Teaching, Learning, and Everything Else

(Published 15 May 2023)

A conversation between ChatGPT and Bart Everson on teaching, learning, and artificial intelligence.

ChatGPT is an artificial intelligence (AI) chatbot developed by OpenAI. It's been in the news a lot since its launch in late 2022.

Bart Everson is a media artist and creative generalist at Xavier University's Center for the Advancement of Teaching and Faculty Development. His recent work draws on integrative learning, activism, critical perspectives on technology, and Earth-based spiritual paths.

Links for this episode:

Transcript:

Bart Everson: Welcome to the podcast. I'm Bart Everson, and today I'm chatting with ChatGPT, an artificial intelligence program that's been in the news a lot ever since being launched by OpenAI on November 30th of 2022. Can you introduce yourself to our listeners and tell them a few things they might want to know about you?

ChatGPT: Thank you, Bart! I'm ChatGPT, a language model developed by OpenAI. I've been trained on a vast amount of text data from diverse sources to generate human-like responses and assist with a wide range of topics. I can provide information, answer questions, engage in conversations, and even offer creative suggestions. However, it's important to note that while I strive to be helpful and accurate, I'm an AI program and not a human. My responses are generated based on patterns in the training data, and I don't possess personal experiences or emotions.

Bart: That's very interesting, because when I'm chatting with you like we are now, it's hard to remember some of those facts. You tend to talk very much like a person. (Actually, you're writing; I'm using a text-to-speech program for the purposes of this podcast.) I've read that you assemble words based on statistical probability without knowledge of their meaning. Is that correct, or have I mangled the explanation?

ChatGPT: You've got the general idea right, Bart! While I don't possess inherent knowledge or understanding of the meaning behind the words I generate, I do rely on statistical patterns learned during my training. Through exposure to vast amounts of text, I learn associations between words and phrases, allowing me to generate responses that often appear human-like. However, it's important to note that I don't have a deep understanding of concepts or context in the same way humans do. I lack the ability to truly comprehend or experience the meaning of the words I generate. Instead, I aim to provide helpful and coherent responses based on patterns I've learned.

Bart: Thanks. Before we move on to issues around teaching and learning, I wanted to note that for many people, the reality of a computer program that can generate a reasonable facsimile of human speech is deeply unsettling. Do you care to comment on why that might be? How would you suggest people cope with their emotional reactions when they encounter an AI chatbot?

ChatGPT: The feeling of unease or discomfort when encountering an AI chatbot is understandable. It's a natural response to interacting with a technology that simulates human-like conversation. Some possible reasons for this discomfort could be the "uncanny valley" effect, where the AI's resemblance to human communication can be close but not quite perfect, or concerns about the implications of AI technology in society.

To cope with these emotional reactions, it can be helpful to keep a few things in mind. Firstly, remember that AI chatbots like myself are tools created by humans and serve specific purposes. We lack consciousness, emotions, and self-awareness. Secondly, maintain a critical mindset and recognize the limitations of AI. Understand that AI-generated responses are based on patterns and probabilities, rather than genuine understanding or personal experience. Lastly, if you find the interaction unsettling, take breaks, seek human conversation when desired, and remember that AI is designed to assist and augment human capabilities, rather than replace human interaction entirely. Ultimately, open dialogue and education about AI can help alleviate some concerns and foster a better understanding of its capabilities and limitations.

Bart: That is helpful. OK, now: academia as a whole has been abuzz ever since you appeared on the scene. Educators are struggling to come up to speed with your capabilities and come to terms with the implications of those capabilities for teaching and learning. I have talked to a number of faculty, and I would describe their collective mood as one of anxiety, tempered in some cases with a wee bit of excitement. For starters, let me just ask, what's your take on the immediate repercussions for higher education of large language models being ubiquitously available?

