In this blog post, Katy Guthrie , Teaching Assistant Professor in the College of Food, Agricultural and Natural Sciences (CFANS), shares her insights on using FeedbackFruits Peer Review to enhance student engagement and learning. Her experience provides valuable perspectives for other educators looking to enrich their teaching practices with technology-driven solutions. FeedbackFruits (FbF) offers a suite of academic technology tools that supports a variety of peer learning activities. The University is currently licensing four FbF tools , integrated in Canvas, that support self-assessment, peer review, and group member evaluation. Peer Learning Strategies: Efficient and effective Professor Guthrie is a strong advocate for teaching students how to provide constructive feedback on their peers' writing. FbF makes it seamless for her to integrate peer feedback activities into her classes. She particularly values the FbF Peer Review tool in her writing-intensive courses, where stude...

Are you struggling to keep pace with artificial intelligence (AI) and its rapid pace of change? At Academic Technology Support Services, we were too, so we created this post to make sense of the AI tool categories and how they can support the teaching process. In the post, we compare various AI tools and delve a little deeper into the category of AI Agents or Assistants. Due to the rapid pace of AI functional development, combined with the proliferation of terms, definitions, and tools, this blog post has a significant caveat: This is our attempt to start/continue making sense of what’s new and upcoming in the use of AI; we aren’t looking for a right or wrong way to use an AI platform, or to accurately define groups of AI tools, but instead gain an understanding of how the various factors interact. Whether you agree with our characterizations or not, join the AI iCoP discussions and let us know your thoughts. After our AI review, we will apply AI concepts and tools to an example from ...

  This spring Extra Points features a series of conversations focused on how faculty and staff around the University of Minnesota are using generative AI to do University work.  Lauren Marsh ( Academic Technology Support Services ) interviewed  Emerging Technologies Faculty Fellow   Robert Erdmann , Assistant Professor of Bioinformatics/Data Science at UMN Rochester. The following has been revised for length and clarity. Tell us about your role in the Center for Learning Innovation at Rochester, and how that informs your work with generative AI. Robert Erdmann: UMR is organized into just a single department, the Center for Learning Innovation (CLI). This means that faculty from all disciplines - biology, math, writing, public health - are all in the same unit. This lowers a lot of barriers to cross-disciplinary interactions and collaborations. You get to talk to a lot of people who aren't in your field. It gets us thinking about teaching in different ways. I do...

  This spring Extra Points features a series of conversations focused on how faculty and staff around the University of Minnesota are using generative AI to do University work.  Adam Brisk ( Information Technology Systems and Services ) and Bill Rozaitis ( Center for Educational Innovation ) interviewed Emerging Technologies Faculty Fellow   Mark Collier , Professor of Philosophy at UMN Morris. The following has been revised for length and clarity. Tell us about your role in the Philosophy department and how that is informing your work with generative AI. Mark Collier: I'm a professor of philosophy. I teach a wide variety of courses, including the history of philosophy, artificial intelligence and ethics, philosophy of mind, and biomedical ethics. Because it's a small department, we have broad coverage. My research has primarily focused on the philosophy of David Hume. When I entered grad school at UC San Diego, I joined an interdisciplinary program in cognitive scie...

This spring Extra Points features a series of conversations focused on how faculty and staff around the University of Minnesota are using generative AI to do University work.  Adam Brisk ( Information Technology Systems and Services ) and Lauren Marsh ( Academic Technology Support Services ) interviewed Emerging Technologies Faculty Fellow   Junhua Wang , Associate Professor of Business Communications in the Labovitz School of Business and Economics. The following has been revised for length and clarity. Tell us about your role in the Labovitz School of Business and Economics (LSBE) at UMD, and how that is informing your work with generative AI. Junhua Wang: I teach the course Business Communication, which is an upper-division, writing-intensive course required for all students at LSBE. I think generative AI presents significant opportunities to help students in the writing process, such as enhancing their drafting, revising, and editing skills. Recognizing this potential, I b...

  This spring Extra Points features a series of conversations focused on how faculty and staff around the University of Minnesota are using generative AI to do University work.  Mary Jetter ( Center for Educational Innovation ) and August Schoen ( Academic Technology Support Services ) interviewed Emerging Technologies Faculty Fellow Darren LaScotte from the Minnesota English Language Program in the College of Continuing & Professional Studies. The following has been revised for length and clarity. Give us some context for your work with generative AI: what was the class, and who are your students?  Darren LaScotte: The basis of my project was seeing how generative AI might promote language learning. I teach a writing-intensive English as a second language course, which prepares students for First-Year Writing (University Writing 1301). We work on teaching students the writing process and provide feedback on things like content and organization in its culturally s...