Michael Christie

Renew, Refresh, Reimagine: Spring Forward with Smeal Academy

This month we feature fresh ideas and opportunities for growth in teaching and learning with technology.

In this edition, explore the Dan and Robyn Ives AI Innovation Day and Case Competition, discover a powerful new course analytics tool, and get key updates on Penn State’s video retention policy. Read on to make the most of this season!

The process is outlined below:

Have a question?
Email [email protected] and let us know!

AI Prompt Writing is Like a Box of Chocolates…

… experimentation is key!

Fortunately, there are resources to help guide even the most seasoned AI prompt engineer! One of our favorites is our recent Smeal Academy Session on Writing Effective AI Prompts. In it, we discuss types of prompts, best practices for prompt writing, evaluating output, strategies to refine prompts, and more!

Here are some quick tips to better AI prompt writing:

• Be clear and specific: Define exactly what you want, including format, tone, and details to avoid ambiguous responses.
• Provide context: Give background information or examples to guide the AI toward a more relevant response.
• Iterate and refine: Experiment with different phrasing, adding or adjusting details to improve results.
• Use constraints: Set word limits, structure guidelines, or style preferences to shape the output.

The session recording page lists some additional resources for you to enhance your prompt-writing prowess.

START YOUR ENGINES!

Spring 2025 is almost here! Set the pace for a successful semester with these actionable steps:

• Send a Welcome Message: A friendly message helps students feel valued and allows you to share key information, set expectations, and encourage engagement from day one.
• Use a “Who’s in Class” Survey: Learn about your students’ backgrounds, interests, and goals. This fosters connection, personalizes your teaching, and helps create a supportive learning environment.
• Check Your Canvas Ally Accessibility Score: Ensure your course materials are accessible to all students. A strong accessibility score reflects an inclusive and equitable learning experience.
• Add GenAI Policy Language to Your Syllabus: Address how AI tools can be used appropriately in your course. Clarify guidelines and expectations for leveraging these technologies in assignments and assessments.

With these simple yet impactful steps, you can get your semester off to a smooth and successful start, building an engaging and inclusive classroom environment.

eLDIG on LinkedIn

We are excited to announce the launch of Smeal Academy’s LinkedIn page, your new hub for connecting with our mission to empower Smeal instructors with the tools, strategies, and best practices they need to excel in teaching.

Follow us for updates, resources, and opportunities to engage. We can’t wait to connect with you!

What is eLDIG reading?

Teaching with AI explores the transformative role of artificial intelligence in education, focusing on how AI can assist faculty, inform policies, and redefine grading and quality standards. The eLDIG team is exploring AI’s potential role in providing feedback and designing assignments and assessments that emphasize human effort.

Want to read along? The Penn State library provides digital access to audio and ebook versions.

Bowen, J.A., & Watson, C.E. (2024). Teaching with AI. Baltimore: Johns Hopkins University Press.

Fall ’24 Semester “Wrap-Up”

As the Fall 2024 semester comes to an end, we wanted to focus on two key aspects of end-of-semester planning: transferring final grades to LionPATH and evaluating end-of-course student feedback to drive intentional, student-centered improvements for future semesters.

The eLDIG team would also like to wish you and yours a happy holiday season! Here’s looking to an even better 2025!

SEEQ Feedback

The Student Educational Experience Questionnaire (SEEQ) is Penn State’s carefully designed feedback tool that moves beyond simple instructor ratings. Developed by the University Faculty Senate, the SEEQ focuses on students’ learning experiences by gathering targeted feedback on course elements like assignments, materials, instruction, and learning environment.

Where is SEEQ feedback posted?

Fall 2024 SEEQ surveys were open from 11/18 to 12/8. Prior to grade submission, only response rates will be visible to instructors. After final grades are posted to LionPATH, instructors will receive an email with a link to their complete SEEQ feedback. Mid-semester (MSEEQ) feedback is viewable now on the SEEQ Report website.

How can SEEQ feedback lead to course improvements?

• Reflect Critically and Objectively: Distinguish between subjective personal comments and constructive suggestions about course design, materials, and instructional methods.
• Develop Actionable Improvements: Create strategies for course improvements to address recurring student suggestions.
• Communicate Changes to Students: Build trust and encourage future students’ constructive feedback by communicating how you use it to inform course changes.
• Seek Additional Perspectives: Consult with colleagues and the eLDIG team to validate and refine improvement strategies.

