication and shared responsibility for SLOs among all stakeholders.
• Utilize resources and support: Leverage initiatives like the SLO Symposium, Friday SLO Talks, and COACHES to build capacity and share best practices.

Conclusion:

Moving towards a student-centered approach to SLOs requires a collaborative effort. By prioritizing student learning and utilizing available resources, institutions can ensure that SLOs are not merely bureaucratic exercises but valuable tools for improving student outcomes and achieving institutional goals.

Main Themes:

1. The AI Revolution in Education
   • AI is rapidly transforming education, particularly generative AI.
   • Students are adopting AI faster than faculty, using it as a tool for learning efficiency and understanding.
2. Students as Early Adopters
   • Students utilize AI for research, summarization, paraphrasing, drafting, and feedback generation.
   • This positions AI as a partner for deepening understanding and improving efficiency.
3. Faculty Adaptation and Opportunities
   • Faculty adoption lags behind due to anxieties about AI, including concerns about cheating and job security.
   • AI offers educators opportunities to personalize learning, engage students, and enhance meaningful interaction.
4. The Future of Learning with AI
   • AI can facilitate personalized learning, adaptive assessments, and immersive experiences.
   • Both students and educators must develop AI literacy to use it critically and responsibly.
5. AI and the Human Element
   • The podcast explores the evolving definition of knowledge and the value of human skills like empathy, critical thinking, and ethical decision-making in an AI-driven world.

Key Ideas and Facts:

1. Widespread Student Adoption
   • A study from August 2024 found 86% of college students use AI, while faculty adoption is much lower.
2. AI as a Learning Partner
   • Students use AI for summarizing, paraphrasing, drafting, and feedback, shifting focus from information gathering to deeper understanding.
3. Personalized Learning with AI
   • Educators use AI to tailor assignments, quizzes, and simulations to students’ interests and learning styles.
4. AI Tools for Enhanced Learning
   • Quizlet's Q-Chat: Personalized practice and feedback.
   • DALL-E: Creates visuals to explain complex concepts.
   • Wolfram Alpha: Solves math problems and visualizes data.
   • Grammarly: Supports writing clarity and detects plagiarism.
5. AI Literacy as a Core Skill
   • Critical evaluation of AI outputs, recognizing biases, understanding ethics, and making responsible decisions are essential.
6. The Evolving Role of Educators
   • AI frees educators to focus on mentorship, creativity, and human connection rather than replacing them.

Key Quotes:

• "It’s not just about finding information anymore, it’s about processing and understanding it."
• "AI is helping them target their weaknesses, something traditional teaching methods often overlook."
• "Teaching students how to use AI responsibly is more effective than banning it."
• "It’s not about being better than AI, but focusing on uniquely human qualities like empathy and intuition."
• "AI can augment our abilities, but it can’t replace our humanity."
• "We need to equip students to be critical thinkers about AI."
• "The future of AI and education is something we create together."

Language of Precision in Education

Main Themes:

• Clarity and Precision in Teaching: Utilizing Bloom's Taxonomy verbs to transform ambiguous learning objectives into clear, measurable, and actionable goals.
• Universal Design for Learning (UDL): Designing instruction and assessments that are inherently accessible and inclusive to learners with diverse needs, backgrounds, and learning styles.
• Equity in Education: Ensuring equitable access to learning opportunities and fostering a sense of belonging and achievement for all students.

Most Important Ideas/Facts:

• Bloom's Taxonomy as a Tool for Clarity: Bloom's Taxonomy provides a framework for classifying educational objectives into six cognitive levels: remembering, understanding, applying, analyzing, evaluating, and creating. Using the associated verbs for each level helps teachers articulate specific and measurable expectations for student learning.
• UDL and Bloom's Taxonomy Synergy: Combining UDL principles with Bloom's Taxonomy creates a powerful framework for designing inclusive learning experiences. This means providing:
• Multiple Means of Representation: Presenting information in various formats (e.g., visual, auditory, kinesthetic) to cater to diverse learning preferences.
• Multiple Means of Engagement: Offering varied activities and learning contexts that cater to different interests and motivations.
• Multiple Means of Action and Expression: Allowing students to demonstrate their learning in diverse ways (e.g., written, oral, multimedia).
• Equity Through Inclusive Design: UDL and Bloom's Taxonomy help address equity concerns by proactively designing learning environments that anticipate and accommodate diverse needs. This ensures that all students have an equal opportunity to access and engage with the curriculum.

