Category Archives: Student Experience

Exploring Teaching and Leaning Technology at CIT 2024

Artificial Intelligence, Assessment, Classroom Technology, Creativity, Educational Technologies, Innovative Technology, Instructional Design, Learning Outcomes, Online Learning, Research, Student Experience, Uncategorized, Virtual Reality, VR

By Luis Colon
Instructional Designer
luis.colon@stonybrook.edu

Last month, members of CELT traveled to Buffalo, New York to attend the SUNY Conference on Instructional Technology (CIT) hosted by the University at Buffalo to participate in the event as well as present some of the work that we have been doing. The CIT conference started in 1992 and since has provided faculty and instructional support professionals a space to share their experiences, delve into common issues, work towards finding solutions, and explore the many innovative avenues that allow instructors to enhance the learning environment through the use of technology. 

The theme of this year’s conference was: Creating Inclusive Innovation in Higher Education, and showcased engaging sessions from faculty and instructional support professionals focusing on topics such as course design, assessment strategies, artificial intelligence (AI), immersive technologies, and more. In addition to these sessions, there were also exhibits from sponsors including D2L, Lumen Learning, and Respondus, as well as other exhibitors showcasing products and other technologies that could be used in the classroom to enhance the learning experience as well as increase engagement.

The University at Buffalo sign and some trees.
The University at Buffalo was a great location for this year’s CIT 2024 conference.

During the conference, we presented at two different sessions. Our first session, Critical Conversation on Generative AI, focused on our response to the boom of AI tools to support teaching and learning in college classes at Stony Brook University. The session opened with the CELT AI Timeline, illustrating how CELT started with collaborations with the academic integrity office. CELT proactively communicated to the SBU faculty about the best practices on generative AI in their classrooms and provided ongoing support and training sessions. We stay abreast on the latest AI tools and explore the benefits, challenges, and potential use cases with interested faculty members at Stony Brook University. During the past one-and-a-half-year period, CELT hosted 22 AI events with 1,110 Attendees. The AI panel discussion series covers topics like academic integrity, AI best practices, AI ethics, student perspectives, creative AI in art education, AI, and research. Monthly AI talk sessions allow faculty to ask questions and share their experience. Generative AI in Higher Education workshop series focuses on AI tools training, AI guidelines, assessment redesign, and ethical and practical AI usage for teaching and learning. 

Ultimately, as AI tools continued to develop and become more capable it became clear that we would need to expand our offerings to meet the needs and demands of interested stakeholders which we have done over the past year.

During the second half of the session, we opened up the floor to respond to questions for the audience to join the discussion and share their thoughts. The audience shared both valuable insights and ideas regarding AI usage as well as valid concerns regarding the capabilities and rapid growth of the technology. We shared resources at the end of the session and were able to speak to some of the audience members who had additional questions or were interested in continuing the conversation.

Our second session, Exploring VR Applications in College Classes – An SBU Showcase, focused on the applications of virtual reality (VR) of faculty members at Stony Brook University.  They explored the capabilities of these types of tools and how they can fit into their course goals and enhance their overall instruction. We began by discussing how the effective utilization of VR can positively impact teaching and learning and discussed specific tools that provide diverse experiences in VR that can be incorporated into any course. This included 360° photo and video, WebXR tools such as FrameVR, and immersive VR tools used in simulation-based learning. We then discussed our collaborations with faculty and staff members at the university and how they are currently using or planning to utilize VR in their courses. This included the work of Mark Lang from the School of Marine and Atmospheric Science (SoMAS), Dr. Guleed Ali from the Department of Geosciences, Dr. Carol Carter from the Department of Microbiology and Immunology, and Dr. Gary Marr from the Department of Philosophy in collaboration with Paul St. Dennis from the Department of Information Technology (DoIT). Then Dr. Guleed Ali presented via Zoom on VR virtual field trips as an inclusive pedagogy strategy  in his Geoscience class. 

The second part of our session was a hands-on immersive showcase, audience members could try on some of the VR applications we discussed. We set up three stations with Meta Quest headsets where audience members could see firsthand the diverse use cases of VR technology in the higher ed learning environment and familiarize themselves with working in VR. This also allowed us the opportunity to speak with audience members about their experiences with VR in the classroom, how they may be using VR in innovative and exciting new ways, and how they would like to be using VR in the classroom in the future. 

Members of CELT at the CIT 2024 conference.
CIT2024 was a great opportunity to gather insights and explore technology in teaching and learning!

