Anna B. Mitchell , The Post and Courier; Ex-Spartanburg prof took leave to help his ailing, 93-year-old dad. Then he was fired.
"A federal jury on April 23 awarded $309,000 to a former Spartanburg Community College professor who was fired after taking two days off to care for his ailing father."
SCOTT K. JOHNSON , Ars Technica; To teach in the time of ChatGPT is to know pain
"Let me explain why students are the ones losing the most in this environment and why instructors like me feel pretty much powerless to fix the problem.
Students often carry misconceptions about coursework. They may view an instructor as an opponent standing in the way of the grade they want. And they see “getting the right answers” as the goal of education because that’s how you secure that grade.
But that’s no more true than thinking that logging a count of reps is the goal of bodybuilding. The hard work of lifting weights is the point because that yields physical results. A popular analogy is that using an LLM to write your essay is like driving a forklift into the weight room. Weights get lifted, sure, but nothing is accomplished. I’m not hoping you can answer the exam question for me—I don’t need your essay to get me out of a jam. The process of doing the work was what you needed to walk away with something.
In a recent video about how easy Sora has made it for users to generate relatively realistic but deeply problematic videos, Hank Green rubbed his eyes as he shouted in the figurative direction of OpenAI CEO Sam Altman, “The friction matters, Sam!”...
I’m not alone in feeling exasperated by this predicament. A survey of about 3,000 college faculty showed that 85 percent felt LLMs “make students less likely to develop critical thinking abilities,” and 72 percent reported challenges managing LLM use.
Predictably, the response from higher education administrators―who are busy signing contracts for institutional LLM subscriptions to show how future-first their thought leadership is―has been to tell instructors that their job is to teach students “how to use AI effectively.”...
A few months ago, I overheard some college students talking about their classes. One was complaining about an assignment they needed to do that night, and another incredulously asked why they wouldn’t just have ChatGPT do it. The first replied, “This is my major, I actually need to learn stuff in this class. I use AI for my other classes.”"
Alice Berry , UVAToday; Q&A: In the age of AI, what is a library for?
"Q. Where do you fall on the AI enthusiast to AI detractor spectrum?
A. A faculty member at another university asked me recently whether it was defensible to ban AI in her course. I said yes.
That probably isn’t what people expect from someone who spent the last three years building a framework for AI literacy. But it was the honest answer for now. She believed her students needed to develop a specific skill that AI use would short-circuit, and banning it was the right call for that course.
What I would ask of faculty who choose that path is to stay open, keep up with how the technology is developing, and be willing to try approaches others have tested. That is part of what the lab is for: to produce case studies that give faculty something real to work from when they are ready to revisit the question.
I’m wary of the two confident positions on AI in higher education right now: the people certain it will transform teaching, and the people certain it will destroy it. Both are getting ahead of what we actually know about what’s happening in our classrooms.
Q. What is the function of a library in this AI age?
A. A research library has always done two things: help people find information, and help them judge it. AI changes the tools, not the mission. If anything, the mission gets sharper. The library is also one of the few places in a university built to convene across disciplines, and AI literacy requires exactly that: technical knowledge, ethics, critical thinking, practical skill, and societal impact all at once. No single department owns that combination.
A library can hold it together. That is why we are launching the AI Literacy and Action Lab here. Dean Acampora and I share the conviction that AI is an opportunity for the liberal arts, not a threat to them. The lab is built on that shared premise: AI literacy is a liberal arts problem as much as a technical one, and a university that treats it only as technical will get the answer wrong."
Clifford H. Taubes, The Harvard Crimson; The Unpleasant Ethics of Capping Grades
"I am adamantly opposed to the recently proposed faculty rule that mandates a maximum number of A’s in any given course. My opposition is primarily based on three ethical issues."
Vimal Patel , The New York Times; Professors Are Being Watched: ‘We’ve Never Seen This Much Surveillance’
Scrutiny of university classrooms is being formalized, with new laws requiring professors to post syllabuses and tip lines for students to complain.
"College professors once taught free from political interference, with mostly their students and colleagues privy to their lectures and book assignments. Now, they are being watched by state officials, senior administrators and students themselves."