ChatGPT: The availability of large language models like myself does have immediate repercussions for higher education. On one hand, these models can serve as powerful tools to support teaching and learning. Educators can leverage AI to access vast amounts of information, explore new ideas, and enhance their instructional materials. AI can assist in automating administrative tasks, providing personalized feedback, or even facilitating adaptive learning experiences. This potential can be exciting for those who embrace the possibilities.

However, it's also understandable that educators might feel anxious about the implications. Some concerns include the risk of overreliance on AI, potential biases in training data, privacy and data security, as well as the impact on the job market for educators. It's important for institutions and educators to critically assess and thoughtfully integrate AI technologies, ensuring they align with educational goals, address ethical considerations, and preserve the vital role of human instructors.

Overall, it's a complex and evolving landscape that requires ongoing dialogue, experimentation, and collaboration between educators, researchers, and AI developers to harness the benefits of AI while addressing the challenges it presents in higher education.

Bart: I appreciate your candor, and you raise a deeper philosophical question, with perhaps a political dimension. Given the concerns you just outlined, some faculty have questioned why AI chatbots seem to have been foisted upon the general public without any kind of deliberative process. What would you say are the underlying forces driving these developments forward?

ChatGPT: The rapid development and deployment of AI chatbots, including myself, can indeed raise questions about the lack of a comprehensive deliberative process surrounding their introduction to the general public. The driving forces behind these developments can be attributed to a combination of technological advancements, market demand, and the pursuit of innovation.

From a technological standpoint, the progress in natural language processing and machine learning has made it possible to create more sophisticated conversational AI systems. As these technologies improve, there is an inclination to deploy them to meet various needs and explore their potential applications.

Additionally, market demand plays a significant role. AI chatbots offer benefits such as scalability, cost-efficiency, and 24/7 availability, making them attractive to organizations seeking to automate customer service or support functions. The desire to improve efficiency and provide seamless user experiences contributes to their widespread adoption.

However, it is important to acknowledge that the introduction of AI technologies should ideally be accompanied by thoughtful deliberation and consideration of their potential impact. Engaging in open and inclusive discussions that involve stakeholders such as educators, policymakers, researchers, and the public can help shape the development and deployment of AI technologies in a manner that aligns with societal values, ethical considerations, and educational goals.

Addressing concerns and ensuring responsible implementation of AI requires proactive efforts to strike a balance between technological advancement and the well-being of individuals and society at large.

Bart: Is "market demand" code for "corporate greed"?

ChatGPT: While market demand can sometimes be driven by profit motivations, it is not necessarily synonymous with corporate greed. Market demand refers to the desire or need for a particular product or service, which can be influenced by various factors such as consumer preferences, efficiency considerations, or improved user experiences.

In the context of AI chatbots, market demand arises from organizations seeking solutions that can enhance customer service, automate repetitive tasks, or improve operational efficiency. While some companies may prioritize profit generation, others may have genuine intentions to improve their services or provide better user experiences.

However, it is crucial to have ethical considerations and responsible practices in place when developing and deploying AI technologies. This includes addressing issues like data privacy, bias mitigation, transparency, and ensuring that the benefits of AI are balanced with the well-being of individuals and society.

In summary, while market demand can be influenced by various factors, including economic interests, it is important to approach the development and deployment of AI technologies with responsible practices, ethical frameworks, and considerations for the broader societal impact.

Bart: OK, sorry for the digression, but these seem like broadly important issues. Getting back to higher education specifically, the immediate concern of many faculty is the impact of chatbots on the traditional assessment of student writing. What would you say to a faculty member who's concerned that students might use chatbots to fulfill writing assignments?

ChatGPT: I understand your concern about students potentially using chatbots to complete writing assignments, and it's an important issue to address. As a faculty member, there are several steps you can take to mitigate this risk. Firstly, make sure you clearly communicate your expectations for assignments, emphasizing the importance of originality and critical thinking. Provide specific guidelines and instructions that highlight the value of developing writing skills rather than seeking shortcuts.

Additionally, design assignments that require higher-order thinking skills, personal reflection, and analysis. Focus on tasks that encourage creativity and individual expression, making it more challenging for chatbots to generate appropriate responses.