The experience of attending and presenting sessions at CIT in Buffalo this year was an exciting and informative experience for our team. It was great to network and collaborate with other colleagues in teaching and learning more about the future of technology in our discipline. Our team returned with many great ideas and approaches that we are excited to implement in our own work.

2024 CELT Teaching and Learning Symposium – Focusing on Innovative Pedagogy

Artificial Intelligence, Assessment, Classroom Technology, Creativity, Educational Technologies, Equity and Inclusion, Innovative Technology, Instructional Design, Learning Outcomes, Online Learning, Student Experience, Uncategorized, Virtual Reality, VR,

By Luis Colon
Instructional Designer
luis.colon@stonybrook.edu

On April 12th, the Center for Excellence in Learning and Teaching held their annual Teaching and Learning Symposium. Over the years, the event has allowed educators, researchers, administrators, and more to come together to discuss various aspects of teaching and learning as well as celebrate teaching and learning practices and initiatives at Stony Brook University. The central theme of the day was Innovative Pedagogy which was at the center of conversations and various learning experiences held throughout the day. The theme illustrates the importance of finding new and exciting ways to engage with and include students in the academic environment as well as empowering students to pursue lifelong learning. Close to 100 faculty members, graduate students, staff, and administrators attended the day-long event held in Ballroom A of the Student Activities Center.

The event opened with words from Dr. Carl Lejuez, Provost and Executive Vice President for Academic Affairs, and then led into the keynote event of the day. Dr. Marsha Lovett presented an interactive workshop on innovative teaching and how practice and feedback can be an impactful practice in the classroom. Dr. Lovett is the Vice Provost for Teaching & Learning Innovation at Carnegie Mellon University as well as a Teaching Professor of Psychology and former director of the Eberly Center for Teaching Excellence and Educational Innovation. Her passion for combining teaching and research is illustrated in the book How Learning Works, which has been translated into multiple languages and is now in its second edition with the new subtitle: How Learning Works: Eight Research-Based Principles for Smart Teaching. 

Attendees at the 2024 CELT Symposium during the keynote workshop.
Dr. Marsha Lovett delivered an informative and engaging keynote workshop.

The workshop focused on the importance of incorporating opportunities for students to engage in “deliberate practice” where they are challenged appropriately and focus on clear and specific goals. These opportunities allow for observed performance where students would be able to receive targeted feedback that they would be able to use to improve their skills and apply in further practice. To provide targeted feedback, Dr. Lovett recommended incorporating rubrics into assignments as a grading tool where criteria for success is outlined and to remind students to utilize the rubric before, during, and after working on the assignment. 

To address the concern of allowing students to practice often without having a huge amount of grading, Dr. Lovett suggested incorporating opportunities for students to engage in active learning. She touched on many different examples of active learning strategies from shorter tasks to whole-class activities which provide students the opportunity to not only practice applying important skills but also allows students to receive feedback through the explanations of concepts and discussions that spark from active learning in the classroom.

Dr. Lovett closed with a discussion on how to provide effective SPACE (Specific, Prioritized, Actionable, Constructive, Expedient) feedback in a manner that is not only easy but also efficient and applicable to courses of all types and sizes. Her suggestions included framing your feedback in relation to your overall learning goals, highlighting priorities in the work, providing class-wide feedback on common pitfalls and errors, and developing a “key” or collection of frequently used comments to use during grading.

Following the keynote session were breakout sessions where Stony Brook University faculty and staff delivered sessions focusing on four different tracks highlighting major topics in teaching and learning today including Course Design, Student Engagement, Virtual Experiences, and Artificial Intelligence (AI). There were three breakout sessions where attendants had the opportunity to either stick to one particular track or attend sessions on different topics of interest. Faculty presenters from across both campuses discussed practical approaches and strategies to implement in classes and recounted their own observations with these innovative teaching practices.

Attendees at the CELT Learning Symposium 2024.
Faculty and staff participated in learning sessions and activities throughout the all-day event.

The 2024 Teaching and Learning Symposium was an exciting event that provided an open forum for faculty, TAs, and staff to engage in discourse related to teaching and learning with their colleagues. From using generative AI as a “junk generator” and having students critique its outputs to effective practices to foster inclusivity in the classroom environment, this event addressed many facets of teaching and learning to help students feel welcomed, engaged, and appropriately challenged in their coursework and overall experience at Stony Brook University. 