When we view student insights as a collaborative tool for improvement, we widen the possibility of designing learning experiences that feel more engaging and meaningful. This approach can continually evolve teaching into a conversation that keeps everyone—students and professors alike—more interested, connected, and excited about learning.

Have more questions?

Check out the SEEQ FAQs here.

Follow These Steps for End-of-Semester Grading Success!

Transferring grades from Canvas to LionPATH saves time, reduces the risk of input error, and ensures that the final grades students see in Canvas match those in LionPATH.

The process outlined below is designed to:

• Create LionPATH-ready final grades in Canvas,
• Import final grades into the LionPATH Grade Roster, and
• Submit final grades to the the Office of the University Registrar for eventual posting as “official” course grades.

Steps to Follow in Canvas:

1. Step 1: Enable a PSU-compatible Grading Scheme so Canvas grades sent to LionPATH comply with PSU grading policy.
2. Step 2: Enter zeros for unsubmitted Canvas assignments so Canvas and LionPATH record scores of “0” for all unsubmitted student work.
3. Step 3: Post grades for hidden assignments so all assignments are scored in both Canvas and LionPATH.
4. Step 4: Export the Canvas gradebook to be sure the the “Current Grade” (visible to students in Canvas) and “Final Grade” (visible to students in LionPATH) columns match.

Steps to Follow in LionPATH:

1. Step 1: Locate your course in the Faculty Home Base and click its Grade Roster icon.
2. Step 2: Select “Canvas Final Grades” to import grades from Canvas.
3. Step 3: Review student grades for accuracy. The Grade Roster will only display the first 20 students, so to view your entire class select “View All.”
4. Step 4: Change the Approval Status field to “Approved” and click “Save” to submit final grades to the University Registrar.

NOTE: The University Registrar runs an automated process (usually at the top of every hour) to collect grades with an “Approved” status and mark them as official course grades.

Have more questions?

Check out these resources:

• Video Tech Tip: Using LionPATH to Import Final Grades from Canvas
• Canvas: Prepare Final Grades for LionPATH
• Use LionPATH to Pull Final Grades from Canvas

Passing the Gratitude

“The more you practice the art of thankfulness,

the more you have to be thankful for.”

– Norman Vincent Peale

Of all the things you may pass during your Thanksgiving Day celebration this year, our wish is that gratitude would be the one shared and enjoyed the most. As we prepare for Fall 2024’s finale it’s a good time to pause and reflect on the things we have been the most thankful for this semester.

In the spirit of “passing the gratitude” we here at eLDIG are thankful for the opportunity to be a part of such an amazing community in support of its mission to provide excellence in education. We’re thankful for our team members who are passionate about teaching and learning, and for the many opportunities we have to exercise our individual and collective growth mindset muscles!

Thankful for Our Community

We are grateful for the enthusiastic participation of the Smeal community in this semester’s Smeal Academy sessions. Participants this fall have explored and discussed everything from classroom engagement to the ethical implications of AI. We are grateful for your many contributions this semester, and look forward to renewed exploration in the New Year!

Thankful for Innovation

Several of the tools we rely on for teaching and learning with technology are going through major changes as Artificial Intelligence (AI) becomes more prominent in higher education. One such innovation is highlighted below:

New AI Functionality in Zoom

Recent updates to Zoom include new AI-driven functionality designed to make meetings more efficient. These features are off by default and must be enabled by the meeting Host (either prior to or during the meeting):

• Smart Recording allows you to organize your recorded meetings into sections and identifies editable key takeaways and meeting action items.
• Meeting Summary generates an emailed summary of the meeting with the option for the host to share the summary with participants. Note that if a host enables this feature in a meeting participants may automatically receive summaries after the meeting ends.
• Thread Summary summarizes discussions in the Zoom Team chat threads.

(Note: Meeting audio, video, chat, screen sharing, attachments, or other communications are not used to train Zoom’s AI models.)

For more information on these tools please reference the Getting Started with Zoom AI knowledgebase article.

Engagement is like a box of chocolates…

Halloween candy and quality classroom engagement share a lot in common!

Variety Appeals to Different Tastes 

• Halloween Candy: A good candy mix ensures that there’s something for everyone to enjoy.
• Classroom Engagement: Just like candy, a mix of activities like group discussions, hands-on projects, visual aids, and tech-based learning helps engage all students, not just a select few.

A Little Goes a Long Way

• Halloween Candy: Even a small handful of candy is enough! You don’t need to overindulge to feel satisfied.
• Classroom Engagement: You don’t always need an elaborate plan to engage students. Small, well-designed learning moments can go a long way in keeping students engaged and satisfied.