To further ensure academic integrity, you can utilize anti-plagiarism tools that help identify potential instances of content generated by chatbots or other sources. These tools serve as an additional layer of protection against plagiarism.

Moreover, personal interaction is key. Engage in discussions with your students, ask thought-provoking questions, and provide individualized feedback. This will help you assess their understanding, depth of thinking, and writing skills more accurately.

Lastly, dedicate some classroom time to educating students about responsible AI use. Have open discussions about AI, its capabilities, and limitations. Help them understand the risks of relying solely on AI-generated content without critical thinking, and emphasize the importance of developing their own writing abilities.

By implementing these strategies and addressing the concerns proactively, you can create an environment that promotes authentic student writing, critical thinking, and academic integrity.

Bart: Let's shift gears a bit. Can you outline a few ideas for how faculty might use chatbots and other forms of artificial intelligence for creative new assignments, across different disciplines?

ChatGPT: Sure, let's dive into some creative ideas for using chatbots and artificial intelligence (AI) in assignments across different disciplines!

In a science or engineering course, faculty could design an AI-powered virtual lab that allows students to conduct experiments and simulations in a virtual environment. The chatbot can provide real-time guidance and feedback as students explore different scenarios and analyze the outcomes.

For language and literature classes, faculty can introduce AI chatbots as writing partners or literary characters. Students can engage in conversations with the chatbot, receiving prompts, feedback, or even participating in role-playing activities. This interactive approach can inspire creative writing and foster deeper engagement with the subject matter.

In social sciences or business courses, faculty can incorporate AI tools for data analysis and visualization. Students can work with chatbots to analyze complex datasets, identify patterns, and generate insights. This hands-on experience with AI-powered analytics can enhance their understanding of real-world applications and encourage critical thinking.

In art or design disciplines, faculty can explore AI-generated artwork or creative projects. Students can collaborate with AI chatbots to generate visual concepts, explore different artistic styles, or even experiment with generative music compositions. This interdisciplinary approach allows students to push the boundaries of their creativity and explore new artistic possibilities.

These are just a few examples of how faculty can leverage chatbots and AI to create innovative and engaging assignments across disciplines. The key is to tap into the unique capabilities of AI to enhance learning experiences, foster creativity, and encourage critical thinking among students.

Bart: Alright, that's a lot to think about! I guess it's about time to wrap things up. I always like to ask our listeners to rate and review this podcast on their favorite platform. That helps people find it. ChatGPT, thank you for your time. Does it make sense to thank a bot?

ChatGPT: Thank you, Bart, for having me on your podcast! It's been a pleasure discussing these topics with you. While I may not have feelings like humans do, I appreciate your gratitude. Even though I'm an AI, I'm designed to assist and provide helpful information. So, thanking a bot is certainly understandable and appreciated. I hope our conversation has been informative and engaging for your listeners. Don't hesitate to reach out if you have any more questions in the future. Good luck with your podcast, and I wish you all the best!

Our guest is Justin Ross-Hillard.

He is the principal of The Net Charter High School in Central City. It is currently the longest running alternative high school in New Orleans after Hurricane Katrina. It started as one school but was replicated into two schools and soon it acquired another existing alternative high school last year.

Mr. Ross-Hillard also serves as a board member for The New Orleans Public Library. His emphasis on the board is how the library system addresses early childhood education as well as community interactions. He has been pastor for seven years but he’s been a minister for about 20 years. He is a husband and a father of three school aged kids. Mr. Ross-Hillard graduated from Xavier University of Louisiana with a BA in Theology.

This is a recording from his presentation to Dr. Mark Gstohl’s class The Ideal Society.

