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Updating the Hippocratic Oath (An Introductory Bioethics Assignment Using Hypothes.is)
Updating the Hippocratic Oath (An Introductory Bioethics Assignment Using Hypothes.is)
California State University, Channel Islands
Ronald Berkowsky, Instructor from California State University Channel Islands, created a low-stakes introductory assignment to be implemented in a bioethics course using the Hypothes.is platform. In it, students collaboratively annotate the Hippocratic Oath (i.e., one of the oldest known medical code of ethics) and suggest edits to make the Oath more reflective of modern perspectives and values. This assignment helps to underscore how ethical principles and behaviors in health and medicine have changed over time.
Module To Do List
Module To Do List
California State University, Stanislaus
Yamini Bellare, Assistant Professor from California State University Stanislaus, created To Do Lists for each Module in the course. Each To Do List included direct links to the assignments to be submitted and their due dates. This page serves as a Welcome and Orientation page to each Module.
Assignments on Using Generative AI for Resume Enhancement
Assignments on Using Generative AI for Resume Enhancement
California State University, Channel Islands
Dr. Vida Vakilian, an Associate Professor at CSU Channel Islands, developed a series of innovative assignments for students, focusing on how to leverage Generative AI (GenAI) technologies to enhance their resume preparation. These assignments guide students through using AI tools to draft and refine their resumes. Additionally, Dr. Vakilian incorporated an assignment on Ethical Considerations in GenAI, ensuring that students not only gain practical skills but also understand the ethical implications of using AI in their professional development.
Bilingual Translations in Canvas
Bilingual Translations in Canvas
California State University, Channel Islands
Kristin Jordan, Instructor from California State University Channel Islands, implemented bilingual translations in Canvas for a Sociology of Education course where information on the Canvas home page, in the welcome/start here module, and major headings/buttons are presented in both English and Spanish. This initiative ensures that information displayed on the Canvas home page, within the welcome/start here module, and major headings/buttons is accessible in both English and Spanish. By providing simultaneous translations, students gain direct exposure to essential concepts and research covered in the course, such as community cultural wealth, linguistic capital, and bilingual education. Additionally, this approach fosters a more inclusive environment, both linguistically and culturally, within our class. Importantly, the adaptability of these bilingual translations makes them applicable to various courses, regardless of content alignment.
Using AI tools to Help Write Introduction Sections for Laboratory Reports
Using AI tools to Help Write Introduction Sections for Laboratory Reports
California State University, Channel Islands
William Munroe, Lecturer from CSU Channel Islands, tested GPT4All (an AI tool) with helping students’ writing. The instructor tasked students to install a free utility (GPT4All) capable of interacting with a user curated pdf library. Students prepareed an initial draft of an introduction section using the AI tool and pdf sources for their lab report. After preparing the draft, students would then edit and revise the output for accuracy.
Calculus Canvas Shell Homepage and Module list screenshots - Bilingual
Calculus Canvas Shell Homepage and Module list screenshots - Bilingual
California State University, Channel Islands
Chrissy Soderlund, Instructor from Cal State Channel Islands, developed a bilingual kit for the Calculus I Canvas Shell. The bilingual kit enables instructors to better articulate course material in a way that embraces students for whom Spanish is their first language. There is a variety of instructional material types on the Canvas shell (videos, quizzes, written text, online math homework system, discussions, etc.). The bilingual kit strengthens the text of the various material types.
Assignment Information Video Production using Artificial Intelligence (AI) Tools
Assignment Information Video Production using Artificial Intelligence (AI) Tools
California State University, Channel Islands
Ryan Murphy, Assistant Professor of Business Communication at California State University Channel Islands, created an assignment information video using HeyGen (an AI avatar video creation tool) and ChatGPT. Assignment information videos supplement written assignment instructions, rubrics, and verbal explanations of an assignment in class. By offering assignment information using additional modes, student gain enhanced clarity and understanding of assignment instructions. Video instructions keep students engaged and they can be replayed as many times as necessary.
Acknowledgement to Dr. Stephen Lind of the University of Southern California who presented this concept at the Association for Business Communication Western Regional Conference (Spring 2024), where he shared both practical outcome of AI videos like this as well as technical instructions for creating them.
Interactive “Sociological Imagination” Practice Video with Embedded Questions
Interactive “Sociological Imagination” Practice Video with Embedded Questions
California State University, Channel Islands
Elizabeth A. Sowers, an Associate Professor at CSU Channel Islands, created an interactive PlayPosit video for her SOC 100 class to help students achieve a better understanding of the “Sociological Imagination” across the semester. The video includes a recap of the concept, as previously discussed in class, and practice questions, quite similar to those that appear on course exams. This is a resource for students, not an assignment for a grade – but they will practice exam questions in it, so there is a tangible benefit for those who engage.
Enhance Student Engagement and Interaction in Group Assignments in STEM
Enhance Student Engagement and Interaction in Group Assignments in STEM
California State University, San Bernardino
Haiyan Qiao, an Instructor at CSU San Bernardino, utilized slides to develop a guided group assignment discussion for an asynchronous online course. This can be used as a reference/template for structured group discussions to promote student interaction and facilitate collaborative problem-solving in a group assignment.
Badges in Canvas: Connect the Dots Between Course Outcomes & Career Skills
Badges in Canvas: Connect the Dots Between Course Outcomes & Career Skills
California State University, Channel Islands
Kristen Linton, Instructor from California State University, Channel Islands, created two Badges in Canvas associated with specific learning outcomes and career skills. Eligibility to receive the badges was set using a rubric that assessed the students' skill, which is public. Students who receive badges can post the badge to the LinkedIn profiles and potential employers can click it to see a description of the assignment and criteria that needed to be met in order to receive the badge.
Excel in Agribusiness
Excel in Agribusiness
California State University, Fresno
Neil Tung, a Lecturer at Fresno State in Applied Microcomputing for Agribusiness Management, created a PowerPoint presentation introducing students to the basics of Excel. This includes why Excel is used in Agribusiness and the reasons the instructor has found it a valuable tool throughout his career. The use of spreadsheets, database management, applications to basic farm accounting and financial budgeting, farm production recordkeeping, and commodity price trend tracking using Excel functions and formulas are highlighted in this presentation.
Module Overview Page
Module Overview Page
California State University, Fresno
Professor Christine Edmondson from Fresno State, created Module Overview pages for her Movies and Mental Illness class. Each page contains a To-Do list, Module Directory, Module Orientation Video as well as a Video Guide.
Active Learning with Video using Playposit
Active Learning with Video using Playposit
California State University, Los Angeles
Tammy Aguilar, Instructor from CSU Los Angeles uses video platform Playposit to transform a static viewing experience to one that is active and engaging. As students watch the lecture video explaining the difference between an IEP and a 504 Plan they will come across three embedded questions that they are required to answer.
Active Learning Lesson with a TEDEd Video
Active Learning Lesson with a TEDEd Video
California State University, San Bernardino
Anna Phillips, an Instructor at CSU San Bernardino, developed an active learning activity with the user-friendly and broad application of the TEDEd lesson builder. The lesson includes the components of Watch, Think, Dig Deeper and Discuss. Questions are linked to specific sections of the video and students are also asked to answer short-answer questions.