Immediate Gratification and Long-Term Impact

• Halloween Candy: Candy is a quick, enjoyable reward. But there’s also the lasting memory of the joy of sharing candy with friends.
• Course Content: Students experience immediate engagement when they can see its value in their lives, and that impact lasts as they apply what they’ve learned in meaningful ways.

Smeal Students Share What Creates Classroom Connection

This month’s podcast features students from Smeal’s brand-new BA 397 Business Communication Course, discussing their favorite classroom engagement strategies. They discuss everything from TopHat to AI to cold-calling in the classroom!

Podcasts are released frequently, and housed on our eLDIG website, or follow the Smeal Academy Podcast on your preferred podcatcher!

Listen Here

THIS IS WHO WE ARE:

Strategies & Resources to Promote Integrity in the Classroom

Each September the Smeal Community celebrates its commitment to promoting a culture of academic integrity and invites each member to sign the Smeal Honor Code.

As we reflect on what the Honor Code means to our community, we want to also draw attention to strategies and resources you can use to support this commitment in your classroom. These best practices include:

Setting Expectations:

• Communication is key. Outline specific expectations for appropriate behavior in your course, including your policy on the use of GenAI.
• Make it relatable! Consider telling a story that makes the importance of academic integrity resonate with your students.

Influencing Behaviors:

• Require students to complete the following pledge as part of every assessment: “I affirm that I will not give or receive any unauthorized help on this assignment/exam, and that all work will be my own.”
• Make clear distinctions between the appropriate role of collaboration and use of tools such as artificial intelligence in every assessment.

Reinforcing Accountability:

• Officially report any academic integrity violations.
• Consistently demonstrate that you are holding students accountable when violations occur.

Be sure to listen to the latest Smeal Academy podcast (highlighted below) in which Michelle Darnell, Smeal’s Honor & Integrity Director, elaborates on these and other key topics. And read more about it in your copy of the Blue Folder. Reach out to the Tarriff Center for Business Ethics and Social Responsibility if you did not receive a folder through your department.

Michelle Darnell on the Transformational Power of Honor and Integrity

Join Michelle Darnell, Smeal’s Director of Honor and Integrity as she shares strategies for transforming students’ attitudes, nudging their behaviors, and helping them think more critically about their academic integrity choices. 

Podcasts are released frequently, and housed on our eLDIG website, or follow the Smeal Academy Podcast on your preferred podcatcher!

Set the Stage on the First Day

Welcome back to a brand-new academic year! As you prepare to navigate the first week of classes, take a moment to embrace the opportunities for learning – for you and your students – that come with it.

As you plan your first day of class, consider these ideas for sparking student curiosity and excitement:

• Consider the Climate: Research shows that the instructor’s emotions have an impact on instructional behavior and learning. Start the semester by infusing your classroom with confidence, enthusiasm, and optimism. Make space for communicating your passion for your topic. It’s contagious!
• Make Connections: Learning is social! Students are often more willing to participate when they feel connected to others in the classroom. Make time for you and your students to introduce yourselves to each other. As the semester progresses, you can build on this by having students work in pairs or small groups.
• Motivate Students: “I Care. I Can. I Matter.” In a recent LinkedIn post, Jose Antonio Bowen shared that students are motivated when they feel all three of these things. How can you reinforce these beliefs in your students this semester?

For more great suggestions, listen to the latest Smeal Academy Podcast, highlighted below!

Faculty Focus: Strategies for Engaging Students from the Start

Join Jennifer Eury, Ron Johnson, and Schalyn Sohn as they share their best advice for starting the semester off strong! They discuss everything from engaging activities for the first day of class to cultivating connection in the classroom!

Podcasts are released frequently, and housed on our eLDIG website, or follow the Smeal Academy Podcast on your preferred podcatcher!

Listen Here

Add a Policy About Artificial Intelligence Tools Like ChatGPT or Claude

eLDIG has prepared sample syllabus statements you can adapt based on your course objectives. Once you determine the GenAI policy for your course, we suggest adding a statement in each Canvas assignment reminding students of the GenAI policy. Our GenAI Canvas Assignment icons can be incorporated into your course to communicate your expectations.

Include a Link to Syllabus Policy Language Maintained by eLDIG

Do you struggle to keep up with syllabus policies? eLDIG maintains a current Smeal Undergraduate Residential Syllabus, Part 2 based on the semester instructions from Undergraduate Programs. You are welcome to link to this from your syllabus now or in the future.