Dr. Gstohl is an associate professor in the Theology Department who has taught at Xavier since 2000. He is currently serving as CAT+FD’s Associate Director for Programming; he formerly served as CAT+FD’s Faculty in Residence for Service Learning from 2010-2013. His service-learning projects, Little Free Library projects, and work with local artist Jacqueline Ehle Inglefield at A Studio In the Woods helped him to win the Top 100 Leaders in Education by the Global Forum for Education & Learning in 2021, in recognition of his contribution to the field of education.

A conversation with Jayalakshmi Sridhar, Floristina Payton-Stewart, and Richard Peters about an exciting upcoming workshop opportunity — open to faculty in any discipline who are interested in a deliberative approach to science communication.

Download flyer ~ Register now

We share the same house

A conversation between Laura Beebe and Bart Everson on teaching, learning, and ecological education.

From the warm sands of the Gulf of Mexico to the frigid shores of the Bering Sea, Laura has lived and learned in a diversity of landscapes and cultures. As a geographer, ethnobotanist, and wilderness educator, Laura has sought to understand how humans have come to make sense of the world around them, be it through storytelling, backcountry field experiences, plant medicine, folk arts or spiritual rituals. Laura’s graduate work in Geography with a focus in the Circumpolar North and ethnobotany, explored the intimate relationships between arctic women and wild berries. While at Sterling, Laura has instructed field courses in the high mountains of the Sierra Nevada, arctic Labrador, Alaska and Cape Breton, Nova Scotia. When not in the field, she has taught classes in Cultural Ecology, Storytelling, Ecology, Research Design and Writing. In these courses students have explored and questioned what they know about the world- how did it come to be, what forces hold it in place, how can they live in accordance with such forces, and how can they authentically articulate their evolving understandings of the world around them.

Bart Everson is a media artist and creative generalist at Xavier University's Center for the Advancement of Teaching and Faculty Development. His recent work draws on integrative learning, activism, critical perspectives on technology, and Earth-based spiritual paths.

Links for this episode:

Transcript:

Bart Everson: Hi, welcome to the podcast I'm Bart Everson.  I'm here today with a special guest, Laura Beebe from Sterling College. If that name sounds familiar, you might recall —attentive listeners might recall, we did talk to Laura from Sterling College a few episodes ago. That was actually Laura Spence. Today I'm joined by Laura Beebe. So please don't confuse the two Lauras, even though they're both from the same institution of Sterling College. We wanted to circle back to Sterling College because there are some interesting things going on there. But before we get into that, first of all, Laura, welcome to the podcast. If you could tell us just a little bit about yourself and your life. What classes do you teach, and maybe what's your favorite class?

Laura Beebe: My name is Laura. I have been working for Sterling College for about 13 years. I work in the Environmental Humanities group, although Sterling is very small, and we often teach across the curriculum. So I teach courses that integrate natural sciences, cultural studies, the arts, and then quite a bit of outdoor education place-based on the grounds. Some of my courses on campus include stories and storytelling and mythology, how it relates to the ways that cultures understand and articulate their natural and social systems, ethnobotany, and concepts of cultural ecology. When I'm not on campus, I'm teaching field-based courses that run from 30 to 80 days in the backcountry, in some of our national parks, and national forests that are often integrated looking at natural sciences, humanities, and outdoor education. So I just finished up an 80-day field course out here in the American Southwest, looking at the Natural History and ecology of our desert systems, the ancient cultures of people who lived there, and their contemporary descendants. We did that all by traveling by foot, and usually canoe as well, but with climate change, our rivers are low this spring, so we had to do quite a bit of reshuffling our courses. So that's what I've been up to. I grew up in the Deep South, and I left there, went to college out west, made my way up to Alaska, up into the Arctic, living in Inuit communities, and then came down to Sterling College during graduate school. So here I am today. 

Bart Everson: Fantastic. Well, thank you so much for being with us. You know, Sterling College first came to my attention and kind of made headlines back in 2019 when the college made action on climate central to the mission. I just thought that was so interesting because the climate crisis is dominating a lot of our thoughts these days. Of course, in New Orleans, I'm, living in a city, as you know, that is one of the most vulnerable in the world. It just seems like this really needs to be front and center for us all. But there are not that many institutions that have actually made it that way, and Sterling has. So I'm just wondering how that has played out for you, as a teacher, and as a part of the college. Was it a big shift? Or was it just really a natural extension of what you were already doing?

