Events

Multiple-choice exams and traditional papers can tell us what students remember, but they may fall short of telling us what students can do with what they learned. Moreover, in the era of generative AI, designing assessments that provide meaningful evidence of learning is more important than ever. Authentic assessment offers one approach by engaging students in meaningful, realistic tasks that require them to apply their knowledge and develop skills that transcend the classroom.

Join the CLT 2 - 3 p.m. Tues., Nov. 3 at the Learning Studio LN1324C for this interactive workshop will engage faculty in designing authentic assessments including simulations (e.g., mock trials and pitches), process- and product-focused assignments (e.g., presenting a problem with multiple possible solutions), and performance-based activities (e.g., facilitated debate, role-plays). Faculty will have the opportunity to develop assessment ideas that challenge students to think critically, solve problems, make decisions, communicate effectively, and apply course concepts without creating an enormous grading burden.

Participants will gain practical strategies for integrating authentic assessment into their courses to enhance student performance and competence. Bring one existing course assignment and leave with ideas for redesigning it.

Presenter: Christina Balderrama-Durbin

CLT Fellow: Christina Balderrama-Durbin, Ph.D., is an Associate Professor of Psychology at Binghamton University, where she teaches courses in psychological assessment, clinical intervention, psychological impacts of trauma, and intimate relationships and directs the Couple Adjustment to Stress and Trauma (CAST) Laboratory. Her work as a researcher and educator focuses on translating psychological science into meaningful, applied learning experiences. She has extensive experience designing and teaching courses that emphasize critical thinking, applied problem-solving, and the integration of theory and evidence. Through her teaching and faculty-development work, Dr. Balderrama-Durbin is particularly interested in innovative approaches to assessment that help students demonstrate what they can do with what they know. 

AI did not suddenly appear with the release of OpenAI’s ChatGPT-3.5 in November 2022. The term “artificial intelligence” emerged in 1956 when a group of researchers met at Dartmouth College for the Dartmouth Summer Research Project on Artificial Intelligence. Since that fateful summer gathering 70 years ago, the set of technologies we call “AI” have increasingly become an ever-present part of our personal and professional lives, including in our teaching. Just as it’s important to historicize and nuance our understanding of AI, so too is it important to reflect on the diverse approaches for teaching about, against, and with AI technologies. 

Join the CLT noon - 1:30 p.m. Friday, Nov. 6 at the Learning Studio LN1324C for this panel where we’ll hear from a group of interdisciplinary faculty about how they are working with students to better understand AI technologies. At a time of ongoing AI hype, the panel will offer attendees a more expansive pedagogical landscape that goes beyond incorporating generative AI products to instead consider ways for engaging AI technologies’ interconnected ideological, political-economic, technical, and social dimensions.

Facilitator: Charles Logan, CLT Fellow

Dr. Charles Logan, a CLT Fellow, works with faculty who want to explore AI and educational technology in ways that are ethical, critical, and deeply human. His work is grounded in the belief that teaching is not only about content or tools, but about co-creating learning spaces where students can bring their whole selves into the work.

Drawing from the learning sciences, critical educational technology scholarship, and literacies education, Charles helps faculty design learning environments that view students’ lived experiences and cultures as vital assets to welcome into the classroom. His approach emphasizes warm, responsive relationships, shared inquiry, and learning communities where everyone has the opportunity to thrive.

Charles studies how people and communities resist, refuse, reimagine, and repurpose technologies. His interests include co-designing learning experiences that teach about, against, and with AI technologies; digital literacies development; and the possibilities of strategic playfulness. He is especially interested in helping faculty and students examine the societal impacts, ethical implications, and governance of AI systems, rather than treating AI adoption as the only goal.

Lunch will be provided.

Register Here: https://cglink.me/2eQ/r2307869