If you would like to learn more about how to make your courses effective, engaging, relevant, and inclusive, you can purchase a copy of How Learning Works: Eight Research-Based Principles for Smart Teaching by Dr. Marsha Lovett at this Amazon link. Linked below is the Google Collaborative Note-Taking Document from the day’s events to catch up with session materials and notes from the various sessions offered.

Using Creative Thinking Blocks in Teaching

Classroom Technology, Creativity, Student Experience, Uncategorized, , , , , , , , , ,

By Rachita Ramya
Instructor, Creative Writing and Literature
rachita.ramya@stonybrook.edu

As a creative writing and literature teacher, I find myself in a unique position, having grown up in India and now teaching undergraduate students at Stony Brook University. My first language, Hindi, gifts me with a strong Indian accent when I speak English, and I fear that my words may be misunderstood by my students. At times, I worry that some students may wonder why an Indian woman is teaching Creative Writing & Literature in English. To address these concerns, I’ve designed a more inclusive syllabus that features stories and essays from writers of different countries, races, and backgrounds. My course, “Everyone has a story, let’s find yours,” helps students explore their voice through writing and tell their important stories. In class, we read stories from all over the world, including translated texts. Over time, I’ve realized that good stories don’t need to be written in a specific language to be considered good. The best stories transcend language and vocabulary limitations.

Students building with MuBaBaO blocks in class.
Students used MuBaBaO blocks to build and brainstorm their ideas for their stories.

In our class discussions about Arundhati Roy’s essay, “What is the morally appropriate language to think & write?” my students have diverse opinions. They often relate to the idea that we’re not always understood by even people who speak the same language as us. Surprisingly, about a quarter of the class is multilingual. They’re amazed when I share that the language of storytelling is not as crucial as evoking universal emotions and interest.

To overcome language barriers in storytelling, I introduced wooden blocks from MuBaBaO into our creative journey. Originating from Poland, these wooden blocks, also known as creative thinking blocks, were brought to us by the distinguished storyteller Michal Malinowski, who uses them in his own classroom while teaching undergraduate students at the University of Krakow. Prior to that, Michal employed these blocks with war refugees from Ukraine, who found it easier to articulate their experiences using building blocks rather than struggling with broken words and sentences. In Michal’s own words, ‘the blocks serve as a vehicle for storytelling, an instrument to make sense out of the chaos and create something out of nothing.’

When used in my class, the blocks sparked my students’ imagination. They built intricate structures like spaceships, bicycles, basketball courts, carriages, and houses. Each creation had a unique story behind it, reflecting the individuality of its creator. Even reserved students opened up and shared their creations. This exercise went beyond storytelling; it became a form of problem-solving and an exercise in critical thinking and communication. It reminded me that stories have historically been a way to address complex challenges. What’s remarkable is the impact these blocks have beyond the classroom. They create a means for interaction and collaborative artwork within the community. 

Students final products using MuBaBaO blocks.
MuBaBaO blocks helped students think creatively and solve problems during the writing process.

Exploratory studies with similar blocks showed that they can help learners understand course concepts, experience group dynamics, and build communication skills (Allen et al., 2009, Auvinen et al., 2013, Rick et al., 2005, Roos et al., 2004, Roos et al., 2018, Peabody et al., 2018). This visual approach to storytelling engages participants in dynamic and multi-layered exercises, fostering creative thinking, spatial intelligence, and effective communication. It adds depth by requiring participants to narrate a story related to their creation, including considering solutions to real-world challenges. These blocks can act as a universal language, uniting people from diverse backgrounds through the shared language of imagination and expression. They can also be applied in various fields to enhance organizational and leadership skills. Together, we can embark on a journey of discovery and growth, learning to appreciate the depth and power of storytelling beyond spoken words, and embracing the beauty of diverse voices in literature.