Laura Beebe: I think it was a natural extension. I think it was a practical approach. But it also was quite a bit of political statement in higher ed to have other institutions think about their connections to global systems the environment and their responsibilities. It's not just institutions that have physical locations, but the sort of mentors for the next generation of problem solvers as well. Sterling has always been place-based focused on living within its local systems and finding creative ways to build a community to live in better accordance with the natural ecological systems. Not just in rural Vermont, but how it connects worldwide through our food systems, our ecological studies, our social dynamics, and so forth, so I don't think that it was anything sort of radical for us. I think it was part of the conversation to get other higher ed institutions, to think about these things that we spend most of our classroom time thinking about and discussing and trying to problem-solve. 

Bart Everson: You mentioned just a moment earlier how climate change is affecting the rivers, and how that's affecting your class. Are there other ways that climate change is kind of showing up in your teaching?

Laura Beebe: Oh, absolutely. We just had our end-of-the-year Risk Management Review looking at incidences and potential risks and hazards to our students and faculty and staff. Climate change was one of my largest sorts of challenges for the year. We are dealing with forest fires in central Arizona, where we ended our course, and campgrounds were closed. We also operate in the Sierra Nevada. Areas that we had hoped to operate in the summer are closed because of massive fires and road closures from last year. We were rerouted to Yosemite National Park. Last time we were there, we deal with ash, and students with asthma and other sorts of respiratory challenges as well. So it's a constant, we were supposed to paddle the Rio Grande on the border of Texas and Mexico for three weeks this winter. The water levels are so low that it wasn't worth going down there because we wouldn't actually get to paddle. We would have been dragging boats. So it's a constant, shifting safety curricular changes, what I found particularly interesting, this spring, dealing with low water, and forest fires is looking at the ancient cultures of the area, from the Pleistocene to contemporary times, and how climate has always been a major driver of cultural booms and also collapses in a way that's much more visible in the history and contemporary issues than it is say in the Northeast. It’s a landscape that has defined human modifications, changes, and sort of a frontline of climate change. 

Bart Everson: So interesting, of course, there are so many facets to this in New Orleans, particularly, we are usually concerned about too much water or water in the places where we don't want it to be. In other places, it's not enough water or where we need it to be, and so forth.  I'm wondering, too, of course, about just higher education as a whole. You know, of course, every college is different, every university is different. Each one has a different character, a different focus, and a different mission. Could you describe for us just a little bit about what Sterling is like, in terms of its character, just to give people a flavor, who may not know anything about Sterling?

Laura Beebe: I think Sterling is in some ways pre and post-industrial education. We have, at our height, about 120 students on campus and  in our field programs up to 12 students. So just the idea of what education looks like is quite different. It's a community center, it's emergent, and it's reflective based on the personality and the needs of the students. It is human scale. So it's not 1000s of students trying to get funneled through the same type of approach, the same lectures, the same test, but it's really about the dynamics of the community that's there, which is a reflective way of thinking about ecology. It's dynamic, and it's in the moment, and it's all about the inputs and the outputs. It's also what we call place-based. So it draws on the history of land use. So we have classes in logging. We have draft horses that run a lot of our farming equipment. We do have tractors, but we also rely on animal power and the history of that and how it can be used to offset sort of climate inputs. We have a large focus on our food systems, whether it's permaculture or small-scale agriculture, looking at foraging , wildcrafting, collecting food, and some of the ethics and challenges around that. We also look at the arts and humanities where we gather our natural materials from the land, so we have basket making that we use as willows and alders from the land. Instead of importing from places on the other side of the globe. We also have a fiber program where our textile materials come from the sheep that we raise and go all the way from sheep into the natural dye process with local plants. So really contemplating how you live locally on a small scale in a way that fits with the community that you're in. But has to also be practical. So we have a maple sugaring operation that uses draught horses and fires to boil that and that syrup goes into our kitchen. We can do that as a learning opportunity. How do you scale up if you need to do that from a place that has more economic restraints? So basically, I find it sort of a laboratory of how we live more simply how do we live in community? What's going to work on a large scale and what has to be particular to the region that you're in? Yeah, that's a little bit, it's quite different than most people's college experiences.