, The New York Times ; Big Tech Makes Cal State Its A.I. Training Ground
MARTY LEVINE, University Times; PittGPT debuts today as private AI source for University
"Today marks the rollout of PittGPT, Pitt’s own generative AI for staff and faculty — a service that will be able to use Pitt’s sensitive, internal data in isolation from the Internet because it works only for those logging in with their Pitt ID.
“We want to be able to use AI to improve the things that we do” in our Pitt work, said Dwight Helfrich, director of the Pitt enterprise initiatives team at Pitt Digital. That means securely adding Pitt’s private information to PittGPT, including Human Resources, payroll and student data. However, he explains, in PittGPT “you would only have access to data that you would have access to in your daily role” — in your specific Pitt job.
“Security is a key part of AI,” he said. “It is much more important in AI than in other tools we provide.” Using PittGPT — as opposed to the other AI services available to Pitt employees — means that any data submitted to it “stays in our environment and it is not used to train a free AI model.”
Helfrich also emphasizes that “you should get a very similar response to PittGPT as you would get with ChatGPT,” since PittGPT had access to “the best LLM’s on the market” — the large language models used to train AI.
Faculty, staff and students already have free access to such AI services as Google Gemini and Microsoft Copilot. And “any generative AI tool provides the ability to analyze data … and to rewrite things” that are still in early or incomplete drafts, Helfrich said.
“It can help take the burden off some of the work we have to do in our lives” and help us focus on the larger tasks that, so far, humans are better at undertaking, added Pitt Digital spokesperson Brady Lutsko. “When you are working with your own information, you can tell it what to include” — it won’t add misinformation from the internet or its own programming, as AI sometimes does. “If you have a draft, it will make your good work even better.”
“The human still needs to review and evaluate that this is useful and valuable,” Helfrich said of AI’s contribution to our work. “At this point we can say that there is nothing in AI that is 100 percent reliable.”
On the other hand, he said, “they’re making dramatic enhancements at a pace we’ve never seen in technology. … I’ve been in technology 30 years and I’ve never seen anything improve as quickly as AI.” In his own work, he said, “AI can help review code and provide test cases, reducing work time by 75 percent. You just have to look at it with some caution and just (verify) things.”
“Treat it like you’re having a conversation with someone you’ve just met,” Lutsko added. “You have some skepticism — you go back and do some fact checking.”
Lutsko emphasized that the University has guidance on Acceptable Use of Generative Artificial Intelligence Tools as well as a University-Approved GenAI Tools List.
Pitt’s list of approved generative AI tools includes Microsoft 365 Copilot Chat, which is available to all students, faculty and staff (as opposed to the version of Copilot built into Microsoft 365 apps, which is an add-on available to departments through Panther Express for $30 per month, per person); Google Gemini; and Google NotebookLM, which Lutsko said “serves as a dedicated research assistant for precise analysis using user-provided documents.”
PittGPT joins that list today, Helfrich said.
Pitt also has been piloting Pitt AI Connect, a tool for researchers to integrate AI into software development (using an API, or application programming interface).
And Pitt also is already deploying the PantherAI chatbot, clickable from the bottom right of the Pitt Digital and Office of Human Resources homepages, which provides answers to common questions that may otherwise be deep within Pitt’s webpages. It will likely be offered on other Pitt websites in the future.
“Dive in and use it,” Helfrich said of PittGPT. “I see huge benefits from all of the generative AI tools we have. I’ve saved time and produced better results.”"
Baker Endowed Chair and Professor of Library and Information Science, University of South Carolina, The Conversation ; ; How book-banning campaigns have changed the lives and education of librarians – they now need to learn how to plan for safety and legally protect themselves
"Library professionals maintain that books are what education scholar Rudine Sims Bishop called the “mirrors, windows and sliding glass doors” that allow readers to learn about themselves and others and gain empathy for those who are different from them.
The drive to challenge, ban or censor books has not only changed the lives of librarians across the nation. It’s also changing the way librarians are now educated to enter the profession. As a library school educator, I hear the anecdotes, questions and concerns from library workers who are on the front lines of the current fight and are not sure how to react or respond.