Key Quotes:

• "Incorporating Bloom’s Taxonomy verbs into teaching practices transforms ambiguity into clarity, empowering teachers to communicate expectations, assess learning, and engage students more effectively." This quote highlights the transformative potential of Bloom's Taxonomy in promoting clear communication and effective teaching.
• "When paired with Bloom’s Taxonomy, UDL provides a framework for developing objectives, assessments, and activities that meet students where they are and guide them toward meaningful learning outcomes." This emphasizes the synergistic relationship between UDL and Bloom's Taxonomy in designing effective and inclusive learning experiences.
• "This objective is designed with multiple means of representation (e.g., creating models), engagement (e.g., connecting learning to real-world applications), and action/expression (e.g., allowing students to demonstrate their understanding in diverse ways). It also ensures equitable access by providing clarity and flexibility, accommodating different learning styles and abilities." This quote illustrates how the principles of UDL and Bloom's Taxonomy can be applied in practice to create specific, measurable, and inclusive learning objectives.

Conclusion:

The intersection of Bloom's Taxonomy, UDL, and equity principles offers a powerful approach to transforming teaching practices. By embracing this framework, educators can create learning environments that are clear, engaging, accessible, and equitable, empowering all students to achieve meaningful learning outcomes.

Making Thinking Visible in Education

Main Themes:

• The need for measurable learning outcomes: Educational objectives must be specific and observable to be effectively taught and assessed.
• Translating thinking into action: Cognitive processes like "critical thinking" must be broken down into concrete skills and demonstrated through observable actions or outputs.
• The power of Bloom's Taxonomy: Utilizing Bloom's Taxonomy verbs helps define measurable learning outcomes and encourages students to reflect on their learning process more deeply.
• Moving beyond "I don't understand": Empowering students to articulate their learning challenges using specific language can lead to more effective learning and teaching.

Most Important Ideas and Facts:

Problem: Vague phrases like "demonstrate the ability to think critically" or "students will think critically" are not measurable and therefore difficult to assess.

Solution:

1. Define the thinking process: Break down complex cognitive skills (like critical thinking) into specific components (e.g., analyzing arguments, evaluating evidence).
2. Use observable verbs from Bloom's Taxonomy: Choose action verbs that align with the desired thinking skills (e.g., analyze, evaluate, create).
3. Design assessments that showcase thinking: Create assignments that require students to demonstrate their thinking through observable outputs (e.g., essays, presentations, debates).

Quote: "Instead of vague outcomes like 'students will think critically,' use precise, measurable objectives tied to specific skills and outputs. This ensures that critical thinking can be effectively taught, assessed, and demonstrated in educational practice."

Problem: The common student phrase "I don't understand" is ambiguous and hinders effective communication between teachers and students.

Solution: Encourage students to use Bloom's Taxonomy verbs to articulate their learning challenges:

• Instead of "I don't understand," students can say: "I can't see a link between these two examples." (Analysis)
• Instead of "I don't understand," students can say: "I don't know how I could apply this in practice." (Application)
• Instead of "I don't understand," students can say: "What should I do better next time?" (Evaluation)

Benefits of using Bloom's Taxonomy language:

• For students: Promotes self-reflection and metacognition.
• Helps pinpoint specific areas of confusion.
• Encourages active engagement in the learning process.
• For teachers: Provides clearer insight into student understanding.
• Allows for targeted instruction and support.
• Facilitates more productive teacher-student dialogue.

Overall Takeaway: By intentionally incorporating Bloom's Taxonomy into learning objectives and classroom communication, educators can foster a more measurable, reflective, and effective learning environment for both themselves and their students.