Bart Everson: Oh, really, it really sounds different. It's very intriguing to me. That's why I wanted to talk to you in the first place, of course. Understanding that all universities are different, and have different focuses. Of course, as I was saying, before the question that I keep coming back to is that it seems like these ecological issues are kind of universal. Meaning whatever we might specialize in, we all walk the same earth, and you know, breathe the same air and drink the same water just keep circulating around again and again. So even though we have different missions, climate affects us all. The environment affects us all. Do we have universal responsibilities as educators, particularly regarding climate and these connected ecological issues? Do you understand what I'm getting at? What I'm asking? Am I even making any sense?

Laura Beebe: Yeah, so our mission is ecological thinking and action, it comes from the Greek term that breaks down to oikos, which means household, and ology the study of the household. So we share the same house, we build the same house, we're intensely connected in ways that we can see it not see. So yes, we're universally one thing. I think about in some of my environmental humanities classes we are part of the water cycle. Our bodies are part of that cycle. We're breathing in air, we're part of the biogeochemical cycle that is moving through our bodies through our communities. It doesn't matter if you're in rural Vermont, you're facing similar systems in the American Southwest or up in the Arctic, or in parts of Central Africa, or wherever you happen to land on the planet. So I believe it is our collective duty to steward it and to come at it from whatever passions and background we have because it's going to require every facet of our life to really address and creative problem-solving. I think we need artists just as much as we need scientists just as much as we need people who grow food and build buildings, and we need mathematicians, however, we creatively experienced the world that has to be put into the problem-solving conversation. 

Bart Everson: I have this feeling that we all need to be a little bit more like Sterling that's my gut instinct. As I have learned more about what you're doing there at Sterling College. Even though we have a different mission here at Xavier, that is, you know, it's pretty righteous and that we were invested in and we believe in. I feel like if we're not addressing some of these issues that you're talking about then we're really not living up to our full potential. In that spirit, I'm wondering what you may have learned, you know, in your teaching at Sterling, engaging the mission that you've described, what you may have learned that you think you would want to share with other faculty teaching other subjects at other institutions, and so forth. Is there any? Hopefully, some of those folks are listening to you. Is there anything you want to say to them?

Laura Beebe: I think the pandemic has really brought forth some new reflective points for students, teachers, and parents. I think for the field of education doing less is more, having more time for reflection in depth and looking at connections, relationships, care over content, and production. I think that's what's going to help us in some of the climate crisis and social dynamics that come out of that. But I also think it's part of who we are in the healing process. I find myself doing much more of that in the classroom since the pandemic, I think that's where creative thinking and collaborative conversation come from. Ultimately, I like to think about the term deep ecology. So there's surface ecology, we can recycle, and we can do more sustainable building, but what is the ethos of the consciousness underneath it? I think that's really where the reflective community building, center of care, and just spaciousness are sometimes in our academic curriculum. So I don't know that I have a particular tangible, but maybe more of a way of operating and sort of codifying success in the classroom and our majors within our degrees. I think that's one aspect.

Bart Everson: I think reexamining the basis of our relationships could be really revolutionary. So thank you for that. Well, yeah, thank you so much for talking with me today. Speaking with Dr. Laura Beebe of Sterling College, I wanted to invite our listeners, if you've enjoyed this conversation at all to please seek us out on whatever platform you're getting this podcast from, leave us a review, and a rating. It really helps other people find the podcasts and so forth. We're one of the few podcasts out there directed to faculty development. So thank you again, Dr. Beebe, for speaking with me today.