References:

  1. Allen, S. J. and Hartman, N. S. (2009), “Sources of learning in student leadership development programming”, Journal of Leadership Studies, Vol. 3, No. 3, pp. 6-16. https://doi.org/10.1002/jls.20119
  2. Auvinen, T., Aaltio, I. and Blomqvist, K. (2013), “Constructing leadership by storytelling- the meaning of trust and narrative”, Leadership and Organization Development Journal, Vol. 34, No. 6, pp. 496-514. https://doi.org/10.1108/LODJ-10-2011-0102
  3. Rick, J., & Lamberty, K. K. (2005). Medium-based design: Extending a medium to create an exploratory learning environment. Interactive Learning Environments, 13(3), 179–212. https://doi.org/10.1080/10494820500401883
  4. Roos, J., & Victor, B. (2018). How It All Began: The Origins Of LEGO® Serious Play®. International Journal of Management and Applied Research, 326–343. https://doi.org/10.18646/2056.54.18-025
  5. Roos, J., Victor, B., & Statler, M. (2004). Playing seriously with strategy. Long Range Planning, 37(6), 549–568. https://doi.org/10.1016/j.lrp.2004.09.005
  6. Peabody, M. A., & Turesky, E. F. (2018). Shared leadership lessons: Adapting LEGO® SERIOUS PLAY® in higher education. International Journal of Management and Applied Research, 5(4), 210-223.

 

One Student’s Experience With Code-Switching

Equity and Inclusion, Graduate Students, Hidden Curriculum, Social-emotional Learning, Student Experience, Uncategorized

By Bismi Biju
CELT Graduate Student Assistant

Have you ever noticed a difference in how you speak around your colleagues compared to how you speak with your friends and family? It’s likely that you unconsciously adjust your speech to fit professional settings, such as using more formal language and being more measured in your tone. Additionally, if you come from a place with a regional dialect, you may also adapt your speech based on the social context. For example, you may speak with a different accent or use different words or phrases depending on who you’re talking to.

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Coming to campus can mean choosing new ways to speak and dress in order to fit in. Social scientists call that code-switching.

I find myself having to switch between dialects and slang when talking to professors on campus versus friends back home versus traditional family settings. As I spent my undergraduate career at Stony Brook, I naturally found myself changing tone and sentence structure to fit into the classroom setting better, especially in STEM courses. This is something that I didn’t consider in high school as everyone around me was familiar with regional slang words. 

Linguists refer to this phenomenon as code-switching, which originally meant switching between two languages in a conversation (Gardner-Chloros, 2009). However, in today’s increasingly multicultural and multiethnic society, the term has evolved to describe how people shift between different cultures as they communicate with others. This can include choosing different communication styles, such as using different languages, adjusting your accent or tone, or adapting your behavior and dress.

There are many reasons why people use code-switching. Sometimes, it’s to fit in with a particular group or to convey thoughts and concepts that might be easier to explain in a specific language or communication style. Other times, it’s simply a force of habit or a way of expressing one’s cultural identity. However, the most common reason for code-switching is to identify with a particular social group, and most of the time, people don’t even realize they’re doing it (Myers‐Scotton, 2017). Code-switching happens subtly, and it’s not limited to bilingual speakers.

For example, when you leave your hometown for college, you may find yourself in a new cultural environment where you must navigate unfamiliar social structures while retaining your identity. This can involve cultural code-switching, which can include multiple aspects of one’s cultural identity, such as the type of clothing worn, hair style, speech, or behavior (Martin-Jones, 1995). Unfortunately, those from Black, Indigenous, People of Color (BIPOC) communities are more likely than their non-Hispanic White counterparts to say they feel the need to code-switch. A study found that 4 in 10 Black and Hispanic adults often feel the need to change the way they talk around others of different races and ethnicities, especially among non-Hispanic Whites. Additionally, 48% of Black professionals under age 50 see code-switching as a career necessity (McCluney, et al., 2021).

Expertly navigating another culture isn’t a rejection of where you come from or a signal that you are any less authentic. Especially in the American culture that too often demands assimilation or marginalization, it matters that academic and corporate spaces are embracing people of all backgrounds. If it isn’t intentionally inclusive, it is unintentionally excluding. Therefore, flexibility and awareness is necessary in these circles to make sure everyone feels heard and empowered. Those that are in the majority have less code-switching and less adaptation required when in these settings, so it is important to bring awareness to the issue.

 

References: 

Gardner-Chloros, P. (2009). Code-switching. Cambridge University Press.

Martin-Jones, M. (1995). Code-switching in the classroom: Two decades of research. One speaker, two languages: Cross-disciplinary perspectives on code-switching, 90-111.

McCluney, C.L., Robotham, K., Lee, S., and Durkee, M. (2019). The costs of code-switching. Harvard Business Review. Retrieved from https://hbr.org/2019/11/the-costs-of-codeswitching

Myers‐Scotton, C. (2017). Code‐switching. The handbook of sociolinguistics, 217-237.