What once, and still is, a curriculum that includes book selection, program planning and serving diverse communities in the classroom, my faculty colleagues and I are now expanding to include discussions and resources on how students, once they become professional librarians, can physically, legally and financially protect themselves and their organizations."
Josh Moody, Inside Higher Ed; Texas A&M Weighs Sweeping Changes to Library
"The Texas A&M University system is working on a plan that would make sweeping changes across its 10 libraries. Those changes, still being discussed, would include asking librarians to relinquish tenure or transfer to another academic department to keep it.
The plan grew out of recommendations from MGT Consulting, which Texas A&M hired in June 2021 “to conduct a high-level, comprehensive review of major functional areas,” according to a company report. But as administrators have suggested additional changes, including to employee classification, faculty members have pushed back, arguing that proposed structural changes to the library system will do more harm than good.
They are especially concerned about a proposal that would end tenure for librarians. Experts note that tenure for librarians, which is somewhat common in academia, though not universal, can be crucial for academic freedom, especially in a political environment in which librarians are under fire."
CHRIS RAMIREZ, Politico; Head of nation’s largest 4-year university system resigns under fire
"Three weeks before Castro was named chancellor in September 2020, Castro and Lamas entered a settlement agreement that barred Lamas from working for CSU. In return, Lamas was guaranteed $260,000, full benefits and a letter of recommendation from Castro to any other college jobs Lamas applied for, USA Today reported.
Castro apologized in an open letter to students and faculty at Cal State, saying he regretted offering Lamas the letter of recommendation. He added that Lamas was removed from campus immediately after a formal Title IX claim was filed against Lamas in 2019.
A growing number of faculty and state lawmakers had been calling for an investigation, outraged at the report.
Such behavior happens “all the time,” CFA North Associate Vice President Meghan O’Donnell said in an interview Thursday. “It’s important for us to recognize that this is systemic,” she said, “and part of the problem is the fact that we have very little transparency or public input into the hiring of these senior level administrators.”...
The CSU also announced it will begin an initiative to “bring CSU to the forefront of Title IX innovation, accountability and response.”"
UNM (University of New Mexico); UNM President seeks campus input on 2040 strategic plan
"Last May, UNM President Garnett Stokes announced the start of planning for UNM 2040: Opportunity Defined, the multi-year plan for the future of The University of New Mexico. She announced in her weekly message the strategic planning process is now in one of the most important and exciting parts: gathering ideas from the campus community about the future of The University of New Mexico.
Timeline of planning
After UNM 2040: Opportunity Defined was launched virtually on May 7, 2021, multiple virtual focus groups for students, faculty, staff, and supporters were held from May 3-24. These events provided an early chance to share insights about how UNM can be more relevant, more visible, and more competitive for what it distinctly does best.
In October and November of 2021, the 2040 task forces took the emerging vision plan to a new level of detail by suggesting key activities that need to occur over the next five years for UNM to carry out its ambitious goals and realize its loftiest aspirations. A month later, a survey went out asking for feedback from students, faculty, staff, alumni, and donors about the draft vision framework. More than 1,600 Lobos completed the survey and helped better inform decision-making as the process moved forward.
The survey responses and other comments helped to fine-tune the vision framework and led to a revision of the plan, so goals and objectives were more reflective of the feedback."
"When Thomas Easley interviews people who want to teach statistics at North Carolina State University (NCSU), he poses a question most applicants probably aren’t expecting: How would you integrate diversity into your curriculum? It’s a question more universities seem to be asking in the aftermath of student protests against the dearth of people of color on their campuses and in their coursework... Proponents say that asking students to acknowledge and discuss ideas and concepts through a variety of lenses with classmates from different backgrounds is every bit as important in an increasingly global society as drilling the fundamentals of essay-writing into young minds. But the idea is predictably controversial, with critics saying the requirements are a left-leaning affront to academic freedom. And even professors who are generally supportive of incorporating conversations about diversity into their teaching sometimes say they don’t know where to begin; lots of schools like to talk about diversity, but it’s a nebulous if nice-sounding word, and schools that espouse the broad concept sometimes fail to define exactly what they mean or expect when they tell professors to weave it into their work."