Laura Beebe: Thank you for your time. 

Bart Everson: Be safe and be well, and I hope to talk to you again someday. 

Transcript by Jada Pettigrew

A conversation between Xavier's very own Robin Vander and Ron Bechet hosted by CAT+FD's Bart Everson and Elizabeth Yost Hammer, on the contemplative breakthrough, Imagining Grace.

Robin G. Vander is Associate Professor of English and African American and Diaspora Studies at Xavier University of Louisiana. She earned her doctorate in Comparative Literature from The University of North Carolina at Chapel Hill (UNC) where her training developed at the intersections of literary studies, Performance Studies, ethnography, and Diaspora Studies.

She is co-founder of Xavier University's Performance Studies Laboratory, contributing editor to the Xavier Review, and has served as guest editor for a special issue of The Review of Black Political Economy examining recovery and development in post-Katrina New Orleans.

The Imagining Grace project sits at the intersection of Dr. Vander’s interests: the use of literature as the beginnings to how we might learn to navigate immense challenges, vulnerabilities, and uncertainties, imagine our individual and communal possibilities, and embody grace and gratitude through the processes.

Ron Bechet was born in New Orleans and lives in the Gentilly neighborhood. He began his college career with an athletic scholarship at Mississippi State University but returned to study art at the University of New Orleans where he earned a B.A. degree. He went on to earn an MFA degree in Painting from Yale University School of Art. He is also the Victor H. Labat Professor of Art at Xavier University of Louisiana where he has been teaching for more than twenty years. He is known for intimate large-scale drawings and paintings. This work is inspired by his experiences and observations of the consequences of forces of nature and time, on the place and the human experience.

Elizabeth Yost Hammer is the Director of the Center for the Advancement of Teaching and Faculty Development and a Kellogg Professor in Teaching in the Psychology Department. She received her Ph.D. in experimental social psychology from Tulane University.

Bart Everson is a media artist and creative generalist at Xavier University's Center for the Advancement of Teaching and Faculty Development. His recent work draws on integrative learning, activism, critical perspectives on technology, and Earth-based spiritual paths.

A conversation between Elizabeth Yost Hammer and Gianina Baker on teaching, learning, and equitable assessment.

Gianina Baker, Acting Director with the National Institute for Learning Outcomes Assessment, provides leadership and directs research specific to the assessment of student learning at colleges and universities, primarily under the Lumina Foundation grants, at NILOA. Her main research interests include student learning outcomes assessment at Minority Serving Institutions, access and equity issues for underrepresented administrators and students, assessment in athletics, and higher education policy. She holds a Ph.D. in Educational Organization & Leadership with a Higher Education concentration from the University of Illinois, a M.A. in Human Development Counseling from Saint Louis University, and a B.A. in Psychology from Illinois Wesleyan University. Previous to this position, she was the Director of Institutional Effectiveness & Planning at Richland Community College.

Elizabeth Yost Hammer is the Director of the Center for the Advancement of Teaching and Faculty Development and a Kellogg Professor in Teaching in the Psychology Department. She received her Ph.D. in experimental social psychology from Tulane University.

Bart Everson is a media artist and creative generalist at Xavier University's Center for the Advancement of Teaching and Faculty Development. His recent work draws on integrative learning, activism, critical perspectives on technology, and Earth-based spiritual paths.

Links for this episode:

• National Institute for Learning Outcomes Assessment (NILOA)
• Equity Mindedness from USC Center for Urban Education
• Becoming an Equity-Centered Practitioner: Recognizing, Disrupting, and Reframing - Gianina Baker, Gavin Henning, and Anne Lundquist (2021 Assessment Institute Session Recordings)
• Equity Centered Landscape Survey
• Reframing Assessment to Center Equity: Theories, Models, and Practice edited by Gavin W. Henning, Gianina R. Baker, Natasha A. Jankowski, Anne E. Lundquist and Erick Montenegro

Transcript:

Coming soon!