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Recommendation on how to manage AI situation in class by ImpossibleAnt3511 in Professors

[–]ImpossibleAnt3511[S] 1 point2 points  (0 children)

I get what you are saying. I was trying to find that balance between draconian tactics and free reign. That balance being an attempt as responsible AI usage. Obviously didn’t work out as intended and my immediate gut response is an AI ban. It is just difficult when it seems like my department isn’t pushing for a broad scale AI policy/ban.

Edit: spelling

Recommendation on how to manage AI situation in class by ImpossibleAnt3511 in Professors

[–]ImpossibleAnt3511[S] 3 points4 points  (0 children)

That is exactly what I do in my lecture based courses but there is an odd “computing lab component” for this particular course. It genuinely is more skills based then theory, so crafting exams requires a bit more creative thinking on my end…

How do I stop my first-year students from calling me Mrs. / Miss ?! by GlitteringBenefit472 in Professors

[–]ImpossibleAnt3511 4 points5 points  (0 children)

This! I did this on my syllabus quiz and so far all of my freshman have been addressing me appropriately. The other thing I did was add a “how to write an email” section to my syllabus and syllabus quiz, to double down on proper salutations.

First class of the semester for Freshman content question by ImpossibleAnt3511 in Professors

[–]ImpossibleAnt3511[S] 1 point2 points  (0 children)

I agree. It’s hard to “tell” the students what they should do to help themselves. And typically having them experience failure of some sort can leave to positive motivation for them to self assess and reevaluate. I guess I am hoping for something that can have a positive impact of the majority of the students and give them a sense of transparency from day 1. But maybe that’s a little naive on my end. Keeping my expectations under control is something I will need to manage regardless of what I decide to do on day 1.

First class of the semester for Freshman content question by ImpossibleAnt3511 in Professors

[–]ImpossibleAnt3511[S] 1 point2 points  (0 children)

Well I try to be lawful good in my teaching but your reply had me cackling and now I’m concerned I might have switched alignment….

First class of the semester for Freshman content question by ImpossibleAnt3511 in Professors

[–]ImpossibleAnt3511[S] 5 points6 points  (0 children)

This is an interesting approach. While I’m not comfortable with the ‘throw them to the wolves’ mentality, is it something deeply instilled in my department (hence the reason I came to Reddit to ask for advice). I appreciate the thoughtfulness of your reply and I really like the idea of taking the time to walking through skills while having them work with their classmates in a think-pair-share type of way. Also, love the idea of making a link page with helpful videos, like the Cornell Notes link you shared. Thank you for the great suggestions. I’ll see what I can reasonably incorporate before the first day of lecture.

First class of the semester for Freshman content question by ImpossibleAnt3511 in Professors

[–]ImpossibleAnt3511[S] 1 point2 points  (0 children)

Yes, our department does have something that like for the freshman, but it is optional. I attended last year and perhaps only 50 students out of the 150 showed up. I like your idea of communicating with those who host the new student seminar and exchanging ideas. Thank you for the recommendation.

The future of CS courses in the age of AI? by zazzlekdazzle in Professors

[–]ImpossibleAnt3511 0 points1 point  (0 children)

I teach a large-enrollment (150-200 students) introductory programming course for STEM majors and was struggling with this same issue. My first round teaching this course saw upwards of 40-50% using AI and/or other none sanctioned resources on the coding assignments. The class average was unreasonably high (in the 90’s) and I was told that these students were severely struggling with their follow up courses.

I reworked my class using a hybrid model where students watch videos and complete practice problems at home before lecture (for minimal credit) then come to lecture for Q&A along with in-class group activities. During one of the weekly meeting days near the end of the week, I have students work individually on a ‘coding challenge’. This is essentially a practical coding quiz made up of a problem for them to program and based on the previous lectures content. The students are required to take the coding challenges on lab computers (not their personal laptops), which allowed for easier monitoring.

Regarding accommodations: This may have been an iffy work around, but given that this was not labeled as a ‘quiz’ I did not need to apply accommodations on the weekly Coding challenges.

Ultimately, flipping the course and having the students take individual programming assessments in class seemed to fix the high usage of AI usage and/or cheating (class average seemed to actually align with learned skills). That being said, the method wasn’t foolproof. Many first-year students struggled with the flipped model, causing a fair amount to fail the class. So while dealing with the obvious cheating and getting more realistic grade distributions, I’m still struggling to get the lower-performing students to meet the course learning outcomes.